713 10 13309 https://digitalcollections.lakeheadu.ca/files/original/cf6e0d5a26b90b41f006a0a66c21b793.pdf 248c986e4b43058427566d24aa5597cd PDF Text Text �NATIVE LANGUAGE EDUCATION i,n O NTARIO VOLUME V NUMBER 1 October 1989 NEWS FROM YOUR COORDINATOR: The summer passed very quickly and here we are again, entering the fall season. The leaves are turning lovely shades of orange, yellow, and red. It is the time of year to reflect and prepare for the year ahead. When I think about the summer school of 1989, I visualize the three classes of children, learning Native As A Second Language, students walking from the Bora Laskin Building to the Ryan Building, the sounds of laughter, words of frustration and enthusiasm in BL 2009, Big Books clutched under the arms of students, and the taste of the Native Feast at the Friendship Centre. Of course, there are many other memories and incidents that each and everyone of you will cherish and remember. I trust it was a positive experience for you and that you will look forward to your return next July. Since the semester started, several teachers have called for resources. This summer you were introduced to the various resources available in the School of Education Library. Remember, you can borrow resources from the library by writing a letter to the library, listing the resources required. I have a list of all the materials regarding Native Education including: children's books, teacher's books, reference books, and audio-visual materials. If you would like a copy of the list, let me know or leave a message with Ann. I am revising the Plan Book that we used this summer. Your comments and the comments of your instructors are all being taken into consideration. In January, I will send the second edition to a random sample of teachers, consultants at the Ministry of Education and the Department of Indian Affairs. Then, one last revision will take place, the book will be printed and ready for 1990 Summer School. I want to express my appreciation for your honest comments and suggestions during the pilot of this book during the past summer. On an unhappy note, Sister Catherine had a heart attack in the middle of September. I understand she is recovering in the General Hospital at Moose Factory. Take a few moments to write to her; I'm sure she would appreciate receiving some news from you. We are all praying for you Sister! What other news -- Jean Shawana is back in Mobert, Ernesting Buswa has joined the staff at Mobert, Julia Ann Rivers is teaching in Sioux Lookout, Rubina Naogizic has returned to a school in Sioux Lookout, Christie Ann Bernard is offering NSL over Distance Education to a grade one class in Savant Lake, Wanda White is teaching an NSL class during the evening to adults, Linda Neshinapaise is writing an NSL guidelines document for grade nine in Fort Hope. Let's keep in touch, what grade are you teaching? What kinds of exciting projects are you involved in? Until next time, 1o� NAT!VE �NGUAGE EDUCATION IN ONTARIO is an occasional newsletter, published by th � Nat1�e Language Office, Lakehead University, Thunder Bay, Ontario, P78 SEl mailed without charge to students registered in the Native Language Instructors' Program at Lakehead University. �·'... 2 DEAR FRIENDS: The warmth and compassion shown to me at a time of great sorrow meant very much to me and my family. I received your card and donations recently and I would like to thank you all for your support. The grief was overwhelming for me, being away from home and losing a second son, but it was friends, like you and family that provided much comfort and made a trying time more bearable. Miigwetch. sincerely yours, DR. HENRIETTE SEYFFERT MEMORIAL PRIZE IN NATIVE LANGUAGE STUDIES: Awarded to the student who has completed a minimum of three full course equivalents in Native Language Studies at this University, and whose average mark, computed on all Native Language courses completed, is the highest for the year. No student shall receive the prize more than once. The recipient for this award for 1989 is Georgina Nahwegahbo. Congratulations Georgina! THEME PLANNING: Now that it is October and the shock of ending your vacation to face a classroom full of eager students has worn off, it's time to think of that old problem that has worried teachers since the invention of chalk. What am I going to do the rest of the year? Theme planning is an easy way to plan your lessons and have them relate to a central idea. It's easy to do if you follow a few simple steps. 1. On chart paper choose your main theme or idea for three or four week's work, then think of as many sub-themes as you can to go along with your main idea and write them on your chart just like in the diagram at the bottom of the page. 2. Choose a sub-theme, i.e. celebrations and choose ideas for two or three weeks work. Some sample lessons could be, for example, a calendar of the year's holidays, why celebrations are held, community activities related to celebrations, special foods for celebrations, etc. 3. Make a list of activities that could be suitable for your lessons, large group, small group, art, etc. 4. Decide on materials you will need for your lesson book, filmstrips, art supplies needed and write them down, it will save time later. Once you've completed one theme it should be easy to plan enough of them to lake you until that day all teachers look forward to, summer vacation. Key Theme 0 Sub-Theme 0 hou.whold rum1tur1 �. ... 3 KID'S PAGE Word Search Find lwelve words llmt hove lo tlo wllh school. Write lhcm 10 the riyht or 1he letters. II e X n C k s 9 d () p I] s 1. I] a w s 2. p s 9 3. e b 4. m m a h e s s b 0 0 k w e q C s d u X r k a h C X f r b cl n u 0 y in ii s l s C CJ p w C 0 0 e C V n g V a u b X e p d fl h h e k n C m ll Word Compounds �+n\\ \lfJ \(JI � +<C:f: 0+ln �+0 �-��= 0-h��= u-1-n o�-o 0 5. ll 6. u 7. m B. 0 !). n 10. e y X 11. r z 0 12. �4 RESOURCE PEOPLE: The following people have volunteered their services as resource persons to teachers in Northwestern Ontario. They will come to your school and provide workshops in Native Arts and Crafts and various teaching activities that could be used in an NSL classroom. They would need their transportation, accommodations, and meals paid for. An honorarium although not necessary would be most appreciated. Susan Bebonang, Vice-Principal 2. Freda MacDonald 1. Armstrong Public School School of Education Armstrong, Ontario Lakehead University POT lAO Thunder Bay, Ontario 807-583-2076 (work) P7B SEl 807-583-2802 {home) 807-343-8711 AUDIO VISUAL MATERIALS: Contact - Ojibway and Cree Cultural Centre, 71 Third Avenue, Timmins, Ontario, P4N 1C2. Tiffi TRAnmoN AI, SNOWSHOE 2(, M h1111r1 Colour (<;) 19114 Rnitllsh Thi, p1111ir.ul11r l'l'Ollmm ts dcsli:ncd 10 fomlllnrize yonnii people fmm �cnlor puh�lcsdionl stucl�!'ls lo 1hc hll(hsd,ool lr.vcl. ·1 his pmgrum dcmonslrule• how lhc snowshoe I� ,mule (111 fi11c1h,111ll). I Im tr,pc ol mnlcrlnl usc,I ond �pccial lechnl<\ucs are �!early cle1111111,1ru1�cl hy the ,·n10,11111n. Norm· tun provides the viewer w1lh u dcur 11111 cn;l1111cl111ii of the co11strnc11on of the snowslu>e. STIC:KS AND STONES :10 Mlnulcs Colour ©19RI F:n&llsh This progroin dcmonslrnles ITnclltlonol string gnmes, tohnhon &nme ond hhlc-ond seek itames or the Jmncs tiny urco. Snngg accompany the orlliilth!s, oloniiwilh on cxplu1111tln11 of 1,ow the loy� arc consln1c1c,I. Two experienced Nalive 1eochen1, In o reloxt!d ul musphcrc, dc111011strote oncl uxpluln the ocllvllics. Teachers coul<I learn the ftc11vttles through this program end use II again to Introduce the gome In the clossrooon. BOOKS: Order from: Canadian Alliance in Solidarity with Native Peoples, P.O. Box Stn. P, Toronto, Ontario, MSS 2Tl. Postage and handling: $3.00 for first item, and . 25 for each additional one. All My Relations: Sharing Native Values Through the Arts, Resource Kit for teachers and group leaders of K to gr. 7. $10.00 CONFERENCES: ''Lang.�iag!1·Development . 1n tlie Canadian Comm�mit y" Novemlior 2°' 1989 Laura Ito 1'!;$1. c..,...,. '89 Dc111, ol Seconilnry EducaUon llulvcrolly ol lllhr1ta F.d11101111111. J\lhurt.o '!'6G 11£1 (403) 4!11·3b1f l'hu Cunvcnll1111 (.,cutn: Cul,cury, Alhcrha MESSAGES -- NOTICES: Would the student who still has the wheelchair from the summer session please either return it or contact Barbara as soon as possible. NLIP sweatshirts are still available, contact Barbara at the University if you are interested in buying one. Miss a friend? Want to get in touch with a classmate? Just drop us a line here at the University and we will pass it along in the next issue. �CONTENTS From Your Coordinator 1 Did You Know? 2 Sharing Section 2 Promoting Excellence in Behaviour 3 Classroom Management-Adapting to Students Learning Styles 4 Encouraging Communication In The Classroom: Working in Groups 5 Conference News 6 Recent Publications 7 Native Language Publications At Lakehead University 8 Holiday Ideas 10 �FROM YOUR COORDINATOR As the fall term is about to end, a new season is quickly approaching. With the new fallen snow and Christmas music in the air, we bring you a Christmas edition of our Newsletter. From talking to people at conferences, on the telephone, and at various meetings, challenging topics such as classroom management, culture in the classroom, professional ethics and whole language have been discussed. To address these challenges, each newsletter will focus on one topic, include teaching ideas, research and reviews of recent publications. This issue is devoted to Classroom Management. The next issue will focus on Culture in the Classroom. Recently I attended the 7th Annual Principals Conference sponsored by Indian and Northern Affairs Canada in Sault Ste Marie. I shared three workshop sessions on Native Language with Lena White, Jean Grubin, Ruth Issac, Keith Lickers and David Rydholm. Principals had an opportunity to voice their concerns and share successful Native language experiences. Plans for Summer 1990 are beginning. Year One and Year Three of the Native As A First Language Diploma Program will be offered as well Part Two of Native As A Second Language, Education 4744. Classes for children in Native As A Second Language will provide the opportunity for students to experience a "real" classroom teaching situation. The next newsletter will contain more information regarding Summer 1990. Have a great holiday season and a blessed Christmas with your friends and families..i,... .roa.,..dµPLN IN MEMORIAM The sad news reached the Native Language Office that Gordon Sunday was suddenly taken from us as a result of an unfortunate hunting accident in October. Gordon was born in 1946. We came to know him in 1987, when he began his studies at NLIP. He finished year two in 1988. During our association with Gordon, he was always diligent in his studies and committed to excellence in Native Language Education. The linguists spoke highly of his rich and precise knowledge of Ojibwe. He was never too busy to help and encourage other NLIP students, staff, and friends. Gordon will be sorely missed by all of us. As we extend our sympathy to his family, we comfort them and ourselves with the knowledge that his life enriched us all, and he will not be forgotten. We are privileged to have known him. • 1 - �DID YOU KNOW? Maria Gray is teaching kindergarten at Mistikwospwogan School in Fort Severn, When teaching kindergarten she uses Native language as well as English since most students know very little English when they enter school. Besides teaching, Maria has extra duties in the school. She does playground supervision, translates for teachers and parents, assists a monthly pancake breakfast for perfect attendance, assists in fundraising activities such as Book Fairs and bingo, and she participates in teleconferences. Cecilia Wheesk is teaching at Bishop Belleau Separate School in Moosonee. She is teaching Cree as a second language in Senior Kindergarten to Grade Seven. Gladys Kakekayash and another teacher go to the radio station and announce school activities in Native language. Sylvia Traverse has her long range plans completed for the school year. She is in Gypsumville, Manitoba teaching NSL from grades one to nine. She has included a great deal of drama in her plans for the year. Wanda White is very busy in Nipigon teaching Ojibwe as a second language to 47 grade nine and ten students. She has integrated a cultural component into her program. On October 30, Norma Fawcett demonstrated needlework and beadwork. On November 6, Freda MacDonald shared some Native artifacts. Gilbert Panamick from MacDiarmid shared his legends and stories on November 7th and 9th. Wanda lacks funding to have these resource people come and speak to her classes, thus a collection from the students pays for at least the transportation costs. SHARING SECTION Bernice McKay would like to share her crossword puzzle in syllabics. is a list of five words. Can you find them? V L, p d L ...0 bJ 0.. I> 'i L b. :) .J p d � 7 b 9 r � � .JJ I> C <J d '\I � >J � u I> � '\I 7 'v1b·, C>C<, LP,-J, Ur>' C>o...b' - 2 - There �PROMOTING EXCELLENCE IN BEHAVIOUR A teacher can use incentives and awards in working with students to increase academic output. Social reinforcement is the easist to use, takes little effort and time and is free. Social reinforcement refers to the behaviour of significant others that increase the frequency of a particular behaviour. Children do not get tired of receiving encouragement and recognition of their efforts. Social reinforcers include words, phrases, smiling, laughing. Social reinforcements may not be strong enough to bring about prompt behaviour change in students with difficult behaviours. Another type of reinforcer, such as activity reinforcers include tokens and tangible reinforcers. Activity reinforcers are found in all schools and homes. Desirable activities include being group leader, seeing a film strip or movie, listening to music, working puzzles, art, craft, or physical education. Activity reinforcers can be combined with social reinforcers. Activity reinforcers can be done at home. For example, the student earns the use of a tape recorder for the weekend to take home and record a family practice of singing in Native language or drumming. The student earns the reward at school and is involved in a reinforcing event. Token reinforcers are concrete - you can see them, count them, add them, and spend them. Tokens come in many forms - play coins, chips, paper, bark strips, or other tangible items that can be traded in at a future time. Specific behaviours can be reinforced. Select a procedure for recording tokens earned. Teach the students to record their own behaviour. Self­ monitoring means teaching children to accurately describe their own behaviour, to tally the data, and to record the data in chart form. Children are reinforced and motivated by data that clearly shows they are improving their behaviour. Incentives and rewards to use to promote student excellence in behaviour and achievement: - have student of the week - display art work - reward the entire class for individual behaviour - promote student encouragement of each other - bring in special movies - schedule extra activities in P. E., art, music - play special games - display student's work - use free time activities and space - take students on trips and other outings - set up a peer tutoring program let students create their own slide shows with Native music - keep a list of positive verbal comments and approaches handy - use social reinforcers - smiles, laughter - promote community wide involvement in school related activities: - honour shirt program - money raising projects - service projects (cut wood for elders, pancake breakfast) - field trips Checklist * Promote student excellence at the individual, classroom and school level * Involve teachers, parents and community in recognition activities * Use a combination of social and token incentives * Allow students to demonstrate their strengths - 3 - �CLASSROOM MANAGEMENT-ADAPTING TO STUDENTS LEARNING STYLES While much has been written about student learning and achievement in general, there have been few studies dedicated to the learning styles of Native students. However, an article by Floyd C. Pepper and Steven L. Henry in the Canadian Journal of Native Education (No. 1 Vol. 13 1986} examines the way in which Native students learn and suggests a number of ways in which the classroom may be adapted to make the classroom more responsive to the students' needs. Some of these ideas may be useful to Native language teachers. Pepper and Henry point out that Native children tend to learn by watching the activities of others and sharing in the activities of the family and community. This may cause students some difficulties when they enter the classroom where learning is often based in listening to the teacher. To make the classroom more comfortable for the students, the following teaching strategies were suggested: 1. Rotate students between groups rather than have students grouped by ability. 2. Use a high percentage of group projects and a low percentage of oral questions and answers. 3. use hands-on activities and materials. 4. Use a variety of informal classroom settings with freedom of movement studying on the floor, sitting at a table or desks arranged in small groups etc. 5. Present the whole picture of things before isolating skills into small segments. 6. Provide activities based on students' own experiences, i.e. festivals, hunting, fishing, trips, etc. 7. Provide a high rate of praise. 8. Allow students to move around through activities. 9. Allow students to help each other, allow the older studnets to help the younger ones. 10. Provide artwork illustrating people and animals: cartoons, wood carving, model building, minature displays, map making. 11. Use as many visual aids as possible, picture, maps, etc. rather than explaining new ideas with only words. 12. Use brainstorming and open-ended activities. 13. Schedule sports and special activity days. 14. Use instructional games and student designed instructional games. 15. Use quizzes and review sessions based on T.V. gameshows such as "Reach for the Top" or "Jeopardy". Avoid Stereotyping Since all children are not the same, it is important to avoid limiting your teaching style to just methods suggested in the list. Once the student leaves the elementary school he or she may have to attend high school in a different community. Here the student will be exposed to different styles of teaching and will be expected to learn in a very different way. This may cause the student to have problems in adjusting to a different classroom atmosphere. To expose the student to a variety of teaching methods, the following might be tried: 1. Teach to their learning styles when introducing new topics. 2. When students' are comfortable with a new idea, review it using a different teaching method. - 4 - �3. 4. 5. 6. Present lessons in the Native student's learning style at least 65% of the time. Use other teaching methods at least 25-35% of the time so that students will be comfortable with other teaching methods as well. Present learning activities and tests in a variety of teaching methods. Use different teaching methods for different subject areas. By using a mixture of teaching methods, your students will not only learn more but will also be better prepared for the future challenges of further education. References: Henry, s. , Pepper, F., Social and Cultural Effects on Indian Learning Style: Classroom Implications, Canadian Journal of Native Education, No. 1, Vol. 13, 1986. pp 54-60. ENCOURAGING COMMUNICATION IN THE CLASSROOM: WORKING IN GROUPS - Della Takeuchi A whole language classroom provides the most natural environment to build on childrens' competence in working with language. From infancy to adulthood our social and work environments rely predominantly on communication. Classrooms where interaction is rarely a priority, leave the areas of listening and speaking behind those of reading and writing. A whole language teacher will provide an environment that is exciting and interesting, with multiple opportunities for expression, support, choice and versatility in the form of events that cover all areas of literacy. A typical day will be filled with activities that require varied groupings. It is vital for peers to interact, because the learning that occurs between peers is just as important as children learning from adults. The classroom structure should allow for both child/child and child/adult interaction. Various group sizes, flexible seating, heterogeneous groupings, and the opportunity for building new friendships should be encouraged. A classroom layout could include the following: (A) Carpeted meeting area to accommodate the entire class seated on the floor. Activities: - choral readings - singing, chanting - brainstorming - casual conversations reading . . . morning message . . •big books . •. information from . . . board . . . variety of books and . . . magazines - sharing . . . teacher to group . . . child (ren) to teacher . . . child to child - 5 - �(B) Desks in small groups or tables to accommodate four to six activities. Activities: - conferencing - arts and crafts - partner reading - research projects - daily reading/writing activities (C) Area free of carpet and furniture. Activities: - painting - organized games - math exploration - drama activities (D) A cozy corner. Activities: - reading and writing - conferencing with peer or teacher Grouping can take on many forms. Different groups are required in the classroom to induce the functions and types of language that are characteristic of a healthy environment. Group work has been found to be the most effective way to organize children for learning. Styles and Gray state that, "The investment in group work can produce more gain in the development of listening, thinking and speaking skills than almost any other single learning approach. " Whichever forms the teacher chooses to use on a daily basis, the individual learners need to be considered at various times. There should be a balance between child-choice and teacher-directed grouping. A classroom where the teacher's voice is not the dominant force, is a place where children will be given numerous and various opportunities for language development. This environment provides occasions for explaining ideas, feelings and knowledge; hopefully to a degree where children feel they are confident users of their language. �. /' ., Connections, Winter, 1989 CONFERENCE NEWS Ninth Annual C. E. L. Conference "Joining Together, Learning Together". Winnipeg, Manitoba, February 22-23, 1990. Registration fee is $55.00 for two days. Keynote speakers include Donald Graves, Jerry Harste, Nancie Atwell, Jerrie Weiss, and Judith Voirst. Direct inquiries to: C.E.L. Group Inc. c/o Hazel Stoyko, 246 Barker Blvd. , Winnipeg, Manitoba, R3R 2E4 (204)895-1665 The Tenth Annual International Native American Language Issues Institute (NALI) "Protecting, Preservation, and Promotion of Native Languages: How much will we leave for our children?" Holiday Inn West, Oklahoma City, OK, June 6 - 8, 1990. Pre-registration is $90.00 (U. S.A. currency) per participant. This includes Institute sessions, Institute materials/handouts, exhibit opening, banquet, and the 1990 Institute proceedings. For registration form wrtte to: NALI 1 90 Planning Committee, P. O. Box 963, Choctaw, OK, 73020 - 6 - ' "'i. l �Fourth National Conference of the Canadian Council for Multicultural and Intercultural Education "Multicultural, Intercultural, and Race Relations Education". Ottawa, Ontario, November 24 - 26, 1990. For registration form write to: Andrew J. Krawczyk, Program Chair, Race Relations Consultant, Vancouver School Board, 1595 West 10, Vancouver, B. C. , V6T 1Z8 RECENT PUBLICATIONS NEW VERBO - A new version of the classroom game Verbo is now available at all three Native Cultural Centers. The new game is designed to drill verb vocabulary and forms with your class. It has now been adapted to include Cree, Micmac, Mohawk, English, and French as well as Ojibwe. The new kit comes with 1 master card as well as 36 player cards, a set of instructions as well as a teacher's guide. The teacher's guide includes verb lists in each of the languages written in both Syllabics and Roman orthography. For teachers who are tired of using pieces of scrap paper as markers, the new game includes 900 round plastic markers. Available From: Woodland Indian Cultural Centre Box 1506 Brantford, Ontario, N3T 5V6 Lake of the Woods Cultural Centre Box 1720 Kenora, Ontario, P9N 3X7 Ojibwe and Cree Cultural Centre 59 - 71 Third Avenue Timmins, Ontario, P4N 1C2 Ojibwe Cultural Foundation Excelsior P.O. West Bay, Ontario, POP lGO HONOUR THE SUN by Ruby Slipperjack. In Honour the Sun, Ruby Slipperjack creates a northern community where her character, a ten-year old girl called The Owl, writes seasonal diaries, beginning in the summer of 1962. She writes of the warm, moving, carefree, often humourous, events of her childhood. Upon reaching her teen years, she feels the first sorrow as an ominous climate of change seems to overwhelm her circle of friends, and then, a deep despair, as it includes even her mother, once her source of strength and security. With helpless frustration, she watches, unable to understand why her mother seems to suddenly succumb to alcohol. As a sixteen year-old who has had to leave her community for further schooling, she returns for a summer visit, and realizes that despite all the changes, despite the alienation, her mother's words will always be with her: "Honour the Sun, child. Just as it comes over the horizon, honour the Sun, that it may bless you, come another day. . . " Ruby Slipperjack finished high school in Thunder Bay, Ontario, where she now lives with her husband and three children. She is presently working at Lakehead University as Coordinator of Native Student Support Services. HONOUR THE SUN is Ruby's first novel. Among her many hobbies and skills, she is also an artist. Her artwork is featured on the front cover. Available from: Pemmican Publications Inc. , 411 - 504 Main Street, Winnipeg, Manitoba, R3B 1B8. ISBN 0-919143-44-X, $12. 95. - 7 - �lli\TlVE LANGUAU!E l'UBLICATIONS /\T LAKEI JE/\DUNIVERSITY Ih.@.lkLJli�2m.mlv. May. 1989. The Lakehead University Bookstore now stocks a large number of Native Language publications. These will he of intcrc"t to language learners, teachers, or anyone with nn interest i n Native Languages. Some of the Ojibwc and Cree publicatious currently available are listed here. For information about ordering and prices, telephone (807)-343-8589. OHBWE Nookwuis Gaa-inaajiumJawi�I. W hat MyGrnndinruJlli"..'.f..QlltlY1 .-e.. Maude Kegg, anu John . Nichols, ed. 1983. St. Paul: Minnesota Archaeological Society. Qjiuwewi-ikidov<lllim.. An Ojibwe Word Resource Book. John Nichols and Earl Nyholm editors. 1 979. St. Paul: Minnesota Archaeological Society. Oshkimasina'ikan, KaaA11il1simrn�noomnkahk. (""l'heNewTestamcnt in Northern Ojibwe/ Saulteaux"). Toronto: Canadian Bible Society. An Ojibwe Text Anthology. John Nichols, editor. 1 988. London: University of Western On­ tario. "S!ru�1uru1.1.nfill.ili.ll!LJ!1di1111.s": A Bilin�unl Petition of the Chipp�f Lake St1.INIBlL J.M1_. John N ichols, editor. 1988. London: University of Western Ontario. SJode.s_Qf..AU..ce King of Pcm.)'.J.sJm!d. Alice King. t 985. Native Languages Programme Department of Native Studies, University of Manitoba. Stories of Andrew Med ler from Bloomfield's Eastern Ojibwa. Andrew Medler. 1985. Native Languages Programme. Department of Native Studies, U niversity of Manitoba. 1.ntru.dJ!�lQI:Y Ojibwe (Severn Dialect) . Part One. Mary Mitchell. 1988. Lakehca<l Univer­ sity Bookstore. A11.i_�hinaabebiwiuii '�edam1� Ex_Giillru.11 writing for speJ!kcrs of Qjibw�. John Nichols. 1987. Native Languages Programme. Department of Native Studies. The University of Manitoba. Ni.s.!illaabebii' �cdaaa: Exercise�'! in writing for speakers of Central Ojibwe and Odawa. John Nichols and Lena White. 1 987. Native Languages Programme, Department of Native Studies. The University of Ma11itobn. Sl.�...Qf.S.ru.n.OSID1/amic_k.. Sam Osawamick. 1985. N alive Languages Programme. Depart­ ment of Native Studies, University of Manitoba. Th1�e.Ji!ill:ksln>Jl.l.Jli�.ct;1�� a_L;i.!.!g_\1_1_1g� Proj�. G. Piggott, ed. 1985. Native Languages Programme, Department uf Native Studies. The University of Manitoba. - 8 - over... �Aapj i GoGc�et N�i i.yekdiyebmi/Aapjj..QQ_Gcget Ngij-ayckodiyebimin. OjibwaStories by Students of the Native ldl.ng_uage lnstrucJQrs' Pro1,:ram. LakeheadUniversity, Thunder Bay. OJJJati.u. Randy Valentine and Lena White, editors. 1987. Lnkchead University. .OliJ)\Y.il, Cree ru.H.LMiQrnu.;J2li1ruulll<lilliles in English an<l Vernacu lar. Lisa Valentine, ed. 1984. Lakchead University Bookstore. ExploreOjibwe:apractical reference workbook for teachers. Lena White. 1987. Lnkehead University. Ojibwe Structure Reference Boo k. Lena White. 1988. Lakehead University. }Sa-mnwcndaag1.i111i. ka•c.luW!!J.Ui..kllti.!PJ.!ll- A ®«Y-Li1.111 of langlli)g.e learn ing i��.11ilil��11 from the newsletters published by the Walvole Island lan guage centre. Lena White. 1988. Thunder Bay: Lakehead University. �ll!ki�!l- Srntl.!�x (Qjibw;1y Dialectufthe Plill!!.Sl. Margaret Cote. 1 985. Saskatche­ wan Indian Federated College. ASaultcaux Phrase IJ.QQk. Paul Voorhis. 1977. Brandon U11iversi1y. Saulteaux Verb Book. Margaret Cote and T. Klokeid. 1985. Saskatchewan Indian Feder­ ated College. CREE Cree Lang.ua&e Structures: A Cree Ap�n oach. Ahenakew, Freda. 1987. Pemmican Publications. Winnipeg: Pisiski wak ka-pikiskwecik. Told by L. Beardy. Wolfart, H. C., ed. 1985. [monolingual edi­ tion] Algonquian and Iroquoian Linguistics, Memoirs, University of Manitoba, Winnipeg, Manitoba. Pisiskiwak ka-pikiskwecik(J"alking Animals. Told by L. Beardy. Wolfart, II. C., ed. 1985. [bilingual editionl. Algonquian and Iroquoian Linguislics, Memoirs, University of Mani­ toba, Winnipeg, Manitoba. Spoken Cree. Rcvisc<.I Ed ition. Ellis, C. Douglas. 1983. Edmonton: Pica Pica Press. Mt.etCree: A �uidc to theCree Language. Second edition. Wolfart, II. Christoph and Janet F. Carroll. 198 1 . Edmonton: Univcrsily of Alberta Press. - 9 - �HOLIDAY IDEAS S1u1tn's Workslaop Snnto's WorluJao11 !'tlRth Facit11 Wheel Olreollon1: Color Santi,•, Workehop. Cul oul 1111, lwo window■. Cut out 1h11 melh 11101• whoeL Uo a PIIP"' ,.,,,.,,,,, to loin 11111 wheel to Bani•'• Work1hop. Turn the wheel and eotv• th• problen,a O1,,0110,u lo lht lt■c:htfJ 8tlott ,v11 lhtrmolt1 l111t whfltJ. wt11• lfl lht fflllh l•oLt •• 1ttow11 In It.. eaampt•. -- Nnmo ----------- ------------,u .... .... ..,........."""""'•" ,.t,t rut l'••" ·••'"' •• •••'- tl,td'--1111 ef lttMt H,,I .-m fll 1luu lhtt, Y•• •JII ftUd nl•• f'•p11, lh••• It•• ltue,• r•t111l11• J ,...,,, 1..-••cti 1111tt•tr we, •• thtMM\tt U• ,-.0111111 J ,,1111, ,., f\11ll1tr "'"'' •• 101 S ,,1111, uch let II •• ,,..... 1-6 • OM, 1ttt, 1M11•tnr. J•U • o.... &740 • V,r, O,_., :U •t mtu • EA• ,,11..11t 7 '1'1 IINGS ON CIUIIS1"t>IAS l'IU:!;S ,. 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Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 5 (2), November 1989 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/42a0de5ff6477e5d5cea1242fc7a65b8.pdf 6cf8e4066c835c4889034f412c98ea9a PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Vol. 5, l'l o. 3 February, 1990 �NATIVE LANGUAGE EDUCATION IN ONTARIO is an occassional newsletter, published by the Native Language Office, Lakehead University, Thunder Bay, Ontario. P7B 5El Lakehead UniversitY--­ A Northern Vision �CONTENTS News From Your Coordinator 1 - 2 Native Language Programs at Lakehead University 3 Summer School 1990: 4 Times and Dates to Remember Did You Know? 4 Sharing Section 5 Conference News 6 Modern Pow Wow Dances Reflect Old Ways The Importance of Cultural and Language Education 7 - 8 9 Integrating Culture Into The Native Language Curriculum 10 - 12 New Releases 12 - 13 Films 14 �L �NEWS FROM YOUR COORDINATOR The new year is here, 1990! An exciting new decade with challenges and exciting innovations for Native language. Ann Guthmann, the NLIP secretary for the past eight years, retired in December. Ann and her husband Hank are now both retired. They bought a new van, visited their children over Christmas and are presently travelling to exotic, sunny places. Unfortunately, Ann did not have enough room in her suitcase to fit me in. We will miss Ann, however, we will fondly remember her for her patience, flexibility, and many contributions to our program. Enjoy Ann! Our new member in the NLIP office is Cheryl Kylander. Cheryl brings with her many years of experience coordinating programs at Old Fort William. She has written curriculum, provided workshops, and initiated the ongoing development of the Indian Encampment at the Fort. We welcome Cheryl to our NLIP family and hope she will stay with us for a long time. We have had visitors visiting our program from Minnesota and Fort Smith, Northwest Territories. The people from Minnesota included: Rosemary Christensen, Lee Lundin, Steve Coutre, Billy Blackwell, and Ron Kelly, They came to find out about our Native Language Teaching Programs at Lakehead University. Lena White, John O'Meara, and Larry Beardy also kindly assisted in the workshops. The group went to Pie Mobert Reserve for a morning to observe Native Language. Many thanks to Jean Shawana, Ernestine Buswa, staff, and children for their hospitality during the visit. The visitors from Fort Smith include Alice Bolduc, Director of Native Teacher Training, Arctic College and Reiko Trudeau, Consultant, Ministry of Education. They were investigating the possibility of sending students to register in our methods and foundations courses. They have initiated a materials exchange. Thus, this summer, we will have some samples of how they teach Native language in the Northwest Territories. Freda McDonald, Cheryl Kylander and I gave workshops at the Department of Indian Affairs Teachers Conference recently. Freda did a hands-on workshop on Native crafts. Cheryl and I did some planning sessions with the participants. We saw Cecilia and Linda there. We have sent out the registration forms for NLIP 1990. It is essential to remind you to complete your medical forms and have a TB test as soon as possible. Two residence houses will be available to us again this summer along with five townhouses. When completing your residence forms, be sure to mark how many people need accommodations. The charge is per body, not per bed. The Native As A Second Language Summer School for children will be in operation this summer. There will also fe a Fun Camp available for the children. We are applying for funding to construct a wigwam on campus. It will be constructed during the last week of the summer school as part of one of the workshops. Along with this, participants will have the opportunity to make a model of a wigwam to take home with them. - 1 - �An International Conference on Native Language and Culture will be hosted by the Native Language Instructors' Program in May 1991. Mark your calendar and apply for funding to your board or band to attend. Also, I am anticipating may of you will present workshops and/or participate in the sharing sessions. I will have more details in the summer. Keep sending in samples of your activities and lessons. In this newsletter, we include a coloring activity in syllabics by Judas Beaver. There are several articles on culture and how culture can be integrated into your program. As well, there is section on conferences regarding Native Language and Native Education. Many of you may have some interest in purchasing supplies to provide some cultural activities for your students. I have included a source for purchasing such supplies. I hope this proves helpful to you. Until next time, Happy Teaching! I)__ I'Oo,,t.idtuv NORTHERN HDES INCORPORATED CIO ,._A MOCCASltl AND (;flAFT SHOP R.11.• I, OM.UI\ ONl'AfllC>, U\I ettl f�• tollov,n1 p�ie•• •r• aYailabl• tor direct order■ troa all natiYe oratt• people aftd. native eroupa in On�ario: Colour Pr lee• Ore.de •• 3.1$ 3.00 ' 3.75 OAl!ffHT CllAFT DISR OTRU COLOURS o.uumrr C&AFT S 3.00 ' 1.$0 •' 3.50 2.75 DBBR SPLITS OAIINBNT CMFT IIIDIAII CRLUt or IIKITI INDIAII CUAH IIOOSB SPl.?TS PACllNO AND POSTAOI ( 4tb cl••• parcel po•t I Telephone order•: Orillia 105 326-lt4Z Toronto 411 917-lt32 Quant.it7 .q.tt. •q.n. ... ,,. •q.ft. •q.tt. eq.tt. •q.tt. S 1.10 eq.tt. tl3.00 per parcel ( 150•200 •q.tt.J P.S.T. 8K or Band No. Tou.1 a-tttance: Ql!dlL.... Ga....n� 'l\l&ll�� ha• a ainiaua of �ol•• or bl••i•h••• Craft qu•lJtr l• the .... hide •� •..,.••n� qu•litr •xcept �hat •OIi• hole• or bl••i•h•• are preaent. Tllia qualitr •• au,t•bl• for aaaller crat� work. ..... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · PILIYJIJ : Adclr•••: .......................... , ........... PRYClltS lFFICTIVI DICINlla 1�,1991 VISA Account. Mo. lxpir7 Date: - 2 - s11nature: Co•t �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY Summer 1990 Native Language Programs NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 5-August 1, 1990) This program is for students wishing to teach an Algonquian language as a second language in the Province of Ontario. This is a three summer program leading to limited teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NLIP/NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 5-July 25, 1990) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Our-of­ province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NLIP/NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 5-July 25, 1990) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. SPECIAL COURSES These courses are for graduates of NLIP, or students with similar qualifications, who wish to pursue special studies within the program. (July 5 - July 25, 1990 Oj 1012 - Introduction to Ojibwe II Development of conversational skills and practice in writing. Cr 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Cr 1012 - Introduction to Cree II Development of conversational skills and practice in writing. NL 3551 - Literature Specific problems of extant literature or creative writing. NL 3751 - Linguistics Specific problems of theoretical or applied linguistics. Ed 4744 - Native As A Second Language (Algonquian) - Part II A consolidation and expansion of the work of Part I to develop and build on basic concepts and skills of teaching a Native language as a second language. An introduction to research skills in both Algonquian language and second language education will be included. A professional practicum will form part of the course. - 3 - �SUMMER SCHOOL 1990: Times and Dates to Remember Registration: Wednesday, July 4, 1990. Time: 10:00 a.m. - 12:00 noon in the Agora, University Centre. Bring your student card, TB test results and your tuition if you have not already paid it. Orientation: Wednesday July 4, 1990. Time: 1:00 p. m. - 2:00 p. m. in the Lecture Theatre, Agora, University Centre. This will be a time for introduction of the faculty, organization of Student Council and discussion of program. Tours: Wednesday July 4, 1990. Time: 10:00 a.m.- 12:00 p.m. and 3:00 p.m. 4:30 p.m. They will begin from the Residence. Tours will include University Campus, Native Student Services, Bookshop, Field House Sports Complex and the Libraries. Libraries will offer short sessions on the use of computers to find resources. Opening Ceremonies: Wednesday July 4, 1990. Time: 3:00 p.m. in the Bora Laskin Gymnasium. An opportunity to participate in a traditional Native Ceremony. First Day of Classes: Thursday, July 5, 1990. Time: 8:30 a.m. - 4:45 p.m. in the Ryan Building and the Bora Laskin Building. If you have any banking or personal business to do, plan to arrive early, before your classes commence. Your classes are full of important studies. Students will not be given time off. There will be no special exceptions for early departure. DID YOU KNOW? Veronica Archibald is teaching NSL every day at Ecole Secondaire Cochrane High School in Cochrane, Ontario. Veronica is teaching students in Grades 9 and 10. Cecile Wheesk is teaching Cree, Monday to Friday to students in Senior Kindergarten to Grade 8 at Bishop Belleau Separate School in Moosonee, Ontario. Gull Bay School is fortunate to have Anette Kowtiash teaching everyday to their students in Senior Kindergarten to Grade 8. Simeon Nakoochee is teaching in two schools in Cochrane, Ontario. In the mornings from 900 a.m. to 1:30 p. m. , Simeon is teaching Cree to grades 1 to 5 at G.H. Ferguson Public School. In the afternoons he teaches grades 6 to 8 at Commando Senior Public School. Junior and Senior Kindergarten classes are to commence after Christmas. Wanda White teaches 2 �ays a week at George O'Neill Public School, Nipigon, Ontario. On Monday evenings Wanda teaches Grade 10 and Thursday evenings, Grade 9. - 4 - �SHARING SECTION: Judas J. Beaver has sent this in to share with fellow teachers. With Easter just around the corner, maybe you can use this in your classroom. Colour and Use Numbers Judas was also kind enough to share some of his thoughts and suggestions on Native language teaching. He says . . . "One of our problems in our teaching is not having our own classroom. The reason is that the work and drawings the students do cannot be shown in the class because there is no room or bulletin board for Native language classes. Another problem is that the Native language teacher has to carry his/her lessons, papers, etc. from class to class. There is no space for us. How would you like to have a ODAWEGIIZHIGAD Buy - Sell - Trade Fair To open Summer School 1990 Lakehead University Participating students would bring their local Arts and Crafts. If interested, call Violet Shawanda, New Credit Native Language Program. R.R. #6 Hagersville, Ontario NOA lHO ph. (416)768-3586 Best between 10:00 a.m. and 4:00 p.m. The Fair could be one day, two days or one week. We could set up booths, teepees, or whatever. Please write or call soon. Thank you for your support. Submilled by: Violet Shawanda - 5 - �CONFERENCE NEWS NATIVE AS A SECOND LANGUAGE CURRICULUM CONFERENCE April 4 - 6, 1990 Holiday Inn, Sudbury, Ontario The purpose of the conference is to provide a forum for Native language teachers and educators to share second language teaching methods and curriculum resources. Teaching activities or workshops that highlight aspects of culture will be presented. This event will also strengthen our networking in Native language programming. All Algonquian and Iroquoian language teachers are invited to attend. We also expect the participation of some interested school board personnel, pricipatls, education directors, coordinators and administrators of NSL programs. For more information Contact: Lena White, Ministry of Education, 199 Laree St., 7th Floor, Sudbury, Ontario. P7E 5P9 Phone: (705)675-4436 AWASIS CONFERENCE '90 March 7, 8, 9 Saskatoon, Saskatchewan KEYNOTE SPEAKERS: Thursday, March 8 Garry Phillips * author, 27 Ways to Imrove Classroom Instruction Friday, March 9: Nathan * * * Mathew advisor t Indain Arrairs Band Schools Evaluation Project evaluator, Seabird Island Community School director and instructor OTHER SESSIONS INCLUDE: * Student retention, survival skills, motivational techniques, learning styles, Indian languages curricula, students recognition, Indian and Metis Education Branch and many more. For more information Contact: AWASIS CONFERENCE "90 PHONE: 382-7558 The Tenth Annual International Native American Language Issues Institute (NALI} "Protecting, Preservation, and Promotion of Native Languages: How much will we leave for our children?" Holiday Inn West, Oklahoma City, OK, June 68, 1990. Pre-registraion is $90.00 (U.S. currency} per participant. This includes Institute sessions, Institute materials/handouts, exhibit opening, banquet, and the 1990 Institute proceedings. For registration forms write to NALI '90Planning Committee, P.O. Box 963, Chictaw, OK, 73020. Fourth National Conference of the Canadian Council for Multicultural and Intercultural Education "Multicultural, Intercultural, and Race Relations Education Ottawa, Ontario, November 24-26, 1990.For registration form write to : Andre Jl Krawcxyk, Program Chair, Race Relations Consuttant, Vancouver School Board, 1595 West 10, Vancouver, B.C. V6T 1Z8 - 6 - �MODERN POW WOW DANCES REFLECT OLD WAYS by: Heather Andrews Dancing has been an important part of our culture for countless generations. Spectacular body movements and intricate footwork are deeply influenced by tradition. The term pow wow actually refers to the coming together of the people. In the early days, families meeting after long separations during hunting season, would celebrate their reunion with song and dance. Similarly, today the people gather to hold modern versions of the early pow wows where traditional costumes, songs and dance steps tell stories from long ago. One of the earliest dances, the War Dance, was performed by men ready to leave on a raid. Their resulting enthusiasm was further increased by the voices of the women who sang along, uttering war cries. Still a popular dance today, the War Dance was often a test of endurance, as the singing of different renditions of several songs caused the dancing to last indefinitely. A similar celebration was held when the successful men returned to camp. With the Scalp Dance, however, the women did the dancing, with souvenirs of the raid held proudly aloft on sticks as the danced about. Basically a dance of victory, it was also a dance of mourning for those who did not return. A later, modern version, sometimes called a Round Dance, is still performed today. Other dances include the Medicine Pipe Dance which celebrated the presentation of the sacred medicine bundles. Or dances for young boys, who drank love potions, or in another ceremonial dance, imitated the flight of the mosquito, one of many dances which have their origin in nature. - 7 - �The most popular dance of our people of long ago, however, was the Sun Dance. Preparations began months in advance. A mid-summer celebration, a holy man or woman acted as sponsor and directed preparations. Praying, chanting and the burning of incense or sweet grasses, accompanied cooking, costume making and camp preparations for the many who would attend. The purpose of the Sun Dance was to renew communion with the Great Spirit. Legend has it that directions for celebrating the Sun Dance were given to our ancestor Scarface. These included specific instructions for building the lodge, and conducting sacred rituals. Fasting, gift giving, and prayers of thanks were highlights of early Sun Dances. Dancing was, and is a form of recreation, and when accompanied by a song often told a story. A good singer had to remember many songs, and offer them in a specific order. Songs invented to honour individual events were often retold around many different campfires. The big drum of today was once a hollow log, or folded rawhide, beaten with a stick. Bells and rattles added pleasant sounds. Originally a bell was worn for each time a warrior had been wounded. Today, Native people still enjoy dancing; indeed the art is enjoying a resurgence or popularity. Traditions have been modified to allow men and women to participate equally. The influence of the cultures of Irish, Scotch and French ancestors have been blended with the traditional Indian culture. Groups such as the Northern Lites Dancers, based in Kikino, Alberta, perform regularly to Native and non-Native audiences. Included in the their repertoire is the ever-popular Red River Jig, sometimes called the Metis National Anthem, originally performed by young men to attract the attention of a female admirer. The Duck Dance, Reel of Eight and Drops of Brandy are other specialties of the Northern Lites group. These traditional dances feature three or four couples performing intricate patterns requiring precise timing. Each dance is a salute to a celebration, such as births or weddings, or as in the case of the Duck Dance, the mating rituals of waterfowl are demonstrated. Today, pow wows are held frequently throughout the year, and schools and friendship centres are encouraging dancers to learn the time-honored custom for performances and competitions. It is especially exciting to see the beautiful traditional costumes becoming more frequently worn. It seems certain this historical and significant pastime will remain an important part of our culture. - 8 - �THE IMPORTANCE OF CULTURAL AND LANGUAGE EDUCATION by Patrick Brady The role of the Native language teacher is a very important one. Since many of the teachers in your schools are non-native, the Native language teacher is the person who the students will look to in order to learn about their own language and culture. Language and cultural education not only helps to preserve traditional Native culture, but also helps the students to better understand the other subjects they study as well. Culture has been defined as the lifestyle shaped out of learning what works ·and what does not work for a group of people (Armstrong, 1987 p. 14). In order to ensure their survival, that group of people will pass that knowledge on to their children. The passing of knowledge from one generation to another creates a traditional culture which insures the healthy survival of the next generation. Before the invention of schools, education was a natural part of life that was carried out a part of the daily life of the culture. Traditional education methods were very effective. It was carried out by the family or clan as part of the child's every day life. Educational activities were usually age-grouped as a child was not expected to complete tasks that were too difficult for him or her to handle. The motivation to do well came from the child's parents without having to compete with other children. Teaching methods included rituals, recreational activities and work experiences. Celebrations, songs and legends were important to the children's understanding of the use of the land as well as being a part of their spiritual and emotional well being. Without this cultural education, the group was in danger of losing its spiritual values which protected it from abuse of the environment, community, family and person. Language is very important in preservation of culture and this is what makes the role of the Native language teacher so important. The language of a people is their way of teaching the next generation their history, culture, and spiritual values. If children do not understand and appreciate their language it will be difficult for them to maintain their culture in an ever shrinking world. With satellite television available in even the remotest of communities, the children are being exposed to more and more non-native languages and culture on a daily basis. The Native language teacher is also important because they help their students to learn more in other school subjects as well. Most of the other subjects such as mathematics, science, social studies, etc. , are taught in English and deal with ideas that come from other culture. In order to understand these ideas the children must translate them mentally from English into their own language. They also must compare new ideas to their own culture in order to understand the culture they are studying, This becomes very difficult if they do not have a strong command of their own language and a good understanding of their own culture. This make the fob of the Native language teacher very important indeed. References: Armstrong, Jeanette C. Traditional Indigenous Education: A Natural Process Canadian Journal of Education Vol. 14 No.3 1987 Emerson, Larry W. Tradition, Change, Survival: Cognitive Learning Process, Culture and Education Canadian Journal of Native Education - 9 - �INTEGRATING CULTURE INTO THE NATIVE LANGUAGE CURRICULUM There are several reasons for integrating culture into the Native Language curriculum. It helps to validate the importance of the home culture and values by making that culture visible in the school setting. It serves to strengthen the self-esteem and motivation for each students. An Indian student can learn to live in the outside world, yet do so without rejecting the culture and heritage of parents and community. The greatest stumbling block to genuine cultural integration is failure to plan a process for implementation that will continuously involve all those concerned. The following article offers some suggestions which may help teachers to be more creative in their approach to culture in the curriculum/ Culture themes should be chosen. Working as a group with other teacher, brainstorm all the possible lessons which could be generated around each theme. Some themes may include: . Bear . Four Seasons . Pow Wow . Reservation . Wigwam Using the theme Reservation, note all the possible topics or lessons which could be generated. RESERVATION HISTORY - history of the reservation - geography history of tribe (s) on the reservation - festivals/celebrations - population figures SCIENCE - animals natural to the reservation - habitat of animals - hunting and fishing practices - industries on the reserve - natural resources - herbal and natural healing practices - land formations on the reservation READING/LANGUAGE ARTS - read about resources on reservations write poems/stories about life on the reservation read about other tribes use some student writing to work on grammar vocabulary building spell names of different reservations determine origin to tribal/reservation names explore, discuss similarities/differences of languages on reservations identify key legends for each reservation dramatize different stories explore the use of sign language - 10 - �PE/ART/MUSIC - tribal dances - games - arts and crafts unique to the community instruments � � , MATH - figure the distance from on reservation to another - compare sizes of reservations - population figures - land area - traditional types of measurement - counting and place value - figuring: numbers of kilometers for reads, numbers of telephone lines, catches of fish, amounts of water, longevity of average individual tribe member, birth/death rates, education levels* POW WOW HISTORY - Costumes observed at different Pow Wows: grand entry, give aways, namings, honor songs, reveren�e for eagle feathers, specialty dances - attendance at Pow Wows - regions from where they come SCIENCE - use of animal parts on costumes preparing the grounds and environment seasons and relationships of celebrations gathering of things in nature (bones, shells, furs, etc. ) tanning hides plants and herbs for ceremonies animal behaviors of dancers defining feathers and uses study sound: drum vibrations, songs READING/LANGUAGE ARTS - reading stories writing poems, reports, stories or personal experiences - interviewing dancers and singers or significant individuals - writing or reporting about Pow Wow events - vocabulary - grammar related to student writing - researching celebrations in the area - listening to sounds - pictures to write about - identify song types - write to tribes make posters to advertise a Pow Wow PE/ART/MUSIC - making collages of Pow Wow events - differences in drum groups compare/contrast tribal songs practice drumming and singing �- identify and describe different dance categories - explore costuming: art work involved, materials needed, skills used, color combinations, significance of styles MATH - scoring for contest dancers - place value of contest numbers - numbers of tribes/dances - estimating how to feed people - figuring money in prizes and gifts - stick games - time\Indian time - distance to travel to attend* * These are only sample ideas. Materials will be needed when teaching cultural themes. Identify the areas where materials are not available and need to be developed. Involve parents and staff to assist whenever possible. The librarian may have materials or know where to order the materials that are needed. The use of Elders in the classroom can really make the curriculum come alive for students. Students also begin to see and appreciate the contributions which elders have to make. An elder may: teach students a particular skill, demonstrate a particular skill to the students, provide students with worthy adult role models, bring the community to the classroom, bring career information to the classroom, bring diversity to the classroom, respond to students interests or concerns. After a visit from an elder, schedule time to review with students what they have learned and to find out what they liked best about the visit. Encourage follow-up activities to be done the day after the visit. This activity should reinforce some of the same ideas or concepts learned. Perhaps students can write further questions, create thank you cards or send art work to the elder. Cultural curriculum must reflect the cultures of the students and their communities. The materials must be authentic, relevant, complete and unbiased in content. The preparation to teach about culture should be a joint effort of teacher, librarians, parents, and the communities. The elders should be consulted to validate the accuracy of the content and invited to monitor the activities as they are recognized in their communities as the cultural authority. NEW RELEASES Manitoba Association for Native Languages, Inc. is pleased t announce that its new book "Anishinaabemodaa, Becoming a Successful Ojibwe Eavesdropper" is ready for distribution. It is a 160 page book with sixteen lessons which include a step-by-step explanation of the sounds and grammatical features of the Ojibwe language. Along with plenty of exercises and dialogues, there ia an 80 page Ojibwe/English and English/Ojibwe glossary to facilitate reference and further individual study. The cost is $7.50 and its accompanying cassette tape is $5. 50. For further information, phone (204)943-3707 and ask for Noreen Phillips. The Cree version of the book is available as of late January, 1990. - 12 - �Indian Government:Its Meaning in Practice (by Frank Cassidy and Robert L. Bish) In this important new book, Frank Cassidy and Robert L. Bish provide insights into the emerging nature of Indian government. While seeking a change in the basic design of Canadian federalism, Indian peoples and their governments have taken advantage of the possibilities in the current federal-provincial framework to realize and extend their vision of Indian government. Cassidy and Bish show how aboriginal rights can be integrated in a practical manner with the Canadian constitutional, federal system. The cost is $14. 95 plus $3.00 mailing and handling fee. To order write to: The Institute for Research on Public Policy, 3771 Haro Road, Victoria, British Columbia, V8P 5C3 Discussion Paper Series on Aboriginal Peoples (by Frank Cassidy) The following can be purchased for $5.00 each or $17.00 for the entire series. When ordering you must include $2.00 mailing and handling fee. To order write to: The Institute for Research on Public Policy, 3771 Haro Road, Victoria, British Columbia, V8P 5C3 and specify which articles below you want. A. On the Inherent Jurisdiction of Indian Governments - An exploration of the basis, nature and implications of the argument for the inherent jurisdictional powers of Indian governments, concluding with an examination of the implications of this argument for those who make or seek to understand public policies concerning Indian governments. B. Indian Status and Band Membership: Citizenship, Self-Government and the Revised Indian Act - An interpretation of the meaning of Indian status and band membership for Indian peoples as citizens of Canada and their own First Nations, an analysis of the effect of the 1985 revisions to the Indian Act on this issue and an exploration of these matters in light of the movement for Indian self-government. C. Bill C-31 and Indian Self-Government - An examination of the 1985 amendments to the Indian Act, their influence on Indian peoples, their communities and governments, their implications for people who have been previously denied Indian status because of discriminatory provisions in the previous Act, and their effects on the growing movement for Indian self­ governments. D. Aboriginal Self-Government: Defining a Research Agenda - An analysis of much of the literature to date on aboriginal self-government and a projection of the areas where needed study remains, with a focus on the argument that further research must be based upon the needs, experiences and goals of aboriginal peoples and their governments. After Native Claims? (by Frank Cassidy and Norman Dale) This volume is about transformations and resources. The authors look critically at the uncertainty surrounding comprehensive land claims in British Columbia and at the paths Native groups are taking in projects concerning fisheries, forestry and minerals. The analysis of these initiatives is aimed at bringing light to the critical and timely question: What might the future of resource use and management be like After Native Claims? To order write to: The Institute for Research on Public Policy, 3771 Haro Road, Victoria, British Columbia, V8P 5C3 The cost is $15.95 plus $3.00 mailing and handling fee. - 13 - �FILMS Title:Doctor, Time: 28 min. Catelogue t 1 Distributer: Lawyer, Indian Chief 42 sec. 0186 532 National Film Board of Canada This film is a thoughtful and hopeful documentary focusing on the lives of five Native women from across Canada. While they are of different ages and backgrounds, each one has achieved success in a different career. One is a minister in the Yukon legislature, another is the chief of her Band and the other is is a deck hand on a .fishing boat. The remaining two are a lawyer and a doctor. Each woman tells how she got where she is today and talks about the importance of native culture, its values, arts, and spiritual beliefs and how these helped develope a sense of self. Title: Cree Way Catelogue 1 0177 155 Distributer: National Film Board of Canada The pricipal of DIAND School at Rupert House, James Bay, developed a curriculum project using local people and local resources ie. folklore, artifacts If you are interested in getting these films or any others from the National Film Board of Canada, here are the addresses. Choose whichever is closest to you. Ontario: Makenzie Building 1 Lombard Street Toronto, Ontario MSC 1R6 ph. (416) 973-9093/9110 195 First Avenue West North Bay, Ontario PlB 3B8 ph. (705)472-4740 150 Kent Street, Suite 642 Ottawa, Ontario KlA 0M9 ph. (613)996-4861 366 Oxford Street East London, Ontario N6A 1V7 ph. (519)679-4120 Government of Ontario Building 120 Clarence Street, Room 277 Kingston, Ontario K7L lXO ph. (613)545-8056 Prince Edward Island 202 Richmond Street Charlottetown, P. E. I. Cl 1J2 ph. (902)368-4641 659 King Street E., Suite 207 Kitchener, Ontario N2G 2M4 ph. (519)743-4661 - 14 - � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 5 (3), February 1990 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1990-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/e04a59e34ac300c2057db06e1ee689f1.pdf 73debc85632231993eca5e739febc947 PDF Text Text NI\TIVE f.ll,['{ll(;E Il\BIR.:Cirn I S Hrnt, IAKI:rlEAD tNIVERSTIY, 'IH.Nl:R PAY, CNITIRIO. \Ul.ME IV l\l.l'-ffR EWS FROM YOUR COORDINATOR DEAN MCLEOD COMPLETES TERM think Spring has arrived. After the snowfall ,st Friday, I really wondered whether or not 1e new season was ever going to arrive. How­ ·er, it is now sunny and a mere 17 degrees ilsius so I think it is safe to say, "Happy ,ring!" Dean Rod McLeod will be CQTipleting his term as Dean of the Faculty of Education on June 30, 1989. During his six year term, Dr. McLeod has been ·-rery supportive of the Native Language Program. His wisdom, l<:no·.-1edge and enthusiasm have been contributing factors in the development of Native Language Teachers' Programs at Lakehead. The vision of Dr. McLeod led to the expansion of the various programs, financial support of the Minis­ try of Education and the Department of Indian Affairs, and tr.e support of Native Groups for the pr0grc1111. We thank Dr. McLeod for his contributions to Native Edu­ cation and wish him well on his year of leave. · plans for travelling have not been as smooth . I had hoped . r had been invited to attend the ,ibogama-Windigo Native Language Instruction Con­ rcnce Workshop in Sioux Lookout on March 28-30, 09. Unl:ortumitely, because of the icy road con­ tions my car slipped into the ditch near Ignace. ter four hours, my car was finally towed out of e ditch and to Ign.ice. I express my apologies to acllers, a<:lministrators and educators at the con­ rence. My absence was beyond my control. I have ·nt infor:rnation packages ,:ind application fonns to rtha Kakepetum. For any information, please call at anytime. EASTERN OJ:BWE -CHIPPEWA-OTTANA DICTIONA..?Y NLIP s t u d e n t s are remind e d thac they may p u r c h a s e c opies of Ric h a r d Rhodes' Ea s t e r n Oiibwe-Chipoewa-Ottawa D i c tion­ ary at a s p e cial r e duced price of $25 U.S., b y joining t h e Soc i e ty f�r t h e Study of t h e Ind i g e nous L a n guacres of �h e America s (SSILA). This di�tionary is a very imp�rtant refe r e n c e t o o l for s p e akers of OJi bwe from such c o mmuniti e s as Wal p o l e Island, Manit�ulin Island , Sarnia, Cape Croker , Saugeen, Rama, curve Lake, _and o ther areas in sout h e a s t ern Ontari �. It is highly recomme n d e d for al: NLIP s�udents from t h e s e c o mmunit i e s ,' a s well a s for libraries a n d s c h o o l s . April 20-22, the 3rd International Conference/ rkshops on �at1v� Children With E xceptional Needs s held in Winnipeg, Manitoba. My presentations re o� �ollaborative Learning in the Second Language assroom. Then I received an emergency call that · father had suddenly passed away in Victoria. Im­ ·diately r returned to Saskatchewan where most of family live and remained until internment took ace. I have not made any definite plans for visiting tive Language teachers in the field. Steve Chase de visitations to Swrner Beaver, Slate Falls and Sault e. Marie. Now that classes are over and plans for IP 1989 are almost ccmplete, Steve and I will t::y to an scrne visits but ... nothing definite at this point. e plans for sunmer 1989 are almost complete. Instruc­ rs have all been offered positions and to date I have :; heard of any changing their minds. The following achers are planning to teach with us this swnner: m Teskey, Jean Shawana, Da\Jl'la Leblanc, Brian Maznevski, clde Daigle, Reta Sands, Gary Hannam, Michelle Mocci, uck fiero, Ernestine Duswa, Marianna Drowc-zuk, Steve ase, Lena White, Angela Moore, Sist<?r Catherine, John Meara, Elsie Stoney, Heather Donolovitch, Lee Stafford, n Jagger, Grace Teslcey, Judith Petch. n<lidutes for ti1e position, "Tutor Advisory" will be u,rviewecl at the beginning of June. This person will responsible for the daily operation of the transition ogram and serving t�e needs of the students. This will volve course monitoring, assisting students to maintain ogram standards, supporting students in personal and ltural adjustments and in the planning of extra curricular tivities. This person will have a suite in the residence d be available to students from 5:00 p.m. to midnight. am hoping this person will be kept very busy not only with lping you with your hanework but in planning other acti­ ties as well. Elders Program is being planned for the s1Jll111er. This will nsist of an Elder giving a presentation fran 7:00 p.m. to 00 p.m., two nights a week, in a lounge in the residence. rce elders have t;,egn invited to participate in this pro­ ct. Students and other interested persons will be invited participate. This will continue for the first three weeks the sunmer school. te the activiti� fot: the first day, that is July 5th. ere will be registration, orientation. tours and a S,.eet­ ass ceremony. Details are enclosed in your Orientation :;lrnge. R�r, if you do not have a letter or dOCtUnen- . tion that you have had a T.B. Test and/or Chest X-ray, you 11 be sent to Student Health Services to have this done fore registration. realize this is a busy time of year for most of you. �ver, do try to put aside sane of your favourite :ivities, successful lesson plans, unit plans, and 1g range plans to bring ·•ith you. Whatever you tng, will be helpful for your courses. un looking forward to seeing you bac!, this stllmler. ? program offers new and exciting components yet .U main:;ains sane of the familiar components of 1rs gone by. See you in July! Instr�ctions for joining the SSILA and o rdering the Dictionary are giv e n below. Pl e a s e n o t e t h a t all amount s are t o b e paid in U.S. D o l l a r s. If you a r e n o t alre a d y a membe r of t h e SSILA, h e r e i s h o w t o order the dictionary. 1. Make out a c h eq�e o r money order in u.s. fund s fo: $7 t o SSILA. This i s t h e ann u al memb�r s hip fee. You will r e c eive a newsl e t ­ t e r 1n t h e raail . 2. Make o u t a c h eque or money o r de r in u.s. fu�d s_for $27 t o Houten Publishers ($25 + $2 shipping). _If you want t o receive the dic:ior.­ ary more quickly, make it out for $32.75 u.s. ($25 + $7.75 s hipping). The dictio narv will t h e n b e sent airmail . Otherwise, expe�t it t o t a�e t w o mont h s t o r e a c h y o u . 3. Fill out t h e for� below indicating how m�ch t h e_c heque or money o rder t o Mouton Pub­ lishers is for. 4. Send t h e f �rm and .E£!.b. c heque/mo ney ord e r Victor Gol l a , SSILA to: D e p artment of Ethnic Studies Humboldt St a t e Univer s i ty Arc a t a , California 95 521 • I • • I • 1 1 e • 1 • • • I • I I 1 • 1 • • I • 1 1 I I 1 1 I • 1 I I 1 1 ♦ • 1 1 � 1 1 I 1 Ple a s e send me: -:-----_co�ies of Ea s t e r n -Ojibwe-Chippew­ Ott a w a Diction ary by Richard Rhod e s . A l l o r d e r s �ust b e p r e p a i d . Be sure to i�cludc t h e a p p r opriat e amount for ship p i n g/ h a n dling(; . U.S. s u rface mail; $7.75 U.S. airmail). I e n�l o s e a c h eque/m oney order payabl e t o Mcuto Publis h e r s for$ ______ . This order form s h oul d be s e n t directly t o Pr o ­ fessor Vic t o r Golla , SS!LA. IF YOU HAVE ANY SHORT STORIES OR POE72Y WRITTEN BY SOME OF YOUR PUPILS , PLEASE FEEL F REE 'l'O SEND SOME TO US SO TP.AT i·lE CAH :NCLUDE THEM IN OUR NE�SLETTER. �G[•Nl•0A·l'IA. (Tune - Frere Jacques) NEW NLIP NEWSLE'ITER u:x;o r:i-ni-b;i-n11? Gi-ni-ba-n<1? Ni-stieP.-mes Ni-shee-mPS ;';ha-r.hi gP.e ma-dwe-si-noon 7.ha-zlii gPe ma-dwe-si-noon o nish-kan O nish-kan. The Woman represents the Circle of Life, Mother earth. She holds the sweetgrass, Encircling the People, The aweetgrass, has renewed the Strength of our Ways, our Traditions and our Culture. The Language is all of these. The language - a soft voice, a sweet song - a unified rhythlll of the Original Peoples, the Anishnabeh. Gi-ni.-b<1-na? Gi-ni-b;:i-na? N i-W"C!-kil-nP. Ni-wn.e-ka-111? Tu-ta-gun mu-dwe-sin Tu-ta-gun mu-dwe-sin •ra-tc1-gun Ta-ta-gun. From: ABOUT THE ARTIST 0jibwe Songs Translated for Classroom Use by The Ojibwe Cultur11l Founda­ tion, Manitoulin Island. MEE-GWE'l'Cll MeP.-qwetch, mee-gwetch, gwa-natch Je-sus Mec-gwetch, mee-gwetch, gwa-natch Je-sus Mee-gwetch, mee-gwetch, gwa-natch Je-sus M�e-shi-gwn KPed-a-bee-ta GP-get neen min-wen-dam Keen a-pi-tchi ja-we-nim Mee-gwetch, gwa-natch Je-sus (chorus) Mo-shak a-bee-ta-wi-shin Keen e-ta neen-de-ing A-pi-ne bi-m�-di-si Mee-gwetch, gwa-natch Je-sus (chorus) Gail Bressette is a Chippewa-Po ttawatomi artist from Kettle Point Reserve, Ontario, She is a self-taught artist who has been inspired to draw and paint f o r her children, She signs her work Daanis, to dedicate her work to her daughter and to Native women, the daughters of First Nations, who have for centuries been the original artists of North America. . .e BULLETIN BOARD IDEAS •o16• , ho.,,., ... , ,,..... THE ORIGIN OF INDIAN SUNMER A ��ip to almost any part of Canada, and especially the vast woodland wilderness of "The Land of the Sleeping Giant" in North­ western Ontario between September 15 - October 15, is one of breath­ taking delight. The everchanging panorama of Reds, Golds and Greens minaled with the sparkling waters of a myriad of lakes is never-to­ be forgotten. This was not always such a happy season of the year, for many an early settler came to his death durinq this period. Because of the warm days and cool nights at this time, lcw lying mists surround the river and lake banks, where the pioneers were compelled to build their homes, in the evening and early morning. Taking advantage of these mists the Indians would attack, and this part of autumn be­ came known as the dreaded "Indian summer". "Wendigo" Limbrick, H.M., Tales of the Tom-Tom, Hignell Printing Limited, Winni­ peg, Manitoba, ("Wendigo", Fort William, Ontario). •. . • r1oo\'iJ.r-'i Clllefa -� "" . {;.� � ... �;; �•�( :} ' ·,t;¼( ...,, '.r ....... _...,.... ...,.. ....... .u....ttcll �.11.•11111, ......... ....... ,""""'9 ,--..3.,.4"1..... '-!" - ..... A•..•'""'°"'"�"'d1..t H•t .,•.... ,...,.,. __ ,...... ..........,,...,. .,,. ........... ,. ,. ,,,... .-....wo Glover, s. and Greive, G., Bulletin Board Smorgasbord, The Learning Works Inc., Santa Barbara, California, 1982. •was it only yest�rday that men sailed around the moon ....And is it today they stood upon its barren surface? You and I marvel that man should travel so far and so fast .•.. Yet, if they have traveled far then I have traveled farther...•and if they have traveled fast, then I faster....for I was born a thousand years ago •...born in the cul­ ture of bows and arrows. But within the span of half a lifetime I was flung across the ages to the culture of the atom bomb....and from bows and ar­ rows to atom bomb is a distance far beyond a flight to the moon." Only Yesterday, an address by Chief Dan George -irtlracfa "Ae. � I 1'/1\S □ORN A TIIOUSI\ND YEARS AGO ••... From: INDIAN LORE THIS SUMME;R AIL NLIP/NLTC STUDENTS MUST HAVE TB TEST. I� YOU DO NOT HAVE PROOF THAT YOU HAD A TB TEST, YOU WILL BE SENT TO STUDENT S VICES BEFORE YOU F.EGISTER. �INSTI1UTE COURSES ·111rJr1e ;:ire srJV•�i:-al courses being offe red for gr.icluates this ye ar. They .ire as follows: NI, 2713 - l\lgongui11n Linguistics-/\ study of the languages of the Algonquian family with part icular emphasis on OjiJ::,we and Cree. NI. )2�1 - Theory and Practice of Translation 'l'ransliltion theory will be - to the prac­ tie.l'l 4"oi18;e,mi('cfG.ralisi1tir� English to an /\l�cf;rtan "'iaffgu., �dt"r an lgonquian lan­ guage to English. NL 3511 - Literature: '11,e Oral Tradition - Problems and ITIP.lhods of collection and analysis. Research and guided project s in oral literature. SUIHIEH LANGUAGE COUHSES IJatu: Ju l y 6 - 26, 1 9 8 9 NI, 271.'l - lllqon<1ui;in Lingu i s t ics ,. N L 3511 - Lit_ •.. ure: 'l'he ora l Tr,,cliti.on OJ 2011 - Field Study in Ojibwe cont,1ct: 'l"hP. r.oordin;it o r N;, t i vP Language P ro g r ams f,ilkCh<'acl Uni vP.rsi t y Thunder Oa y , O n t ario P7 ll 51•: 1 l-807-343 -8542 TIIEOll\' I\Nll l'lll\C'l'JCE /\ SECOND L/\NGU/\C£ rn NATIVE /\S ED 4743 - Nat ive /Is /\ Seco n d f,angu age P a r t I /In i n t roduct ion t o the rie l d o f Native l a nguage educa t io n t h ro u gh the development of a conce p t u a l rr:im,:,work ;ind the acqui s i t io n ancl pr�ct ic e of sPcOnd language t eachi1111 slcill!<. 'l'ha co urse vill add­ r<?5s /\lgonq11ian St ruct u r e , Profe s ­ nional Grow th, Ganguage Acqu i si t io n Thec,ry .:ind Practice a n d a Pro f e s s ion­ al P r acticum. D.:ita: TIME !IND D/\TES TO REMD-IBER REJ:;IS1'R/\TION �lednesday July 5, 1989 Time: 10 a.m. - 12 noon Location: Agora, University Centre Bring your student card, T.B. Test results, tuition if you have not already paid it. OIUENTATION 1-lednesday July 5, 1989 Time: l p.m. - 2 p,m. Location: Lecture 'I11eatre, Agora, University Centre This will be a time of introduction of the f aculty, organization of Student Council and discussion of the programs. TOURS Wednesday July 5, 1989 Time: 10 a.m. - 12 noon and 3 p.m. - 4,30 p.m. Location: Tours will begin from the residence '111ese tours will include: University Campus, Native Student Services, Bookshop, Field House Sports Complex and the Libraries. Libraries will offer short sessions on the use of the ca11puters to find resources. SWEETGMSS CEREMONY Wednesday July 5, 1989 Time: 2:30 p.m. Location: Bora Laskin 1032 M opportunity to visit our new office on campus and participate in a 5"eetgrass Ceremony. F I RST Dl\Y OP CL/\SSES 1'hursday July 6, 1989 Time: 8:30 a.m. - 4:45 p.m. Location: Ryan Building and Bora Laskin Building If you have banking or personal business to do plan to arrive early . Your classes are full of important studies. Students will not be given time off. There will be no special exceptions for early departures. MOR E PLACE NAMES Try once a g a i n t o match up the meaning with t h e name. The a n s w e r s a r e at t h e bo ttom. NO PE EKING! ! l. The ca p i t al ci t y o f a p rovince, a lake a n d a river; f rom t h e C r e e �ord rne a n�ng "mu d d y w a t er". 2. A p rovince a n d river, d e r i v ed from the Cree wor d meaning " s w i f t cu r re nt•. 3. A Great L a k e; named a f t e r a n Indian t rib e . 4. A capit a l cit y; d e ri v e d from t h e �ora meaning "me e ting place". ___ S. A province; d e r i v e d from t h e C r e e wor d meaning "God" o r from t h e A ssinibo1ne word for "la k e o f t h e prai r i e s•. a) Huron b) Manitoba c) Winnipeg d) Toro n t o e) S a s k a t ch e w a n July 6-26, 1989 Contact : The Coo rdinator Native Language Prog rams T.akchead Univ e r sit y 'l'hum.tcr 13.:iy, Ont ario P7n SEl l-807- 34 3 -0542 HELPFUL Jl!NTS FOR STUDENTS To make your stziy during the SU11111er School comfortable, you may want to bring sane of these items with you: •towels •towels *shampoo •iron •soap •medication *fan •pots, pans,dishes, cutlery, cups, a tea kettle to make snacks llere is another list. These suggested items are mat erials that will be useful for you coursework, •stapler •not ebooks •tape •pens •colored markers •tape recorder •samples of work: lesson plans, audio visual, mat erials curriculum, childrens' work, tape recording of music, stories or lessons. •a copy of the notebook and core progra!ll guide­ lines. And lastly ••••• *Residence fees must be prepaid or fees must be paid on arrival *Be prepared to pay your tuition on arrival unless you have mailed a sponsor's declaration frcrn and have a re­ ceipt signed by the course co-ordinator *If taldng a taxi frcrn the airport, ask the driver to take you to the Hain Residence at Lalcehead Universit y . It will cost about $12.00 fOR MORE I NFOR!'ll\TION PHONE l\NN GU'rHMAN, THE NATIVE l.J\NGUAGE SECRE TARY AT (807) 343-8198 ON MONDAY, WEDNESDAY OR FRIDAY. q ·s P •7 e 't a ·c: :i ·t :s.la�suy "THE INDIAN LANGUAGE IS THE MESSAGE. IN IT ARE EMBEDDED A VAL U E SYS TEM A ND A SYSTEM OF HUHAN RELAT!ONSHI?S •••• If YOU DE S,ROY THE LM!GUAGE, YOU NOT ONLY BREAK DOI-IN THOSE RE­ LATIONSHI?S, BUT ALSO THOSE ?E RTAI::I'.\!G TO MA�J•S CONNECTION WITH THE GREN, S?:"::-, NA:'t:R£ AND THE 07HER THINGS." (Eli Tavtor, Manitcba' �,, Lakehead University_ excelleua: ill cd11ctttio11 �I �o v PrPP-"4...n•4'M' P•Vn.o AJ'o..J•A"' C?O V PrPP..11<1Ln•.6br P•Vn.. .6J'�•.6-:, �J'o.V•AP�•Av V•A PP.o"<IL•A·C ��' 1989 vi\' bPP.a11<JU.cr-<I' <lcrJ'G. V•.6f'•�•4� -:, 7·b- J:E<I"' 6 t..vd' J:E<I"' 27; 1989 •vr<l'nnU' D--V pf,.•<1.•'l-A> : <J.rJ'...V•t:.P•'\,•t:,..,. f'f'.o"<l.'I-A' b.6 ./"PP.o"<l.b.,.-<I' C'O V Pl'f'P.o"<l.'1-.6bf"J' r.._ c•o v PP"°�ci-.ac..• 1.1>r rlw!'bl.M''. 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'16.J'rcrd!>' VC l>.o•Vcr•<J• PP.o"<IL'l•t:.Ll...6b...V <II\ PP.J"J;,> 1>..,•Vcr•<I' OJ'PP .o"<IL'l·t:.... • l>•V l,.ll./" PPc..•<ICl'O,l\"AbUP> 4744 r... 4745 r... r..-r'C•Ac..dr'!r" t>•U�t:...! l>PLl>..-b' VPPJ'J',,' I>.o•V cr•<I• PP .o"<IL 'l•t:.c.. > rPPtr"<l.'!!.' <J.,-./"...,V•.61'•'\,•t:,....,>. pvJ\> P!.1\- ·LIP'l'CL• l>·V 1>r <If" l>L 'lll.J"P)',,> "'•c I,',, ·MJ"l>J"l\f:,.'I!,> The Coordinator Native Language Programs School of Education Lakehead University Thunder Bay, Ontario P78 5E1 * rl."PCL..Y PP.o'<IL,-ALr'a.Al.-.. * r.._ ft 4.-.J'..V·A• r-'\,•A" rf'I'.o"<IL'I!,> C/1"6- rftCC A.J'f•'\.•A· VA.J'PP .o'<IU,..-•<1'. rl."PCL..Y PP..,•4..'l•Alr'-.Al.,-ft 4.-.J'o.V•A•. r•'\,•A' n'I'.o"<IL'&-' U'P)•ticr �Oa., 807-343-8542 a.'C b!r Vb bO(tibr<l' I 800 465-3959 *Translation of courses later on in Newsletter* THE OJIDWE NEW TESTAME�T The Ojibwe New Testament (Oshki­ Masinahikan) which was mentioned in che November 1988 NLIP Newsletter may be ordere d from the address given be­ low. The New Testament is written in Northern Ojibwe, in both Rom�n and sy l l a bic writing systAms. The cost is t.an dollars ($10), paya b l e to the Cana­ dian Bible Society, order number 20S00 263DS N. Ojibwe New Testament. Order from: Canadian Rible Society 10 Carnforth Road Toronto, Ontario M4A 2S4 ! 1 Syllabic Template Under th� supervision of Grant Stephenson and with the financial assistance of the Secretary of State, a syllabic template has reached the final production stage, and will be on sale in the Lakehead University bookstore within a few days. The template is similar in shape to a plastic ruler, and has the syllabic shapes cut out of it. With the proper technical pen, the template can be used to trace neat and regular syllabic titles, signs, posters, etc. A sample of the lettering from this template is provided elsewhere in this newsletter. Templates can be ordered for $6.2S each, plus $2 shipping charge by writing to Lakehead University Bookstore, Thunder Bay. Ontario, P7B SEl., and requesting a "syllabic template". It is reCo!IUllended that the appropriate technical pen also be ordered at the same time. This pen will cost approximately $1◄. VD[> <1°· 16<J Un)C 1 " C)9Pdb" '7 ( � � n � � l s � J' � � � � 7 7 C -; V o � Sample of Script Produced from Portion of Syllabic Template (see above article) �DR . HENRIE."ITE . SEYFFRET MEMORIAL PRIZE Larry Beardy, A Native Language Teacher at Cape Crocker, was the recipient of the 1989 Dr. Henriette Seyffert ME!IIIOrial Prize. An award ceremony was held at Lakehead University on Tuesday March 2 1 , 1989. this: □ This award was established in menory of Or. seyffert in 1987. Dr. Seyffert was the moving force behind the establishment of Native Language Studies at Lakehead University. The prize is awarded to the student who has canpleted a minimum of three full course equiva­ lents in Native Language Studies at Lakehead University, and whose average mark, canputed on all native language courses canpleted is the highest for the year. No_ student is eligible to Yin the prize more than on� C0"'3RA'IULATIONS LARRY! ! runJRE ENDEAVOURS. Algonquian Verb Card A study tool for Ojibwe or Cree language learners and for students in Al 1212 or Al 1210 i s now i n the bookstore. It i s a companion to the Algonquian noun card developed three years ago. I t i s a buff coloured card, sold i n lOG card packages at $2.25 [plus tax) per package. It looks like ALL THE BEST IN YOUR s "The soil - a source o f strengt h and nourish­ ment t h a t h a s been accumula t ing since infinite ye ars p a s t . The sun and rain are elements o! t h e present, equally needed for growth towards t h e fullnes s o f life. The tre e must have both the soil (of the p a s t ) and the sun and rain (of the present) in order to develop towards m atur­ i t y ( the future ) . So also must we have the wis­ d o m o f our anc e s tors, w i t h the experi ence o f our own existence, d a y b y day, in order to become completely whole, as a m ature person". Wri tten by Dr. J .C. Hill, S i x Nat ions Ind i an R e s erve. pl h code 2 3 1+3 2+1 2+2 3+3 NATIVE LANGUAGE INSTRUCTOR ' S PROGRAM i s an occas ion, newsletter, pub l i shed b y the � at ive L anguages 0 f f i c1 L a k e he a d Univers i t y, Thunder Bay, Ontario, P7B S El , m a i led w i t hout charge to students regi s tered in t h e N a t ive L anguage Ins tructor ' s Program a t Lakehead Univers i t y . !. .....,,,,,,. ___ !�� Lakehead University __ !:, ';;; .,l 1,,,.-:,p� A Nord1ern Vis'1on , NATIVE AS A SECOND LANGUAGE FOR CHILDREN JULY 6 • JULY 27, 1989 SPONSORED BY: Native Lii/lguage lnsuuctors· Program, Lakehead Universiry ii/Id The Lakehead Board o1 Educauon These dasses are for children wishing 10 srudy Native As a Second Language. The classes are oesigned to develop and enhance a srudenrs awareness of Native cunure and to develop communication sk�lls in a Nauve language. . The dasses wi� comprise of class time, ou1door activities, and r1eld 1nps. C!'llldren ageo five years to 1/li11een years are invited to participate.· COURSE INFORMATION LOCATION: Bora Laskin Building School of Education July 6 • July 26, 1989 OATES: TIME: 8:30 a.m. • 1 1 :30 a.m. Free FEE: For turthar inforrnallon pfaasa call or write: The Coordinalor Native Language Programs School of Education Lakehead Universuy THUNDER BAY, Ontario P7B 5E1 Tai: 807-343-8542 or loll fraa 1-800-465-3959 NATIVE LANGUAGE INSTRUCTORS' PROGRAM The Native Language Instructors' Program is designed 10 prepare candidates 10 teach Native As A First Language or Native A.,; A Second Language. TO-ENTER THE PROGRAM YOU MUST • speak a Native language or • read. wiite and speak a Nauve language and • meet Lakehead Universiry·s Marure Admission requ·remen:s WOULD YOU LIKE TO: • earn a Permanent Lener of S!anding from 1/le Ministry of Education for teaching Native As A Second Language • eam a Diploma in Native As A Fi,st Language • eam a Diploma in Native As A Second Language • promote and maintain the teaching or Native languages For mora information and an application form, contact: The Coord" nator Nalive Language Programs School of Educa1ion Lakehead Universiry Thunder Bay, Oniario P7SSE1 Tel: 807•343-8542 or toll lraa 1·800-465•3959 !::::::::::::::::::::::::::::::::.:.:.::.:::::::::; ---------------------------DEPMTM£NT o, i.»N.UACES ,. SUMMER COURSES TIOll '7-, [OUC.. NATIVE J.S A SECOIID lAIIGUAGE (AI.GONOUl.t.H) PMT > M in•odltllCIOft ID l'I• 6-'4 or NHn •anvu•;• ffUCellon fltou-gh "• ct••-'CIIP"'..,., ot • cC1ttC9P11Uaol h'am�lr. '"" iti• -�sdo,, •nd p-ai;f11ee ot lan9,1a99 twad'in, llkillt. Th• CWl'H ... addr•• �9cnqu&an �1.1¢lHI, ptOtNSClnal 9,0#0l'I. llft9,Ja1J•acqui•aon "'°" and pa,c:1,.. and pot•aicnatp,actcum. COUASI 111,0AMATIOII LOC.&11011: RylO e.,io;ng. Ui<Ohood u-..■t, J"r i • ""9"" 2. 19119 DATE; ,9.lOam - 12-:.:>pm, 'nMI.; 1 :45 • 4.45 p"' .Mond.ay ID Ftid., lUCll8'UTY ,. AnOn1..0Te1dl•'•C«1rt,ca•a,d 2. A\1.-.c:y In a N..,,. Uf\9UeiJ• QUAURCA.TIONS· � wee.NU com�IIMln ot ha CO..tM. Educaac,, '7,H Md [!IUYlon ,?'5, M c_.didele Mio M ..i9i'CI• b" edOIIONII ......., a/Onlarm opp- 'IUlblul..,."' N.... l.<n�•9•· Fw turiher lrttonNl90f'I an• ap,-Hc:eaonJregl■ttalon ,.,.. 111,i t,w COOtein&tO, Nat� 1.ani'ua� Progran• Scnoo ol Ecluu"°" L.alii.•ri.ad Uni¥-•ti'Y THUNDEO e••• o,...;c, P78$�1 Tel: ,01.� _. to:, frH 1-800,,4.65-31$91 1989 SUMMER COURSES JN NATIVE LANGUAGES NL 2713 • ALGONQUIAN LINGUISTICS. NL 3251 • THEORY AND PRACTICE OF TRANSLATION; N L 35 1 1 - LITERATURE: THE ORAL TRADITION; OJIBWE 1010 • INTRODUCTION TO OJIBWE, OJIBWE 2011 • FIELD STl,IDY OJIBWE LANGUAGE DURATION: Thursday. July 6 to Wednesday, Ju;)" 26. 1989 .,.f! EGISTRATION: Wednesday, July 5, 19B9 For furthe: information and application/registration material, please wri le or call: The Coordina1or Native Language Programs School ot Education Lakehead Uni versi ty THUNDER BAY. Ontario P7B 5Et Tel: 807-343-8542 or toll free 1·800-465-3959 -----------------------I ------------------------ �WELCO M E TO N. L.1. P. ! �� �t:XOOJ GW� So • )'011 waiit to t>e a naciva l•a.111•1• te•cher : ti JO"- """t to r:eech l"'•P1■ who ii.I> ,l!.2$ knov the lan1u•1•, ID thi• ..., l r you ,.."nt to te"ch f'<!nplC' whu clo know the lan1u•1•, aa_. _ th1e � � g3 YA)'. bglotH in th• H•tl•• •• • Secon4 !Jlngu■1• (IIASL) ,11.pl­ proaraa. Confused as to WHICH program you should enroll i n at Lakehead University this coming su11111er? Steve Chase has tried to make it all very simpl e-­ just follow the road! ( If you 're sti l l confused after studying thi s , phone our Native Language Office for more infonnation . ) Mi ikwehc , Steve! FINGER PRINTING Materials: � / sponge 9 " x 6 " construction paper or thin white paper marking pen Procedure: 1 . Make a stamp pad by brushing thick paint onto a damp sponge ( or use a reg­ ular stamp pad). 2. Press your finger onto the sponge and then press 1t onto the paper. 3. Make animals. insects. birds. and peo­ ple by adding noses. eyes. ears. tails. etc. with a dark pen. Make a whole zoo or circus of these little finger creatures. Our t h , J. , Show You Care , Good Apple I nc . , Hamil ton Press I n c . , H ami l ton, I l lino i s , 1 �.. '.ORE II! (ALGONQUIAN) The fourth teachers' guide in the series reaching an Algonkian Language as a Second 1nguage" i s in it' s final editing process and lOuld be on its way t o the printer soon. The ,ok is a Core Program for grade three, and ,ntains two interesting appendices: Appendix A s a physical education program for grade III, to ? taught IN the Native Language. It was written f John Delaney, a highly regarded physical jucation instructor and educator of Native 1ildren and youth. Appendix B contains a plan ,r the beginning of Native reading instruction to Jtive-as-a-second-language students, and is :itten by Mary Mitchell. trnestine Buswa, of the Ojibwe Cultural ,undation, is in charge of this project, and we ish her well as she prepares the manuscript to go , press l. CONFERENCES NPIT'IVE llMERICAN STI.DIES a:NFEREN:E lake Sq:eriar State lltl�ity rate: Q::td:er' 'Z'l & 28, 1989 Fer rrore infamaticn cxntact: Mr. Jack Kil:ble Director, N:l.ti� kteriam CEnter lake �or St.ate Utl�ty Sault Ste. M3rie, MI� 49783 Tel.epn'E: l-�2223 VIIth -w::mD a::r-rnESS CF cn.@RATIVE Eil.J::A'.I'.ICN lhi�ty of M:ntreal M::nt.real' canada ta.te: J\.ll'E 26 - 3J, 1989 'Ira O:xx;;µ:� will l:riIJ1 t.cg;thar i;:articii;ants fron aro.m tl'e ...orld, an:l its p:cgrau will refloct this di�ty. Far rrore infamaticn write to: Dr. Jacq..es Iarattagre ClBi.men, � Cl:mni.ttea VIIth W:lrld O:xx;;µ:� of OJti:arati� F.d.rn.ticn Fc:o.ll.te CBS s::ien:as de l 'e:lu:Bticn lltli.ersite de M:nt.rea1. C.P. 6128 su:mrsa1e A M:nt:.raal, Q..xm: C3rada Hl:: 3J7 or t.el.epn-e: 1-514-343-6449 ar 343-65:0 A NJIE FID1 YaR EDI'IIB �, this l'SvSletter rreoo tl'e ax:i of a � proj.rti� year. First of all, I finish:d all of tl'e Cil.lr9= re:iuirsrart:s far tra t--�..ers of F.dx:aticn � an:l an n:M � m rrf project. O'l:E this project is crnplete, I will graiate with an M.A. in F.dx:atiaal Adtti.nistraticn. At tines I fan:1 trat this IEl&etter was � tme cmsuninJ hlt I can S:tY tlBt it was a re:..ard.irg e.,q:eriam am r v.Ulld rot h:sitate t.o ct:, it all cgmi. I re3lly enjoye::1 v.orldr:g with Bm:ara, 9\,e.1 th::x.g1 sh: am :t:e picky at tizres. B..tt I gu:ss teir:g picky is ..rat ra.s im:le h:r 1Xo;JI.a11 a sr::o=ss, a.lag with alot of kn::w­ �. :i;atien:e, trrlerst:.armry arrl d:Hl to earth cnn­ m.nicaticn. I lo:x fc::in.erd to re:eiving a cq,i, of th:! rs-.sJ.etters :in tra fublre arx:1 will try t.o crntrib.rt:e to it wiBeler I can. Hare Is t.o tl'e NLIP Pr'q;µ:an, t.o tra !'a..sletter arx:1 t neny ye.u:s of sxx:ess. F".e:p up tra gxrl .ax. � EM:n'e Sab:min \I • 11 lustsated Is one set of pictur.s fl"Offl the Core Ill Program, ""d to tuch the Preterit of unrealized intentions. The scr-ipt n.,ns ilS fol lOIOS: I I I 1 I wn wu wu ..,15 wds going going going going qoinq to to to to to wash clothes , but the wringer isn't working. wuh dishes, but there i � no soap. Iron curta ,ns. but l can t find the iron. o•int the shed, but I so : l l ed t�e paint. _ plant tM qarden, but it , ra1n1nry. I> �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4(5), 1989 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/3399fc10584d0d0890663f47b66d51cc.pdf 7586e33fb80c542fc7749284cf199a5c PDF Text Text NATIVE LANGUAGE EDUCATION in O NTARI O \{fiJ,£ N NMfR 4 NEWS FROM YOUR COORDIHATOll As the snowflakes gently fall from the sky above, my thoughts drift to the bright, sunny days of summer and our first summer school together. Plans are almost complete at this point. All education and language classes will be in the Ryan Building. The practicum classes will be located in the Bora Laskin Building. All classes have been assigned to instuctors. Many faces of the instructors will be familiar to you. The classes will begin at 8:45 in the morning and end at 4:45 in the afternoon. Your day will be a bit longer because a practicum component has been added during the day instead of in the evenings. This change will provide practice teaching time as well as a class on lesson preparation for all NLTC students. Children will be invited to register for Native As A Second Language classes at Lakehead. Hopefully, you will have forty to fifty children to teach. This is a joint project of our program and the Lakehead Board of Education. Student Services will hire a Student Advisory for our p7ogram this y7ar. Th�s person will be available to �ssist you in social cultural, and academic matters. The NLI Pr�gram will provide a suite at the Residence so this person will be available to you in the evenings. I attended the Seventh Annual Cree As A Second Language Conference in Hearst. It was an opportunity for me to renew some friendships, meet new faces, and tour Constance Lake Reserve. Marianna Couchie, Sister Catherine and Angela Moore gave me new insights into the planning of NL Programs. While in·Hearst, I was honoured to be part of the audience for the first "Reach For The Top" in Cree. Also, a group of junior children performed some musical nwnbers in Cree. The Cree teachers shared resources and worked on a unit plan. My thanks for inviting me to your conference! Later this month I will be attending the Windigo-Shibogama Tribal Council Native Language Conference in Sioux Lookout an� the Sweetgrass First Nations Language Council Constitutional Conference in Brantford. In April and May, I am planning to visit teachers involved in our program. As you make plans for the upcoming summer school, do go and get your T.B. test done. You will receive a yellow immunization card with your application form. This card will remind your doctor and you that it is necessary. If you cannot show your y�llow card or proof of your T.B. test at registration, you will be sent to Stud7nt Services BEFORE you are allowed to register. Hhy am I doing this? Before you receive your Provisional or Permanent Letter of Standing from the Ministry of Education, you must show proof of your T.B. test. Thus, I hope I am helping you to avoid delays in the future. There are still a n�r of people who have not sent in their T.B. test results from last year. Unfortunately, those people w�ll not. be' recommended for a Letter of Standing until they do. Your applications will be mailed to you by the end of March. The deadline is May 30. I will provide more news in regard to the summer school in the next Newsletter. In the meantime, continue the great teaching of Native languages. The adults of tomorrow need you. Have a Happy Easter! Barbara This summer all NLIP/NLTC students must have a TB Test. A card like the one shown below will be sent to you with your application form. If you do not have proof that you have had a TB test, you will be sent to Student Services BEFORE you register. .,.. Immunization ;J Record • C ... · • 'I- ... .. 00 not loN 1h11 catd. It .. ,_ _1 _ ol lmmunlUIIOft. - All tmmunlUIIOl,O ...... cud. l'ai\ w........ ! \JV :_. lie,____ on lhll Calendrler des Immunisations · C.I lld•M-11 .,,..,,.... -,11on1 tou• , 1e, ,......_,, - - ..,,,_...uono. Tout11 llt •-lnel- - J ttta ln.c,He.. ..,.. """' ! dlll ol bklh I dalo di n&INlnte �Language Courses Date: NL NL NL Oj July 6 - 26, 1989 2713 3251 3511 2011 - Algonquian Linguistics Translation Literature: The Oral Tradition Field Study in Ojibwe Contact: The Coordinator Native Language Programs Lakehead University Thunder Bay, Ontario P7B 5El l-807-343-8542 Theory and Practice in Native As A Second Language Ed 4743 - Native As A Second Language Part I An introduction to the field of Native languages education through the development of a conceptual framework and the acquisition and practice of second language teaching skills. The course will address Algonquian Structure, Professional Growth, Language Acquisition Theory and Practice and a Professional Practicum. Date: July 6 - August 2, 1989 Contact: The Coordinator Native Language Programs Lakehead University Thunder Bay, Ontario P7B 5El 1-807-343-8542 COMING EVENTS Conferences Native Children: Their Future Needs 3rd International Conference/Workshops on Native Children with Exceptional Needs April 20-22, 1989 Contact: Ron Phillips 992 Jessie Avenue • Winnipeg, Manitoba R3M 1B1 Fifth Annual Indian Education Conference Ville du Loe Delage, Quebec April 25-27, 1989 Contact: First Nations Education Council Secretarial 30 Rue de l'Ours Village Huron, Quebec GOA 4VO First Conference on Canadian Computer­ Assisted Language Learning April 27-29, 1989 Contact: Ms. Cheryl Dickie c/o The Computer-Assisted Writing 530 Scott Library 4700 Keele Street North York, Ontario M3J 1P3 The Ojibwe New Testament The Ojibwe New Testament (OshkiMasinahikan) which was mentioned in the November 1988 NLIP Newsletter may be ordered from the address given below. The New Testament is written in Northern Ojibwe, in both Roman and syllabic writing systems. The cost is ten dollars ($10), payable to the Canadian Bible Society, ·order number 20S00 263DS N. Ojibwe New Testament. Order from: Canadian Bible Society 10 Carnforth Road Toronto, Ontario M4A 2S4 Eastern Ojibwa-Chippewa-Ottawa Dictionary NLIP students are reminded that they may purchase copies of Richard Rhodes' Eastern Ojibwa-Chippewa-Ottawa Dictionary at a special reduced price of $25 U.S., by joining the Society for the Study of the Indigenous Languages of the Americas (SSILA). This dictionary is a very important reference tool for speakers of Ojibwe from such communities as Walpole Island, Manitoulin Island, Sarnia, Cape Croker, Saugeen, Rama, Curve Lake, and other areas in southeastern Ontario. It is highly recommended for all NLIP students from these communities, as well as for libraries and schools. Instructions for joining the SSILA and ordering the Dictionary are given below. Please note that all amounts are to be paid in U.S. dollars. If you are not already a member of the SSILA; here is how to order the dictionary: 1. Make out a cheque or money order in U.S. funds for $7 to SSILA. This is the annual membership fee. You will receive a newsletter in the mail. 2. Make out· a cheque or money order in U.S. funds for $27 to Mouton Publishers ($25 + $2 shipping). If you want to receive the dictionary more quickly, make it out for $32. 75 U.S. ($25 + $7.75 shipping). The dictionary then will be sent airmail. Otherwise, expect it to take two months to reach you. 3. Fill out the form below indicating how much the cheque or money order to Mouton Publishers is for. 4. Send the form and both cheque/money order Victor Golla, SSILA to: Department of Ethnic Studies Humboldt State University Arcata, California 95521 ........................"........ ........... Please send me: ; copies of Eastern-Ojibwa-Chippewa­ Ottawa Dictionary by Richard Rhodes. All orders must be prepaid. Be sure to include the appropriate amount for shipping/handling ($2 U.S. surface mail; $7.75 U.S. airmail) I enclose a cheque/money order payable to Mouton Publishers for $ This order form should be sent directly to Professor Victor Golla, SSILA �• SHARING SECTION I am teaching where I am introducing the Ojibwe program into the school, and it is quite a challenge which I really enjoy. For work already taught, I give them scrapbooks for each unit. It is their responsibility to put in what they've already learned, and I will help them with written work, and some have already taken initial steps to writing their own stories. This all takes place after they have done their work for the day. After each unit, they are marked and they can take it back home to read to parents. One parent came to me and told me Bobby reads to them all the time. Nora Hiller Good teaching idea: if you are reviewing or introducing single syllabic characters, make a deck of cards using syllabic characters and play fish. Be sure to instruct students about drawing a red line to indicate the top of each card. Clara Beardy PROBLEM - My students like to sing songs and I only have made up a few or translated one or two. If anyone has a good collection maybe they can share. Clara Beardy Muskrat Dam, Ontario POV 3B0 LEGENDS How The Loon Got His Spots Once long ago, there was a loon swimming in the water at Lake Superior. He was teasing a robin and the robin got mad and started to chase him. The robin pecked the loon all over and pulled out a lot of feathers. It looked like the loon had spots all over him. When his feathers grew back, they were spotted. This was the loons lesson that he shouldn't tease anything. That's how the loon got his spots. By Cecilia McWatch Grade 4 Mobert Indian Reserve How The Worm Got To Be Small One day there was a young boy walking around and he saw a worm on the ground. In those days, worms were about as big as snakes. He decided that he was going to keep the worm for his pet so he picked it up and put· it in his pocket. He went home and his mom was heating water to wash clothes. He had to change his clothes but forgot the worm inside his pocket. His mom put his clothes in the hot water and they shrunk. And so did the worm! That's how the worm got be so small. By Gladys Sabourin Mobert Indian Reserve POETRY My Friend You may have noticed that almost everything that an Indian does is in a circle, and that it is because the power of the world always works in circles and everything tries to be round. In the old days when we were a strong and happy people, all our power came to us from the sacred hoop of the nation, and as long as the hoop was unbroken, the people flourished. The flowering tree was the living centre of the hoop, and the circle of the four quarters nourished it. The east gave peace and light, the south gave warmth, the west gave ,rain, and the north with its cold and mighty wind gave strength and endurance. This knowledge came to us from the outer world with our religion. Everything the Power of the World does is done in a circle. The sky is round, and I have heard that the earth is round like a ball and so are all the stars. The wind in its greatest power, whirls. Birds make their nests in circles for theirs is the same religion as ours. The sun comes forth and goes down in a circle. The moon does the same and both are round. Even the seasons form a great circle in their changing and always come back again to where they were. The life of a man is a circle from childhood and so it is in everything where power moves. Our teepees were round like the nests of birds and these were always set in a circle, the nation's hoop, a nest of many nests, where the Great Spirit meant for us to hatch our children. -Black Elk Walk Talk Share with me Help Play Stay with me Ride Jump Care for me Love Like Hug with me And Be my Friend. by Ruth McWatch Mobert Indian Reserve I like living in the world Give me air I like the flowers Give me alot of trees I like animals Gifts from God. by Thurston Kwissiwa Mobert Indian Reserve NATIVE LANGUAGE EDUCATION IN ONTARIO is an occasional newsletter, published by the Native Language Office, Lakehead University, Thunder Bay, Ontario, P7B 5El, mailed without charge to students registered in the Native Language Instructors' Program at Lakehead University. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (4), 1989 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/6871a8872ee6c17d3c5a742f13e50386.pdf bad1223f371ea5d098efcddf88e9383f PDF Text Text Volume III, Number 4 - March 1988 NATIVE LANGUAGE • ONTARIO EDUCATION· 1n HEN 'R\ETTE--SEY FFERT SEEN ON A ~UL.LETlN ?>OA"R]) 'PRIZE ESTA'8LISH£I> Graduation time, 1988, will see the inaugura­ tion of a prize for excellence in Native Language studies among the students at Lakehead University. The prize has been donated in memory of Dr. Henriette Seyffert, whose vision and hard work brought Native Language programs to Lakehead University. Dr. Seyffert was chairman of the Department of Languages in 1981 when the Native language Teacher Training (NlTT) program, directed by DIANO, was transferred to Lakehead University to become the present Native Language Instructors' Program (NLIP). Active and interested in Fine Arts education, and a teacher of French language and literature within the Dept. of Languages, . she took a keen interest in the Algonquian language courses needed as part of NLIP. Recognizing that a full-scale language program of Native Languages at the university level also required a variety of advanced courses, as well as basic introductory courses for language learners. Within a few weeks she had drafted course descriptions for all the Native language courses presently lfsted--rri our calendar. It 1s a n~rk of her sensitivity to Native language issues and her grasp of good language education that through the years these course descriptions have served us well in all the various directions we have taken. Or. Seyffert realized as well that new pro­ grams require funding, and worked tirelessly and sacrificially to establish a research fund for Native Language projects. She was never too busy to listen, think about, and advise on any Native Language concerns brought to her. In the sunvner of 1986, Or. Seyffert succumbed after a long hard bout with cancer. She is missed, and will not be forgotten by those who knew her. For those who did not, the memorial prize will keep her name alive among the students of Native languages for whom she worked so hard. Terms of reference for the awarding of the prize read as follows: Dr. Henriette Seyffert Memorial Prize in Native Language Studies Established in 1987 in memory of Dr. Seyffert who was the A10ving force behind the establish­ ment of Native language studies at Lakehead University. Awarded to the student who has completed a minimum of three full course equivalents in Native language Studies at this University, and whose average mark, computed on all Native Language courses com­ pleted, is the highest for the year. No student shall receive the prize more than once. DELAWARE LOSS MOURNED Word has just reached us of the passing of Ethel Peters, Delaware language teacher. Ethel was one of the very first group of language student-teachers, back in 1974 when NLTT began. She, along with four other students, fonned the first class, and her good humour and hard work­ ing concern for the preservation of Delaware were clear to all. Ethel was always a "lady• and set.high standards for those who follow after· her. We mourn her loss. Teachers--Please try to avoid: 1. excessive use of orders, opinions, questions. 2. saying more than two things without waiting for a response. 3. speaking over or under the learner's level of conmunicat1on or co11tprehension. Something to think about! :O:E:P.~:R::rn:ENT or .c...it.NaU..\a:E~ · 1988 Summer Cou.rse NL Seminar 3251 'l'HEORY AND PRACTICE OF TllANSLA1'10~ Trarttlntlo" theory wlll be •rplled lo lbe pr1c1lcal problem• of l111a~ln1lns from l!nallsh lo aa A110114l11lu 11.11111•1•, and lroaa aa A11onqula.a. la11111•1• to Enalilh. . Ltclttr1r: Li.fa Val1nti1111 U1dt11rsll1 o/T•xa.r aJAwtlli Tu111: 10:00 • 12:00 "ootiMTWTF JulJ4·21. Pot tu~ JAl'o~~ call Ibo Nlllln Llquaae o~ • i _· !ft (807) 343·854Z .. Lakehead Unlversity~ ... exc~l~nce in erlu~ation ."HEL'P REQUE·STED A number of news1etters have been returned to us marked •moved--no forwarding address". Please, send us your change of address when you move. in order that we may be able to keep in touch with you. Aalong the •missing• at the moment are: ·Barbara Sutherland Elizabeth Schuchert Agnes Hunter Barbara McDonald • Bertha Metat Agnes Hardy Ji11 Fox Anyone knowing the present address of any of these folks is requested to drop us a line. THIS IS SERIOUS. If they didn't get their newsletter, there's every chance that they have not received their summer programs package eitherl Thanks for your help! NATIVE LANGUAGE EDUCATION JN ONTARIO is an occasional Newsletter, published by the Native Language Office, Lakehead University, Thunder Bay, Ontario, P78 5E1, and mailed without charge to students registered in the Native Language Instructors' Program at L.U. �.. REPORT ON VlSlTS TO SC.HOO\..S Marva Ho11ala and Mary Mitchell have been busy visiting Native language classrooms in the past few weeks. They are trying to "make it• to every teacher who went in a teaching schedule last fall. The following are sOllle highlights of the v1s1ts: Marva visited: Olive McGregor, Birch Island, is using team activities, singing activities and student-turned­ teacher activities in her classes. She showed Marva some of the materials she had obtained through various contacts reaching as far as Minnesota. Sharon Boissoneau, Garden River, continues to develop materials and search for new activities. Her older students are involved in material developt11ent as well. Mary Otakwadjiwan, Sault Ste Marie, is conducting effective circle singing and activities with her students. Maryanne Endanawas, Sheshegwaning, has been keeping careful and detailed records of her lesson plans in binders, filled with good ideas. Her students are perfonaing "impressively". Mary visited: Bernice Greene, Shoal Lake, has a very heavy schedule of language classes throughout the day, and manages to provide different lessons for each grade, suitable to their interests and ability levels. She travels to the classrooms to teach her classes, and each room has an area in which she has arranged interesting OJibwe language displays. Nora Hiller, Morson, is also teaching several different grade levels, and providing different lessons and units for each one. She shares a classroOlll with the French teacher, and the Native language charts, pictures and displays she hes organized on the walls are very professional lookina. Margaret Big George Stevens, Atikokan, teaches a high 1choo1 credit course 1n the hi9h school on Monday evenings. (One of her student• 11 10 interested that he's th1nking of coming to Lake· head Univ1r11ty to continue his OJ1bwe l1ngu1gt 1tud1tsl) Margaret'• 1nthu1f11m ~s contagious, and 1ht work• hard with her 1tudent1 on pl"Onoun• c1U1on. Sh1rlty M1sh1b1n1J11111 11 t11ch1ng at Conf~dtrat1on Collett 1n Thunder 81y. Thtrt wtrt n1nt 1tud1nt1 1n th• c1111 th• n1ght Miry v111t1d. Tht c1111 h11 b11n runn1nt 1inc1 J1nuar1. Sh1r11y 1nv1t11 1"11ourc1 "'oP1t 1n from t1rnt to t1Mt. Tht c1111 ru~• from 7•f130 ~.m. each W1cln11d11 1v1n1ng, Janet 8r'uy1ri 1 ,ort ,r1nc11 1 t11ch11 a number of d1ff1r1nt c111111 1n two d1rf1r1nt 1choo11. She 11 1nJoyfn1 her ftr1t year of teaching and 1xp1rf1111n\1n1 w1th ntw 1d111. TEACH I NG Tl'PS A recent practfcUll assig11111ent submitted by Caroline Comegan, Big Grassy, Ontario. included such helpful pointers that I wanted to pass them along to Newsletter readers. (Thanks, Caroline!) l. Never teach Just words but use known struc­ tures to introduce new vocabulary. 2. Use body movement {doing actions). It helps students to remember language. It is very effective in language class. 3. Don't translate songs into Ojibwe word by word. Hake up your own words but use the same tune of the song. 4. Never put big X's on their activity sheets or tests. Don't count how many mistakes they make but count how many right answers they have, 5. Praise their efforts and achievements . 6. Never attack a student but attack the problem instead. 1988 Bu.mmel' Cou.l'ses Ollbwe201! Oiibwp3QJ! FIBLDSTUJ>Y OJlDWE IMMERSION Ulll1 U •Aqua& H) Uult•») ,.,._ iwo 11111 oouna hi•• """ d..lpcd to 1111p lht 11ud1n1 •ra111d• hie/her nunq 11 1111 OJlbwt lllllUll•· In OJ. 201 l, ea 11\1d1111 wll work wllh a ft111t helper IO lunl Ind pTICtlOI fa lllt dllltcl ot choice, wldl GOUrH inttNctotl • ONCfllco1111lt1D11. 111 OJ. 30ll, 1tude11ta will 1ppl7 lllt 1klll1 ...... Ill Illa n111- IO 111 lndlvldulllled 1ulde4 pl'Ojlcl. 'l1INt counu 119 ,_. . _ wl&h '°"''_prior llllowlldp of OJlbwt: •eou... OJ, 1010 and OJ, IOla 8' • ...i.nu1n11p11un m: .................................,Ojlbw. ,_,..., ..,....,_ 11111111 N..aw LM1•1pOm.t (107) 141·1~41 - · Lakehead University_ &""'11G1 iii etiuctltio11 · NL\'P STUDENT WlLL "BE MISSEl) We are sorry to report that £111111 Oskineeg1sh pa11ed away fn January, after 1 battle with cancer. E111111 had completed three years of her NLI program 1n Net'1ve u a F1rst Languaoe. Our sympathy goes out to her family and personal friends, We were glad to have known her. She wi 11 be 1111111d. DEADLINE June 10th 1s the deadline for receipt of co1,1pleted application forms. Pleas.e ensure that your application (yellow forml and all backup material are correctly and cOlllj>letely filled out and in our office by that date. We cannot guarantee acceptance of any late arriving applications! Places are limited; so please do be prOfllPtl l)OOK 'RE~O'RT This report looks at the atate of Native languages in Canada using the information gathered in the 1981 census. Many different factors, such as geographical location, age of the 1pe1kar1, and language 9roups, are related to the maintenance of these languages and some conclusions art made. Suggestions for further study and for using this informa­ tion to help matnta1n Native languages are included as well. With the many maps, charts, and diagrams which are included 1n the report, ft could be a useful resource for both teachers and students in Native Studies and Native language programs. Page 2 �; . lnternat.ional News Reprinted from: READING TODAY, 5:1, 1988. Recife Declaration formed The Twcnl\ -second Seminar or the In1ern:1tional Associ· ation for cCO:~s-Cuhural Communication (AIMAV) was held October 7-9. 1987 at 1he School of Luw of the Univer· sidade Feder.ii de Pcrnambuco in Recife. Brazil. The semi· nar. which focu~ed on Human Rights and Cultural Rights. wus chaired bv Francisco Gomes de Ma1os. who al~o chairs IRA"s t~1erna1ional Development in Ullin America Committee. Panicipants in the seminar composed the following declaration. Considering that the ideals and principles of equality. solidarity. freedom. justice. peace and understanding. which have inspired national and international legislation and instruments on human rights. share a crucial linguistic dimension. Recognizing 1h:11 the learning and use, maintenance and promotion of languages contribute significantly 10 the . in1cllec1uul. educational. sociocultural. economic and political development of individuals. groups and States, Nuting that the Universal Declaration of Human Rights. the International Covenants related to human rights and other international universal instruments make provision for cultural rights, Conscious or the need to arouse and foster awareness.· within and across cultures, of the recognition and promo­ . . ... .: .· tion of the linguii;tic rights of individuals and groupi;. Asserting t~at linguistic rights should be acknowledged. prun1otcd 11nd observed nationally. regionally and inrcrna· tionally. so as to promote and assure the dignity and ·~quity of all languages. Aware of the need for legislation to eliminate linguistic · prejudice and discrimination. and all forms of linguistic domination. injustice and oppression. in such contexts 3S services to the public, the place or work. the educational sy8tcm. the courtroom and the mass media, Stressing the need to scnsitiz.e individuals, groups and Stares to linguistic rights, to promote positive societal attitudes toward plurilingualism and to chonge societal structures roward equality bclween users of different Ian· guages and varieties of languages, Hence, cognizant of rhe need to provide explicit legal guarantees for linguistic rights to individuals and groups by the appropriate bodies of the member States of the United Nations. Recommends that steps be taken by the United Nations 10 adop1 and implement a Universal Declaration of Linguistic Rigtits which would require a reformufation of national, regional and international.language policies. OJIBWE STUDIES AT RAINY lUVER COLLEGE Wilf Cyr (Northwest Bay, Ont.) and Dennis Jones (Nicickousemenecaning, Ont.) are providing leadership in the Native Language Specialist Program at Rainy River College, International Falls, Minnesota. They have been discussing the possibility of an articulation agreement with Lakehead University, the intent of which would be for grads of their two year program to continue their studies (general and in Native Languages) at Lakehead in order to become qualified teachers. Mary Mitchell visited Rainy River College in late February, and was impressed with the hard work being done there to make dreams of Native language education come true. OJIBWE/SAULTEAUX 1988 Su.mm.er Course NL Llneuistics 2713 ALGONQUIAN LINGUISTICS A study of the laoguages of the Algonquian family with particular emphasis on Ojibwe and Cree. lActurer: Jolm O'Meara,McGiU Utliversily Timi: 7:00 • 9:00 p .m .MTWTF July4-22 NEW TESTAMENT 'PUaLISHED For f11nhcr lnl"ormatioa, call the Native Laogu1ge Omco A celebration is planned for Grassy Narrows, Ontario, the second weekend in July when the new Ojibwe/Saulteaux translation of New Testa­ ment scriptures will be dedicated . The trans­ 1ation project began 25 years ago, and many Native people in northern Ontario have taken part i n the work, under the direction of Chuck Fiero of Cass Lake, Minnesota. Con­ gratulations to all those who shared in this l abour! (807) 343-8542 - · Lakehead University_ &cellence in ~ducation Page 3 �U.6.tvi.ing 60Jt En.jolJIRV&.t The following techniques are, in general. intended to help the child advance from understanding single sentences to grasping the complete idea of a story. 1. Action sto..tiu Tell a 4.bflple. story. Use pictures wherever necessary. Have the children participate in the action of the story with you. Example (have picture of a bear, a bird, honey, a tree, a beehive, a bee): - Little Bear was sleeping.(Children pretend to sleep.) - A little bird started to sing. (Show picture. Children whistle.) - Little Bear woke up. (Children wake up . ) - He stretched. He yawned. (Children stretch. Yawn.) - He thought to himself. I'm hungry. (Rub st0111achs, lick lips.) - I want to eat some honey. (Show picture.) - Little Bear started to walk. (Walk.) - He saw a tree. (Show picture.) - He listened. (Put hand behind ear.) - He heard s0111ething. (Make buzzing sound.) ' - Bees! (Show picture.) - He started to climb the tree . (Pretend to climb.) - A bee came around his head. (Finger circles head, buzz.) - It sat on his nose. (Touch nose.) - It stung his nose. (Pinch nose . ) - Little Bear started to cry. (Pretend to cry. ) - He ran hollle . (Run on the spot.) - He went back to sleep. {Pretend to sleep.) - He didn't eat any honey. (Show picture, shake head . ) TEACHING LISTENING (reprinted from the English translation of the Quebec edition of the Native Language Teachers' Notebook, 1983.) 2. Ta.t/Wts Boolu I These are an excellent way to get children to hear, and understand what they hear. See section F of this Notebook. 3. Uttle. VJUUlla4 IP.lay4 l Tape record a simple narrative, . and have the class act it out as a brief dramatic presentation while the tape plays. The best script for this would be dialogue. See section·F of this Notebook for ideas. 4• Pu.ppe.,t V.ia.log ue. Using yourself and one hand puppet, act out short little dialogues for the class. For example: - Hello To11111y. - Hello teacher - brr, it's cold today. - Yes, it's cold. It's starting to snow. - I'm very cold. - Here - put on your coat. This dialogue would be most appro­ priate on a day that really is cold. Try to have your dialogues reflect real. i11111ediate situations. Veve.topmen..t: Finger puppets provide an ideal way to develop dialogues using plural forms . Put several on the fingers of one hand , and you can say such things as: - Where are you (plural) going? - We're (exclusive) going to the store. - Let's go together! - Where did they go? You may wish to tape certain standard dia­ logues. Children can then use the puppets with the tapes. Thus, they are encouraged to suit appropriate actions__to each puppet's speech. 5. Hi.dd.vr. Woll.d Teach a new word to the class, and then tell them a story in which the word appears many times. Give each child a little pi cture of that word. As you tell the story, they ~st hold up ·their picture each time they hear the word. Story example (give each child the picture of a teddy bear) : Mac is his name. He is a teddy bear. He is the baby's teddy bear. The baby likes him. He will not go to sleep unless he has his teddy bear with him. And so on. Pe.vel.op.(.ng thi.6 4fULl: When the children can handle this well, tell a story with two hidden words. Give half the class one picture, and half the other. When you first use this technique, use only one form of the word. For example: in "see", always make it, "he sees it~ for book, always ~ake it "the book" . Later, add variations of the form: they see it, we saw it, wil 1 you see i t.o my book, books, his book. Page 4 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (4), March 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-03-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/fe4fed61779267ebe44566c86c3df4dd.pdf 335df0b710197d5854141507fdf0187c PDF Text Text Volume III. Number 3 - February 1988 NATIVE LANGUAGE EDUCATION in ONTARIO SUMME'R SCHOOL /88 WELCOME TO Algonquian Lanpu1st Teacher Certification: Word has just reached the Native L1119u19e Office, that the Ministry of Colte9es •nd Universities w111 once agatn be offering year one of their Native Lan~uape Teachers' Certtftcation Pl'O!lraa in the su-r of 1988. In response to this infonnetion, lakehtad will now accept new applications to this progra•. Enclosed with this newsletter, continuing students wtll find a copy of the prel1•inery app11caUon fol'll. N. L.I. P. ! So " )'Ou vut to be a 1111tive l•....-a• teacbar 1f you vnn t to tench l""'Ple> vloo do know H you v1111t to tHch people who '6 J1AS blow ...the,. SUDier Faculty /88 Staffing of our t11c;hi~ tea• for s - r /88 ts perttally cO!Rpltte. We re pleased to announce that the followin9 teachers are planning to work with us this year: Lisa and Randy Valentine, Lena White, John O'Mtara, Larry Beardy, ltncla Shapiro, Michelle Stevens, Delores W.wie, Steve Chase, Charles (Chuck) Fiero, Dave Nlnc:ekivell and Lorraine Mc;Rae. A few others are undecided es yet. but .e should be able to announce their na111es in the next news letter. lan111..., 10 tht. ...,.. the 1...111•1•. 10 thia ' . 1te1bter io the llat1Ye aa a Pirat l.anl""a• (llAPL) diploaa pro1r-. "Institute• Courses We're rather excited about the courses being offered for NLIP greds this s-r. They are n follows: John O'Meara wtll be teaching NL 2713, AlgorcJuian Linguistics, a course that explores the var ous languages In the Al90nquf1n fa11ily, thetr hfstorical and geographical place, and the ways they are both si11ilar to and different from one another. (Required: graduation from NLTC or NLIP or per111tssfon or instructor.) Lisa Valentine is sc~eduled to teach NL 3251, Translatton. This course will deal wTU\llii theory arid practice of translation, parttc:ularily between Engltsh and OJI• or Engltsh and Crtt, and work out SOIDI of the practical difficulties tll&t 111y be encountered. (Required: graduation froai NLTC or NLIP or permission of fnstructor.) Note to AQ students: E1ther or both of these courses NY be UHd as prerequi1ite1 for Algon· qutan AQ courses at levels 2 or 3. llegietar 111 the ll•tin •• a Second Lllngu•a• (llASL) diploaa Pll'Olr-. WEDD\ NG BELLS Two llC!llbers of last s-r·~ faculty are planning to be 111rrfed th1s spring: Steve Chase •i 11 1111rry Beth Clarkson on June 18th and Peter Styffert and Ann Osborn are p1ann1 ng an April 9th wedding. Congr1tul1t1ons and best wishes to both couples. We wish you hone)'lllOOnS that are full of happiness, but not so long as to keep you from NllP (88. Confused as to WHICH program you should enroll 1n at lakehead University this coming surrmer? Steve Chase has tried to make it all very simple-­ just follow the road! (If you're still confused after studyipg this, phone our Native Language Office for more information.} Miikwehc, Steve! ANNOUNCING Tht Eilbth Amlllll INTERNATIONAL NATIVE AMEJUCAN LANGUAGE ISSUES INSTITUTE 11111• a.11. 1!181 Tcmpc Mbsloa Plllns Hotel Tcmpe. Ad&ona CID ror pepen U.S iqlllnUoe mlodlll • M ..W la .... 1....,.. Por l\ulllof 181-Uoa. - . c i : Mn. IC.&tblyn S. Btpyt 1"41an li411C1tloB Ulllt Arlzo,. Doponmt111 ofU-tlon 1535 Wost Jtlf...- SUnt Phomb<. ~ tS007 (602) :?SS-0'1 ct loll.Int la AZ: l-«J0.352-455' Mrs.Shlde)'.,.... Na. Hallao c;,_ NWOfllce Alaonq.,Jaa Conference. Interdisciplinary. Meets annually during the last wcclc:end in October. 1988 meeting: Onawa, Ontuio. Cont.act: . Williun Cowan, D of Linguistics, CarlemU, Onawa. Canada KlS SB6. Papen ot the AJgonqulaa Conference. The papers of the 6th Algon­ quianConfetence (1974) weicpublished by the National M~umofMan, Ouawa; papers of the 7th and all subsequent confei-cnces have been published by Carleton U Press. Forprk:es and availability write: William . Cowan, D of Linguistics, CsrlelDn U. Onawa, Canada KlS SB6. P.0.90ll96J ChocU•. OltlUonle 7lOlO ('405) 76M6SO m 1694125 AJ&oaquJan and lroquolm Ungulstlcs. Newsletter. Four issues/year. $5/)'car (US dollars to US addresses). Editor: John N"ichols. D ofNative SIUdies, Argue S46, U of Mmilobe, Wumipeg, Clnlda R3T 2N2. �Copied from THE PETERBOROUGH EXAMINER, 28/11/87 Nativ~ childr'o l.eafning native Ojibwa · program at Curve Lake School. At 31, allbouab lhe UD· BY CECILY ROSS derstands Ojibwa, &he speaks very little. Bul bet per· Examiner Staff Writer enls do and Jacobs hopeslier childien will too. Twenty small childreo at Curve Lake School art Jacobs Is f11111 ill her belie{ that native lallguage pro. learning about deer llOllp. Sittlna crass leJ&ed on the grams are a vital link with the ~t. floor, tfiey stare intently at flip cfiart drawmp of meat "The voice of our land Is ia our language." lhe says af· and vegefables. ter listening to Knotl "That Is why we must lleYtr lol!e Each Item Is labelled with a strange combination ol OW' ~e. U we do we lole our connection with the vowels and conSonanta - zbaguagwfzb, clililem, waa· land." ·· ashkesbi · ·· When Jacobs' parents were in school Ibey were pww~ at a ~en and Grade 2 pupils ished fOC" sptakilig their native ~ge, &lie said. The point to the wonn·anc1, in the soft gutteral Ojibwa !hat · commonly held belief was that speuiiia.Ojibwa would mast were introduc:ed to lea than 12 weeb qo, tMy Ill· interfere with their abilit to leanl_Eagllib. let the lncomprehenalblesOllDds. Kea Ucker1 a native sludies officU' at the Jll'QYindal The children at the hrlH'OOm native school north or minlslry ol eoucation, said that priorto 1rn tlie governPeterboroQgh art learning to speak OJibwa •part of a meu~- phlloeophicll.apciroacb fo.native.educatiGa waa minislry ol education pilot program that begail in·Sep- · · cha.ra~ _by a patemaliltic desire to "usimilate'' !ember. native populations. Their teacber1• Bubbles Knott, a soll•poken middleTben in the early 1971B, wheo Jan Qiretlen wu mioaged woman wit11 short brown hair aad &JI llllUlllllling ister of Indian affairs, Canada's National Indian Broth- manner, says the language Is difficult toteadi. erhood oubllsbed a docwneut entiUed Indian Cclatrol cl Knott is a member oC the last generation or native Ca· Indian £ducation. · nadians fluent in their native language. SI~ the Its authon stressed the impOrlance of native Janstaff kltcMll after the claas, lhe ~ID a uncer· guage instruction for native chifdren: lain Engliah about the speed with whicb the Chi! are "Language... is the principal means by whicb the grasping the difficult la~ge. members of a society communicate and~ tnrorKnott coatends native dliR!ren have &JI illberent 1biJ. mation about culhft. Native languages an unity to learn Ojibwa, that they have a ~led famil· told riclmesa or the human a~t. bull up piece by piece iarity with the to~ their grandfathenatill s~. over thousands of years "tbedocwneot stated. The teacher believes that 11 the Qirve Lake children With Its emphasis on lettlna Indian people assume reare Introduced to the ancient language they are forging sponslble for administering fheir educational pro-' an intangible link with e. grams, the paper became fhe basis for a new DOiley on "l have two meparate ties;" she sayt the native eduCatioa, Licker sald. "Clearly asslmlJition· words coming aloWly. " y lleO(llllllty ~es I wasn't~. ao they abandoned it." s~ Ojibwa. I feel clllletenlly.'' ' ' A IChooi •Clllric:ulum bipl\gbtlng Wilm8 Jacobs Is c:o-ordinlitinl the native Juaua11e · •J:!\e tbelr=ta own * native heritage wa~ developed and 11 now in place acl'OllS the countrv. But "drastic action" was nec:ess8ry to prevent native languages from dving out, Licker soid. · "Unless we were willing lo do something within five to JO y.ars lhert wouldn't be any poinl because the language concern wouldn't be there anymore." · Five years ago, the ministry !Jellan the complicated task of developing standardized •Tilltn versions or the m)Tiad dialects spoken by native C•· nadians. Texts and materials had lo he ere· ated from scratch and language edu· cation pl"Ol{rams developed to train teachers. Knott. already fluent~ s~nt the last ~ve summers in Thunoer Bay leam· mg to teach. The ·pilot program began in natn·e schnols acl'O.!IS the province last SeJ>' len.ber. Native education commit· tees have until September 1988 to fu.111 • tpt~•nt•nt ttt. ~"-'•!"'• if'll in. mor k1 arten to vraae •· Native nguage programs will eventually be availalile right up to Grade 8. Licker said. In the early grades, the program ·concentr1tes on oral language, but from Gr1de 4 to Grade I a fulJ written curriculum will be included. Developing the program has been a complicated"" and expensive task laboul $200,000 for materials alone. Uckerestim1les.> Dealing with laneuage. partic· ularly 1 strong oral tradition. is a verv per!IOC181 thing, the education of· ricer said. "There are many vagar· ies II has to be Oexible." Ojibwa i5 nol the only language iJe. ing \aught in Ontario ScbooTs. Native children are learning to •lll!•k CrtiP, Mohawk, Oneida and Delaware, Licker said. The language programs are not compulsory but an incentive grant of $200 for every student involved in the program is available to native educ•· lion commlltees, Licker said. John MacDonald, principal of Rid· palh School in nearby Lallefield. is also principal al Curve Lake. <Indian bands in Ontario purchase educatio­ nal services from local public school boards. I MacDonald is enthusiastic about the language pragram at Curve • Lake. Althouah he does not understand Ojibwa, be says he Is impressed by the "spiritual quality" that Jacobi and Knoll bring to the leaching of the language. The Children at Curve Lake school ha\•e t..I learDina about traditional fnd"tari seuona. .September corre­ sponds with "the harvest m0011:" Oc· lobcr is called "the falling leaves moon.•• "This is the lime of the freezing moon," Jacobs explains in a proua and reverent voice, "• time when the rivers and streams l,legin lo freeze. · • "Olibwa is a rich lqua11e, 1 beau­ tiful la111tua11e." she &0!$ onto say. "Heaven forbid if v.-e &llould ever lose ii." Note : Anita (Bubbles) knott (NllP /85, Ml.TC /86) wil 1 be known to 1111ny of our readers as a s.-r associate teacher at Lakehead University. E>OOKS 1N "P'RINT Teaching the Indian Child: A Bilingual/Multicultural Ap­ proach. Edited byJon Reyhner. Eastern MontanaCollege, 1987. 280 pp. No price indicated. [lnfonnation for teachers of Native American students on bilingual education, the history of Indian education, curriculum, oral Iiierature, and allied topics. The editor is Coordinator of the Title VII Indian Bilingual Teacher Training Proeram at E Montana College. Order from: Dr. Jon Reyhner, Division of Elementary & Secondary Education, E Montana College, Billings, MT 59101.J SIL Publications In Linguistics. Granunars, dictionaries, and olher macerials on nwnerous American Indian languages, particularly C and S American languages, prepared by members of the Swnmer Institute of Linguistics. For a catalogue, write: SIL Bookstore, 7500 W Camp Wisdom Rd, Dallas, TX 75236. Howard,RayE. Ph.D., U ofNew Mexico, 1987. Navajo Bilingual Educaiion in Action, a Qualita1ive Study ofTeachers at a BIA Bordertown School. 290 pp. [Attitudes and methods of teachers at one Indian boaiding school, located near but not on the Navajo reservation. DAI 48(5):1174-A.] [Order# DA 8718487] Children or Cottonwood: Piety and Ceremonialism in Hopi Indian Puppetry. Armin W. Geertz and Michael Lomatuway'ma. U ofNebraska Press (American Tribal Religions serie~ 12), 1987. 4l:pp. $14.9S(paper)/$24.9S(clotb). {Hopis descnbe.the.mechamcs, perfonnance, and significance ofpuppet ceremomes m a ~umber of ~ts, with Hopi and English on facing pages and exiens1ve annotabon by the compilers. Also included is a glossary of Hopi technical terms. Order from: U of Nebraska Press, 901N17th St, Lincoln, NB 68588-0520. Add SI.SO for shipping.] 2 �·­ ATTENT\ON ALL IROQ.UOlS f - Three years ago, when the Native Language Teachers' Group was divided {Iroquois to UWO in London, Algonquian to Lakehead University in Thunder Bay) the calendared course descriptions for Iroquoian languages were Nput on hold• by the Senate of Lakehead University . That is, it was agreed that the courses would not be taught nor would they be removed from the calendar for a three year period. - That period is now completed, and Lakehead is once again examining the need for these courses. Courses that are not being used are usually removed from the calendar. Once courses are removed, it would be extremely difficult to reinstate them. These are "credit-bearing" courses, and should not be removed without due consideration being given to any possible im­ plications of such a move. - The Native Language Office at Lakehead is therefore going on notice by means of this newsletter announce111ent, that we are consider­ ing dropping the Iroquoian courses from our calendar. This is an open invitation to anyone who has advice or infonnation on the subject, to write or phone us about it as soon as possible. We will take all comments into serious considera­ tion as we make a final decision. ~tSEA"RCH NOTES The research project to study the Native Lan~uage Education needs of the reserves and reservat1ons in the Lake-of-the-Woods area (see niap) is now completed, and a copy of the fina~ report on Canadian findings and recoanendat1ons ha~ bee~ sent to each participating band. The Un1vers1ty of Minnesota at Duluth, who collaborated with Lakehead University in the study, is presently seeking funding to implement the reconnended work, vi z: production of videotaped Ojibwe language lessons geared to the fa~ily--le~sons ~ich the whole family can study together ln their own home. Part of the final report included a "~rotocol" which is reproduced on the back of th1s paae because of potential relevance to other similar projects in the future. The Northern Nishnawbe Education Council (NNEC) and Wawatay Native Communications . Soci~ty h~ve, in collaboration with Lakehead Un1vers1ty, JUSt submitted a proposal for funding to develo~ distance education delivery of a four-cred1t university program in Native Languages to remote colll11unities in Northern Ontario .. If accepte~. this project will enable university courses in Native Language studies (e.g. Al 1210, Al 12~0, NL 3251) to be taught from a distance e~ucat1on centre at Lakehead University, and rece1ved by students in northern conmunities ~Y means of telec011111Unications (teleconferenc1ng, computers, videotapes, etc.). We are ex~ited ~Y the possibilities distance educat1on ra1ses, a~d. anxiously await the end of March, when dec1s1ons on proposals should have been finalized . lMPORTANT NOllCE IN THE BEGINNING-- LANGUAGE Condensed from an article by John Noble Wilford in "The Globe & Hail", Dec. 19, 1987, by George Onwuasoanya, Native Language Research Assistant. In this article John Noble Wilford highlighted the fact that there has been some joint efforts by paleontologists, archeologists, linguists and others to discover human origins with a systematic analysis of the roots of the world's knO\m languages so as to reconstruct the primordial language, the mother tongue of all humans, but this search has so far proved abortive, and over time languages have kept changing beyond easy recognition. A few linguistic experts firmly believe that by analyzing the evolution and approximate sound and meaning of certain words, they have recon­ structed the basic vocabulary of a remote ances­ tral language that modern man has never heard or seen, which they call nostratic, a language spoken in Middle East between 20,000 and 12,000 years ago. It was from this language that many world languages evolved. From this technique, other linguists report to have reconstructed the root languages used by different peoples like t he early Americans, and Indians. Based on this work, Vitaly V. Shevoroshkin a linguist of the University of Michigan is carrying out a research that can help him find the primordial language with the view that the ancestral langu­ age spoken 25,000 years ago could be of help to this discovery. Such a search for relationships in language could be of much help to the larger study of hUlllan origins by anthropologists an~ th~ ali~e in their research on humans and the1r migrat1on across continents. Winfred P. Lehmann a retired professor of lingu­ istics at Austin University, Texas said that through language study we can learn prehistory and people's culture. Lehmann is of the view that all languages were related 25,000 years ago but these conclusions were unconvincing. Scholars of the 19th century made the first leap back of using the ancestral language in study of modern languages through comparison of the two languages from which they derived the root for languages. Professor Dolgopolsky a soviet linguist, in 1983 examined 140 languages of Europe and Asia and by statistical methods identified and in­ ventoried the 15 stablest meaning in some langu­ ages for examples, 1 - me, two - pair and so on. In this way, Soviet scholars established that nostratic for "l" was "mi" and for "me" was "mi-nv" etc. In a recent article on natural history magazine by Professor Ruhlen titled •A Guide to the World's Languages• published this year, he wrote : "There is strong evidence of three migrations in that each of the three new world families appears to be more closely related to language families in the old world than to · either of the other two new world families. Goon NEws FOP. SYLLAn&t$ Use'RS Grant Stephenson is happy to announce that the syllabic template project is nearing completion. Two years ago, Grant undertook a project to design and produce a clear plasti c template (rather like a large ruler) with which one could make titles, signs and lettering in syllabics. After many, many difficulties and setbacks, the technical work has been completed, and the tem­ plates should soon be available for purchase. Watch for infonnation on cost and ordering in our next newsletter. NATIVE LANGUAGE EDUCATION IN ONTARIO is an occasional Newslette~, published by the Native Language Office Lakehead University, Thunder Bay, Ontar10, P7B SEl, and mailed without charge to students registered 1n the Native Language Instructors' Program at L. U. 3 �l'HUIUt;UL ' (pertaining to the proposed pilot project "Using Technology t o Facil i~ate the Acquisition of the Ojibwe language within the Cultural Context of the Oj ibwe Nation.") I. Target Population (to whom is the learning material addressed?) THE LEARNING MATERIAL IS TO BE DESIGNED FOR FAMILY UNIT GROUPS WITHIN THE DESIGNATED OJIBWE DIALECT AREA WHO WISH TO BEGIN OR CONTINUE THEIR ACQUISITION OF THE OJIBWE LANGUAGE AS A FAMILY PROJECT. It may be that once developed, the material will prove useful to other groups or individuals as well (e.g. teacher trainees, and other students within the Human Service Professions, linguists, anthropologists, etc.). However, it is important that the primary target population be kept sharply in focus, not only to ensure its direct impact on this group, but also to prevent any possible bias being built in by adaptation to a spectator's point of view. Implications for the developers: (1) Topics and activities might be selected to reflect the interests, needs and capabilities of the whole family. For example, a dramatized segment might include an activity representing a fair cross-section of parents, grandparents , teenagers and young children, each taking a role approp­ riate to his/her own communicative reality (mealtime, a family outing, etc.). An activity segment might suggest language tasks that a father or mother could organize for the younger children in the family as "homework". In short, the family group should be learning to support each other's learning. (2) Each lesson might contain material basic enough to get a beginner started in the language, and challenging enough to suggest to a semi-fluent speaker wa)Sin which he/she can continue to learn and develop in the language. (3) Dialect variation within the target area (see map) might be represented (perhaps dramatically, through visitors to the family, or instructionally as asides about alternate pronounciation) but the main dialect presented should reflect the normative (i.e. not the exotic or unusual) speech of the area. ­ II. Instructional Objectives (what are the lessons intended to accomplish?) THE LEARNING MATERIAL IS INTENDED TO DEVELOP INCREMENTALLY THE LEARNERS' ABILITY TO UNDERSTAND AND SPEAK IN THE OJIBWE LANGUAGE, THROUGH BALANCED ANO GROWING COl+IUNICATIVE, LINGUISTIC AND CULTURAL COMPETENCIES. There are three pitfalls into which the unwary curriculum developer tends to fall, that work against the objectives stated above. These ar~ (a} talking about the language rather than providing instruction and practice in us1n~ the language, (b} si~ilarily, talking about the culture instead of prov1 ing models of cultural behaviour that t'lii'learner can imitate*, and (c} stressing the learning of vocabulary without integrating it into phrases and sentences with implications for use in real conversations. Implications for developers: (l} Conununicative competence implies that the language being taught will be useful in real-life situations, and will equip the learner to actually be able to c011111unicate with Native "°nolinguals. Developers might ~tart by asking themselves what people in such situations might really want to be able to say. (2) linguistic competence implies that the whole range of Ojibwe language structures be kept in view, and included, a few at a time, until all eventually are mastered by the Students. A linguistic consultant is indispensible in assisting with this aspect of the curriculum. ( 3) Cultural competence implies that the learner will not merely learn to speak the language, but will at the same time be learning how to use the language in culturally appropriate ways, so that while talking Ojibwe, he/she will also be behaving in a proper Ojibwe way. Developers must use imagination and sensitivity to introduce elements of culture suitable to the age of the learner and the language he/she is learning to use at any given time. III. Orthographic Standard (what writing system is to be used?) It is not expected that there will be much emphasis on the written language because the instructional objectives already discussed stress the aural/oral aspects of language learning. However, it is important that any written material be presented in a consistant and widely accepted fashion. Therefore, THE ORTHOGRAPHY USED IN THIS PROJECT SHALL CONFORM TO THAT USED IN THE NATIVE LANGUAGE INSTRUCTORS' SCHOOL AT LAKEHEAD UNIVERSITY AND REFERRED TO BY THE RAINY RIVER COMMUNITY COLLEGE OJIBWE SPECIALIST PROGRAM AT THE "DOUBLE VOWELL" SYSTEM. Implications for developers: The Algonquian linguist at lakehead University will be available to assist in matters pertaining to orthography, and will do the final edit of print material for publication throughout the project. IV. Proportional Native Involvement (who will take part in the project?} To the greatest possible extent, administrators of this project will ensure that BOTH AMERICAN AND CANADIAN NATIVE PEOPLES OF THE DESIGNATED DIALECT AREA Will HAVE THE OPPORTUNITY TO PARTICIPATE ON A BASIS PROPORTIONATE TO THEIR POPULATIONS. Implications for developers: Keeping the bands and convnunities informed of the work, problems and accomplishments of the project team as it progresses in its work will give the area "ownership" of the project, and will not only provide a forum for potentially good suggestions from the field, but will also provide a climate of receptivity to the finished material at the conclusion of the project. A newsletter to bands and conrnunities might be considered. * It has correctly been noted that one cannot teach language without (automatically) teaching the culture. Unfortunately the reverse is is not true . All too often plans to teach language AND culture develop cultural lessons in some death but evolve to an almost total neglect of language teaching. Developers must be on guard against this phenomenon. od" �·­ NOTICE BOA"RD Applications are invited for a probationary (tenure track) appointment in Algonquian Languasa Studies. affective 1 July 1988. Thia poai ti on will b.e c rosa appointed to Education and Languages. Prefer­ ence will be given to candidates holding a doctorate. with field-oriented studies concen­ t r ated in Alongquian linguistics. Candidates having an equivalent combination of academic credentials (a completed Heater' 11 degree in lingui11tics as a minimum) and strong field experience will be considered, A teaching certificate and relevant successful experience in Education would be an aaaet. The succesa­ ful candidate ahould e~hibit a record of research and scholarly activities. with an awareness of apd sensitivity to the culture of Native people. Duties will include an appro­ priate combination of undergraduate and gradu­ uate teaching, research and scholarship in Native Languages and Native Teacher Education. Rank and salary will be co1111Densurate with qual ifications and experience. Send full cur­ riculum vitae and the names of three referees t o Dr. Dianne Co-on, Dean of Professional Studies. Lakehaad University, THUNDBR BAY, Ontario, P7B 5El. Jn accordance with Canadian l11110igration regulations this advertisement is directed to applications from Canadian citi­ zens and permanent residents. DISTBBCE EDUCBTIOD SYmPDSJDm LAlC&HBAD UNlVBRSIT!. ~ maecu 21. 25 tsao BT LBKEHEOD UDIVEBSITY THODDER BBY, ODTBRIO RESEBBCB BOD DEYELDPmEnT PBIDBITIES ID CBBBDIBll DISTBDCE EDDCBTIOD This symposium is spom;ored by CONTACT NORTH/NORD, LAKEHEAD UNIVERSITY ond CONFEDERATION COLLEGE FOR FURTHER INFORMATION,.CQNTACT: Distance Educ.ntion Symposium Coordinator Faculty of Education, LD.kehead University .BQUAL OPPORTUIUTI BHl'LOl:JlR Thunder Bay, Ontario P7B SE l Telephone: (807) 343-8705 Teacher of Dative as a SecQDd Languaga-­ lroquqian Will be offered by Tha Faculty of Education University of Western Ontario. Lend.on In July, 1saa If you ore Interested and would like more tnformel1on please contact your Bond office or Reg Henry, She NaUons Reserve S 19-759·2650; or Del W.olsey, University or Western Ontario 519-661-3162. Written 1nqu1Mes may be forwarded to: Del Wolsey, Coordtnator,NLTC, Un1vers1ty of Western Onter1o, Faculty of Education, 1137 Western Road, London, Onter1o, N6G 1G7. ki.skinahamawakan.-dcimowinisa /Student Stories. Written by Cree.Speaking Studws, Edited, Trualatccl ud with a Glaauy by Preda Ahenakew. 1986 [~1 76 !NB: for IM~ edilion. zu Reo4as and Stlldy Guida 4/ ORDERS SHOULD BB DIRECI'ED TO: Voices of Rupert's Land c/o LiDguistic:a Deputment s 7.5() Prof. Verna J. Kirkness Director of Native Indian Education Faculty of Education University of B.C. Vancouver, B.C. V6T TZ5 Phone: (6041 228·5854 (604) 228·5240 University o£Muitoba WINNIPEG, Manitoba R3T2Nl Cau.ada 5 �1988 TESL CANADA SUMMER INSTITUTE CONCORDIA UNIVERSITY Montreal, • ADMINISTRATION OFFICE CHIEF ETHER DEL.EARY Canada First Term Courses: July 4 - 21,'1988 Chippewas of the Thanies First Nation R.A.11 MUNCEY'-ONTARIO MOL 1YO 1EL (5111) 264·1528 ~ebec, Second Term Courses: JUly 25 - August ll, 1988 TESL Canada sunvner Porum: July 22, 23, 24, 1988 POOITI<li AVAIIABlE: Native Language Teacher Mt. Elgin School R.R. I 1 Muncey, Ontario OOirlYO Fluent Oji..bwe Speaker. Native Language Teacher Training. sone University training or equivalent. Linguistic training, To teach the Chippewa/Ojil:Me dialect. To teach pre-kindergarten to grade 8 students. To work in conjunction with the classroom teachers in the teachin9 of the language. Willingness to volunteer for extra-curricular activities. LANGUAGE EDUCATION IN CANADA: FURTHER EXPLORATIONS OF COMMON GROUND Sponsored by CONCORDIA UNIVERSITY TESL Centre and TESL CANADA' Send written Pesuire to: COURSES: CH1PP&1AS OF THE THAMES FIRST NATlOO A variety of three-credit courses will be offered to students at the under­ graduate and graduate levels. Under­ graduate students may earn a maxi.mum of six credits in each term. Graduate students may earn a maxi.mum of three credits each term. R.R. I l MtN":EY, CNl'ARIO OOL-lYO The courses given are from the B.Ed. TESL, the -TESL C~rtificate, the Certificat d'enseignement du fran~ais langue seconde aux adultes, •and from the M.A. in Applied Linguistics. For detailed information about programs, consult the Concordia calendars. Students from other universities should confirm with their home universities tha~ course credits can be transferred to their programs. NA111'f: /,AN<;g!l(;I-. l'NO<;RMts Of' FlH 'CA110N 1';.tCl'I. n· Lakehead Universi~y '/7>1111<k~·/l<!l: 011tm"kJ, ('.a11adn l»•J11/<.••I• / ..II ~I I COURSES INCLUDE: Stuc1ents workincr toward their a.A. at 1.akehead Uniyersity may now work tq.rotd a "minor" in Native I.arsuaae Studies. For concw:rent D.A./B.F.d. students, and those B.A. students WC> plan to take a B.F.d. aft.er they receive their a.A. deqree, there nay be interesting .i.nplications for their dloice of "teachable subjects" at the Intennediate and Senior levels. 'lbere ~ 2 routes to a minor in Native lan3ua9e Smiles: 1) for fluent speakers - these students wculd oalbine Algonquian courses (prefixed Al in the calendar) with Native. language courses (prefixed 2) for non speakar& and ~d CXIOOine Natl.Va NL) Oj il::Jwe ~ to oa11>lete non-flue.nt speakers - these stuclents I.anJua9e Courses (prefixed Oj) with 0Jurses (prefixed For either ro..ite, the requirement is as follows: "An their minor. , · NL) , Heritage Language Programs Language in Native Education Program Evaluation Language Acquisition Bilingual Education Testing and Evaluation Language and content Computer Assisted Language Le~rning and Teaching Practicum in ESL Methodology for ESL Comparative Phonetics Modern English Grannar Analyse et creation de materiel didactique (!'SL)* Introduction a· la didactique, fran'iais langua second•* for a minor in Native I.anguaqes avar.sll avetage of 60t or higher is required in of 3 full c:curses beycnci the fil;st year the equivalent level. 11 students interested in p..irsuinq a Native Language minor should identify themselves to the Coordinator of Native Languages durin;J their first year of studies in order to plan course selection that will enable then to meet this requirement. * Taught in French B. Barclay TESL centre Concordia University 1455 DeMaisonneuve Blvd. w. Montreal, Quebec H3G 1M8 Canada Tel. (SU) 848-2U9 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (3), February 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-02-01 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/b1ec99e3ec049420a2fb750fd69662e3.pdf efbf6229e71015829cb88cb419ad991b PDF Text Text Christmas is When they saw the star, they were oveTjoyed. Matt 2:10 NW - ......__________ ~----------------- Storytelling tips from an expert Oy Mary Love May TI1c following arc $Uggestctl steps for Jc:innn& a story from text to tell to un audi· cnce. TI1erc arc many :irrroaches. Try these $tCJIS, then modify to 111~c1 your needs. L Rcml aloud. '.!. Tdl tl1c plot hnc to a rr1cntl. 3 Outhne the story to fintl its shape. Be· ~ornc aware of where one acuon ends and Ilic next >egms. 4. Develop ch.1racters-know them physi­ cally, c &.. clothe.~. color ofeyes. Know their hab1 ~. c &·· favorite brealfost food. Know them emotionally. e.g., what wou Id their re· sponse be to l>cinc wkcn lly surprise? 5. V1suJll1.e setting (in color!). Make ;i you want to prc.~crve. 7. Tell tl1e story oul loud to yoursclL It Practio;c introduclion and conclusion un· til they're smooth, smooth, smooth. 9. Practise the wh11lc story, i.e., tell il lo everyone who will hstcn. lO. Use a tape rccorclcr. 11. Check once in the mirror for ex· ACADEMIC EMPLOYMENT OPPORTUNITY ITuncous orunclc:ir geslurcs. 12. Use video if available. 111;1p. 6 ldcn11r) ph1ascs you w:ull to lc:irn by r~1ic.1tcd phrao;c-~. lani;u;ii;e that 1.r 111 c r; Coordinator Native Language Studies in Education The Lakehead University invites applications for a two-year appointment as the Coordinator of Native Language Studies, in Education. This appointment may ~e renewab~e contingent on targeted government funding. Candidates should hold as a minimum a Masters degree in a relevant discipline or an equivalent combination of academic credentials and work e~perience, demonstrate a knowledge of Algonkian lar.gua9e~ es~ecially Cree and Ojibwe. demonstrate qualifications and experience in seco1.1d. 1anguage education, and be aware of and sens~t1ve to the culture of Native people. Candidate must hold a teaching certificate. Duties will include an appropriate combination of administration, teaching, practicum supervision and scholarship. Salary commensurate with qualifications (range for 1986-87: $22,255­ $32,610). Send full curriculum vitae and names of three referees to: DR. R. W. McLEOD, DEAN OF EDUCATION, LAKEHEAD UNIVERSITY, THUNDER BAY, ONTARIO, P78 SEI. Lakehead University is an equal opportunity employer. In accordance with Canadian lmnigration regulations, applications from.Canadian citizens and landed immigrants will be given preference. i------c\-rdk11a' i11 li/11(11/io11~--ACTIVE STORY-TELLING Condensed from "Education Leader" Vol 1, No. 2, Nov. 2, 1987 by Steve Chase. Great news for all you story-telling teachers! llere is an idea about how to get your students involved in stories--oral stories, the ones you tell them. The idea comes fron ii pre­ sentation recently given at a conference dealing with the Whole Language approach to teaching language arts. The basis for this aµproach 1 iP.S in making ·1i tera ture, both ora 1 and writ ten, as exc it i 119 ind 1 ively as we can for students. To do this, though, we must first free their imaginations, and that means we must first let our own imaginations go. We must become actors as ~ell as story-tellers. As you tell a story, use facial expressions, physical gestures, vocal inflection, and simple props to make the story come alive. A happy face is easily re­ cognized, flapping arms can be transformed into a eagle's wings, fear comes through the air in a trembling voice, and a simple wooden chair can become a tree, a rock, or an island in a listener's in1agination. The story-teller only has to provide a spark to get the listeners' imaginations flaming. Once you have your students using their imaginations, they can begin to add details to the story. They can fill in the blanks with their own ideas. They can te 11 you what the setting looks like, if the weather is warm and lazy or cold and bitter, what smells are in the air, what sounds are going on in the background. With imagination, a reader will create a movie in his/her own mind to go with the story being told. The final step in this process is to give only jlilrt of the slory tu the slu<l!!nts a11<l lt>t 1.h<>m finish it the111selves. /\ story Ciln he started by the teacher, then each student or groups of ~tudents may add an episode or simply finish it, using their own imaginations to decide what happens next. For this approach to be effective, the students must fee 1 secure enough to take a chance, to say what they rea! ly are imagining. There can be no "right" or wrong" ideas. Everyone's interpretation of the story is worth listening to. The important thing is that their in~ginations are allowed to fly free and soar. Active listening may take time to develop in your students, but it is well worth the effort it takes. �Volume Ill, Number 2 - December 1987 NATIVE LANGUAGE EDUCATION in ONTARIO A Letter from the Coordinator How to Phone Lakehead University A new telephone system was installed at Lakehead University last spring . It is now possible to dial directly to the person with whom you wish to speak. For those calling long distance, this could be a money-saver, but only if you know what number to call. Here are some of the most c01T111only used numbers : (Area code 807 plus:) Mary Mitchell (esp. Tuesdays, 9 to noon, eastern time zone) 343-8542 Ann Guthmann (Mondays &Wednesdays) 343-8198 Accounts (questions regarding payment of tuition, etc . ) 343-8241 Registrar's office (questions about trans­ cripts , marks , graduation, etc . ) 343-8675 Bookstore (to order or i nquire about books) 343-8589 If you have other business, and are unsure of the number to call, phone switchboard 343-8110 and they'll transfer your call for Where Are They Now? (Summer Faculty /87) Michelle Stevens - has moved to London, Ont., and has a part-time job teaching ESL children in the schools. Randy &Lisa Valentine - moved to Kingfisher Lake, Ontario in September to work on further research concerning the Severn dialect of Ojibwe. They report that they've had lots of excellent help from the Kingfisher people, and that their data should be complete by January. Pete Baumgarten & Judy Rice are teaching in Slate Falls , Ontario. Steve Chase is teaching several courses for the faculty of Education at LU this winter. John Nichols is continuing his work at Univ. of Manitoba . This year he is working full time in Ojibwe language research, especially the development of a dictionary for the Lake of the Woods area . After careful and lengthy consideration, I have decided to retire from Native Language work sometime within the next few months. The decision comes with a degree of personal sad­ ness , as my association with Native Language programs in Onta1•io has been a Zona and happy one. I've been inrneasurably enriched as I've laughed, worried, worked and learned with so many of you. I shall miss the good, solid friends I have made and the fulfil l ment of parh'.cipatin!/ in a demandi'.na and important task. Nevertheless, I believe that it i s a wise person 1Jho understands the time ~ihen her task is done. It seems that I have c:omplf!t<.' d t11(! things I know weZZ how to do; it is time f or someone with fresh vision and vitality t o pick up the baton. Be assured that I wiU do alZ I can to help find the r i ght person. My planr. are not yet fully formulated, but I e:r:pect sometime withi n tile next few months to begin a new career of language teaching overseas. As much as I regret leaving NLIP , I Zook forward to the challenge of this new task, and am fully convinced that it too, is important and significant. You and the work you are doing 1.JiZZ continue to be close to my heart. In the days ahead, I shall Zook forward to hearing of the good things that are happening in Native Language education because of your fine work . God bless you! A Reminder Thanks to those who have sent in photographs. If you haven't yet done so, we'd very much appreciate a head-and-shoulders snapshot of you for our new Native Language Instructors' "Rogues Gallery". NATIVE LANGUAGE EDUCATION IN ONTARIO is an oc.casio11al Newsletter, published by the Native Language Office, Lakehead University, Thunder Bay, Ontario, P7B 5El, and mailed without charge to students registered in the Native Language Instructors' Program at L.U. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (2), Christmas 1987 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1987-12-01 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/53a77337f65f62cc53739bc743b6cf87.pdf 6f4c09f157ab0f327640872579f9708f PDF Text Text .. PAGE 1 of 4 Volume Two , Number Two - December 1986 NATIVE LANGUAGE EDUCATION in ONTARIO JJfnr uuto us u .cqi!h i5 horn, ADVANCE NOTICE FOR NLIP ­ Three important notes concerning next su11111er's NLIP 1. Because of a sharply rising number of appli­ cants, it may be necessary to limit first year enrollment of NLTC in the sunmer of 1987. For this reason, it is strongly re­ commended that: (a) All sponsoring agencies and potential students be advised to decide early on their training needs for the summer. (b) Those desiring to enter year one of the program apply as early as possible. (c) All applicants read carefully and fully prepare their application forms before submitting them, incl uding any background or reference material that may be requested. Applications are not accepted until all information is complete. Students presently enrolled in NLIP are re­ quested to pass the above notice along to all who might be interested. Thank you! 2. "The Institute" is considering the possi­ bility of offering a course in (computer) word-processing in the sun111er of 1987. Preference would be given to those who already know how to type. If you are an NLIP grad, and are interested in taking such a course, do try to prepare yourself by learning the basics of touch typing (if you don't already know how). This course (if we are able to offer it) will be an i ~portant one for those interested in improving their skills in materials prepara­ tion, and would be well worth the extra effort involved. 3. NASL/NLI Diploma Students, please note: The fourth and final year of studies toward your diploma in a Native Language as a Second Language is-offered' only once every two years. It will be offered in the summer of 1987, but not, we expect, in the sunmer of 1988. Please make your plans accordingly. M.L.M. NLTC STUDENTS -- A7TENT10N Ann Guthmann recently contacted you by letter requesting that you submit your teaching time­ table for this year. If you haven't already done so, please send this in at your earliest con­ venience, or phone Ann between 9-12 or 1-4 any Monday or Wednesday at (807)345-2121, ext. 542. M.L.M. AND when we give each other Christmas gifts in Hi~ name, let us remember that He has given us the sun and the moon and the stars, and the earth with its forest~ and mountains and oceans-and all that lives and moves upon them. He has given us all green things and everything that blossoms and bears fruit­ and all that we quarrel about and all that we misuse-and to save us from our own foolishness from all our sins, He came down to earth and gave us Himself . �PAGE 2 of 4 • CREE AND OJIBW~ GRAMMATICAL TERMINOLOGY c. Douglas Ellis McGill University The stem classes call equally for a nomen­ clature and the following were put forward: Noun ~-w!htamak~akahk b ·ii•cL9Lb •• The "Native as a Second Language" program of the Ontario Ministry of Education has made apparent the need for clear-cut grammatical statements in the several native languages of the Province. This need became especially evident at the Native Language Instruc­ tors' Program recently held at Lakehead University, where Cree and Ojibwe speaking teachers were preparing for language teaching assignments by study­ ing, among other things, the structure of their own language(s). One of the first requirements for drafting such a statement is that of a native language grammatical terminology. In the course of discussing the struc­ ture of AJ.gonqui an a set of provisional grammatical terms was developed, - for the most part in Cree. These are sub­ mitted in the hope that discussion will lead to further and more useful sugges­ tions. Use of the syllabic system for purposes of instruction led naturally to consi­ deration of the nature of a syllable and its components. Tet1IIS developed for vowels and consonants were ­ Vowels ~-pay~htihtakwahki 'b ~"i • :-v· C· b • P - "pure VQ iced sounds" Consonants ka-wanahcihiw~a\cahki b • <J.;. Or I 6 •V\.... b Ip "interrupting sounds" since the latter characteristically interrupt or disturb any stream of the former. With a little apt illustration the terms are likely to be readily understood by the av e rage school child of an age appropriate to grammatical study. After reflection on the concept of the syllable and its composition, a useful term (and a reasonable Cree rendition of - ''that "which names" Verb ka-t~ciklltek b ::>r6u• - "that which is done": i.e., an action word. (This latter term was sug~ested by one of the teachers 2. While it has certain evident disadvantages, it appears to have gained a measure of currency.) Further terms proposed by the same teacher were for Pronoun kll-tapiskak!makahk b CA' b~Lb •• ­ "that which replaces" or ka-mlskocisk:.ik~akahk 6 r' dr'b9Lb •• - ''that which exchanges place With" The fourth of this set, suggested in class discussion, was Particle itw~winiS 6•U•6C'" - "a little saying, a little word". The three basic mechanisms of word building came in for discussion and ter111s proposed were ­ Inflection kisipahk ~-kw~skipaliki3 PJ'<. •• b · 'i ' P<,P ­ "what turns, changes about at the end". (An Ojibwe use for "inflectional ending" suggested by a class member4 embodies the notion of "bending": waki-iskw~p~kinan . <iP 6.' • qvPo... "inflectional endings", ­ the ending alone being iskw~pekinan. .6' . qypQ.. Composition ~niskwahikewin <fer'· b"6.q•6•- "joining" u11).;.1..,13.f in its grammatical sense) seemed to be ­ was represented in Ojibwe4 by Syllable !_- 'V or ~-m~mawihtakwahk b LL·6"C· b •• iinihkohik~win ­ <i(I'• d 1 A9 • .c.•, "which sounds together' ' . Since syllabic spelling spans and often obscures morphemic boundaries, an essen­ tial distinction is tha t between morpheme and syllable. The term suggested was ­ Morpheme ~-aniskohtaniwahki oc~pihkwa V' •r A' P ·Ca-·<J•• - "the separate piece which means (something)" • By using so-called " structural spel~ing" 1 a form such as kanawapahtam, bo.. · <l< •c1... becomes bo.. 0 • • • <I< •.• <l" <: ••• <l'-, and the distinc tion between morpheme and syl­ lable is clear. At this point the notion of "distinctive sound" is also handy to have. Suggested as a name for the taxonomic phoneme is ­ ka-nisitowihtakwahk "the sound which is distinguished, recognizable" t>'lN·b "joined' stems". A third proposal was that for derivation: Derivation e-ohcipaliki V' oc~pihkwa t>"r<,p t>1A"•b "stems coming from, stems deriving". Names put forward for the characteristic parts of a stem were ­ Root l @) -­ watapiy ·<JCA Medial ka-tastaw~palik b C.'C·V'<,• - "what stands in the middle" b 1rr'J· u "C·b"" ... <ia-'d"Ccr·<l"P ka-piskihc 1 tw~iwahk 6 Phoneme the Cree alternative suggested being Final ka-misiwehtamalcahk b r r' · v •Clb •• "what completes"; and for Stem ocepihk5 t>11\ ,. ALGONQUIAN AND IROQUOIAN LINGUISTICS 10:4 Reprinted with permission \ �.. • PAGE 3 of 4 acceptable usage seemed to be ­ An fo~ Dependent Ste111s ABSTRACTS Suggestopedia and Soviet Sleep-Learning Bancroft, W. Jane, Evaluative Report published 1981. uependent Stems lca-ohci-akot!ki oc!pihlcwa b C> 1 r <ldUP t> 11\ '·b "stems which hang frooi, depend". The notion is quickly clarified by illus­ trated explanation. No satisfactory term was arrived at for Gender. The two specific genders, however, are now widely rendered as kl-pimlltis!mak.ahk Anilaate b /\l...n/Lb" '!his paper examines the parallels between suggestopedia and Soviet sleep-learning for learning foreign languages. Both systems are based on the idea that the acquisition of infonnation can occur in states below the optimal levels of consciousness. Hypnopedia makes use of the period of paradoxical or light sleep that generally occu7s just as one is falling into a deep sleep and.Just before o~e awakens. '!he original suggesto­ ped1a class comprised a special two part relaxation session for memorization of the lesson material at an unconscious level. As initiated in the Soviet Union, sleep-learning was intended to be used in conjunction with regular daytime classes in foreign or U-pimatahk b Ille n "" . - la~uages and other academic subjects. Both suggesto­ ped1a and Soviet hypnopedia present lesson material in the form of paired associates and utilize repeti­ tion, rhythn, and intonation as aids to memorization. Also both make use of a two part session for memorization of previously studied materials-active concentration of the text in a state of relaxed alertness and passive absorption of the text in a state of light sleep or in a state bordering on sleep. Finally both claim that their respective systems have very positive effects on the memory and on the well being of the student. "what lives" Inanimate _!!! lc.ll-pimlltis!maltahk 'Vb b /\LnlLb •• oz> !kl lc.ll-pimlltahk Vb b /\Len - "what does not live, is not alive". A further fine distinction is made by Mrs. Angela Moore, a native speaker who also teaches Cree. This designates non­ living entities which are clas•ed gram­ matically as animate, such as emihlcwlln, 'Vr • ·\, .. , "spoon": lcll-pimltistwat~cikit!lti i:, lllnl·<Dri,up which might be paraphrased as "things which are talked about as living". I would like to thank the members of the class in the Structure of Algonquian III and especially Larry Beardy t Bertha Metat who were active in discussing the several possibilities recorded above, and Mrs. Angela Moore,. who acted as Teaching Assistant for the course in Spoken Cree. Game-Like Activities and the Teaching of Foreign Languages. Harper, Sandra N. Paper presented at the Great Lakes Colleges Association foreign Languages Conference, Albion, MI, April 10, 1981. - C. Douglas Ellis NOTES l. The term was supplied by John Nichols. 2. Mrs. Angela Moore of Calstock, Ont. 3. For the N-Dialect, read all !'a as E· 4. Larry Beardy of Muskrat: Dam, Ont. 5. This was proposed by A. Faries of Mooaonee and South SchU1Dacher, Ont. Sometiws actions speak loud.tr than words, especially whm the words do not flow easily. (Copy­ right 1972, United Feature Syn­ dicate, Inc.) WHAT I MEAN 15." WHAT I WANT TO SA'< JS••• HOW CAN I PU1' IT INTO WORDS? WHAT 11\t 1l'<IN6 10 SAi( l~L Among the justification for using games in foreign language teaching, one finds the theory that games play an important role in the instruc­ tional and learning processes and that they can be designed to develop linguistic skills and C011111Unicative abilities. A review of several authors not only suggests the value of games and game-like activities to relieve boredom and enhance learning, but also gives indications for a meaning­ ful progression of such activities. A large nl.lnber of of games and group activities are described. Each description includes the games purpose, the pro­ cedure, and some examples. 1he activities described are are appropriate for elemelllary and intermediate levels; some could be used in more advanced clas ses . RATS ! I WAS HOPlN6 SHE COOLO M IT INTO WOR~... �PAGE 4 MORE ABSTRACTS "Cultllt'e and Constructs: Coornunicating Attitudes and Values in the Foreign Language Classroom" Kramsch, Claire J. Paper presented at the Annual Meeting of the American ColXiCi.l on the Teaching of Foreign Languages(Oenver, Co. Nov. 1981). Cross-cultural comnunication cannot be achieved if students are only presented with cultural facts. Instruction must involve the affective and cognitive processes of the learner in interpreting these facts. Before students can understand the attitudes and values of a foreign cultur~they must be aware of their own attitudes and and values in interprting foreign events. The pap­ er discusses the design of classroom exercises and activities to clarify the attitudes and values underlying cultural facts. 'nte bridges for under­ standing other cultures do not exist at the level of one's personal constructs of those events. lhe teachers task is to make these constructs apparent and observable to students without putting them on the defensive or reinforcing stereotypes. One method of accomplishing this is through the use of repertory grid which shows how different people from different cultures construe the same events differently.Classroom exercises for establishing a conmon ground of shared experiences aim at construing the experiences of another person together with ones own. "Award-Winning Foreign Language Programs: Pre­ scriptions for Success." Sims, William D. and Hanrnond, Sondra B. American Council on tha Teaching of Foreign Languages. Hastings-on-Hudson,N.Y. Pub. date 81 lhe study reviews SO foreign langauge programs in the United States that are said to be both inspirational and useful for providing concrete information about the creation and preservation of successful language programs. The progr~ited are exemplary and can serve as models.for educators and administrators to study and visit. Program selection was based on the results of questionnaires and onsite visits. 'Ihe following variables are among those used as guides to success programs: overall enrollment in terms of the state average, rate of sequence completion (i.e. degree of attrition) scope of the program, and degree of proficiency as indicated by examination results. Each pro­ gram profile presents background information and dicussion and analysis of the features that make the program successful. The most outstanding general charactaristics of success observed were: (1) articulated curricullEl, (2) co- and extracur­ ricular activities that integrate language study with school life, (3) high incidence of target language usage, (4) good administ:ative support, (5) effective use of community resources, {6) ~cudy and travel abroad options and exchange pro­ l-ams, (7) a strong public relations effect, and (d) a resolve to connect language stu:ly with the f-actical and concrete. Christine Hardy Native Language Newspaper If you need more info rmation about Faculty of Education abstract &, please contact: Lak~head University Thunder Bay, Ontario P7B SEl "A Language Development Program for Yup' ii< Eskimo Children of Alaska." Dole, Janice A. Paper presented at the Annual Meeting of the National Association of Bilingual Education (Bos ton , MA, May , 1981) . A center was established in 1978 to develop a program of curriculum materials designed to enable the school districts in Alaska to streng­ then and improve the English and Native-language skills of Yup'ik children. The program is described here as well as its rationale and philosophical assumptions, t he materials that have been develop­ ed, and the implimentation of those materials in Alaskan school districts. ·1 materials known as the Development Languaqe Program, dra designed to in crease and expand upon the existing co1T111un 1 c~tion skills of Yup'ik students within the context of their Alas kan experiences. The OLP consists of cur­ ricular mat erials which infuse language activities and experiences into subject areas. Included is a description of the teachers handbooks, the setups of units and activities, a sample lesson plan consist­ ing of five modules, supplemental activities, and implimentation of the language units. The discus-. sion concludes with an outline of the teacher-training program and a sullfllary of initial feedback. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (2), December 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-12-01 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/5efcd8974453866774242f3c1468d7ed.pdf c43a9710569b7e8064580b4fbe5e50bd PDF Text Text PAGE 1 of 4 Vol ume Two, Number One - October 1986 NATIVE LANGUAGE EDUCATION in ONTARIO NEW EDITOR for NEWSLETTER NATIVE LANGUAGE NEWS With this issue Christine (Chris) Hardy begins her work as editor of the Native Language Newsletter. Chris has just begun working on her Master's Degree in Educational Administra­ tion here at Lakehead. She and her husband Tim are both teachers. They have four children, ages 8 to 15, and come from Rocky Bay Reserve (on the south-east shore of Lake Nipigon.) Chris brings a wealth of educational and practical experience to the task of editor, and is already working on a number of interesting ideas for future copies of the Newsletter. Welcome Chris! Again our thanks to Bette Ross, who got our newsletter off to such a good start last year. Bette is now in Moose Factory, where her husband works as an educational officer with IAB, and she plans to do some teaching in the new school there this winter. - The Ministry of Education has initiated plans for a three part A.Q. (Additional Qualifications) program leading to a specialists' certificate in Native Language teaching. This program is intended for teachers holding a regular Ontario teaching certificate. It is not yet clear when the first sunmer of the program will be offered. RESOURCES OJIBWAY and CREE Resource Centre 65 Maple Street South Tilllllins , Ontario P4N 1Y6 (705)267-7911, Telex 067-81595 They have books, periodicals, audio visual material, and vertical files dealing with Cree and Ojibway people and issues for Northern Ontario. Membership is free to Treaty #9 band members, and is $2.00 for non-band members. Some subject areas covered include: A. History and Archaeology B. Culture C. Technology (Applied Sciences) D. Religion and Philosophy E. Legends and Tales F. Literature and Oratory G. Language H. Music &Performing Arts J. Arts &Crafts K. History &Geography L. Current Government Relations & Attitudes M. Law N. Aboriginal Rights P. Social Development Q. Education R. Connunity Development (Human) S. Economic Development T. Housing &Co11111unity Improvement U. Health & Welfare V. Crim ' nal Justice System w. Sports &Recreation x. Pure Sciences Y. Biographies &Autobiographies z. Fict ~ on ~-·--CQ_~ - Certificates have now been mailed to successful candidates from this past sunrner's Native Language Teacher Certification Program. Third year and validation students received permanent letters of standing; first and second year students received interim letters of standing. All those receiving certificates are urged to register with QECO as soon as possible. - Three NLIP students are being reco11111ended to Senate for graduation this fall: Evelyn Baxter, NAFL; Nancy Jones, NASL; and Susan Sandau, NASL. Congratulations to all three of you! - Our NLIP secretary, Ann Guthmann, has just finished mailing out winter practicum. If you wish to do a practicum but have not received a form, get in touch with Ann, Just a reminder: (1) Those working toward a Lakehead University Diploma in Native Language are required to complete 2 practica before graduation. (2) Students working toward certification who do not intend to procede with diploma require­ ments do not need to enroll in any winter practicum. - Input from validators is now being reviewed and incorporated into what will become the "official" version of the Native Language Guideline, Ontario Ministry of Education. Publication date for this guideline is not yet known, but it is hoped that it will be out sometime this winter. A sincere "thank you" to all the NLIP students and faculty who worked on the validation of this document through the sunner. A special word of appre­ ciation too, to Marianna Couchie, the team leader for this project, who has worked so long and so hard to make its publication a reality. Upcoming Events: EIGHTEENTH ALGOtlQUIAN CONFERENCE The Eighteenth Algonquian Conference invites papers in either English or French (and no longer than 20 minutes) on any scholarly topic in the field of Algonquian Studies. Abstracts and enquiries: Arden C. Ogg, Coordinator, 18th Algonquian Conferenve, c/o Linguistics Program, University of Manitoba, Winnipeg, Manitoba. R3T 2N2 (204) 474-9472 TIME AND PLACE: October 24-26, 1986 Hotel Fort Gary Winnipeg , Manitoba �PAGE 2 OF 4 Some Ideas for Getting the School and Community Together Things the school can do: - send home a school or class newsletter - bring in elders to tell stories, legends, history, etc. - bring in local experts to demonstrate or instruct students (art, cooking, trapping, crafts, snowshoeing, traditional food preparation) - field trips (nature walks, camping, trapping, fishing, skiing, nursing station, band office, radio station, other near-by reserves) - "Helpers Week": students assist older people by doine chores or jobs for them (using native language) - "Invite-a-Carreer": bring people who have various jobs to talk with students about their occupations - special events at school (graduation, concerts, banquets, Christmas) - write to pen pals on other reserves and encourage students to visit them if possible - traditional' sports (lacrosse, snow-snake, etc.) - special days (Cultural Day, Elders' Day, Survival Day, Bush Day, Long Ago Day) - plays in native language - native language choir - visit students' homes - brin& in volunteer assistants for classroom and/or special events book/tape lending library available to school and community - special awards or scholarships supplied by community or band for achievement in native language - Parent-Teacher Association or Home and School - parent-teacher interviews at school - Indian frince and Princess Fageant (traditional dress and dancing with prizes for best dancers and outfits) - tape various community events and use in native language classes - tape student activities and loan out to parents or community groups - invite parents to participate in I'D days - display student work in prominent places in the community (band hall, clinic, store, church, bulletin boards) - weekly school radio program with news and recordings from the school Things the community can do : - participate in a committee to oversee school programs (including native language programs) - organize a pow-wow develop resource/support groups who would be available to the school - co~munity picnics, feasts, fish-fry, etc, supervise and/or provide lunch for students - church activities and services in the native language - day care provided in the native language - community members teach traditional activities (dancing, drumming, medicine, etc,) . - friendship or cultural centre - craft shop - traditional religious activities (such as a Sunrise Ceremony) - workshops (language , vision seeking, drug and alcohol abuse, etc,) - community youth worker - regular bingo in the native language (could include radio bingo) - native language choir - "bees" (quilting, sewing, building, beadwork, leatherwork) - host a native cultural conference - community research and development in the area of native language - community sports leagues and events held in the native language Treaty Day celebrations - develor ~d print local . books (recipes, legends, stories, family trees, history, local dictionary) Ojibwa Dyes long ago the Ojibwa woman mode dyes for clothing and other things from the plants, roots and bark which she found. Blueberries Sumoch bork Hazel burs ,•••r.,r .... = ~ \-.~ blue-purple lambs quarters ~ = yellow Maple wood <f1tlt:J = btack Chokeberries 1. Boil plants in water. 2. Allow to cool. 4. Add your material. 5. Simmer for one hour. = green I @) -.... = purple go<S' o SJ'ct co<f = red 3. Remove plants. - -t • _... 6. Rinse in cold, salt water. ..r • .._ c.. eAlt~ough ~OU can always buy .c~mmerclal dyes . ther~' is a sense of accomplish· ment tn making your own: Are you ~illing to tryi Be careh.~1.!'ot to s~aln things that you do ~ot want changed in colour,~l1ke a tab!~ ~i:your clotl1es I, Dyes0me cloth and then point or bead some pa~e~~·-~~~:~c~~a~tl~·~:~ ~~:~l. )),;..:~. J..:· '. ' �PAGE 3 of 4 ABSTRACTS Peer Involvement in Language Learning. Language in Education: Theory and Practice No. 60 Center for Applied Linguistics, Washington, D.C.; ERIC Clearing House on Languages and Linguistics, Washington. Report No. ISBN-0-15-599316-X Pub. Date 85 Contract- 400-82-0009 Note- 168p. Available form - Harcourt Brace Jovanovich, Inc., Orlando, Florida 32887. While not an instructional panac~a. peer involvement in second language learning can provide a rich and productive suppliment to the second language classroom experience. it casts learners and teachers into new roles that may lead to a variety of benefits, enriching the total educational and social environments. The systematic use of peer teachers and tutors is a much publicized practice in contemporary education, but informtion about it has not been widely disseminated. While peer involvment programs are often widely in response to practical needs, they also closely reflect current views about how a second language is learned best. It is widely applicable to learners of all ages and achievement levels and for a wide variety of instruction purposes. The potential benefits include increased individualiztion, intensified drill practice, and increased communication opportunities. Potencial socio--affective benefits include increased motivation, strengthen cross cultural understanding, self-concept and sense of self-direction, and reduced inhibition. To be successful , peer involvement programs must be thoughtfully planned, carefully structured and systematically monitored. If this is accomplished the situation may lead to a new teacher­ learner relationship an form the basis for more effective and meaningful second language learning. Workbook In Second language Acgujsjtjpn and Teachers Manual For Workbook in Second Language Acgyjsjtjon, Selinker, Larry and Gass, Susan. Pub. Date 85. Available from- Newbury House Publishers Inc. Rowley, MA 01969 This workbook with teachers guideprovides "hands-on" experienre for second language acquisition researchers in analizing second language data. The sample data is organized into language categories including morphology, lexicon, and phonology, syntax/semantics, spoken and written discourse, specific purpose acquisition, and a final section on methodology and research design. In each section various types of data are presented along with infonnation on the source of the data, educational level of the students (high school or college), and the native or target language of the speaker. The teachers manual provides material to supplement the text's series of 64 research questions in 8 problem sequences, ordered in such a way as to take students from the data to an analysis step by step ( or in some cases to approach the data from different perspectives), and is intended as aguide to issues and discussion of techniques. It is also intended that the limited data present in each problem will enable L2 acquisition students to consider what might be confirming or disconfirming evidence for the specific hypotheses created in each case. Lateralization of Auditory Language: An EEG Study of Bilingual Crow Indian Adolescents. Pub. Date-Nov. 83 Paper presented at the Annual Meeting of the Speech Communication Association, Washington, o.c. "Prevalence of Otis Media in Cree and Ojibway School Chil dren in Six Ontario Communities", Scaldwell, Uill iam A. Journal of American Indian Education. V25 nl pp. 1-5, Oct. 1985 Correlates high incidence of chronic middle ear infection in Ame dcan Indian children aged 3-16 with problems of 1anguage development, acquisition and use. 1eaningful Classroom Activities in Teaching :ngl i sh as a Second or Foreign Language". ~ng, Shuang-chu Chen. >ub. Date Dec. 83 taster of English Thesis Substitute, Arizona itate University. Teaching activities useful in enriching the :lassroom teaching of English as a second anguage are compiled from the relevant literature. 1any are adapted from sources concerned with the .eaching of languages other than English. Separate :ections present suggestions of specific group ictivities or games involving audiovisual material tiscussion techniques, interviews, question and 1nswer game s, physical response, problem solving, ·ole pl aying, and cultural material. Examples are irovided. A concluding chapter discusses adoption if the vari ous techniques in different teachinq ~nviro nments. Also a grid outlines appropriate ctivities for various combination of lesson plan :ontent {di alogs, grammar and vocabulary) and type 1f informat ion to be shared { facts, opinions, and magination ) . A study was undertaken to learn whether involvement of the brains right hemisphere in auditory language processing, a phenomenon found in a previous study of Crow-English bilinguals was language specific. Alpha blocking response as measured by electro­ encephalography (EEG} was used as an indicator of brain activity. It was predicted that (1) overall linguistic processing would be bilateral; (2) during the Crow language receptive condition, right hemisphere lateralization would occur; and (3) during the English language condition left hemisphere lateralization would occur for receptive language processing. Subjects were 11 Crow ··· Indians determined to be balanced Crow-English bilinguals attending high school on a Montana ­ reservation. The subjects listened to tapes of the same content in Crow and in English while ur.~ergoing EEg. Results showed no significant difference in lateralization for_r~ceptive , processing of English, but a highly significant left lateralization was found for Crow, contradicting other lateralization studies of Native American Stud ies. "Some Textbooks For Cree Language Teaching", Ahenakew, Freda Canadian Journal of Native Education, V 12 n3 pp. 51-55, 1985. Illustrates how major Cree language instruction books are not idiomatically and syntactically correct. Believes problems could be overcome if native speakers using spontaneous, everyday Cree would develop appropriate learning materials based on traditional and contemporary family life and conmunity activities. �.. I MORE ABSTRACTS A Model FLEX (Foreign Language Experience) Program for the Elementary School. Wiley, Patricia Davis. Pul. Date 85 Note· 8p.; Paper presented at the International Conference on Second/Foreign Language Acquisition by Children (Oklahoma City, OK, March 1985). Research has documented that the study of a second language in the elementary school may positively affect the young childs' general school achievement and linguistic progress, promote superior performance in high school language study, result in significantly higher mental maturity, make children more language aware and improve other cognitive skills. In respnse to requests from corrmunity for elementary school instruction the Foreign Language Education Department of the University of Tennessee at Knoxville developed a foreign language experience (FLEX) program for the kindergarten and first grades at an elementary school in 1982. Response to the program by parents, teachers and students has been positive and enthusiastic, and some interest has been expressed in expandine the program and making it an integral part of the elementary school curriculum. "Language Learning Motivation: A Descriptive and Causal Analysis", Ely, Christopher M. Modern Lan~uage Journal, v. 70 n. 1 p. 28·35 Sprrng 198 Describes a study of first year university students of Spanish done to discover their types of motivation for learning a second language and to investigate the relationship between type and strength of motivation. Findings indicate the existence of two types of motivation clusters that resemble the integrative and instrumental orientations. Motivations: course requirements, job qualifications, future careers, interests in culture, history, literature, wants more languages, converse with friends, well rounded educations, etc. PAGE 4 "Reclaiming a Part of the Micmac Heritage", Hamilton, W.D. Canadian Journal of ~ative Education v.12 n. 3. pp. 46·50, 1985 Describes a research project which resulted in publication "The Julian Tribe" and showed how lost Micmac tribal heritage was reconstructed from church, census, county, provincial, and federal records when no tribal printed or secondary accounts or oral tradition remained. This study helped form a foudation on which to rest their growing ethnic cornnunity and personal pride. "Culture Before Ethnicity", West, Betsy, Childhood Education, v. 62 n. 3 pp. 175·181. Jan.-Feb. 1986. Discusses some of the broader cultural influences that precede (and go beyond) ethnic influences in childrens behaviors and attitudes and teachers interpretations of them. Those influences that affect students as well as teachers behav1ors and attitudes include perpetuation of the conflicting values and individualism and cooperation, local and social class values. All children are different and need different motivation and reinforcement no matter what culture. We must see them as individuals. "Comprehension and Production in Interactive Language Teaching", Rivers, Wilga M. Modern Langua~e Journal. v. 70 n. l pp. 1·7 Spr1ng 1986 Rev ~ ews the theories which assert the necessity for prolonged intensive listening without expectations of production for some time in language teaching. Asserts that com· prehension and production are indissoluble partners in the two way process of convnunica­ tive interaction and that teacher·directed and dominated classrooms are not interactive class­ rooms. People are interactive human beings for better learning. Use action songs, repetitive choruses, acting out short situations, play games, anything that will motivate students to talk. "The Promise and Problems of Native American Students. A Comparative Study of Native High School Students on the Reservation and Surrounding Areas" Lin, Ruey-Lin. Journal of American Indian Education, v. 25 n.1 pp. 6-16, Oct. 1985. Compares attitude toward education of 64 male American Indian high school students and 354 male white students. Finds little statistical difference between the two groups in orientation towards education, but significant differences in world view, drug/ alcohol use, and perception of relevance of education. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (1), October 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-10-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/b357dc69f990f9b8924843425c94d399.pdf 4ed6b0033e07704e3b41c4cfb918e278 PDF Text Text ~· Volume One, Number Three - January 1986 NATIVE LANGUAGE EDUCATION in ONTARIO January 1986 Dear Friends, Happy New Year! I hope that you had a great Christmas and that your holiday was every­ thing that you hoped for. Now it is back to work for all of us and it is almost the end of J anuary. I like January, it is my birthday then and I still get excited over it. Every year I am one year older, but I guess we all are! I was in Moose Factory for Christmas and New Years and it had been almost seventeen years since I had been there as Music Teacher for the Public School. I had forgotten how beautiful it was and I was pleased to see some people that still remembered me. Oh yes I saw Stella Mcleod from NLIP and it was 9reat to see her in the Bay. We spent New Years Eve together as well. I've heard from a few people regarding the Native Language Teachers' Association. There is interest in getting an association started so get your names to me if you are interested in being part of this worthy cause. We have an interesting letter for you this month. If you have any contributions for February's Valentine issue or March, please send me a letter with material that you would like to share with us. We would like to wish everyone the best in 1936 with your classes and/or other work that you are doing. TEACHING OJ IBt~E THE SILENT WAY The Silent Way of Teaching has been developed by Dr. Caleb Gattagno of New York. He has studied forty five languages which included three North ~erican languages, an Inuit dialect, the Lakota dialect of the Sioux, and his forty fifth langu­ age the Ojibwe. The method consists of an ingenious use of colours to represent sounds of the language. Each ~f the thirty six sounds in the Anishnabe language lS represented by a colour or combination of two colours. The student does not have to know the names of the colours, but only associate a sound with the colour. There is no memorization in­ volved, only retention of new knowledge. In this method the teacher does not utter one sound during the actual production of sounds by the students, but only gives clues and will give negative signs if the proper sound is not pro­ duced. _There is no interpretation during the course nor 1s there any granmar instruction. Gra11111ar and interpretation would take up about ninety perc~n~ of_the.cou~se t~me if used. But by part1c1pat1on 1n s1tuat1ons and dialoguing in the Anishnabe language which they have learned in six to nine hours, the students are actually conversing with one another. Although·they might not know all the words they are uttering, but by repeated use of the words in various situations the knowledge comes to them. In the demonstration projects the students have learned at the end of two hours all the sounds of the language and have learned some simple words and how to structure the sounds to produce these words. After seven to eight hours of instruction, through the use of the colour and word charts along with the use of coloured rods, (Cusenai;e Rods) they are able to converse and exchange ideas. Dominic Eshkakogan P.O. Box 326 Hassey, Ontario POP TPO Coordinator's Notes Convocation 1986, at Lakehead University will be held on Saturday, May 31. NLIP diploma students who have completed 4 years' course work and 2 winter practica will be notified when their names have been reconmended throuah our senate as graduands. If you expect to be among those graduating, do reserve the date, and begin to arrange for travel--we're looking forward to seeing you walk across that stage in your black gown! The Ministry has set 20 days as minimum required experience through the winter for NLTC students. This experience must be in a "regular" (provincial, federal or band operated) school setting, from K to 12. NLTC students will soon be receiving by mail from Lakehead a form to be filled out, indicating your experience through this winter. This form should be returned to us with your application for the su11111er 1986 program. If you have been unable to meet the experience requirement this year, but wish to continue your course work in the sunmer, do write us as soon as possible, explaining your situation fully, and we wf ll try to work some­ thing out for you on an individual basis. I have started a series of visits to NLTC students who sent in their teaching schedule forms last fall. To those I have already seen, my thanks for your hospitality! I'm looking forward to visiting the rest of you soon, and hope to report on these visits in the next news­ 1etter. Dates for next sunrner's courses have been set as fo 11 ows: NLIP (NASL ANO NAFL) - July 2 - 22 NLIP (NLTC - M.inistry) - July 2 - 29 NLTC Validation (for NLTT/NLIP grads) July 2 - 29 NLIP "Institute" - July 2 - 22 Cree 1010-1012 - Introductory Cree for non-speakers, to be taught by Or. C.O. Ellis of McGill University ­ July 2 - August 14 Upcoming Event: Modern Language Teachers' Association ­ Centennial Spring Conference, Harbour Castle Hilton Hotel, Toronto April 3 - 5, 1986. For further information, contact OML Teachers' Association 237 Hellems Avenue Welland, Ontario L3B JBS Memories �·­ IDEASI TOTEM P0LES NAVAJO SAND PAINTING Reference - p. 188 The Native Americans p. 99 Indian Arts Content: discuss why totem is not really the ri qht word. 3 types : memorial, house poles, and r:iortuary poles. Method: carve out of wood: Since imitation of the style is very difficult until some proficiency is gained, it is recommended that a pole be copied. To give a weathered look to the finished poles, vegetable colourino may be diluted in water and used to col our, instead of paint. If the 9irls in the class do not wish to attempt the carving, they could possibly construct houses, and the boys, house poles, and the two could be used, and pasted on a cardboard backing to form the walls. The paintings on the walls of the house could also be copied, rather than attempting original designs . (see Indian Arts. p. 9g) If houses are attemptea:--­ some mention should be made of who lives in each house , etc. Enrichment: The class might be divided into moieties and clans before the work is begun, in order to demonstrate who builds houses, and who raises poles for whom. Any good ethnography will give this infor­ mation . For totem designs, and meanings of symbols , see "Totem Po1es" P6 Lore Leaves . Reference - p. 112 Indians of the Americas - Nat . Geo . al so p. 119 p. 74 Indian Arts p. 335 The Native Americans p. 213 ff. The Navajo, Kluckhorn I'IOI Atl HEADRESSES References: See Ben Hunt pp. 14-29 Indian Arts pp. 151-153, 131 Since the re is usually a ready supply of feathers in an Indian cormiunity, these can be put to good use by the class in making a survey of types of Indian headress. It is unfortunate that the Sioux warbonnet has be­ come such a cliche . Possibly a study of other types of headqear will help to counteract this . The class might make as many different copies as possible. Other materials around town, such as horns , hoofs, bones, etc. may also prove useful. Each headress should be displayed beari ng the minimal data of: tribe, who may i-;ear i t, location, materials used (in original). /, / Content: Note the proper name is not sandpainting , but DRYPAINTIHG as it is not sand, but other substances that are used. - who made them? - how were they made? - why? Pictures of Navajo life in general should be available to give the class a fee l ing for t he overall culture. Location of the area on a map is important. Some mention should be made of the old and contemporary use of dry­ paintinqs. Method: One large sandpainting can be demon­ strated on the floor of the classroom (it i s almost always too breezy to do this outdoors) on top of a rolled-out paper. If an old animal skin is available, it is more real­ istic than the paper, but a "good" skin should not be used. Possibly a "Skin" cut out of brown paper would be a good com­ promise. The skin can be sprinkled with sand, and the design dribbled on using: ground coffee, flour, ground corn, red lentils and any other substances of dif­ ferent colours available. Small individua l "pa intinqs" may be made on stiff cardboard or in heavy paper plates. by the one of the following methods: (a) spread glue evenly over surface. sprinkle thoroughly with sand. allow to dry, and shake off excess sand. Paint on the sand with tempera paint . (b) coat with sand as above. Draw design. one colour at a time, with glue, and sprinkle on the various materials (such as ~round coffee) mentioned above. NOTE: the elongated style of all figures in drypaintings New Credit Native Language Program P..R. 6 Hagersville, Ontario NOA lHO 519-445-2866 January 15, 1986 Mrs . Bette Ross c/o Faculty of Education Lakehead University Thunder Bay, Ontario P7B SEl Dear Bette, I attended the Sweet Gr4ss Language planning meeting on January 10, only to find out that this conference is open only to the following bands, Saugeen, Cape Croker, Six Nations, New Credit, Walpole Island, Muncey and Oneida. The first hundred delegates from these bands will be accepted . However, if these seats are not taken, then it will be open to any other interested language people, on a first come first serve basis. There is not a registration fee, and the rooms and mileage are not paid for. There will be a waitinq list, if the seats are not taken. You can phone Mrs. Shirley Taylor, at the Chippewa Sand Office, 519-264-1528 for registration. Sincerely Rhonda Ooxta tor Page 2 �•. Have you read these? '" . . . ----r' ••, .. ·- ! ·""' • • nooK 1o:v1 t:ws ~ 4·: Canadian Jownal of M r~,_,1, M. tl.tlpo:t, ·n~" 111 l'r•lrx ·111 ltrC1.. r,.,,tnJ (:ou/4• Vuut•uU\.'4.•r ••1d l.undou \fn1nrMh 11( Hulu•h t"ok11n11i~ l'rr'°" m lbJlut•,11100 wnth thto U B.(" Mu11>emu ,,( An1hr1151u~u,:)~. IJttl. ,'.H 111•.• (IJJ.f.:·dwo·k 0111d h.; uckonO 1 ....., Jl fc;.&•t c-.·u ft·~Mtllt' ·rotrm l'ult·~ 1.t 0 Ver) ;ep5m111r ~lt' tit1o for M.r,,nnr I I 1lf1U1 !I. (1fh 1 tti:ht 1m~~ l•.i•k Fir"'· 11 prc,'tM'I~ 1lnt.ounn.~a ,..h.1l the l1u1k •~ oal• 111t '4·.·uiMI , 1tw 1 ·•J•h..o 1·rc111t.-"' •h~· ~unc 1H\')(h1·ul mtt.1 1h;1t ,,. th•u•ll'~....-t 111 the tht>JU(' uf ~ hr 111 ,mu."""·r 11 1t f•~r llu: 'W11rct11 , •1oh~m ,.,.,.,,.~·. (,,ins: lu nunrl muic~• of th«" 1111mo1dial .u1.I 1hr Jltf"ol•ttt. thf> auureH"tit' nod tht• r;ili1tt•••t lh"· nh,.trn('l anti thr t•mw-rc-t.­ S1u1 l•r l\". U.1l1ti11'11 ..-11MniH1H\ 1rr<Jt• the' 1mhj4:t.·t iu auat.,:uu¥ f<1>hi1.n. 11'~ folh•wu~ ('•eti•r11t ~·1:lr.1t 'frfl hum lhc ln1ruJu1•l1un '1to:cU;1friot llu~ JN•uai ·.•,; •• , f , • • Native Education Spring 1982 Volume9 Number 3 "''°' Tfih~m 1.-1lt'J .,houlcl l.c ltll!llh-cl ;1~ lac•utiful ••l1Je<I~ o.a P attifacC. that inform .,, e:don1lr ua 11h,•ut the 1,11~t . Thry 1r,. run11t1U fnt111~ thul •·•n unit r-lllotlM flt' ·n·.ut ••u .11 nun1IN."t uf ~'"°''" ac-.:utf. ~•nonuc, •nytho&o~M.-..t. tth.:1ut1:4 uml 111·,.1 het1~ 1'hri..e n)nMi\'e eurvinl" u·1>rir~t"nt a cultural 1md1l14,,. tf114 t Oo urn1ht"tl vlnul( '"" to;1atlmr for •·wnturirt.. which W•• hntOy and f1r1Ui.u11h· m.'t•r 1••1l•1Hlcd, nlmust ·~·ru11J.,1tl\' M1kt t.S.~olol•in H•tfN'. Af.y l'•"'P''· th•• hl11od1t. (~alt:1"·y: GltnlNlW·Alb.rc.. Institute end Ill••"' Tribal ('oun<il. 197~. l'I'- ai, 1~r.. S. A. M 11<1..11i 11.,tpm 1}tt·r1 ,.,,..,,.,,.._ 04 ,.,.,v 1,,.,o( Jo.at n rH·•I f'•I"""'""" ·~n lod1•n t•ullurc• of dw..· t.. '11u1'ol Thuu.:h 1uf11UllUllf: nu1od1('4I \'UtU1tum Ill lhe ""WM)'' or 11r~ of 1J1«­ Nnr\hwr.o t Cun.al llf"•1Jlr., '". 11bC" nu1in\•U_. th.al t~ ,·Jet be Ju•('\lued at var•at.nna "' (iv,• t~ ..u· 11:ittl"rn" _.,.... hh, fo111ily. m.,·th1ol,~y. ('t•h·euony , 11nd •.ln•lu.: Fullowic1i: the"' i... ;;oothC'r , .• ry C'ttt\t.·1,..- 1lb..,ba1on ,,f lht.• r..-..1~11111: path·rn~. Nurtltwt',.t It b nol unhl fl4 L: t> tlurh-C:n of lh•• w:ty •h••tl 1rt:Atiw th.I theo •u\hur lurnl\ ~1K"r1liinlly lo d1teos.in1 tntern JJOlt-•. And lh~n thn-c pu..:~~ ure devutt'd tu tec;hmol " "''"'' h uf t."•"·mc •mi thw h11otor1oa1 lrC'uda 11f the •'U•hc rs11rt:Mton m qunuuo. Tht" or•l twt'h'l' JMl~("a 11.-ol ex11rC'~ly wiOt I lw a.l1hjt'i t si:atrcl i11 the tille and titlu:r t'Uf\.'in.i;11 . In \t~· tC'mAinin~ 1"''n t.h• onnhuf tlt'at~ with tw11 m•jor ;,..."""· u"f""C'l.Ji. tJ 1uutC'rnlN•tury M:ul11turc 1n HI 11u~x~ti1111a no lu1w t4• ol~·rv~ tulcm J"' lr11. f "on1,tlt"ntcnt inl( thf' di!ll-·uurae •re rixhty-threc 11i,·turn. •nd uoe m•P· In t·•c hlt cu 11u~'"" """ C'utirt<1)' clt.•\'oh:•I tu tnc.:htt<"tl ontl in n~l\Y o( the ulher 1••~~ 1llutttr~liun"' li·avt· li11l1• ""''m ,.., 1u·ri1~t . Thill i1 not a n...:•~l~v~ feature. Huther. ch.. UM ht,Htn ur M' IMClllY 11i1·h•tinl f\'fM'uduc•l1un" ft!CSl'f the rr.iJt:t in ltr.itlllnlnl: 1I• 'lllftrt'l 14 1~ till> 5)!1wrthlf oa.fli'4lk C'llft°)•)OOll. ln (ttf1C"J0tlin,:. thl!L rt"Vil"Wtt rt-\'l!i. that th~ lnl'llli:hl» th• •lllhor l'f~Ult At'f ~urr.1 '""' l o 1llH'1t Curt h-tr •h ttly 1tf tot~"' poln JoA,aual1y iinponant ia that • Ct~nceptu.} fr.ontwurl for l'luJv111K thi• toJu~· Ui u11tlioe1I - a. fr.t nntwurk that would prohahty f.u·itltJIC' 1n;11imum . a~prH·iatiun and tvtnprrhc:m·ton of •U elUf'mtly wmple& kit iii phc1mmcn,1n 1 ''"'t ;$fl to 11'1:'-~. M1k• Mot1nhun ltotM' UMKM· WtiO t·um11IC"kd 1 enA11u..c-ri11I enlil'-d • Jn,U•n• 1•( tfw W"t,.tn l 1lmn11o.... All •U.~1ne11,. 'Ii htlvh-. t.h• 'lllrotk f)tlhliahed wer~ um.ut.·n..,,.f1,i et 1tw lh1tit'. UuWf\.'l'r. ovr1 forty ycyn. lah·r. autl with t!1e 11idclitivu 4,/ •n lnuudm·tiun nncl th• tiditin• t"&flll'rli.."C' '" ll•11th Ortn1•Y· tllor menu.rri5tt hu bttn 1n1t.1u~ht"t it1 huok form. j.,.nlty. h.\" lhe C:lf'Hhtl"lllr'~ AlllC"rLI lu.. titutr aud tb. Ul1•1111l Tr it~f C11to1dJ "" Ah- l*n11>lr. lllr ltlctotl•. Atthc•HCi• 4 lot'I( tiJnl' in n11nio1:. Lhi• huuk • worlh tht _.·nit. M1k~ Muoma•n lt1•hioe... 1•r11tt.•11•••· .utijt.-.·1 Ui ll1r lift· nrnl ''Ulhm• uf u~ IUouct lo1fin11". whtli!6tl CrillC" #I loC'ntNI '"' " r.,...rvr in 11nutlwrn Alhtrt•. Ar. » IUc111d lntli.nn 0 Mum1t1un Horw " nM•l 'tunltlit"d lo wrilfo on lhhL •uh~·l. HUIJur 111ourm for the ltit.1ok Oft bi" uwn ~&JM"rifont°" lllHt f't't."\1.U"·tiun,.. •Utd ll.011e o( lm1 ttlder rriC'uJ• ant! u l:ili\'f'~ •1k• f•milinr with Utf *•YI' u( the JUuud JncliAnA iu th• )"tant µtiof' to ••~· "i,;ui•'K ,.r Tr""'Y Stow.., Ul JK77. th~ n•l"'•'tl" r.-Hori·h .. i.m1i'" "''" 1tnr•ly ilh1.. ttAh'4I •n hi• arrouot o' ( 'hn.rnwtl. " HluoJ hw'li•H .,.ho lciJtfCt he• wlf,.·,. lcm,r and. en he• sulh'C...IUf'nl nitcht fron\ J••tkt', H "''"'"" cafflt."rt. Ahhouah Chua murelt•r <"o&M" •AA '"'\"f'tt,.t t••t.f'n,ii,,·rly in Ow 1•t..,., the ''~JMJft11 w..re mat"C\irole nnd UN"•idf'd Mousttaln lt11rM' cu•Mtu1:ttd hi• own •hnfy of du• cntif' thr11U1h ini.rvtew. •eth prnNl M who 'N'ett: 1·1.~I~ luvulwd. includins, lh• 1oelian a.-riaun..,. in the M•dl'\•I jail with whom C"h;1ttn.af "IM'ttt h'- lut da~·· l.clote llf'>inJ( hon,:~I. Ont o( Mountain Uotw"a purpcw,H lur wr;t"tta thi• book wu tu""'' •h~ fft•urd •traSa;ht. H•vin1 ttad numerous en•ttur•I~ :•t'•' l#Ullt• ahuut tM nr••'CI h1d111n!I, Mouotain lfnf'lf dM·t ttf'S • numbtr ut eh.aptf'rll \1• '"'''"'" 1 inurrur=tdC'fl. Yor .,anm11lr• .Mounlnin H.ir..,. cerne- arr1... nn n'tM.·&c •r~tkn lty u rt·tin-d p_.ittmnu. whif'h rl1inh.J 1nf'ltrrKtly th.t lmli&rw i.ndud....d anAlr.rS arwt uther ,.,,,,if('• i.i1 • rr,ul•r pArt c.f cheo1r 1n.-n,~. •ntia 1t.At.eme11t. rvocnptfll hjni \u dflt·ra,. not ooly the lndiitna9 di..t. •hith WAJ prinrit•Hy u( buffalo nw111. b.41 •hti lh• in whu·h lncli•1\A ns>tured Uw- lmfla1lo. anff th• numerou• 11'M'lhod1 ~mplu)'t'd in n-.,luni thl'm..._t l'hr 11utr"., wu • ttlllCrt\I fitrurt1 in lhe IUood tnclian C'uhure, and Mtitlh\Aln tfnrM 11ny" hunittK• to thla lttc\ thr•IUl(IMiut the: hnok In a rluipC.t un c-ihiJdhood. the train1n1 1uul •lrcinKthtnint or )"t.uth (01 fuhire ,...,,.,, la cunr.idert'tS, Jnd..n m.eln. for eumple. nfh•u v.·rrf" r•Hlk"tl rtom theoir 11.l~f'J• end Le~ into ice·Cft\'t'Nd 4'fffk.t fot tl1tir tnorn1na ,.,.. ~11t11tion~. "l"hitl; 1•r•-CH'f' wn111 meoun\ to forlify 11 rhiM 11111tiein•l !Uckneu, a1.d Muuntnin Uorllof' -1..-ak" un t)ua "'"""' from 1wn1on•I thiMhouel ••1~rH'n~. •rtw ••mr.l a•••>·C'd hy tmhen t~ - raid,. on Cltr 111•U1 enci11n1>mc-nt (cit huUato 1nc.il. t..,. atid uuow ""ontl>f'hUonli. lwiwk hunhnt£, •aht1otinc •lkka... and mud beUlH - pr~w1ded h:•~i. trainn'J in warf•r•. t•nfortunately. lhC"re .. no dilcuMion ur \he prnea pla)"t'd by lu~taan ,:1rla. •nJ ai1K"e the tirla w.tt nol d""tnW'tl to het."tn• w•rriun, tl~•r K"ITIC'I' w1'.!.1l1I 1ikf'f.Y haw difftmt Oure he tu~ mGAl•rfd lht penn of rhtldhutd, •n Indian _ "·,.JI ·nw ••ff ••)'II yrnuh '"' 11r~ntt'ft I•>"" a~t-d w11rr111r. Cu re-t"'Ci'"' hiM ov.-n 1uiuwul;1r fn,·r tNtint dnie:n. Y."Jtt 1·hunl. atc•o•! loc.·• ....,.....-.. tte ;,. it..•n rently lo dUnd1 himwlf lo• ~rl)' on th-­ 1A·nr1t«t1li ur un • rmdtua,: 4·~1"C'ftilion. TIM.> "''''"'"' iu YtrhN·h th"*' ts1M-tUt;...,,, ,....,.,. c-on1lurlf"ll l• full•"""'' a rlt'M'ri1tlion or tiw laat ,:rt'nt hnlff~ uf lht HIAcUuut c..u,t."fle-tAC·y. whtdt Wb ,.,ua:hl ln IM7U •t:Ai••t the <"rt-.... Thf' r;...s thA1ntr of thf' houk con11ideJA the lnclum 1.,1Hlriltuuon to Wothl War I. Thr l1uh~rn •oldin11. lntlutlintc Mountaf" lforc4: pn1vrd them.el\l"ft to tw worthy warrior.. Mmrutniin lluf'Mt d.-.w·rit.,.. 111 de-coil tht •fte"leoul 1'1Utnul lrib111I nremouy ct! tht> Sun t >tmcr.- ·rht. a rt'liai11u1 actl\•ity iutctMlrJ In 1•n1pit1.nt4• I hf. •nn ~rht cumplu ···t1vihes •radmc ..,, lo lh~ Sun nance ·~ indaaJed Alon" '«ith the DC"\H.ttl n·lchrahon ttf ft:H~l•ntc wttr d:inc'in.i; ec1rt ·Kivinc. 11nd f>rnyer *J'hc "'u~torn uf Rll·lorh1n•. a·hith an Indian w1ll1111' v un1h:rt:•1Ct m fulrlllnlf•nt of h., ~·ow lo lhr aun, is pJ•t'f<t. hy Mountain ffone, welhut the rm•f""' tontut of Che Sun Dann!. Thi• .,·11vu:v M3' llM'n M"V•rrty tt1it.n,terpte-ted by wntflrw. •1i,f' huok it A velnuble and <'O"'J"ff'hrrn11h-c Ml\ltte cm the Sun Daner.. Unforton•LC'ly. th1a infurn1etioa .. JiviJtd ht-lwewn lWn chapter.: ""ltC'~ il(tnt) arwt ·cu.tunu,.• A arJ)•ratc cha1>tr1 deeJinic 11olr.ly wi1h the Sun O•ntt •ould h•v<' l>ftn *•rrnnlfod t:ven lhe hrnvf11t anLI moAI nuhte of worriun d"i'"' •clf'ffUnCt cfolhm~. C"C•••~ IJ'11rf-..o m ~•t. •nd • •ilrtn flnd inv1tin1 ltfltt. In the Uluod cvlturt, lh..., mt>ina1 taah '"u lo \ht' lut or WOn'lt'O. A wurd e.ftclt'tl by Muunhnn Uu~ .....,.,,;riha '••t1hfulty the tolt nf \'..'try womnn lo HJ11ud at•·it!l)' ·,Jrtuf,;:t.· 1\t our timt. •he wu r.-quirtd tu W111!4h her hi.td umJ·. r..tt. \'Ctn'h h111 hair. nnd •• h..ttli1nC'. remu'l'r hi& dotM114. with 1•nrhu1h1r anenhun to hht 1n•111.'('1Hun~. rr a wc1mnn wru1 diiN·overed bc-u'C un(aithful to )n•r huar.hend. ahe auh~·ted lu 0111 mitni.r of ,,.i,•Wnl ulroritin. Al limn. 11u;h *utnf"tt -.:~ lorturfd end 11ut tu clcoth. Thf! •nChnt aftsorN ,._ U111C. hy 19:\r. •t lt:ut. lmhnn wc..ftf'n wtrt tto lilnl(cr etttKiJtf'C'f1 to ht- drud.:cs. "'.d f,,· w•• 1111-11111:....... °'....... dlla ._.., by Patricia Albers and Beatrice Medicine (Unillflrs/ty Press of America. Lanham, Md., $13.50). Ten essays on the life of Native American women p1ltt end present. Bibliography offera a good source of related materiel. ...................°' 1111 ....., T.... by Lynn V. Art­ I NA11VE AMERICANS dl'ews (Harper & RCNI, $15.95). Andrews has written a series of bOokS about her experiences as an appl'entice to a Native Arrer­ ican medicine woman in Man­ ttoba, Canada. •o" The nr lunl 1or11n1 iu..rrnfrd in CIW" bunk cm\ maeny t."'"''°'"" .'"4t \'Atiftl. ·1iwrt it • chartrr un t''l1ri.11llnn~. end one on Mt.. lit.·ine Meon. The rduli11r: 1u •lt•ncJ1 1ut tfoiru111M'CI iu ~""'" 1h·C:•il. iodt.Mlittt1 111~ rU&Cofft of n1Nlinrfonini ~ntttt'4rinM. Tlwre- efau it infor1nnth1n on f1Mti•n lr,:end.. IUtientitiun.. a1>1J N"ito••I 1IAY.. 1:utthtr. tht ftolhot ti:lt1 wuv1efn! ...,..n.- \Hlot'fol 1nti(hta •"' the cftt.-.1• of dviliution un tho tttood~ . The hnuk. hmi\·t•..•tir. ""rrr~ (ro1n pruhJvm1 uf orcanh:.nli•i.n 11nd ITllC'Citiun 'l'he t•frN'nhthon ,,( C1'1ft1f'tlal t. at hntH m,,.ical, end "trnf" C"hafitvt'll Dft' in•pJIR'1Jfi1th•ly lil)rd Alth<>111h lh• hook is nol eai-i1lly • acld••ly ,...,.., il ia w~rthy .,. 1 rrimery •·uor« on lh• Blood lndianL The 1•neral reader wtKI is tn._..ted in utive cuhun will find the ........ both inform1Live end enl.truinana. Thi eacellenl photo11repi... u( which lhere ore m~r fifty, end the humorouo pe,..,,..f tt1Wriance1 indud.d by Lhe oulhnr, mike thtt book onfinitely 1t1doble. ' Pa9e 3 �. . ' • Tl.INta~I' WA\. TO TAN A MOOS~: Hiil!!': lutrucluctrma One t•r Lhe rirohlem1 with iududint lradh 1onal knowttt.lit in the 6Cht,ol curuculum i~ thaL knuwledse ia given ., tnuch in Lhe •tylt or deJivtry as it is in lhe ..runlcnl.. the word,. Ir ~ e1preAA Lh•l lrad1tional knowledite in 111thnol curr•cu,um form. we no lnn1ter ha\"f' traditmtuil knowlf'ds;e. Mnl~I .lnlm~on ·.., narrati"°t> ftl yle i!I ('ll'llr nnd J>fr"on11hle: •he aivf'2t her tl'IHlf'r rx1•hnl Ledminl inform11linn in 1 very pleo,,.nt mtdiurft. Here. re-pr4nl~ frnm Y11.trm1 lndctm. Ntu•A, Summer. 1980, ia M•btl Johnsnn'a "i'l\lttiptinn of the Tlin11:.t wn)' lo trt'nl mu• ·~ hid". or On\'" a ~t -clc in the 1r••und kinrl t i r lf't1t1ina:. le111nin1 •o yon C'ln cut the mH1 n(( v .11 ho~tl Lhe mt'<'l with ~··~tr fin,;er nada IO )'OU dun 't cut them oft Tht kr\ife has to 1~ •hl''I' ;iir; n r•1•1r. ~tart at t he nf'C'k and work down tA. lhe tail and lhe l•sa. Kttr 1a.1vi1.. ie nrr 1•u.I . AfeN ycM~ t1ke All 11.. mf'nl off :lprt1d 1t on lht around but kttll ii • v.·tty lt.1m tht' clirt nnd r.;ind . \rhrn "'-"''" l'nd d irl •'' in thf' heir 1t dull1 tl\t kn1ft>. ~· i..• tt••C •o be kf'J•l (~In. Sprr:sd it 011 o t.erp or t>l11~tk. 1•ut elt<" hule ou tht'" ~lirk 1nJ t~ timt'" ,:l.rltt (r, m thf l1il and work up ag.1uu1t tht h:ur ru ting it 11ff with a '' na bladed knife Kttp tuthua till you rtt up lo tht nKk 1 he h:ur"s. 11ff n•"'-._ · 111e knltc •~ -.h.i us' "o wAldt you dnn 't t."\11 tl.., •kin. The knife: haa l(ul tu l>t" ,h.-rl•· s hnlr dull knife mil(ht c•1&. lhe ~kin Al•'U)"I cul •way hum p.-1. wmk •JCAin.. t l ht> Im r. to aumm• r lnfle Jtul lhe hfclc- ;., a tuh of <"old water. fl helJM th~ 1rain loosen. h flCWl"~ it, It :.\r ii rn-emfKhl T1ke it oul •nd han~ it up And Id it drip. Hine it on some df'11n 1><1lt• or .._.nwchin~. f.t",:m n d1·:ln J'f'l"led. round ~tkk ag1in'-t 1 wall or trte or an)'lhin~. Orivt tpikts in rm eilhtr Llilll' of it ito i' 'lu1n't l'olitlt urnunt.I~ '1311K lhe huh: over tht polt wllh lht ~rain 1idr oul. Srrai~ 1nd Krllpt with I ctutl draw knel'- Ir it dclt'$n't take il orf use a ah:up knire •nd 1have- il But jmt lakt the lup Hrr. lnkL• lh~ r"t nrr with I dull c1raw knifo. Wa~h tht> hide in w;:um watt'f' and :n liltle 1'19P and ("ookrd hr1in1 lhat )'UU drainf'd thmut:h n ...1 dt Sunk it till U'a all wet ri1t-.in \\'cuk mt U. ruh it tUl il"• 11.. ktd thtou(lh. 1 Arter ' ' 11t1 1ioak 1l tJ1kt- duwn lhe lhic;k Jt0rt. nn tht hhl• rrom th« nnh aidt. Ahny1 \VAIC'h ) " tU don'l <'tll any holn.. l\t-rp nn suakini: il till it'a MJ(t. Dram the brain •nd -..Ht l• Wfttf'r aud an..-e it, kef'J> 1t an the time Boil •t ind drain it throuch • uck H('h tim~ '" e..-kf' th<" clirl nut tL lf you don't , the akin will )>e juat brown. Boibna il \.r keeps it (mm ceuinJ stink Add rold W3ter lo it - r•in Wftt.t or 11:now wottr. nol Wtll • ·ater Tht waier·1 sot lo be luke-warm not hoL whrn you sod t.he ak1n, Kai' woraunx thf' htd• hk~ wHhin1 c' othes by h.end R11h iL '" w1urr. •"'irk on the heavy t>arta. UJ.e 1 t..nd sctaptt ut a Oat rock. Sum•timu e hea,·y ' kin h.. lo be oneked el1ht limH, twon m L.tt! You know it'• t.An beause it aoeks u p the brain wep r~ht •••Y· Ab<>ul lht lourlh lime you ..,.k 11 odd b..r are... Cit bo('On s•••••• it kttpo tht hid• wft ind Un. But if yftu put it in ire•~ loo 14M'>n it kHpe the hlood in tht hi&WhC'n )'flU lhink it's ll\n~ you cot ltetlf'fl iunund the ~Kt when il'1 wet. rnur nr fl\'P inchH opftrt ftun 1 Ion,; ...1irk thtoua:h tht hult>S tin thP lf1il tnd Cut 1hout thrtie­ holc-~ amtmd t hf' f'1lke on the front lf'J:1'. On th~ uerlc l'CIJ'f'. f"Ot n hil lonirr holn. ff•thu U(' lht nttk fli1e lo1rlhf'r ··111\ the hole\ a .I htetther. Intl 1•t1llh the rrnnl lti,:,c. 1ha1 you 1athtred up through the huleo you cut in the n•ck. 'J'),.n put that liltle •li<'k lhruu1h th• hol.. in the rront less ond that makes the hole botwten t~ n..·k and l•J•· Thtn ynu p11t th1t ho~e over a !ltump end twrst the hide by thr polt you ran thruu1eh th• la~ tnd \\'rina it nut. A(LN \ 'f'IU wr1ns: it nu~ lett i' mto " h1me Tht fran•• ta .,,adt> oul of dry pc•ln •nd nailtd or lied •l lhrt ('urncu. IAtct> It ln1u lhr wil h ~troui= atrlna ur anylhin, snd y,·orJc it with I 1Ct111u~r on fl lur1i: s.1ick. The 1tlc:k'~ aul Lo fWi! lon1 eunu(l!h fo rtath ICrON tn the middle rut the frame on I • Ceiul \WO Pr three rttL oU the srnuncl. h rltp•11d1 on lh• ht11hl or !he woman. To ,tt lht n~h Jiide nice 1md ctun )'OU Yt' fetll lo llihHJJf'U tht ~('raper You ICOt lo hrf'otk lhe skin wurlc un 1l till 1t"a auh '""04' Tafia is a .lovable 1l·year·old growing up in Northwestern Ontario today. Her adventures and inmost thoughts are chronicled in Dancing · Feathers, the story of her first trip to Toronto, and in A Time to be Brave, which tells how she overcame a deepseated fear of trains in order to summon help for her injured father. Although these books are recommended for ages nine to 11. most pre-teens will identify readily with Tafia's world because it reflecls such universal experiences as bereavement, sibling rivalry, and the search for personal identity. Each book has 62 pages, including photos and other illustrations. Tafia's unusual lifestyle is part or her Ojibway heritage. All summer she lives at Spirit Bay Reserve with her father. grandmother and older brother Minnow. Winters are spent at an isolated trappers cabin. but Tafia is never lonely there. Her days are filled with schoolwork, the wonders of nature, and - the unexpected. The Shebagabow family is almost unbelievably understanding and supportive. Aunt Lilly, a painter, encourages Tafia's artistic talent. Lapses in judgment always seem to be made right by Grandmother Gok'mis. Fath~r Baba shares impor­ tant family decisions. Tafia provides a realistic model for childhood as it ought to be. The books are based on the Spirit Bay television series, seven half·hour dramas aired earlier this .... ''·'· ·.! • \,r:~ · Lt;'!.~:rn)Ary. .. .. i.i..·,,. . , . •* r: . ,.. I . • • .,. • 'o . t • . ' '" • • • ~.,........-~ ·-: !..~J cast! The series evolved from the 1982 pilot "A Time to be Brave·: film­ ed in a 16 mm format at Bonner's Island, Rocky Bay Reserve and McDiarmid on Lake Nipigon, and al Beardmore. Patric Buske of Monitor North (a graduate of Confederation College's film course) assisted in­ dependent filmmakers Paul Stephens and Eric Jordan with the production. Are the books accurate? Perhaps the best measure of authen· ticity is that Wawatay Native Com­ munications Society of Sioux Lookout is exploring having the television series produced in the Ob· jibway language. Elinor Barr is a freelance writer and book reviewer who liues in Thunder Bay. She is also an author (n her own right wUh such credits as While Oller Casile: The Legacy of Jimmy McQual. 0 0 Sm okrns th• hid•. S•w the hol.. t<>tteth•r Stw the h1rle tu••th•r "'' it kttpo the smokt in. Vw can UM two hitln if VoltU ••l'l. Hilr\J! tt troin l hrM- or if'nor Uiclca put US, hkt I lf'f'·PH· Whf'n ~''" M'W up the hide , OM ltmJ 11,it<"hn •nd i ...\·t loo1t1 h)· Lh~ front lee~ lo tit 1trin1• on tu. lo tie nut to tM volH On tl1e nttk t'dct la"e it tn 1 •li<"k end han1 tt fwm thf' top over thto smuke. Mike • tmnk•>' rre. Die 1 holt in Oie 1round and m1kt fire with dry. hrown. rnlten wood Of' dry old pint et1na . That'a all. l..iiht 1 m1l r h h• it! The amokt con and tuuw tht hide brown WMn it°5 ttAd), Curn it in.aide nut. juat like • Mllt"k. Watch it 10 d drwan't ('&trh on riff' You 1tnt lo 1molct- il to rore ii. Yuu tould tlllnkt your m\·n ~.,.., ••Ill n( I"-"«' l1ud nnrl • (',.n o( l\•f'. f>itM1tona nn the nn. 1t•a taiy marlt J'm ture aome of you will ha\•e thi• po~r whf'n you tt workinc on )'Our moc.e akin. If lhe wi nd bh1w )'nur. paflt'r 1w•y. you'll he· huntin.: for it! •Whet"''" that c.lamn plptr"· 1·m ;J ypara old and I C'an Lan 1 mouse 1k;n. a» t-ZHI)' n• f tin pul 011 I Jllill<k' -·· Page 4 f'. ; �_9-r_o_lile.s~Slate Falls, Ont. January 18, 1986 Dolores Wawia, 41 years of age, is a teacher and counsellor for the Natfve Teacher Education Program at the Faculty of Education, Lakehead University, a position she has held for 10 years. She is from the Gull Bay Indian Reserve and speaks Ojibway. In 196g, after graduating from Lakehead Teachers' College, she took a teaching position in Peterborough with the Separate School Board where she remained for three years. She then attended McMaster University in Hamilton where she obtained a Bachelor of Arts degree in Social Sciences. She tauqht for a year in Gull Bay, he r home reserve. While there, she set up a recreation program for the young and old, staged the COflY!lunity's first powwow and began the tradition of a Christmas dinner for the children hosted by the teachers in appreciation for the magn ificent Christmas concert they put on each year. In 1982, Ms. Hawia took a leave of absence from L.U. for 16 months to serve as district assistant superintendent of education with the Department of Indian Affairs and Northern Development. She assisted with the hiring of teachers, acted as a support staff for the teachers and helped with the general adminis­ tration. She also found time to continue her studies. She graduated with a Master of Edu­ cation degree in Educational Aaninistration in 1983, and a Bachelor of Education de9ree in 1985 . She belon~s to several organizations and committees. She sits on the Board of Directors for Teen Family of Thunder Bay, the Native advisory cofTfllittee of Confederation College, the Advisory Board for Kinark and the Board of Directors for the Gull Bay Wood-Cutting Operation. ~s. Wawia is a widow with three children between the ages of 18 - 22 years of age. She says that the driving force in her life has been her three children. Her main goal in life now is to eventually get her doctorate in Education, and to see the implementation of Native Language and Native Studies in the schools, both federally and provincially. 1-UCU~ UN NATIVFe LANGUAGE EUUCATION ~ An in1,•r••Stin~ opportunit\ for (l .:0.1.1. .T ..-\ .. A .0.1'. L. \'. '" :.tr.•q;thl'r. ib u>nta.:ts '' ith Inuit .mJ ll.'.11i'·" P•'t•pl,· b pr.•s.-ntl~· b.:· in~ .:1>0:.iJ...rt'd. Mr. l(,•ith Lkkt'rs 11( tht' Currkulum Sri\n.:h .11 tht• 111111\ .II Bl••.-i... T11r,111ln .lppniMh,•d l'rt':.hknt Di.inn,, l'••nn1Xk "'ith ,, vi.:\\' lo C1>nsidt•ring initiating an in· ter.•st sul'-~n•up. A committl'•' h.is l"-'"'" ,.,t.1t:>h:.lwJ tu dis.:uss th•· l~)Ul~ . 0 .1\\ LT ,\ ·, l'"'"hk 111\ulH" m•·nt ''uh n.1hn· J"-'<'J'll' b l:>.·m~ '""' ,.J "1th111 t Ill' h1ll,1w 111~ \i>ntt~l.H' (II All 11.111\ ,. }'•"<•pk•' ul Ont.mu rq;.1rdk"' 1il th••1r st.1tu~ ,,, Tr,•.11\ , Mt'lis 1•r N11n.,t.11u,. Jn. .ii.m:. llT th,•ir l1,..Jt1<1n h"''' 1.kn1111,•d till' (111111\\ in~ .-on· ........ 1\... . .11 th.ll ~.111n· 1,· .1.:lll'r:. .1nJ .-nun.dims lx• tr.1in<•d ~nd 1·mpl<•y•·d in .1ll ,•knwn1.1ry. :o>l't.."US\\i.H\' .11Hi po'I • ......,.,,., ..,d.u,: ,,.,,iu..:.Hit.>n41I in· :i-titutit.Ul~ !1>\.'rvin,.: N.1ti"~ J't.p1•pk·~. 't:>J T!ll' currk..1!um must ~ ,1d.1p1,•d h• nlt'l'I th•· lll't'dli "' .1JJ N.lli\'l' stuJ.,nb. "" 1h.11 th•• t"duc•ltion th••\' ,..,,.i, ,. r.·O••cts tlwir «ullur.il h,•rit.l~\'. .:) Th... !\"v"'rnml'nt) o( On· 1.1ri,1 .111J C.m.1d,1 mu•t not <mly ,1.-1iv••ly ••n,·uurJgt' lhl' fl•h•nt1un u( n:ati\'1.' ~uhur..l l 1d1·nt1t\ in Ont.u1.1. but .1ls.1 ··nsur.: th.11 tht' non·Natiw p11pul.Hu111 d•·•·dops ·' ill'i);hll'lll'J ,l\\".lr<'Ol'SS <If .111.! for till' n.iti\'<' .:ultur.11 ht>nt.li;t'. Tlrt·~t· .mJ <lther .-oncerns m,1\ lx• h>und m th<' Sum· nMry J~q>11r1 1>1 the T ilsk "''I"'" Dear Bette, It's good to hear you're doing well at the good old faculty. You sound like you're working hard. The first newsletter turned out pretty good, r think. From the letter, I understand that you're interested in how I got here and what I'm doing now. My initial response, to both points, is, al don't know!w, but on reflection I've come up with a little more. When I decided to become a teacher, I wanted to focus on native and special education, partly to improve my "marketability" and partly out of my personal interests. I have been interested in native people, especially native philosophy and reli~ion, for a lon~ time. (I can't remember when it began.) After teacher's college (at Nipissing University College in North Bay), DIANO offered me a position in Sandy Lake, where I taught for two years, teach­ ing J-K, remedial reading, grade 3, and grade 4. During this time I took the native studies program at Lakehead and then last year went back for my ~1.Ed. in curriculum development. This year in Slate Falls I'm teaching 10 students in grades 1-3, as well as some work with the Kindergartens. This term we are going to be starting a syllabics program at the school and a cultural program for the older students. Before Christmas we made a talking book, "Skinning a Muskrat", and sent it to our penpals in Kingston. Dinosaurs are the big thing right now and I hope to have my students make a slide­ tape presentation of Slate Falls later on in the spring. That's about all I can think of to tell you about . This multi-grade situation is the most difficult one I've been exposed to in my travels. A real challenge, to say the least. I'm going to be in Thunder Bay in February and I hope to get over to Lakehead while I'm there. 1 was supposed to see Mary at Christmas but never got around--things were so hectic! Anyway, please tell Mary I'm going to try to make it over during the conference. Take care and good luck with your courses! P.S. Steve Chase Sorry, I don't have a picture. ft>r.:v ,,, tht' Edu.:;ition•I n<"l.'ds oi Nativ<.' rl't1pJ,•s oi Ontariu, June 30th, 1976. (ii) In 1he sprin~ of 1979 a """"d was iJ<·ntUit!d toy rl'pro::.cnt.1t111cs of lhl' Ol'partnwnt ,,f lndi.m Af· lairs ;ind Northt;>rn Devt'lop· mo:nl, Ont.iri" Rt'g111n, lhl' On· tario Mimslry of Educatiun and Several Native orsanizati<lns lo survt'y languJgt" edu.:atwn in both English and the Native L.10guag<':> in s.:houl in Nor· them Ont.uio. The rt'pre!St"ntative of th~~ <'lgcncies wn-e concernt"d about lhl! lo1ck of cunsistenl informa· tiun atouul language educoltion for northern schools which m"d" ii difficult to: • d ...wk>p policies • pl.Jn programs • product' educ.1ti<.1n.1I matt'rials in an l'ffectiVt' 11nd ,·o·t>rdinated way. f,1r furthl'r iniurm.ition, St't': T~ N,•rthl'rn Nath·t.> languagl'!t rwj•'CI, March, l'lllO. (iii)Th<' i<•ll<•w1ng initiatives art.' prl'~·ntly under discussion at 1h~ Ministry: a) lo recognize the s1atus and fun.:tion ,,f NaliH' lilnguages m Onlario s.-h1111I:.. bt t.1 i1h.urp,1r.1h• th,, fl'.h.. tun~ · ul Nall\'<! l.1ni;uai;<'s as s ... <:•>nJ l,IO~Uil(;t'!> !Ohl lht' rt.>guJ.u Ont.mu curn.: ulum .:) h> <kl'l'k•p m young J>l."'PI.... N.:i11n• .1nJ non· Ndh\'e, an ml'r•'•lS••J .lpprt'<1ahon oi 1lw l.1ngu.1i-;•· .lnd .-uhures ,,t N .111\ ,. pc,1pl.-s as t'll'mt•nts oJf C.ln.ldi.1n hfo. d) h> dl'wlup ,, 1200 ho ur modt'I lur N S L. pwi;rams l') 111 ....t.1 hhsh a lhrl'l'· p.lrt N-'11•·~ Langu.ig.-s Tei!Chl'r's Certificate Program. L.1n.,;1Mi;•· <'<iu•ilh>rs anJ n.lhn· 1nslrudur' h .w,· much h• ll'.1rn from '"'' h 1•llwr. It i,; h• Ix· h<•J'<.•d thJt Jny pn>kl>~iun.:il rd.1ti••n~hip would bring us all doM'r lo reali:ting that gtlill <>i " hl'lping t'.ll.'h ~tudent t•> de\'d•lP l'!>h•t'm for the customs. culture~. and belitofs of a wide viirie· ty of societoll groups.'' Tom S.li;ar IJrddfurJ Distm:t tf1gh S..·lwlll Paqe 5 �.. . .; BIRCH-BARK BITIN Photograph5 anti story hr Frank Fitbtr AT ltf.R ISl.ANI> llOMI :11 lku,·c:r I ah· 111 northern S11d;:11ch1'"''"· Anltd1<111c J\.tcr:"1~ ,1111 prac:c i~c.:~ the :ahnn!'ll t"urgouc:n 1ut of hiung. dt.:'1~1h •H\ folded •«llOll> nf hir1·h hark . I h1· orii!lll ••I 1Jm arl·form j, uh,c:urc, hu1 it b liltcl)' tha1 ii J.:wlnpcJ in a Cot)ual ......,~. In carlk:r tinh.~ lndim• wonn:o v.....r..' known 10 ";" " hrn;id "'"' or ;1 r1c:c.: .. r h1rc:h har~ . folJ it, hilc ;1 few line' in it. unfold ii. and look at t hc: design h wa' a rlca,anl ra,ume. As the 'kill dc•·clopc:J anJ ,.. .., pa.scJ frnm mother 10 duugl\lcr wi1hin 1hc uihc. the ,fc,igns hcc:amc: mnrc complic:1tctl and g;1inc:J in ar1is1i<: \·;1luc. !\tun( lime 1he art is $aid 10 have been useJ 10 ~·rca1c: rauern~ for woven beadwort 1hedc:sig.n' hc:ing.aJaplcd for use on headhands, ltnec:~nJs or shirh. Angcli11uc: Mcras1y. a Woodlands Crc:e. dues nm recall 1ha1 hc:r mo\hcr en~r usc:J her pallcrn' m beadwork; she does rcmemhcr \hat a1 one 11mc conlC5IS were held among. the women oflhearca tn..:c who would make the hcst dc5isns. ltcr moihcr. Sarah ! ' 1' •. -~ ,._ .' . II \ I I '\ , , ' ... ' ~ ..... ·.. I ~· 1 • I' ffallcntrne I I .,·' \ I '. ,., ,._ .·''-.. . '. .. ,.:\ ....: ... • • of Pelican Narro"·s in northern sa~kalchcwan. was the acknowkd11cJ chamr11)n . (. : l . Angelique. born in July 1927. has no J:iulthtcr 10 con1inuc: 1he rracrice. and i1 is lih•ly 1hat her ,lilt "ill die wi1h her. In recent years Angelique'> de~iitn' hl\c hroadened from simplt 1eomC1ric and flower p:utcrns 10 a range 1>f subjecrs lhat include birds. animals. insccls. ;ond human rigurcs. The 'transparenciC$' JHO\ iJe her w11 ha moJc:st income. When her tools - her natural 1c:c1h ;ire 11011c. Mrs Mcrasly sa}'S that ~hc: will mm tu other familiar crafts: basltet-wea11in1 and the maldn1 of mocca5ins and jackets. She ~hares "·i1h her hushanJ a hfc thal is close to lhe tradi1innal wa~ of 'life on 1hc: 1:11111' allhouith they do o,.·n a >mall ba11cry­ nrc:ra1cd 1clc\ 1sinn set. For postcriry. Angelique Merasry's dcs111ns in birch hark arc prcM:rvcd hc:twccn plastk anJ forn1 a""'' nf nati\'c e1hnology collections in most Canadian museums. We require S1atus or Non·Slatus ~ns. Mefis 0< lnu11 l"--<-l>lc: 10 become INl1\89t!rs of programs and proiec:ts c1.,sll,lned 10 a$$0S1 indigenous people 1n such maners H utlucauon, employ~nt and soc;io-ec:onom1c developmenl Successlul candidates will oain on-the·JOb experience 1n dotvulap1n9 sysiema .1nd prucedut. . for the der-ty ol Ptug<ams. •ecommend1ng rts1ional resource requ1remen11 and "' the con1t0lhng ot netive aftd public asseis. Senior Level Developmental Opportunities for Indigenous People Jndian and Inuit AecTuitment and OevetoJ)m&nt Pirogram I ndj11n and Northern A1ta1rs Canada t0c.1tfons; on-•. QueMt: City. Wi~. Regine,~' Edmonton Vou reqwre aucceulul c:omplelion of secondary school "d11ca1tort In eddltion. 11;n1ficant Hn•or level e•perience in ni.1n~111ent llftd edminis1ra1ion incluOlnst 0per•tt0nal 1>lann1n9. l1n•nc1al INl~t and 1upent1sion ii reqlrited. •:ombtned Wtlh eapefrencie •\' worlunv wirh 1nd1Q11nous ·• oersons. groupt or communilin SUCh •s Indian b9nds. government:; « lstOC181ionl. unguage requiremenls vary according 10 pos41ion being filled. We offer .1 salary ranging from «5.702 to 151.591 commensurate wilh YoUr qualifications. lh1s recrullmenr/employment program. entitled the Senior P11rsonnel Authortllel Program. 11 pursu•nt to Excluslon A1JP<ova1 Order No. P.C. 1981 ·3427 and is in with 1he P<OV>ltOnl of Section 16 of !he Canedi8n Human -•nee fl111h11 Acts. II is detigned to r~ dlS.ldvantages suffettd by 1nd19enous people with respect 10 employment 10 and Wtlt11n the Public ~. vour ...,.. .-.dlOI applic.ldon f0tm, indic81ing your ondlQB•'IOUS 11e1us and quocing reference No. 85 · OSSSO·Ol. 10: fotWard JoAnne Chrisc.. 1613) 990·7972 Nalional Capital Regional S1effing Officer Pubh~ Service Commission ol ~ 171 Slater Street 011a..,1. Onc.lrio KIA OM7 Page 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (3) January 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text