793 10 13239 https://digitalcollections.lakeheadu.ca/files/original/1ab112fad1e14769ff8d474468d89a26.pdf ea3edea474d0ba84a99a993f4feb9685 PDF Text Text . ::. .Volume One, ~umber Two - December 19~5 NATIVE LANGUAGE EDUCATION in ONTARIO December, 1985 Dear Friends, IN MP10~IAl1 The sad news has recently reached the Native Language office that Kaspar Solomon passed away in November . Kaspar was born in 1913. ~e came to know him i n 1982, when he began his studies at ~LIP . He finished his course work last surmlE!r, and his name had been recommended to our University Senate for qraduation just days after his decease. His NLIP diploma will be granted post­ humously. During our association with Kaspar, he was always diligent in his studies and committed to excellence in Native Language education. All our linquists spoke highly of his rich and precise knowledge of Ojibwe. He was never too busy to help and encourage anyone, NLIP students and staff alike. He taught Ojibwe at Wandering Spirit School in Toronto and was highly regarded there . He will be sorely missed by all of us . As we extend our sympathy to his family, we comfort them and ourselves with the knowledge that his life among us enriched us all, and he will not be forgotten. He are privileged to have known him. "1iikwec! The fall tenn is just about at an end and we are all being warned that there are only so many days left before Christmas. That also reminds us here at Lakehead that we should be getting a Christmas issue newsletter out to you. Thankyou for the nice letters you have been sending, along with good wishes for Mary and I, there have been some great ideas and articles sent in. If you have ideas or any­ thing that you would like us to include in a future issue of the newsletter, be sure to tell us when you write, that way we will be sure to have your pennission to print whatever contri­ butions that you send in. I have been hearing excellent news re­ garding the teaching of Native Language in the schools. Rhonda Doxtater has sent very inter­ esting information regarding not only Native Language in the school but also classes for the adults in her area. Congratulations Rhonda and we wish you all the best. I had a nice letter from Virginia Jackpine and Theresa t1emeqos and they are going full speed ahead with Native Language in Chapleau and are looking ahead to the Christmas Concert this year. I am so happy to hear how everyone is doing, so please drop me a Christmas card and let me know how you are . Take pictures of your classes and maybe include some of the ideas that you have tried with your students and by next July you will have some great ideas that you can share with us at Lake­ head . Have a great holiday season and a blessed Christmas with your friends and families . • . • Fondly, --/)itlcOUR PROFILE OF ~HE MONTH ••••• RETA SANDS Reta was born at Walpole Island and spent her life there. The attended Walpole #2 Sch?ol for six years· then went to Wallaceburg Publ1c School for Gr~des seven and eight . Reta next attended Wallaceburg District High School for five years, then London Teacher's College for two years. Reta then taught Grades two and three and Huron Park Public School in Woodstock for one year then returned to Walpole School to teach Kind~rgarten, Pre-Kindergarten and Native Language. She has been there for twenty years. In Reta's own words, "l live two miles from the Walpole bridge--on Old Chief's Road South. Hy family consists of my husband Jack, my daughters Marla age 16, Su1t111er age 8 and son Kenda 11 age 14. I am interested in all that goes on around the Island as I write a weekly Walpole News column in the Wallaceburg newspaper. A hobby may be quiltmaking. I belong to three local organizations that sew. My interest in the native language began as my grandparents raised me. They stre~sed daily school attendance to get an educat10~ and earn a livelihood. I attended the Nat1ve Language Teachers Program as it helped ~ . establish an Indian writing system. This is useful at home when called upon to spell and/ or write Indian names and also help any non­ residents learn Ojibwe . " Thankyou Reta, for sharing your exper­ iences with us. �·' ----------------... ~ FROM: New Credit Native Language Conmittee INTRODUCTION ".·•' •Gnla\ IS BYL!/J34l ...WAT MEANS SH~ C'AN W THC ~ THING mirce, &Jr )OU CAN ()4CI UNtlRSTMt> IT <:WC&: . Mrs. Rhonda Doxtator, Coordinator New Credit Native Lanquaqe Program R.R.6, Hagersville, Ontario NOA lHO (519) 445-2866 December 3, l 985 Mrs. Bette Ross, Editor Native Language Newsletter c/o Faculty of Education Lakehead University Thunder Bay, Ont. P78 5El Dear Bette, Merry Christ~as! I hope you've been a good anishnaabe kwe, so Santa can be generous to you. I have more information for you concerning that conference I mentioned to you last time. A conference, Sweet Grass is scheduled for February 26-27, 1986. It is being held in London, Ontario, at the Lamplighter Inn, 591 Wellim1ton Road. (519) 681-7151. For more information contact lliss Shirley Taylor, Educa­ tion Coordinator, London District Education Council. R.R. l ,lofuncey, Ontario. NOL lYO. (519) 264-1528. Theme - to preserve and enhance the culture and heritage of aboriginal peoples true language. Teaching the languaqe the Silent Nay will also be included. This should be an interestinq conference. If more happenings come up I'll be sure to let you know. Sincerely, Rhonda Doxtator. The New Credit Native Language Program was begun in 1983 to provide the Mississau­ gas of the New Credit Reserve conmunity an opportunity to regain their native language. To further this program. support was provided through band couhcil resolution by the Mississaugas of the New Credit Band Council. In October, 1983, classes were be­ gun at the New Credit Elementary School for instruction in Chippewa/Ojibwe for kinder· garten through grade ·s ix. In July, 1984. the Province of Ontario, Ministry of Education announced that native language curricula would become available for elementary and secondary schools. But the New Credit Native Language Program has taken this government initiative one step further, offering a program in language training to conmunity adults as well. The unique nature of the New Credit Native Language Program has given cultural education a new dimension--a c011111Unity initiative that has anticipated the direction for native language education. New credit Commences Evening Classes New Credit Language classes for adults from the New Credit/Six Nations Reserves commenced on November 4, 1985, Native Language Program Co-ordinator Rhonda Doxtator announced. The New Credit Native Language Program re­ ceived financial assistance from the Secretary of State, and will hold classes on Mondays and Tuesdays from 7:00 p.m. to 9:30 p.m. for 20 weeks. "We're going to be teaching conversational Ojibway." Doxtator said, "and a 1so a 1ittl e about New Credit history." The Ojibway (Chippewa) Language Program at New Credit is also planning a second session to begin in April and run until the end of June. "Operatfon of this session will depend on conrnunity interest and available funding," Doxtator said. For more information on the New Credit Native Language Program, contact Rhonda Doxtator at (519) 445-2866 or Bryan LaForme at (416) 768­ 3497 or by writing to the New Credit Band Office, R.R. #6, Hagersville, Ontario NOA lHO. December 11, 1984 l. Learn Song "Silent Night" in Indian. 2. Write Song in Native Language notebooks. 3. Give some time to give out paper, lined paper to work or "mzinigan." - Read some poems, stories for inspira­ tion, encourage creativity. Bzaanidbikat, Kchitwadbikat 51lent Night, Roly N1ght Bzaanidbikat, Kchitwaadbikat Kina bizaante, Kina Waaseyaa, Gashi miinwaa binoojiinhs Kchitwaa binoojiinh inhs Mnanbaan binoojiinhs. Dorothy Wassegijig Pa!Je 2 . . �. . .. The Language Env i ronment The Physica l Env ironment In a bi l inqual school, it is very hel pful both to the students and t o t he teacher s to define areas where i t is clear whi ch l anguage is t he ap9ropri ate one to use . The foll owing descri ption of t he phys i cal envi ronment at the Rough Rock Bil i nqual School in Ari zona wi ll i ll ustrate t his i dea : "In the self-cont ained classrooms during the .rirst- year progl'aJTI a special. Navaho ar ea was penrranently established, wherein independ­ end and informal activity, as well as fo:rmaZ. lessons in the native language, were conducted. Visual clues, including Navaho dolls, photographs of iocal .families at home, familiar desert plants, native arts and crafts tools, recorded Navaho l'!Usic, and picture books of Navaho life, served as decor and resource material. These also served as a pleasant reminder to the children than Navaho speech and behavior 1.iere appropriate in this area. As Rouqh Rock's Navaho Curriculum Center araw, its teachers, writers, and artists pro­ vided more substance with which to achieve Rough Rock 's ma._ior educational poaZ, which is to build the child's self-respect so that he may proceed from the familiar to the unfamiliar with a solid _roundatio11 of pride i11, and knoLJledge o_r, his .'kwnho heritage and identity. F•w Zi.11h l rm!1un!'fe a~ti vi ty took place outside th i s olncr.roor.r Navaho area, and children were cuP.d to act and speak Zike Anglo-Americans throuph language lesson activity and other clas s­ room pursuits. lfaterials were available i n both areas for children's use, and it was conrnon to P.11ter ~ clnssroom and see two or three little oirls weavino at a miniature native Zoom in the Navaho area , ~ while another group satisfied its curoisi ty about astronauts fe7tured in CUI'rent magazi11es in the A11glo area." ~hat are the advantages you might hope to gain by arranginq the physical environfTlent of your school to reflect the atmosphere of each language taught? - reduced confusion about which lan­ guage is appropriate to use in any given situ­ ation. through the use of visual "cues". - building of self-esteem by illust­ rating the validity and attractiveness of both languaqe environments. - convenience in arrangement of sub­ ject matter to be taught in each language. - others (think about it)! How could your school be arran~ed to reflect a suitable lanquage environment for each of the languages used/taught there? The answer to this questi on wi ll depend on many things: - the objectives for language instruction in each lanquage - your course of studies in each lanquaqe - the size and arr'ln~ement of classes in vo•.1r school - ot her aspects of the language environment (what others can you think of ?} 1 Vi rginia Hoffman. Oral English at Rou~h Rock. Navaho Curriculum Center. Arizona, 19 ~. p. 18. Paqe 3 �. ~ ERIC More reviews and abstracts will follow in future newsletters. EDUCATIONAL RESOURCES INFORMATION CENTER ERIC consists of 16 subject-specialized clearinghouses In the United States that acquire, retrieve, and disseminate recent journal articles and report literature related to education at all levels. To organize this material, ERIC produces the followina three publications which are locateCf In the Reference Room of the Education Obrary: Thesaurut of ERIC Descriptors, Resources In Education, and Current Index to Joumals in Education. Thesaurus of ERIC Dllscrlplors The Thesaurus of ERIC Descriptors explains the ERIC Index~ system, and Is a tlst of the subjects, terms, or descriptors used to Index and IOcale material In the pubricatlons Resources in Education (RIE} and CUnent Index to Jouma/s In Educa· tion (CIJE). Sublects are listed alphabetlcaQy, with references hom term• not used. Often the usa&le term Is a synonym of the nonuaable term: Regular class placement USE Mainstreaming A scope note (SN) Is a brief statement of the Intended uee of a detcrlptor, and provides a more precise deRnltlon for amb9,Jous or apec:laftzed terms: lndlvkfuallzed Instruction SN Adapting Instruction to lndlvkfual neede within the group A posting represents the number of tlm" a term has ~ared In RIE end CLJE, and glVea you an Indication of how much matertal ta ~Hable on your topic. Poeling figures sometime• suggest that a revision In search strategy la neceaaary: Creative Dramatics CIJE: 129 RIE: 133 The ThnautU• of ERIC De~,. al8o Includes narrower terrne (t{f), ~· terma (BT), and related terms (RT) under each descriptor. These may dlrec:t you to other areas pertinent to your research: Group Status NT Family Status BT Statue RT Group Dynamics Group Struclure Peer Relatlonshlps ResourcH In Education (RIE) RIE provides abstrads or summaries of.documents and reports on all aspects of education. These abstracts Include 100 - 200 word summart.. of each document, along with complete bibliographic Information, a list of descriptors, and ordering Information. They are arranged numerically by ED (ERIC ~ment) number, whk:h Identifies the document · Subject access to the documents Is provided by the alphabettcally arranged subject Index, which lists titles and ED numbere for aa documents under a particUlar descriptor. To find material on a eubjed In RIE: 1. Consult the ThHaurus of ERIC D11crlptor1 to determine whataublect terms are used to Index your topic. If unsuccessful check under slmRar terms. 2. When the proper descriptors are found, list all narrower, broader, and related terms which you feef may also be useful In your research. 3. Locate the descriptors In the subject Indexes to RIE and fist the titles and their ED numbers found under these descriptors. 4. Use the ED numbers to locate the abstracts In the front section of RIE. Author access lo the documents Is provided by the alphabettcally arranged author Index, which lists titles and ED numbers under each entry. ERIC documents on microfiche held by this library are ticked with an orqe check In the abstracts section of RIE. The Lbary has an documents processed by ERIC from January to September 1973 Inclusive, With some before and aft8f this period as weD. Since January 1983, an documents In the foltowfng subject areas are being received: educational admlnlstratlo.!!z elementary education, handicapped and glftid (SP8dal education), and readl~. 1ne documents are arranged numejically by ED nuinber In microfiche flllng cabin~~ 1., !he AV ~ool'l, where m~rotlcheo re~ttl!P.' •~., ~•eo available. Contact library: staff If you wish to order a document on mk:mflche which la not In the lbary. There ls '!«>charge. Cvmmt lnd.x lo Journal• In Education (CIJE) CIJE Indexes and annotates the articles from over 700 education periodicals by subject, author, and ~journal title. To find material on a subject In CIJE: 1. Consufl the Thesaurus of ERIC Desctiptors to establish the proper subject terms (descriptors} used to Index your area of research. 2. Locate these descriptors In the subject Index" In the annual cumulations and monthly issues of CIJE, and sefect the relevant articles, noting the EJ (Educational JoumaQ number assigned to each. 3. Find the artlcles In the numerical EJ number sequence, along_ with complete btlllographic Information and a brief description for each altlcle. To find out I the Joumal Is In the Libra~·· collection, consult the Library's S.tlala Ust. Journals are arranged alphabetlCally by title In the Reference RoOm. 1-:U l42 7l8 1·-~ SP 024 20S Lorry .4. •.,.••I ~tttu Pmd~I. . Fatton R<1:•l•r Fdeon· t"u ..d \'•riuu ·1·1pa of Spccl•I •Alwal._ Pub Oace-9 Mar 8' Nolc-l4p.; Paper pt~ntcd al a Con•cntion of lhe Ariznna Federation of the Council for E&cep­ lional Children (TUl~un, A7. March 9. 1914), Pub Type • Repc>rts • Ev1luative (142) ­ SpuchC11/Mectin1 Papen (ISO) El>RS Prlte • MAii/PUii Pl• P.-.se. De1e1ip1on-·Cnmper1tive Analy91s, Elcmeniary Sc:huol Te:1ehcrs. Elemenwy Secondary Jo'.duc:1. lion, Emotional Ditturbllnc:c1. Lcamina Dwbi.li· liC11, Menial Rctard•lion, Rc:M>urce Teachers, Secon<bry School Tac:hcrs, Spc:.:ial E6uc:atlo11, •Special Education Tachcn. •Streu Variables, "Tachet Aniludn Jdcnlif'M3-Ari- A 11\ldy rocUMCI OD 1he reletive el'rcct of nrio.. ltreM fllelon OD: (I) l'Cllllaf llDd lpccial educ:atioa lc.c.-hcn; (2) leachcn in raowce and sclf-conllined clulroomt; and (l) lcachcn la pra,rum for ie.n,. ina diAblcd, ctaOCioully llaadic:t;ppcd, aDd ­ handieappcd Mudca"- Dale were plkred with a CIUC*lioanairc lhal wu completed by 27l AriznM cd111:aton. R~ponclcnts indicated thcir Jeni o( •1tccmcnl with lhe suue1lic)n ...... each or • li11 ol 5l faclOn had been ltrest producint for lhcm in lhe previous 12 months. Sire$! facton la· eluded on lhe qoalionnairc were baxd on a review uf' the lilcratu. e and inccrviews wilh special e d ­ lori. The mean C« each ilem Wa$ used 10 rant the ilcftll for each the 1roupa lludlcd. "hperwort.~ ""11rocedural nd lafC," "discipline and bchavb problems." and "dil1nletestcd parents•• were found io ~ hiJh stress produun ror all aroups studied. ComptNUn nf' llOUJll or educatnn resulted in the idcnlirlcaliun nf' ont or more raclon that arc si.,Ufi· can~l1 more ttrCMful for lhOIC in 1pccirie 1ypa ol pn111t1on1 than for lhoK- in nlhcr flQSillo11s. Si1nifi· cant dilrercn.:e1 "'efc al!IU ruuncl bctwcell leveb ol 1treu produced by aome factors for special educa.. tion lc1ehns ill l'ftOUtce and 1elC·contained ciu.. rooms. r'iw arc a11pendccl. (JMIC) ..u,. or ••bla F.D 2'7 051 RC Ol-4 13-4 ""1clt6. J. D. WMt Prolllt1111 Ott Amnfall lndlam Ha•e wtdl F.lllllM1 WICA T, Inc., Orem, Utah. Spont A1ency-Depar1-n1 of Education, Wash­ inaton, DC. Pub Oate-(UI Onn1-G.OOU.0.1•52 Note-lfJp.: for rel.Ced d1..:un1cn1,, •cc RC 014 US·U7. Pub T>TC- lnfommion Analyses (070) EDllS Price • Mt'Ol/PCOl Mus Palla~. Octcriplon-•Ataska Naiivn. American Indian Ed~ation, American ln~ian L:in1uagcs, • Amcri· can l11dian1, •Computer Assisted Instruction, Ele­ nt<"ntary ~condary Education, •Enslish (Second Langua~c), LanJu•1e Pwfkicn<'y. Lan~u~JC Re· tcarch. •un1ua1c Skills. •Lcsrnins l'r.•hlc111s, Receptive LanguaJe. Second un1ua1c lnstruc· lion, Scc<"nd Lan1uafe Leemina A lilctatUtt lutYcy ot QIQl'C chan 800 llOUtces, ap. pro~ima1ely 140 or ,.·hich were iudaed to be rcle· ••DI, auascd problem1 AlasLa :-;a1ivcs and Anlcrican lndius upcricncc i11 leaminJ En11ish lan1uacc 1tillt required for survival •nd su~ccsa in a modem, 1echnolo1ic1\ culture. Since the sun·ey was to 1-.ide the adap1a1icm and development of in,.ru.:li••IHI malerial• for elcm~n1ary and juni• ., hiah 1ehool rcadin' prcan1cd by computer, results emphuizcd receptive rather than urrcHivc la11­ 1uaac. To some deptt the problems or phonolnay. morpholoay. syntax. and tcmantics idencificd "'ere problc1111 racin' not only American Indians. bu1 any 1tuclen1t lcam1n1 Ensli1h u a tccond lanr,u••c. r.forpholo1y problems included America11 ndian UH o( inRections to inc!ica1c syn1a1ic role ••f "'"'ds. utc o( sender, and rcprcsenlAlion or noun modifier• by inRcclions in nouns. Semantic problems con· ccmcd concept dc¥ek>pmcn1 rachcr than ~ocabu· Jary arowrh, Plfticular!y in color words and ""ords conccmins coercion and duly. Rccommcndations incluclec! pro•idin1 computer practice with sckcled minirrMlly cons1ru1in1 vowel pair.<; selected mini­ mally co:urasting con1<>nanl pairs; final cunoonancs •nd coftfOllanl cluster; tclc,lcd phoncmn lhal d<> not ~Al.a~ i~ JCbhZ :,m,, i.:an !nJi1n l•naw1es; in~a· ular plural noun fonno; 1elcclc•I verb cen!IC fomis; cktermincn; third pcnon •i"IUlar pronouns: IC• mantic imrlicationt or juncture; prc-pori1icm1, verb-preposition eombina1iun11, and idiom.s; passive and wh- uansfonnations; and basic vocabulary (Author/NEC) May aZl the joys of the hoZidays be yours. Page 4 ­ � 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 (2), December 1985 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1985-12-01 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/14e967ae6712276d20b3b984cadbb8de.pdf 9d292f326b8dcde4563578f5bb6e6c3e PDF Text Text .. Volume One, Number One - November 1985 NATIVE LANGUAGE EDUCATION in ONTARIO Profile on Genevieve McGinnis October 28, lg55 Jici.""" . . ... Genny Oear Friends, radiz.hiniKQcts. Greetings f POm Lakehead, and I hope you are having a creative and busy Fall. Mary has told you that I am working uith her to put out this Newsletter and from time to time, I will LlT'ite you or put in something of (better known as Genny) intsrest for you the Native Language Teachers! I came across thie description in one ()f my Genevieve fs an Ojfbway from the Treaty varied readings for coursee this yea:r ". ! • a man Three area. Married for 36 years, her and digging knee-deep, in a muddy ditch, i.n:th banke husband Harold have 5 children and 13 grand­ eo high as tc shut out the landscape, i.n a hot children. Genny has resided on the ~1anfto~ sun and a BtJarm of blackflies around his head is Rapids reserve near Emo, Ontario all ~er 11fe. a good description of the life of many a Her education comprises resident1al school deserving teachel'. " The man who wrote that was days, up-grading at Confederation College and EG>al'd Thri.ng about a hundred years ago, and w her recent (1g55) achievement as a graduand of certainly hope that you CI1'en 1 t in Ml'. Thring's the Native Language Instn.ictors' Program at rubber boote! I chuckled when I read it Lakehead University. because I remember certain times when in t~ Prior to 1970, Genny was a contented ctassl'OOll1, I felt as though I flti.ght have a housewife raising her family . She then ventured 8IJa1'rn of bl.ackflies <U'Ou:nd me! out into the world, first as a sa~ill labourer, However, besides entertaining you, I really then as a store clerk, a Native teacher's aide do have a purpose for this letter. I uas for­ for 7 years, then advancing to her present tunate enouah to catch Bill McCallwn for a few career as Ojibway language teacher for the Fort fltinutes in his busy day. We were discussing the Frances-Rainy River Board of Education. She idea that he and some of you had this BU/1f11er, of started teaching with no curriculum or materials. o~anizing a gl"<:lup for the Native Language Today, after 5 years of hard ~rk Genny and her Instructors out of Lakehead lJYliversity. Let me daughter Bev who is also an OJibway language refresh your memories and introduce you to the teacher have worked to build up curriculum for idea if you have not yet heard of it. K-4. She also works once a month with other You as a gl"<:lup found that a Native Language teachers, developing Native curriculum on Instructors' O~anization needed to be o~aniaed different subjects, (like wfld rice, birch bark, and a name chosen for purposes of group identity. pottery, etc.} so teachers can use materials All Native Language Instructors r.>ould be able to in their classrooms. talk about a cormron area, and standardise e:z:­ Genny likes square dancing, pizza, rabbit pectations they have. and strawberry shortcake. For relaxation she l>is.:ussion did take place uith Bill this reconnends BHIGO; she says ft stimulates her past July and some elemente of a proposal were 11ind. discussed. Her goals: To wear that black cap and l. Who would be eligible? gown from Lakehead University. To hold a great Requirements - Native Language Instructor grandchild. - Native ancestry Her advice to young native people is to - fluency in at least ons learn your language and complete your education, Native language "Go for ft." - qualified instructor or student in NLIP and could be e:::tended to NLTC 2. This or-ganization must have some purpose Update on Hfnf stry Courses in meeting. J . Objectives - To find out what r.>e stand On Tuesday, October 22, 1g55, a meeting f or . was held at Lakehead University to review last su11111er' s Ministry "cert fff cation" programs in Now the questi on i s "Are you ezcited about Native Language. Present were: Robert this ?". Would you join and support this new Sheridan (Teacher Certification Branch, M.C.U.} born idea? If you do, i t could mean a strcng Keith Lfckers and Hae Hall (Ministry of Educa­ o~ani zat ion of Nati ve Language Teachers who tion), Del Wolsey (Iroquoian NLTC, University have an i dentity and speak uith ona voice. The of Western Ontario), Dean Mcleod and Hary first o~aniaational meet ing !Jill take place Mitchell (lakehead University) . when NLIP swmier session begins. In the mean­ A full day of discussion covered many time i f you L10uld like to s tart a core group issues relating to the Iroquoian programs. in your area and ge,t some sugges~ions togetlulr, lwong the items were : (1) Admissibility to please do and l et me hear about i.t. the program of Delaware and Onondaga teachers Hope to hear from you, Bette Ross PS You will f ind a form to fi.il out and re turn to me regal'di ng your thoughts about t his i dea on page 3. (hopeful of a positive decision} . (2) Procedures for fluencr testing of appli ­ cants to the programs (3) Possibility of offering year 3 of the program next sunmer as well as "validation" year for grads of NLTI/ NLIP (seems to be a good possibflfty), and (4) Specification of the winter experience requirement for ad'nission to the next part of the program. On this last issue, work still needs to be done, and a follow-up meeting 1s planned for November 18 fn Toronto . �Teaching or Tunnoil? Relationship Organization - Teachers have a unique relationship with students - not a buddy or a pal - Respect - indispensable - Effect rapport - be sensiti ve to feelings - Attitudes - you enjoy teaching them and expect the best - you think they are capable of doinq the work - you like and respect each one as an individual - Be sincere - Firmness - Understandin~ - courtesy to students - helpful - flexible - good humored - Recognition to appreciate students' efforts Preparation - knowing what to do, when to do it and having supplies on hand Plan Book - have it done - proper supplies - seating charts - keep them up-to-date - emergency lesson plans - keep a resource box - dittoed quizzes - puzzles - extra ideas - magazine pictures - your own neat ideas Routine - not time wasting - keep grading lists up-to-date - it will help when report card time rolls around - keep extra copies of handouts - if you already have 3 holes punched - kids can out them in notebook bulletin board - keep it contemporary - new - let students help - class folders are good - keep in same place so students can locate them • one can pass them out Lesson Pl ans variety - have other activities - Zl'l questions - Trivia game based on your subject - audio-visual - creative designing - student teaching - drama, simulations - controlled movement (making circles) moving to game formation ' Discipline - order - students like order - sense of security - can see clearly the rules learning and sense of accomplishment is a joy - begin strictly - enforce consistently - punishment - inmediate - impartial - suitable - impersonal Don't - make extravagant threats - give ultimatums you can't back up - humiliate a student in front of others - indul9e in mass punishment Brierley, Ruth 0., Teachfn~ or Turmoil, A Practical Handbook on C assroom Control, Silver Burdett Co . , Morrestown, N.J. 1982 . 5rACJ itJNe'O FOR '. l<\ODIE. 1MC1'TER_. .1 ~ · r· ~ :. . -' from lime 10 lime. - How Can I Evaluate· Results? may wish to ftnd out how wefl lh• studttnts h•t1• lttarnttd. Better yet. we m•y wish to find out how wttll wit h•v• t.:iu!1ht. In what ways can we make these assessments 7 1. Questions on Uinguago Master cards. Pupils must record their enswers. Remember you r goals as you evaluate your 2. Distribute sheets of pictures illustr•ting pupils. or your program. or your leeching. full phrases (for 011ample. lho cat is The number of native words a pupil can say drinking, three red flowers. etc.). The doesn't really show how well he is learni ng teacher says the phrases by number ­ the language . Consider these points: the pupils must wri te the correct number 1. Attitude: Does he enjoy the native lan­ guage and is he proud to speak it 7 2. Use: Does he use the native language on each picture. whenever he can (schoolyard. home. etc.) and not just in class whon he has to 7 3 . Comprehension: Ooo~ he untforstand the native languago when spoken tn. not just by his teacher. but by other speakers 4. 3. Keep a class list in front of you while you are te•ching. for each good answer. put a checkmerk beside the pupil's name. Tolal lhese checkpoints once a week. 4. Give an oral •est. privately. one pupil at "'tune. 5. Have the children listen to a story re· (e.g. 1opes, fihns etc ) as well? corded on tape. and then paint Expression. Can he express hlmsolf cor· illustrating the story. They may ei1plain 11 picture rectly In complete thoughts 7 Can he their painting to you in the native Ian· make up hes own ei1prcssions correctly gu;ige (advanced) or in English when he needs to? Are hrs accent and (beginners). i ntonation good? •Native Language Teacher's Handbook Page 2 �.. How Can I Give Homework? If you wish to give homework, while avoiding written work and/or translation work, try some of the following. 1. Assign a telephone call. Each student rnust phone a friend and speak only in the native language while on the phone.• 2. Ask the class to go through one entire LETTER FROM AN EXCITED NATIVE LANGUAGE TEACHER! meal, using only the native language to ask for food.• 3. Verna Shawkanee of Kettle Point Reserve sent along a letter to Mary telling of her creative year that she's been having. Verna graduated in 1981 from the NLIP program. She had an exciting year last year when she con­ ceived the idea of fanning an Ojibwe choir. She got pennission from the Native Advisory Committee and her principal and she fonned a choir made up of 18 Grade 3 &4 girls. Verna did this during noon hours 12:30 to 1:00 p.m. when she wasn't on lunch duty. They learned six songs and gave performances in Kettle Point, Sarnia Reserve and at a Lambton County Board of Ed . meeting in Sarnia. They were received with standing ovations and great enthusiasm. As well, the choir has been singing in non-native schools in the area and they do this to create an awareness of Native Culture through Language. To date, the choir and Verna are looking forward to going into other schools and the choir itself has expanded to 25 girls. They have native dresses that they sing in and Verna also wears native dress . Verna sent a picture of the group and they are just beautiful. Verna also teaches Native Culture as well as Native Language in her school .... she is using crafts, legends, language, Native art, Native dancing and writing and possibly cook­ ing as part of her program . Verna says that she feels her teaching has been good and she wants to share her ideas with other teachers. It is great to hear about teachers that are using the Language and their ideas to excite the students and parents by using Native Culture and Language in the schools. Megwech Verna for sharing this with us and we hope to hear from you again. Bette Ross Send a language game home to be played. The game should be returned the next day . Games are explained in section C of this Notebook. and include battleship, dominoes. etc. 4 . Send home cassette language learning tapes for at-home practice. This may interest and instruct tho family as well (for interm ediates>. Ask the children to collect and bring to 5 class certain articles with their native names. They may have to research this with the older members of the commu­ nity. For example. five types of weeds or three types of shells. or four types of insects . etc. 6 . Assign three- or four-line "plays" for the children to prepare at home for presenta­ tion to the class. 7. Send home tiny pictures of household vocabulary already learned. Ask the children to put these in the appropriate places around their houses (e.g. a mirror in the mirror frame). These will serve as reminders to use the language wherever possible. Th is type of homework can be fun and should help children to practice and remember what they are learning in school. It will likely have the added advantage of getting their famili es to be more interested in using the language also . ~ ·· ---- · r ~anl<.s to Reb<icca Whi te . St. Regis Reserve. detach here and send to Bette Ross Graduate Studies Faculty of Education Lakehead University Thunder Bay, Ontario P7B SEl D Yes , I really think we need to organize as Native Language Teachers . I would like to be an Active Member . D Yes, it's a great idea and I would like to be a part of core group and help organize next July. Address Thanks for your support. Page 3 �* How Can I Get the Community Involved? It is very important to the NASL program that 11. Visits to the school by the elders of the the whole community be interested and in­ community as native language resource volved in the native language. Children cannot people. IP.am ,1// their tangua9e in school; the more 12. An education11I goal: to teach honour and they use it outside of school, the better they respect for the community elders and the will learn and remember it. nati ve language by precept and example. This invol ves the entire school staff. Some Ideas for Getting the Community Involved 13. "Password" admission requirements at community activiti es . A new word or sentence to be mastered each time . 1. Plays in the native language, to which 2. Community production of tapes or video the whole community is invited . tapes for educational use in the school. 3. 4. Collection and community use of bilin­ schools, recrea tion programs. 16. Material sent home with children after it has been mastered at school (e .g . picture and becomes a fad). books, game cards. etc.). Some of the Open house days, when people may more elaborate material might be given visit the native language classrooms as as Christrnas presents . 5 . Adult education classes for adults who wish to learn the native language. 6. Home and school meetings where NASL is the topic. If you need teaching mate­ 17. A talented teenager commissioned to write a folksong (with your help , if necessary ) in the native language, with a singalong chorus . 18. Dub films on tape in the native language r ials for your class. you might have a and show the films with soundtrack meeting where everybody makes some· turned off, and tape turned on, at com· thing for the program. This will be fun. munity shows. and will get folks involved and interested . 19. Pictures of " our honour speakers of the School yells (for inter-school games, etc. ) month " posted on bulletin board. in the native language. 8. Community sing-songs in the native 9. neighbouring reserve, as newsletters . 15. Native language picnics, camps, summer gual jokes (this often catches on quickly observers. 7. 14. Tapes made by students and mailed to a 20. Continued investigati on of the mass media for inclusion of material in the lanuuage. native language (e.g. local TV or radio Some kind of honour roll or reward stati on). system, planned and administered by the *Native Language Teacher s Handbook 1 elders of the communit'/, to recognize levels of competence in each child 's use of the language. 10. Continued investigation of ways to recognize the native language as a high school credit. Page 4 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (1), November 1985 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1985-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/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 https://digitalcollections.lakeheadu.ca/files/original/19d3546f730dc785184ac04adcb0f3ae.pdf 0c0c46114c312b9ef0370b3991731f1b PDF Text Text .­ ·... .. Volume One, Number Four - March 1986 NATIVE LANGUAGE EDUCATION in ONTARIO March, 19R6 Dear Friends, I don't know whether to call this a February or a March 1etter so I wi11 ca 11 it a Spring letter . Anyway , greetings from Moose Factory! I have decided to relocate for a bit so am spend­ ing Spring in the North. It certainly is not Spring as yet , but it is coming! I am writing as your roving editor and I hope that the blahs have not attacked you yet. This will be an interesting issue as Ann and Mary are pu t ting together information from t~eir end and I am sending information their ways as we l l. Mary has been travell i ng quite a bit this past month or so and some of you wil l have seen her either in the classroom or in a hurried ' flying · vi sit. Congratulations to those of you with successful practicums and best of luck to the others who have not been 'seen' yet. J wish I could see you all working in your classrooms, I wou ld learn a lot! I have been back in the classroom as well, supplying fo r Min1stik school and I really enjoy it! I have missed not being in the classroom . Anyway, soon it will be Soring Break and you will have a chance to rest or holiday to get ready for the pus h to the end of school . Take care, As ever, Bette Thursdcry. November l.C, 198$ Th• Chopleou Sentinel Vtrg1nio Jocltp1ne. ThereJo Mernego• ond Bene Broornheod wort.. on No11ve lon9vog• !curriculum ot Choploou Public School Native langua ge instruction begins a t Chapleau Public School Mondoy. November l ltn, inuruction 1n the Native longuoge. This woy, the Nati•• student$ wiJI be lonqvog• Ojibwoy begon ,l1arnin9 Native language for h o1h 1tahu ond no n· rhrough Nohve studl•s. Bene ttohH Not;we •tudeflh. jlroomhead ho1 been Vir g ; n~o Jac lr. pin e on d wotlung with Mrs. Memeoos 1 Ther"io Me meoos w ill be th e o0nd Mrs . Jockpine on ins•r1. ::'ors. Both these Notive developing the cvr ricu'u m lo.Ji,' went to lakeh•od the post few weekt. The two u ,,•v ~ni t y losr 1ou mrn•r to Noti¥e ladte1 oJso went to toke the No liv• l o ng uoge Soult Ste Marie lo obs•"'• fnuruc.tors course . In Notive longvoge instruction teac ~..ng Motive longuoge. toking ploce in a uhaol these ladies will use Native there. cuhur• hi.Tory. food. or1 ond ln1trvction will tok• place oom s, etc to teo<ft th• fror11 8·30 o.m. • 8:55 om. for J.I(. ond grodes .S. 6, 7 & 8 while S.I(. ond grodet l, 2, 3 ond A wtll receive in1truc.. tion f<om 3:3.S p.m. • .C:OO p m Should ony people of Nattve heritage be inter· ••led in ho•ing their children tokino Native longuoge •n1ttuction please calf Mr. 8o•loy ot the school for detoUs. NLIP Coordinator Visits NL Classrooms From Feb. 17 to 28, Mary Mitchell "hit the road", visiting as many ~lative Language Classrooms as possible. Despite bad weather, cancelled flights and other minor misfortunes, the completed schedule took in the following: Monday - Moose Factory: Stella Mcleod Tuesday - Moosonee: Jane Moore Wednesday - Dok is: Bernie Restau le Monday - Chapleau: Virginia Jackpine, Theresa Hemegos Wednesday - West Ray: Nancy Oebassige, Priscilla Wassegijig, Lorraine Debassige Thursday - A planned trip to Parry Island was cancelled when the school was closed because of illness. This brings to nine the number of classrooms visited this year, including the quick trip made to New Credit to see Rhonda Doxtator's classes on January 27. If time permits, a few more classrooms will be visited in the spring. If Mary missed your school this year, she hopes to include it in next year's "tour". Observations from the trip: - Rhonda ha~ planned to cover the same content (at different levels) through all the qrades, ln order that all the students will have a cOITlllOn core of things they can talk to each other about outside of class. - Classroom discipline seems to be a c0111110n difficulty with many tlative Language classes. Mary has requested that next surrmer's NLIP teachers provide as much help as possible in this area. Theresa and Virginia are "team teaching" in classes before and after regular school hours (8:30-9 and 3:30-4). They are using the Core K book for everyone because i t's a new program in the school this year. The children obviously enjoy their classes, and have learned a ~ of language in the few short months the program has been in effect. - Jane Moore is work i nq ha rd to rep 1ace tla ti ve Lanquage materials lost when there .was a fire in the school this past year. Priscilla and Lorraine are working at the Day Care Centre across the road from the school. They zoom across the road to teach their native lanquage classes in the school and then zoom back to day care a~ain. Good track training, ladies! �,. Look to this day ---­ For yesterday is but a dream And tomorrow only a vision But today well lived makes every yesterday a dream of happiness and every tomorrow a vision of hope. from the sanskrit IDEAS! By: BRANT JOSEPH MARACLE The Seasons The ~asons . oh how beautiful to behold! Mo1her Eu1h begins to stir, The blanl.et of snow having warmly ca.ressed her slcer. Watch. our Mo1her is awakening, Soon the first green shoots will appear, Spring 1s fi nally here Our elder brother the sun, Lench forth his smile, Our liule brothers the animals running wild, Crops. vegetation. greenery, The warm spring days have turned Into the he:u of the summer sun. Now the nigh1s grow cooler, And the dan are bright and crisp. The l""''es ne turning red and gold. The pines stand dark against th.: :iutumnal The frost is on the ground. The pumpkin is on the vine. Fall, oh. how beautiful she is. skie~. The d:in grow shorter. rhe nights longer. The weather 1s turning cold. I look into the sky. The snow as tl\'inkling stars, Falling to cover :'lfother Earth. The fores! stands icy and quiet. Fall h:is given way to winter. Did I not sa\, "The Seasons are bcauuful to beholcl?" RA~IHIOE SHIELDS Reference: The Native Americans - p. 372 Indian Arts - p. 78 Other ethnographies of the Plains Indians Content: It should be emphasized that warfare among the Plains Indians was intensified only after the acquisition of the horse, which gradually.moved northward from the Spanish­ settled areas. The horse may have arrived before the European, in a given area, but it did come from the European culture. The period of horses and battles on the plains then, is spectacular, but somewhat brief. The children should note that it is a small era of the ongoing culture of the plains . - what were shields made of? how were they used? why did they have designs on them? where did these designs come from? Practical Application: "life-sized" circles could be cut from corrugated cardboard cartons, to be used as a base. Several layers of paper towelling and cold water paste can build up the rawhide appearance on the front of the shield. When this is thoroughly dried, the shield may be painted with tempera colour. Junior School Indian Day Towards the end of the school year, an Indian Day could be held. This would consist of an afternoon when the school is released from classes to browse through the displays set up by the grades in the junior division. Each junior class, from the beginning of the year would have been assigned one special tribe or cultural family for special study, and the results of this study would form the basis for each class's display; 1. Diorama - A large cardboard carton could fonn the stage into which is built a model of the village of a particular tribe. Some tribes may require several boxes or scenes, to depict various areas of their life, e.g. Plains culture : a cutaway of the ins i de of ti pi the meetinq of the bands for the sun dance a plains camp in winter the buffa 1o hunt Page 2 �... Pl ans for NLI P - Summer /86 During the past 2 weeks, packages have been mailed out to all NLIP students and NLIP/~lLTT grads containing information and application forms for summer 1986. If you have not received yours, please let us know. Staffing is almost complete for the summer, and we're proud to be able to introduce our staff to you, as follows: Linguists: Lena White, Paul Proulx, John O'Meara, Donna Starks and Doug Ellis. Second Language Methods: Carol Nabarra, Michelle Stevens, Roland Milanese First Language Me t hods: Jackie Daigle, Larry Beardy. Pedagogy: Steve Chase, Bette Ross, Dan Klassen*, Rubina Naogizic Associate Teachers: Genevieve McGinnis, Anita Knott, Claudine John. Validation Course for NLIP/NLTT grads: Others TBA Dave Bates* * Lakehead Faculty of Education Validation promises an exciting year of renewing acquaintance with former grads who will be returning to validate their diplomas for Ontario Certification. Another exciting aspect of this surrnner's session will be the inter-relatedness of two separate courses on campus with our NL! Program: Dr. C. Douglas Ellis, from McGill University, will be teaching a course in Introductory Cree (for non-speakers), as well as one of the Algonquian courses in our program. And Bill Marshall, from Ottawa, will teach a course for Ontario Teachers in Teaching English as a Second Language, Part I", with an emphasis on ESL in Northern Native Classrooms. 11 It's going to be a great summer and we look forward to having you be a part of it. REISSUE IN INDIAN STUDIES The Minnesota Archaeological Society and the Indian Studies Program at Bemidji State University are pleased to announce the publication of: Oll I B~JEl-.!I-I KI DOW IMAN An Oj ibwe Word Resource Book Contributors: ~~aude Kegg, Selam Ross, Earl Nyholm Editors: John Nichols, Earl Nyholm Ojibwewi-Ikidowinan is a revised and augmented edition of Ojibwe-Ikidowinan, a word list published in a limited edition by Bemidji State University in 1973. In the current edition the core vocabulary reflects the speech norms of the Mille Lacs area of central Minnesota with additional words from the Upper Peninsula of Michigan. SEND ORDERS TO: Indian Studies Publications Indian Studies Program Bemidji State University Bemidji, MN 56601 Make Cheques or Money Orders Payable to: or Indian Studies Publications Minnesota Archaeological Society Building No. 27, Fort Snelling St. Paul, Minnesota 55111 Indian Studies Publications Page 3 �Lake head University Library --·-...,on-.,,,. WMeskle, Don. Aborlglnal people: • Mlected blbllograplly concemln11 Can-·• llret people (Ed. Lb· Ref. 016.971 W46. Main U» Rel. Z 1209.2 C2W451 Finding r.1ut about... NATIVE EDUCATION TM ~odt lisls SOU<cesol inlolmallonon NATIVE EDUCATION. Mal9rlal on ndYe ecM:mllon Ii avallable al !ht E~lion Libtary in 111• Bora Uslcin 8uildlng and The Chlnoelat PlleROl'I lbrf. For lurlhtr asslSlance ask at the Cin:ulalion Desk In the Ecb:allon lblly «Ille lnlonnaliM Delk• The~ CURRICULUM GUIDES Canada. Oepartmenl ol Indian Alfairs and Nortllem 0.vetopment. A notebook lor native lulguagt leacllera, with apeclal reference lo 11\e Algonktan lan11u•11• of Ontario. (Ed. Lib: Ref, 497.3 C211 Fot IO-ol c:l>ild<on ~to_.... read, -wrile In !heir.-. ia..ou-- Pa1erson Library Ontarlo. Ministry ol Education. People of native ancettry: currlculum guldellne for the Mnl• division. (Ed. Lb· Rat 016.9701 05931 ; Maln lb: COOOC CA20N DE81P21 } BOOKS Ontario Mintstty of EducatlOll People of nallve ancutry: a raaoutce gullM for tlla Intermediate dtvlalon. (Ed. LI>: Ref. 016.9701 0592; Main lib: COOOC CA20N DE 77P241 The liblary catalogues list books on native education. Check In the ~ec:I Mellon ol the CARO CATAl.OGVE. and lo< the most raant ~ties. In the~ ..alono'1he GENERAL MICROCATAl.OGUE under subftdl headings such as Onlario. Mlnislry of Education People ol native aneeetry: • "'aoutce guide tor Ill• primary and junior dlvlalona. (Ed. Lib Rel 016.9701 0592; Main lib: COOOC CA20N OE 7SP251 Vern.II, Cathetlne. Canadian AMOCtallon In Suppol1 of Ill• Native Peoplaa reaource/ reading 1181. (Ed. Lib: Rel. 016.97041 V36) INOIANS OF NORTH AMERICA- CANADA- EDUCATION INOIANS Of NORTH AMERICA-ONTARIO- EDUCATION INOIANS Of NORTH AMERICA-EDUCATION DICTIONARIES PERIODICAL ARTICLES I RESEARCH DOCUMENTS Tile following INDEXES and ABSTRACTS list periodic:al ll1iclef and otlw lletalUfe on ndYe ecM:allon. Nicholl, John. An 01~ word ruource book. (Ed. lib: Rtf. 497.3 041 Pigged, G. l. td. An Ojibwa lexlcon. (Ed. Lib· Rel. 497.3 041 C.nadl1n educ1llon Index. (Ed. Lib: Inda• 1111: Main lib: Ref. Z 5813 C21) Current ln<M1 to jourl\lla In *Clucalfon (CIJE). (Ed lib: Index Avllilabl• 1or oo"'l)UI•• Johnston, Baslt Ollbw&V 1anou•a• le•lcon for b&glnnert. (Ed. Lib· Rel. 497.3 J7S. Main Lib: COOOC CAI IA 185 78045) II~ 19~) tN!d>in9. Education Index. (Ed. Lib: Index area. Main Lib: Rtl. Z 5813 E24) MICROFORMS ONTERIS: printed Index. (Ed. Lib. AV IOOtn) C.nadlan Aaaoctallon In Suppol1 of Iha Native Peoplea (CASNPI Verltcal FUea (M9in Ui: Mlc:follche MB 1) Av~iloble lor Cl>fllp<Jl•r •Nrc:hing. moaojodlo. Tho~ l.baly hM ..OHTVllS ,.....,,. _ _ on Colr4MC• ~ol d111e ~- • ._i.,_.,.......c_,.,..,., P'- ••lo-•.....,,.,.,,.. ond P'- c:lpplngo ol 111• CASNP b"'Y- C:OV-lhe P"rlOd 1~1979. ReaourcH In educallon (RIEi. (Ed. Lib; Incle• UH) Avoj- lot oompAOI """""""'· REPORTS BIBLIOGRAPHIES Maclean. Hope. A rr1law of lndlan aducallon In Nottb Ametlc• Rev. ed. !Ed. Ub: Rel. 371 975 Mt6) Brooks. I. R. Nath•• education In c.....ia ancl the Una.cl States: • blbllog111plly. (Ed. Lib: Rel. 0\6.37\9707\ 87; Maln l.1>: Rel. Z 1209 876) Canada. Department of tl'ldian Alfaln and Notlhern 0.Wlopnent. AboUI Indiana;• llellna of book•. ~lh ed. tEd. Lib: Rel. 016.9701 C36; Main Ub: "-I. Z 1209.2 H67C3&3) Green, Howard Th• NESA bibliography annotated for natl.,. 81udl11. (Ed. Lii: Rel. 016. 97000497 (i7) RolOUluo tho! Ila•• been uHd ouccM&fulll'- ....... _ , . . , Onlario. Ministry ot Educalion. People ol native •-try: junior dlvl•lon•. (Ed. lib: Ref. 9701 0592) COMPUTERIZED SEARCH SERVICES ~12. NtOUrce Ontario. Task Fo11:e on the Educ:a1ional Netda of NetIva Ptopltl. Summary repol1 (Ed. Lib: Rel. 371 97970713 OS: Main lib· COOOC CA20N Z 3 76501) The library has access IO appruxlmalaly 250 ~er dalabasea. Compol1eriied literatur. sealthes on NATIVE EDUCATION can be petlotmed using Iha loloMtlg dalabases: Hal tor 11\e primary and ERIC NORTHERN & REGIONAL STUDIES ONTEfllS Ruoff. A . Lavonne Brown. Am.rlcan lndlan lteraturea In the United States: a bulc: blbllography for teachers. (Ed lib: Ref. 016.897 Re 19831 Note : The following will be of interest to Ojibwe speakers from what our NLIP school calls the "Central and Eastern dialect areas. The $25 special price is available .2.!!11. to individuals who have paid their $7 membership fee in the Society. For non-members or for libraries, the price is rou~hly 3 times more. Serious students of Ojibwe will likely want to own this dictionary, which is, in this writer's view, the most comprehensive and accurate one available for these dialect areas. M.l.M . 11 11 11 EASTERN OJIBWA-CHIPPEWA-OTTAWA DICTIONARY Special Offer Mouton Publishers has set a special price for individual members of the Society for the Study of the Indigenous Languages of the Americcis to purchase the Eastern Ojibwa-Chippewa-Ottawa Dictionary: Rhodes, Richard: Eastern Ojibwa-Chippewa-Ottawa Dictionary, Trends in Linguistics, Documen­ tation 3. 1985. liv + 626 pages. Clothbound. $25 US. ISBN 3-11-010203-X. To take advantage of this offer you must join the SSJLA by sending a check for $7 US payable to the SS/LA to Victor Golla, Secretary-Treasurer, SSILA, at the address below. Both the membership and the book order may be included in the same envelope. The books are shipped by seamail which takes about two months. Airmail shipping, which takes about two or three weeks, may be requested for a higher handling fee. ************* Please send me - - - -- copies of Eastern Ojibwa-Chippewa-Ottawa Dictionary by Richard Rhodes I enclose a check payable to Mouton Publishers for - - - - - - ­ All orders must be prepaid. Please add $2.00 US for postage and handling, or $7.75 US for airmail postage. This order form should be sent directly to Prof. Victor Golla, Editor SSILA, Department of Anthropology, George Washington University, Washington, DC 20052. Page 4 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (4), March 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-03-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/d066fde241a89485af6357e030d504d1.pdf 2fa668acd455dcdfed5a7815423fbc01 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig N.L.I.P. Volume I 0, No. I August 1994 �Volume 10, Number 1 August, 1994 General Editor: Lena Odjig White Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator............................................../1 Language Root of native culture -by Laura Boast.................(}, Listening................................................................................/3 Ojibwe Language Curriculum.............................................../4 Metis trying to save traditional language - by Debora Lockyer......................../6 Educational Program............................................................. Everything Has a Teaching.................................................../8 Ken-Ta-Soo-Win Database................................................../10 Call for viewpoints - by Wallace C. Strong........................./12 K.I.M. Aboriginal Language Teaching Kits......................./13 Native Language Resources................................................/14 Earthlore............................................................................../15 Recent Publications............................................................./15 Conferences........................................................................ ./16 Pow-wows/Festivals............................................................/19 Advertising ........................................................................../20 n Native Lan�uau in Ontario This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re• vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: •review a resource *write an article *provide teaching suggestions *share infonnation about a con­ ference? If the answer is yes to any of these, please call the either Lena Odjig White at (807) 343-8003 or Sonya Bruyere at (807) 343•8542. is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El August 1994 �Coordinator's Message: Aanii I Boozhoo: Gmaamiikwenmigoom gii-bi-zhaayeg Lakehead wii-bi-skoonwiyeg. Znagad go naangodnong memdige go naa Gchi-skoongamgong dbishko Lakehead University wii-bi•skoonwing. Gigashtoonaa dash wii go wii­ zhichigeying wi, wii-naadmaadiying, wii-kinoomaadiying, miinwaa wii-aasgaabwitaadiying. Ezhi­ kinoomaagoying go na wii-mno-gnawaabmaaying kina wiya bemaadzid zhinda gidkamig. Mii maanda Gzhemnidoo ezhi-ndawenmigoying. We are very proud of you for coming to Lakehead to get your teacher education. It is not easy sometimes especially when you have to leave your home communities to come to Lakehead so that you can pursue your educational goals in Native language teaching. We have to continue supporting each other, helping each other, and sharing the traditional teachings and values which are inherent in our languages. We are reminded that we must have respect for every living being on Mother Earth. Our Creator put us here to live in hannony. Thanks to the students who completed the NLIP evaluation forms. This year, 83 of the 149 students registered participated. We appreciate your ideas, suggestions, concerns and opinions you express. These will be taken into consideration for 1995 summer session. Last year, your input made possible some changes and plans that were made. For instance, some of the changes and new activities were; more information on registration and orientation needs was included in the Student Handbook which was mailed out to the students upon acceptance; First Year students were able to observe the first lesson; Student Teaching Schedule was posted ahead of time; NLIP Student Counsellor and Residence Assistant introduced themselves to the classes during the first week; NLIP Student Council activities were planned in advance; more Elders' Sharing Circles were held; students were given opportunities to attend Sunrise Ceremonies. Practicum Teaching Handbook was revised as suggested; this was further revised to correspond to the new student teaching schedule. I want to express my heartfelt thanks to all NLIP Faculty and Staff. Gchi-miigwech to the faculty. They always strive for excellence in education. Special thanks to Judy Turrie and Sonya Bruyere for their hard work, caring and support, and for the many overtime hours they put in to prepare for the summer session, and their continued hard work and dedication during the busy month of July which made possible another successful year. Special thanks also go to Florrie Sutherland for her well-organized activities in practicum planning which made it easier for everyone. Thanks to Karina Skov and her Odaminowin staff for their excellent efforts in meeting the needs of the Children's Program. And to Max Dokuchie and George Rusnak, their assistance and support was really appreciated. To our Video Specialist, Keith Clarke, thanks for the excellent promotional videotape on NLIP. In the Spirit of our Native Languages! Lena Odjig White, Coordinator Native Language in Ontario Vol. IO, No. l Page J �The following news article was taken from The Chronicle-Journal, Thunder Bay, Ontario July 27, 1994 Language root of native culture University courses can help students heal themselves BY LAURA BOAST Like George Orwell, native language instructors believe that the way we talk affects the way we perceive ourselves and the world around us. Language is political. If native people can relearn their language, they can relearn their culture, says Lena Odjig White. White is the co-ordinator of the native language instructors' program at Lakehead University. She says students in residential schools were forbidden from speaking native language. Now those students are adults, and many want to pass on the language they were denied. "It's hard, because they have to relearn our traditions," says White. "We have to heal. But in healing the language, we heal ourselves, too." White says native language courses at the university are therapeutic. Students help each other with work and are supportive of peers' efforts. Native traditions are incorporated into lessons on teaching. "We have our own ways of teaching "says White. She gives the example of the medicine wheel, with its message of holistic living and respecting the earth. A respect for the language itself is taught. "Our language carries meaning," she says. "It is very descriptive." For example, the Ojibwa word for sweetgrass is wiingashk, which means hair (wiin) of Mother Earth (ashk). The description conveys native attitudes toward nature - that the earth is alive. Sandra Peltier, a consultant from the Indian Affairs-funded Woodland Cultural Centre, surveyed students who recently completed a summer term of language instruction at the university. She says holistic thinking - for example, whole language is connected to nature is connected to tradition - is central to native culture. Peltier notes that the Ministry of Education is catching on to the holistic philosophy with its Common Curriculum, a concept which incorporates English into geography classes and math into technology labs. There are four basic language courses and two advanced courses in the native language program at Lakehead University, drawing a total of almost 150 students each session from 60 communities all over Ontario. The languages taught fall into two linguistic categories: Algonquian (which includes Ojibwe, OjiCree, Cree and Algonkian) and Iroquoian (including Mohawk). There is a demand for Native as a Second Language instructors. In Thunder Bay, NSL courses are offered at Northwood High School, St. Patrick High School and Our Lady of Charity. The Ministry of Education mandates that schools must offer the program when over 16 students request it. Textbook publishers are also recognizing the demand for NSL course materials, says Peltier, adding that it's high time. "We're getting tired of cut and paste," she comments. Page2 Native Language in Ontario Vol. 10, No. I �Listen When I ask you to listen to me and you start giving me advice ... you have not done what I asked. When I ask you to listen to me and you begin to tell me why I shouldn't feel that way ... you are trampling on my feelings. When I ask you to listen to me and you feel you have to do something to solve my problems ... you have failed me, strange as that may be. Perhaps that's why prayer works for some people Because God is silent ... He doesn't offer advice or try to fix things. He just listens and trusts you to work it out for yourself. So please, just listen and hear me. And, if you want to talk, wait a few minutes for your turn and I promise I will listen to you. Anonymous Taken from the book Children in Crisis• Support for Teachers and Par,nlS hy Fran Newman. Puhlishcd by: Scholastic Canada Ltd. Native Language in Ontario Vol. 10, No. 1 Page 3 �OJIBWE LANGUAGE CURRICULUM The Lambton County Board of Education has completed its Primary/Junior Ojibwe Language Curriculum. Jim Whitson, Ojibwe Writing Team Chairman has graciously shared with us their success in this curriculum project. The framework they have developed as described below was taken from "The Royal Commission On Aboriginal Peoples: A Time to Talk - A Time to Listen - TI-IE RELATIONSHIP" presentation made at the Chippewas of Sarnia First Nation in May 1993. Ibe Framework A. An Overview Guidelines for course content and teaching activities/strategies were derived from (4) sources: I. Elders representing the Chippewas of Sarnia and the Kettle and Stoney Point. 2. The Native Ojibwe Language teachers and the Native Education workers employed in the "tuition agreement" elementary and secondary schools. 3. The Ontario Ministry of Education Guideline "Teaching Native as a Second language" 1987. 4. The Lambton County Board of Education Policy "Education in the Primary and Junior Divisions". B. The Theme Development Approach There are six (6) themes designated by the Ontario Ministry of Education curriculum document "Native As a Second Language" 1987. I. Family 4. Time 5. Communication 2. Community Recreation 6. 3. Nature C. Unit Development Within The Theme 1. The Primary Division Ojibwe Language Curriculum consists of sixteen (16) Units. NOTE: Each unit contains many suggested teaching activities. Do not attempt to complet an entire unit before moving on to the next unit. It is expected that activities may be selected from the units over the four (4) year period that the children are in the Primary Division. D. 2. To assist in the selection of learning activities a "Suggested Lesson Plan" is included in the Introductory portion of the curriculum document. 3. A "Scope and Sequence" is contained within the Introductory portion of the curriculum document. NOTE: There is no established order in which the units are to be taught. The teacher is the best judge of the interests and abilities the students possess and may select units to take advantage of the opportune moment. Each unit in the Junior Division is designed to continue the concepts developed in the Primary Division. The Unit Design The units consist of three (3) sections: l. The Introductory Flow Chart containing: (a) Theme; Sub-theme; Unit (b) Goal (c) Objectives (d) Suggested Learning Experiences Suggested Learning Experiences are listed under the various headings contained with the flow chart. Page 4 Native Language in Ontario Vol. 10, No. 1 �gested Teaching Activities and Resources: Suggested teaching activities have been developed for each of the learning experiences presented by headings on the flow chart. The order of the activity development proceeds with "Cultural Aspects" to "Math" and then "clockwise" concluding at "Environmental Experiences". Great care has been taken to ensure that the "Goal" and "Objectives" of each unit have been met. The "References, Teacher Notes" portion of the "Suggested Teaching Activities and Resources" section has been included for the teacher to make notes as the activities are being taught/conducted. (e) A wide variety of teaching activities has been suggested in the hope that the learning styles, levels of ability and interests of the students can be met. lL 3. Resources At the conclusion of each unit various sample outlines have been included for duplication if desired. E. Suggested Teaching Activities - The Main Thrusts The learning experiences and teaching activities were developed keeping in mind the need to: capitalize on the children's first hand experiences so that they would be motivated 1. to relate these experiences to others; 2. integrate subject areas so that the discoveries the children made and the knowledge they gained would be more meaningful to them; and present new information to the children as it occurred within the regular classroom 3. wherever possible. F. Meeting the Needs - Some Implementation Strategies In order to implement the main thrusts with any degree of success, the team approach within the school must be adopted, adapted and maintained. There must be two way communication between: 1. the regular classroom teacher and the Ojibwe language teacher. (The sharing of ideas and resources can be accommodated only if the language teacher and classroom teacher are aware of what is being studied.) 2. G. the music teacher and the Ojibwe language teacher. (Much of the Ojibwe language is introduced and taught to the children through song. The music teacher can share ideas with the language teacher. The possibility exists of extending some of these activities into the regular classroom music program for the benefit of all children.) 3. the teacher-librarian and Ojibwe hmguage teacher. (Two way communication with the teacher-librarian serves two (2) very useful purposes. The teacher-librarian can assist with the acquisition of further resources and suggest ideas for presentation to the children and secondly be the catalyst for creating situations whereby Ojibwe language class activities can be integrated with regular classroom activities. 4. the Native education assistant and the Ojibwe language teacher. (Craft activities can be planned and carried out and extended into the regular class.) The Primary/Junior Division Ojibwe Language Resource Kits To assist with the implementation process, resources that have been considered to I. be essential in the teaching of the program have been provided. 2. Kits have been provided to each of the six (6) Elementary (tuition agrcemcnt)Schools. (Kettle Point Kindergarten, Forest Central, Forest Woodside, DcvincStrect, Lansdowne, and Queen Elizabeth II • Sarnia) A master copy is maintained at the Education Centre. Native Language in Ontario Vol. 10, No. I Page 5 �Metis trying to save traditional language By Debora Lockyer Windspeaker Staff Writer The traditional Metis language of Michif is on the verge of extinction. This unique and little known language is now under study by the Metis National Council which wants to reverse the pattern of assimilation by developing an action plan for Michir s survival. Guy Freedman, director of special projects for the MNC, heads the study with the help of Canada's foremost expert on Michif, Audreen Hourie, the provincial education co-ordinator for the Manitoba Metis Federation. The word Michif comes from an Indian pronunciation of the French word metis which means half­ breed, said Freedman, a Metis from Northern Manitoba. "Michif is essentially a mixture of French and Cree," he said. It is considered a rare phenomenon be­ cause the people that developed this language would have been completely bilingual. The language is still used quite commonly in the U.S., primarily in North Dakota, said Freedman. But its usage is limited in Canada. In northern Alberta the language is called Meris cree. In the east, Ojibwa is incorporated into Michif. In Canada, however, there are only a relative few who still speak the language, a fact Freedman finds discouraging. "If you don't speak it, if you don't know about it, if you don't understand it and you can't find people who are able to talk it, it's not going to be around." Freedman said he would like to see Native groups take a page from the notebook of the Inuit who are very successful in passing down their language to their children. "By and large, they rely on Inuit specific programming. They get everything translated into Inuktitut. The parents still speak it to their kids. The kids, if they want to speak to their grandparents, have to speak it. A lot of Aboriginal groups could learn from that. Otherwise they are only going to be reading about it in history." To further complicate matters for the study, Michif is not a written language. It causes problems for the whole Metis movement, Freedman said. The report is to be done and submitted to the government by the end of the month. The report will be a combination of historical and practical infonnation that may halt Michif's decline into oblivion. Taken from Canada's Na1ional Aboriginal News Publication: Windspeaker, Vol. 12, No. 11, Page 2 August 15 - August 28, 1994 Page 6 Native Language in Ontario Vol. 10, No. 1 �EDUCATIONAL PROGRAM "PARTNERS IN EDUCATION" The Vision Kikinoamatiwikamik Wabauskang First Nation, the Red Lake Board of Education and the Township of Ear Falls are working in a partnership to offer unique educational and training services that will: • assist Native students in acquiring the skills and training necessary to achieve success in today's world. • develop and reinforce a positive awareness of Native culture and identity. • meet Ministry of Education requirements. • give students the opportunity to attend either a small high school or a larger high school. • offer optional weekend cultural, athletic and educational experiences. • provide strong Jinks between the home and school experience. • involve students in program and living decision making processes. • strongly involve the arl!a Native community in the pro!,rram design and operation. This unique program wiH accept approximately 20 - 30 high school students for the 1994- 1995 school year. Student Accommodations: Modern townhouses are grouped together and centrally located in Ear Falls. Each townhouse may house 5 - 6 students in single or shared units, which have 1 - 1/2 bathrooms, a livingroom and kitchen. * * Students will eat in a central cafeteria. Native houseparents will be assigned to a group of students to offer assistance and guidance in an environment conducive to healthy living and academic success. Wabauskang First Nation is located 30 km south of Ear Falls on Wabauskang Lake. Community of Ear Falls is located 100 km north of Vermillion Bay along Highway 105. Ear Falls has a population of approximately 1 200. If you are interested in receiving additional information, please contact: Red Lake Board of Education Telephone: 807-727-2676 Fax: 807-727-3335 Chukuni Community Futures Telephone: 807-222-2069 Fax: 807-222-3 1 47 Red Lake Indian Friendship Centre Telephone: 807-727-2847 Fax: 807-727-3252 Native Language in Ontario Vol. IO, No. 1 Page 7 �EVERYTHING HASATEACHING Example: "Stones I Rocks" ACTIVITY: I. Each group is given an item of nature. 2. Each group asks questions about the item. List questions. 3. Answer questions. Every individual fonnulates his/her own answers. no formulated answer is wrong. 4. Apply what they have learned to a lesson plan. Sharing takes place by the teacher and students, incorporating a very important value of "SHARING". Misiniis: has many shapes and fonns. it changes as you touch it, with the oils in your hands. wetting the stone induces more teachings. drying stages temperature why were rocks used for writing? weight - wet and dry. what kind of music can one or two make? how old is this stone? Shared by: Rhonda Doxtater Native Language Coordinator Anishnaabe Kendaaswin Publishing R. R. #1 Muncey, Ontario NOL IYO Phone: 5 1 9-289-2421 Fax: 5 19-289-5200 Page 8 Native Language in Ontario Vol. 10, No. 1 �Spiritual North Benefits/Significance <' (JQ C: s· � g_ -- Mental West Identification Description Environmental Studies Patterns Design Science � p � � °8 "° Location/Geography Formation South Physical Emotional East �Ken-Ta-Soo-Win: Native Language Materials Database Ojibway and Cree Cultural Centre 43 Balsam Street S. Timmins, Ontario P4N2C7 15 June 1994 Dear Friends: Greetings from Timmins! Recently you received a binder entitled "Ken-Ta-Soo-Win: Native Language Materials Database." Only200 copies of this valuable resource were produced. We would like the service to continue. The manner in which that happens is up to you. I'm writing to ask for three things: Please respond to the questionnaire. Please write a letter of support. Please get the word out that a Native language materials database now exists. Many people have expressed the need for this type of resource and now we have it. If you feel moved by it, write a review or call it to the attention of your colleagues and peers. You are welcome to share it, copy it, and to follow the classification structure so that things are consistent with other people working in the field. As a key player in the advocacy of Native language and cultural preservation, your voice is critical. We need your feedback. Good or bad, we are open to a response from you. Without your suppon and concern this project will come to a close. Our languages are on the brink of extinction. Without a cohesive plan of action this will happen. We need some direction from the people. Our languages are irreplaceable. Only we, the people, are responsible for handing this gift to our chil­ dren and guiding them to look at the future through our own eyes. Through our languages each indi­ vidual Nation and Tribe has their own way of looking at our land, this world, and one another. This is our identity. We may feel that someone has taken that away, yet in reality only we are responsible for the care, attention and effon needed to bring the languages back. Things are moving fast in this world. Each of the communities is at its own level and pace in keeping with the times. We would like to help make your work easier by providing this service. Let's work together to live out our common dream, the reawakening of our own Native languages for the children and for our future. I thank you for your time. •.. And remember folks: Exercise those languages! Ms. Jameson C. Brant (Note: The deadline date for the questionnaire was June 30, 1994 therefore it is not included in this newsletter.) However. your letter of suppon would be appreciated. Page 1 0 Native Language in Ontario Vol. 1 0, No. 1 �Ken-Ta-Soo-Win: Native Language Materials Database August 1994 (Update) The Ken-Ta-Soo-Win project has organized a collection of information on Native language teaching materials available in the province of Ontario. It was developed to speed up the location of these resources for people teaching, working, or studying in the field of Native languages. The information covers all Native language families, dialects, grade and proficiency levels. This spring the database was printed as a directory-type binder with tabs to divide the information by language family. Copies were distributed to the Band operated schools, Federal and Provincial schools which offer Native language classes, Universities and the Cultural Centres of Ontario. Response was invited. Reaction to the publication is excellent. Questionnaires returned, letters of support came in, and many new entries were called to our attention. Because the information covers all Native language families and dialects in Canada, we also received encouragement and materials from a few of the other provinces. Since the printing we have over fifty requests for copies of this binder. We would like to supplement the pilot service area first and explore possibilites for national participation. An update of recent acquisitions is now in progress. Based on the suggestions from the field testing some technical adjustments are in order. In the mean time, if you are searching for language teaching materials please give us a call. Long range goals for the project include work toward customizing a Ken-Ta-Soo-Win diskette, and later conversion to IBM compatibility. It is our hope that this project will create a broader awareness within the communities of the Cultural Centres' detennination to preserve the Native languages. If you have Native language teaching materials that you would like to see registered in Ken-Ta-Soo-Win, please write or call. These entries will be included in our updates. ror information or to register materials, contact: Ms. Jameson C. Brant, Database Coordinator, Ojibway and Cree Cultural Centre, 43 Balsam Street South, Timmins, ON P4N 2C7 (705) 267-79 1 1 . Native Language in Ontario Vol. 10, No. l Page 1 1 �Anyone willing to share viewpoints concerning Wallace Strong's dissertation topic, "Can Non-Indian teachers teach Native American curriculum?" , you are invited to respond to his letter below. July 25, 1994 Wallace C. Strong 2442 Cerrillos Rd. Suire 270 Santa Fe, NM 87505 Dear Native American Faculty, Students, Educators, I'm interested in teacher training, especially, where teachers are taught to teach Native American cur­ riculum. If you are interested in sharing your work and research on this topic, I can be contacted at the University of Illinois at Urbana-Champaign. I'm completing my doctoral degree this year and teach in the Teacher Education Program. I taught elementary teachers last year and will continue teaching secondary teach­ ers this year. I'm an enrolled member of the Yakama tribe of Washington State. My dissertation topic is: Can Non-Indian teachers teach Native American curriculum? I wiIJ survey non-Indian teachers, Indian teachers and Indian students. I will take a random sample of Native Ameri­ can people, asking if Non-Indian teachers can teach Native American curriculum. I'm interested in your own unique viewpoints regarding this question. I'm asking schools and colleges that have Indian teacher education programs and schools that teach Native American children, to assist me in my research. Please feel free to contact me at the following addresses: University of Illinois at Urbana-Champaign 3 1 4 Education Bldg. 1 3 1 0 So. Sixth St. Champaign, II 6 1 820-6990 E-Mail: wcstrong @ uxa.cso.uiuc.edu Page 1 2 Native Language in Ontario Vol. 10, No. 1 �K.I.M. Aboriginal Language Teaching Kits • Easy to Teach, Easy to Learn • Poslers, Picture Cards, Story Sequence Frames, Game Cards, A udiocassettes and Instructional Manual • Adaptable to all Aboriginal Dialects To Order or Obtain Kits... Contact Mary Richard, Executive Director Manitoba Association for Native Languages 119 Sutherland Avenue Winnipeg, Manitoba R2W 3C9 Tel. # (204) 943-3707 Price: $325.00 plus GST An Overview of the K.I.M. kits..• The K.J.M. Aboriginal Language Teaching kits use word and picture association, games, stories and sing­ alongs to teach our children their own language. The kits are adaptable to any dialect. K.I.M. kits are also expandable to incorporate new instructional materials. Each K.I.M. kit contains ... • Poster Charts - 4 different types of colour posters covering different ideas or topics of interest. Our children learn through word/picture association. • Picture Cards/covers - 129 colour pictures covering all categories of the grJmmar system. The picture cards are divided into 1 2 units or themes covering topics our students are familiar with so that they can learn readily through word/picture association. • Lotto Cards - 20 different coloured cards which make learning and word comprehension fun by playing a game. The lotto cards resemble Bingo cards. Rewards are given as our children learn to recognize words. An enjoyable experience for our children. • Story Sequence - 5 enjoyable, colourful, story sequence frames with black and whirr stencils that allow our children to connect words and thoughts into a storyline. • Audiocassette - Familiar songs performed in our Native languages. Our children learn by singing along to tunes they already know. • Teacher's Handbook - A complete guide for teachers including suggestions on different and unique ways to use the kit. Native Language in Ontario Vol. 10, No. I Page 1 3 �NATIVE LANGUAGE RESOURCES Rosemary Christensen. Curriculum Specialist. of Ojibwe Mekana of American Indian Associates Inc. Leaming Research & Curriculum Materials Laboratory. sent the following information to share with the Ojibwe language teachers. Language Material Providers: • Anishinabe Wi Gamigong (The Indian Store) 1590 Mankato Mall, Mankato, MN. 56001 Tel. (507) 625-5017 • Jim Clark (and Rick Gresczyk) 22 17 Bloomington Ave. S .• Minneapolis. MN. 55404 - (Jim's h.) * Tape and book available. • News From Indian Country Rt. 2, Box 2900-A, Hayward, WI. 54843 Tel. (715) 634-5226 / Fax (715) 634-3243 * Handles OM materials and 2 dictionaries. • Ojibwe Mekana 1305 London Road, Duluth, MN. 55805 Tel. (218} 724- 1291 or 724-0520 / Fax (218) 728-68 15 * Products list available, provides teacher training to language teachers. • Larry 'Amik' Smallwood and Larry Aitken Contact (Mr. Aitken) - Leech Lake Tribal College Rt. 3, Box 100, Cass Lake, MN. 56633 Tel. (218) 335-2828 (Mr. Smallwood) -LCO School Rt. 2, Box 2800, Hayward, WI. 54843 Tel. (715) 634-8924 / Fax 634-6058 * Tape and book available. • Larry 'Amik' Smallwood and Julie Corbine Contact: LCO School, Rt. 2. Box 2800, Hayward, WI. 54843 Tel. (7 15) 634-8924 / Fax (715) 634-6058 * Tape and book available. If you want further information, contact or write to: Rosemary Christensen Curriculum Specialist Ojibwe Mekana of American Indian Associates Inc. Learning Research & Curriculum Materials Laboratory 1305 London Road Duluth, Mn. 55805 Tel. (218) 724- 1 291 or 724-0520 / Fax (218) 728-6815 Page 14 Native Language in Ontario Vol. 10, No. 1 �EARTHLQRE Native Language Communications EARTHWRE is an Ottawa based company that specializes in designing and publishing high quality learning materials in Native languages. Earthlore provides assistance in the technology of publishing; to enable First Nations groups to develop their own learning materials in their own language, customized to meet the specific needs of a school board or organization. Earthlore's purpose is to provide an introduction to the services that are available in the production of Native Language educational publications and assistance in preparing those publications. The essence of their approach is teamwork. Through a coordinated effort in working with boards of education and cultural centres, Earthlore will facilitate creative and entertaining solutions to specific needs and goals. If you would like to learn more about developing printed educational materials in your language, or receive infonnation about Earthlore, please contact or write to Anna Tyers or Don Runge. Earth/ore Native Language Communications 68 Robertson Road, Suite 103 Nepean, Ontario K2H 8P5 Tel.613-596-6586 Fax 613-596-0502 RECENT PUBLICATIONS Aboriginal Languages and Education: The Canadian Experience Sonia Morris, Keith Mcleod, & Marcel Danesi (eds.). Mosaic Press, 1993. 140 pp. No price indicated. (Collection of essays on Canadian Native language and English language education. Papers with Indian language relevance include: Robert M. Leavitt, "Language and Cultural Content in Native Education" (1 - 16) (Maliseet examples); Catherine Littlejohn & Shirley Fredeed, "Indian Language Programs in Saskatchewan: A Survey" (57 84); and Mary Heit & Heather Blair, "Language Needs and Characteristics of Saskatchewan Indian and Metis Students: Implications for Educators" (103 - 128). Order from: Mosaic Press P. 0. Box 1032 Oakville, Ontario L6J 5E9 A Computer-Generated Dictionary of Proto-Algonquian John Hewson. Canadian Ethnology Service, Mercury Series, Paper 1 25. 28 t pp. No price indicated. (Over 4,000 reconstructions generated by computer programs from Bloomfield's Cree, Fox, Menominee and Ojibwe data. Order from: Mail Order Services, Publishing Division Canadian Museum of Civilization t 00 Lauri er St. P. 0. Box 3 100, Station B I lull, Quebec J8X 4H2 Native Language in Ontario Vol. 10, No. l Page 1 5 �CONFERENCES TREATY 7 EDUCATION - MOKAKIT CONFERENCE "LIFELONG LEARNING: TOGETI-IER WE ASPIRE. TOGETHER WE ACHJEVE" October 6, 7 and 8, 1994 Carriage House Inn 9030 Macleod Trail South Calgary, Alberta Purpose of the Conference is to share education ideas and issues with teachers, administrators, school boards, Elders, parents and community members. For more information, contact: Treaty 7 Education - Mokakit Conference 94 Planning Committee P. 0. Box 1099 Siksika, Alberta T0J 3WO Fax: 403-734-2505 Phone: 403-734-5220 ABORIGINAL PEOPLES' CONFERENCE Sponsored by Lakehead University, Department of Indigenous Learning October 14, 15, and 16, 1994 Registration: $125.00 (Cdn) Flight Arrangements can be made with Marlin Travel 1-800-623-7709 Accommodations at Airlane Motor Hotel ($59.95/night/pp) 807-577- 1181 Selection of topics include: Education, Literature, Philosophy, Wilderness and Tourism, Art, Tricksters, Politics, Economics, Wellness, Environment, Ethnic Fraud & Transcultural Literature, Health Care, Poetry and Residential Schools. Contact: Lakehead University Department of Indigenous Leaming 955 Oliver Road Thunder Bay, Ontario P7B 5El Phone: 807-343-8085 Fax: 807-346-7757 Page 16 Native Language in Ontario Vol. 10, No. 1 �CONFERENCES 26th ALGONQUIAN CONFERENCE at the Charter House Hotel Winnipeg, Manitoba October 28, 29 and 30, 1994 Registration Fee: $30.00 (Students $25.00) Contact: David H. Pentland, Dept. of Linguistics University of Manitoba, Winnipeg, Manitoba R3T 2N2 Phone: 204-474-9596 Fax: 204-275-0846 e-mail: DAYID_PEN1LAND@UMANITOBA.CA (internet) 2nd ANNUAL CRITICAL ISSUES IN FIRST NATIONS' EDUCATION CONFERENCE Theme: Retrievine and Preservine first Nations' Lan�aees and Cultures November 3, 4, and S, 1994 Registration Fee: $250.00 + $17.50 GST at The Ontario Institute for Studies in Education (OISE) 252 Bloor Street West Toronto, Ontario This conference will be of particular interest to anyone involved in the provision of education to First Nations' Students. The fonnat includes plenary and keynote speakers, facilitated discussion groups, and concurrent sessions on various First Nations' languages and cultures. For more infonnation, contact: The Ontario Council for Leadership in Educational Administration (OCLEA) 252 Bloor St. W., Suite 12- 1 1 5 Toronto, Ontario M5S 1V5 Phone: 4 16-944-2652 Fax: 4 1 6-944-3822 Native Language in Ontario Vol. 10, No. I Page 1 7 �C ONFERENCES 14th ANNUAL NATIVE AMERICAN LANGUAGE ISSUES INSTITUTE CONFERENCE NALi '94 November 9, 10, 1 1 and 12, 1994 at Glorieta, New Mexico "SINGING WE COME: SHAPING OUR FUTURE THROUGH LANGUAGE AND SONG" Theme: Creative approaches to the development, maintenance, and preservation of Natve American languages through exploration of new and indigenous forms of language transmission through the traditional processes of song, stories, dance and oral histories and academic schooling models. For more information, contact The 1994 Official Host for NALi '94 Center for Research and Cultural Exchange Institute of American Indian Arts P. 0. Box 20007 Santa Fe, New Mexico 87504 Phone: 800-313-5741 Fax: 505-988-6446 Phone: 505-988-6434 NATIVE AS A SECOND LANGUAGE CONFERENCE FOR TEACHERS Sponsored by Chippewas of Rama First Nation and The Simcoe County Board of Education Friday, October 7, 1994 (one day only) Registration Fee: $25.00 to be held at Rama First Nation For more information, please contact: John Bearcroft Gina Genno The Simcoe County Board of Educ. Chippewas of Rama First Nation Hwy. 26 P. 0. Box 35 Midhurst, Ontario L0L IXO Rama, Ontario LOK ITO Phone: 705-325-361 1 Phone: 705-728-7570 Page 1 8 Native Language in Ontario Vol. 10, No. 1 �POW-WOWS I FESTIVALS WAWASKINAGA 1ST ANNUAL COMPETITION POW-WOW September 24 & 25, 1994 at Whitefish River First Nation Birch Island, Ontario Contact: Ki.ki McGregor: 705-285-0210 Collect Evenings Leon or Patty Lightning: 705-285-0177 CURVE LAKE POW-WOW Curve Lake, Ontraio September 24 • 25, 1994 Contact the Band Office: 705-675-8045 13TH ANNUAL NATIVE CULTURAL FESTIVAL Hosted by the Native Friendship Centre of Montreal October 1 & 2, 1994 Vanier College - Spons Complex 821 St. Croix Blvd. Ville St. Laurent, Cote-Venu Metro Montreal, Que. Contemporary Native Entertainers (Saturday) Traditional Pow-wow (Sunday) Contact: Jennifer LaBillois, Festival Coordinator 514-937-5338 7TH ANNUAL RAMA THANKSGIVING POW-WOW Rama, Ontario October 14 - 16, 1994 Contact: George St. Germaine: 705-325-3611 Native Language in Ontario Vol. 10, No. 1 Page 19 �WAPISTAN is Lawrence Martin with special guest Susan Aglukark Trio at the Thunder Bay Community Auditorium FRIDAY, SEPT. 16, - 8:00 P.M. JUNO A WARD-WINNER NORTJIWESTERN ONTARIO'S "NASHVILLE CONNECTION" TRADITIONAL MESSAGE MUSIC, POP, COUNTRY FOR TICKETS, CALL TI·IE AUDITORIUM BOX OFFICE CALL COLLECT AT (807) 343-2300 Sponsore.d by: Canadian; Airlane Hotel This perfonnance is a Lakehead University Dept. of Indigenous Leaming and Thunder Bay Community Auditorium co-presentation The Native Language I nstructors' Program invites everyone to submit articles of interest to be p ublished i n the Native Language in Ontario N ewsletter. Short stories, poems, newspaper articles, book reviews, resource listings, job postings, conference news, pow-wow information and anything else that you may want to share with others is welcome. Send subm issions to: NLIP Newsletter Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B 5El Page 20 Native Language in Ontario Vol. JO, No. 1 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (1), August 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1994-08-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/55786c1e5d6c04d14b194747443f7d41.pdf c36d0daea2db1448f75ff37aff8fc907 PDF Text Text ��Order your examination copy today! A Concise Dictionary of Minnesota Ojibwe John D. Nichols and Earl Nyholm The most up-co-date resource for those interested in the linguistic and cultural heritage of the Anishinaabe, A Concise Dictionary of Minnesota Ojibwe contains more than 7,000 of the most frequently used Ojibwe words. Presented in Ojibwe­ English and English-Ojibwe sections, this dictionary spells words to reflect their actual pronunciation with a direct match between the letters used and the speech sounds of Ojibwe. It contains many ancient words and meanings as well as language added in the twentieth century. This book is an expansion and complete revision of Ojibwewi-lkidowinan: An Ojibwe Word Re.source Book published in 1979. Most entries give several sample inflected forms such as the plural, diminutive, and locative forms of nouns and first person and participle forms of verbs. The basic patterns of Ojibwe word structure and the organization of the dictionary entries are clearly explained in the introduction. The most widely used modem standard writing system for Ojibwe Is used throughout, and some of the key objects of Ojibwe life are authentically illustrated by coauthor and artist Earl Nyholm. Acknowledged as one of the three most widely spoken Native Amerlcan languages, Ojibwe appears in many local varieties in the Upper Midwest and across Central and Eastern Canada. Minnesota Ojibwe is spoken in Central and Northern Minnesota, and is very similar to the Ojibwe spoken in the Ontario-Minnesota border region, Wisconsin, and Michigan's Upper Peninsula. A Concise Dictionary of Minnesota Ojibwe is an essential reference for all students of Ojibwe culture, history, language, and literature. PAPER $9.95 ffl CLaTII $19.95 320 PAGES 23 LINE DRAWINGS At bookstores or from University of Minnesota Press 111 Third Ave. South, Suite 290 Minneapolis, MN 55401,2520 Toorder, call Please send books to: To examine for classroom adoption: Please fill out this fonn or send your request on departmental letterhead to the above address. Paperback books are avail­ able for a $7.00 processing fee per copy (that includes shipping and handling). Payment must accompany request (credit cards not accepted for examination copies; no phone orders, please). Only paperback copies of the Concise Dictionary are available for examination. 1.-800.-388.-3863 Name______________________ Address ____________________ City _________State ____ Zit-------- Nichols/ N-yholm Concise Dictionary paper (2428-3)@$9.95• ___ __ Nichols/ N-yholm Concise Dictionary cloth (2427-5)@$19.95 = --Subtotal ___ MN residents add 6.5% sales tax: Mpls. 7% ___ Canadian residents add 7% OST ___ Shipping: $3 first book, 50¢ each add'tl book ___ Shipping outside US: $4 first book, 50¢ each add'tl book ___ TOTAL ___ All pc,ym,n, -« b. in U.S. dollars 0 Check or money order enclosed Course Name __________ Enrollment ___________ Date offered ___________ Code: 474/378 Printed on recycled txiPer D Mastercard/VISA (please circle) No.----------------------Exo. Date----Si1mature------------- ·. �OJIBWEMOWIN Ojibwe Language Publishing 6205 114th Place North Champlin, MN 55316 612-427-3777 fax: 612-427-3988 ORDER FORM (All prices are in U.S. Funds) PRICE Text (series one) $45.00 Workbooks (3) $45.00 Student Activity Tapes (3) $25.50 QUANTITY SUB-TOTAL $25.50 Student Package flashcards (3 sets of 7 categories) $45.00 Teacher Package flashcardsNAI verb rule/teacher manual/student activities/cultural content information/VAI bingo/ animal bingo/number bingo/animal cards TOTAL term: net 30 days upon delivery Name: __________________________ Address: _________________________ Organization: _______________________ Date: _______ Purchase Order#__________ Money Order enclosed (U.S. funds) Amount _________ Special instructions: -------------------------�- Native Language in Ontario Vol. 10. No. 2 Page 19 �NEW RELEASE from Ojibwe Language Publishing OJIBWEMOWIN Ojibwemowin is a highly functional study series designed to develop Ojibwe language skills. This program combines text, workbook, and oral studies for an extensive learning expenence. Features of the program include: - A focus on culture with language study. - A chapter by chapter building block approach to learning the Ojibwe language. - Charts, maps, illustrations, and photographs that help link culture, history, and language together. - Activities, exercises, and review in each ell.apter. - Activity and audio tapes reinforcing oral skills. - A supplemental CD ROM interactive computer software package. OJIBWEMOWIN teacher package The following are included in the teacher package. Flashcards: Flashcards are separated by the following colours; VAi (cherry), NA (canary), NAO (green), VII (blue), NI (salmon), NID (white), PC (grey). Student flashcards are divided into three sets; chapters 16, chapters 7-12, chapters 13-18. Animal Cards: Consist of 40 drawings of animals, birds, and fish. VAi Verb Rule: 1 master transparency and 106 verb sheets. Verb sheets may be made into transparencies. If transparencies of verb sheets are made, they may be laid on top of the master sheet. This shows students how the verb is used in 1st, 2nd, and 3rd person singular/plural form. It also shows verb use with tense markers. Verb rule may be used as an overhead. Verbs may be written on the master instead of making individual transparencies. Teacher Manual: Included are cuts of the from and back cover of the textbook. They may be inserted in the plastic (front and back) of the teacher manual. Inserts on brown pages include cultural content and classroom exercises. They are found throughout the teacher manual. Bineo Cards: There are 3 sets of bingo cards. One set is delivered with each student workbook, The 3 categories of bingo are: VAI, animal, and number. Teacher should use coloured flashcards as bingo call cards. Cherry flashcard- VAI, canary flashcard- animal. Additional bingo call cards will be delivered with their respected bingo packages. Page 18 Native Language in Ontario Vol. 10, No. 2 �ANNOUNCEMENT The Native Language Instructors' Program is pleased to announce that the 1995 Application Packages will be available in January. If you do not receive your package by January 31, 1995 or you would like additional packages, please contact Sonya Bruyere at (807) 343-8542 RESOURCES Manitoba Association for Native Languages, Inc. (MANL) 119 Sutherland Avenue Winnipeg, Manitoba R2W 3C9 Telephone #204-943-3703 Fax #204-947-6564 The following is a list of some materials available from the Native Language Development Centre. To acquire a complete resource list, please contact MANL. Anishinaabernodaa, Becoming a Successful OJIBWE Eavesdropper, with tape. $16.05 Ininimotan, B ecoming a Successful CREE Eavesdropper, with tape. $16.05 Syllabic Book Markers $ 2.72 Ojibwe Christmas Songs, by Lawrence "Teddy Boy" Houle. Tape, $16.05 K.I.M. Aboriginal Language Materials Kit (make cheque payable to KJ.M. Aboriginal Language Maicrials, Inc.) $330.00 Other materials available are Kindergarten and Grade One Workbooks (Cree and English), Grad� Two Readers (Cree and English), Grade Two Workbooks (English), Grade Three (Cree and English), Science (Cree and English), Social Studies for Grade 4 (Native Education Material ... For more information on these books, please call MANL. Native Language in Ontario Vol. 10, No. 2 Page 17 �Taking Charge of Change A Conference on First Nations Education March 7, 8 & 9, 1995 London Ontario First Nations are taking responsibility for providing quality community education. Steps toward self­ governance are guided by a vision of education which shows respect for the relationship between the individual, the community and the environment. This Journey toward self-determination requires planning, a commitment to service and wise resource management. This conference - Taking Charge of Change - is designed to support First Nations in effective educational governance, resource management and programming. The journey towards taking control of First N,,tions education can be a struggle At this conference both the benefits and limilat1ons of strategies will be presented by peci;,le who are struggling every day to make excellence in Frrst Nations education a reality. A case· study approach will be followed when appropriate. Personal stones; personal journeys will explore the link between quality education and the he;ilth of the community. T..1(11'() CHAAOE a OuRSn'IES MAHI.GlNO OuR RESOURCES WISELY Pv.NNINO FQn THE Fun.me Hu.P1HO EACH OrtteR PAOVlDING SERVICE Sfl.FlESSl.v -<?- Educational Governance For those pet30ns involved in educational governance the conference will provide information that will assist in: • determining community expectations, needs, resources; • setting direction and poUcy; • formulating short and long range plans; • evaluating progress; • communicating with the school and community; • information management; • interacting with second level service agencies and other educational organizations; • financial management -<?- -<?- Ecological Healing Excellence in education is achievable when the community is healthy, when the community is able to maintain a balance o( peaceful relations between its members . This concept of ecological healing is a major concern of the conference. Healing strategies will include the following: • conflict resolution strategies; • interpersonal skills development; • the healing of Mother Earth as an aspect of healing the individual and the community; • community healing; • healing the healers. PLAN NOW TO ATTEND Taking Charge of Change A Conference on First Nations Educatio,i March 7, 8 & 9, 1995 • London Ontario Details on Specific Workshops and Seminars and Registration Information will be sent lo you in the next few months. 17iis conference is optn to all orgrtnizatio11s dtdicated lo quality in Nativt £d1m1lion (e.g. First Nations Community Schools, Provincial School Bonrds, Comnumity Colleges, Universities.) Mark your calendar and check your budget{ Programming For those persons given the responsibility of program delivery, support and supervision, the conference will provide information that will assist in: • curriculum development and evaluation; • designing Native Language/Cultural programs; • staff supervision and development; • meeting the special learning needs and strengths of students; • effecth·e teaching in communication, the arts and science/mathematics/technology; • developing problem-solving skills; • recognizing and dealing with stereotypes in the classroom and in the media EARLY BIRD PRE-REGISTRATION • Daily rate of $100 per day • 30% off regular rate of $300 for three days For further information, direct correspondence to: Steering Committee, Taking Clrarge of Clrange, c/o 65 Mtridcne Cres., Lo11don. ON, N5X 2M2 Convtntr Romain,: Bombcrry, Special Educ.iion Co,onlina1or (n:timl) Six Nations Rc:serve Advlso., Gc<lrgc Hunter, Education Din:cror. Wccnusk Fir,1 Nation, Fran Tabobondung. Curriculum Co,ordin,tor, Parry l•l•nd Fir,! Nation, J•mcs Cutrc,:I, lntcriovemmtnt•I /I IIairs OlfiCt'r, IN/IC, Stou, lookout IJi,tri<l, Morxorcl i\ngmincb, i\ssislanl Dirttlor, Windigo Educorion i\utholity, Vera Styrts, Registrar. Gnr11$ River Polytcchnic,d tn,1.. Si,; Nations Rcscrvc, Ro>c John, Ch•lrptr$0n. Walpnlc t,land rirst N•tion &.rd ol r;duca�on, F.d Conno,., rsycholo�i,1, I lea hh Centre. Chirrcw•• or Rama Reserve Transfonning Vision into Reality for First Nation Education �We received a "Thank You" card from Rose Nadjiwon. Cape Croker, Ontario with a note dated September 22, 1994. Her message says, "Staffand NL.I.P. Facuity and Fellow Students Once again I would like to thank Lena White, Virginia Henry, Randy Valentine, Isadore Toulouse and to all the N.L.I.P. student body, and my student neighbours on Isl and 2ndfloor of Terrace Bay and Sioux Lookout.for your comforting words and donations of money, at the loss of our dear brother. Your kindness will never beforgotten. Ifthere are others I may have not included, you know who you are, I also "Thank You" . Your support is very much appreciated. May the Creator God bestow on all ofyou His many Blessings. All Our Love, from Rose Nadjiwon & All Our Families" Gchi-Miigwech sa!" This article was taken fonn Anishinabek News, November, 1994 New Treaty Research Coordinator Introduced Aaniin. Ernie Sandy ndish nekaaz. The purpose of this brief letter is to introduce myself as the Treaty Research Coordinator for the Union of Ontario Indians. Some of my duties and responsibilities include consultation with First Nations, coordination of services, advice and technical support, assisting in the development and submission of claims, sharing knowledge on federal policies and the application of them towards the advancement of claims and aboriginal rights. In short, to keep you as up-to-date on the latest treaty developments as possible. A quick note on my background. I was born and raised on Beausoleil First Nation and currently reside with my wife and four children at Chippewas of �-------------------. Rama First Nation. I am a graduate of the University of Western Ontario in Canadian History and Politi­ cal Science. I have been incolved with Native issues and concerns for over ten years. I will be visiting with First Nations who are interested in pursuing treaty issues. My goal is to spend more time amongst our people to allow for personal interaction. Miigwetch! Ernie Sandy Note: Some ofyou may recognize Ernie from our Program. He has helped many of our students get into our Program and has been here himself. The Native Language/nstructors'Program wouldlike to congratulate Ernie on his success. Native Language in Ontario Vol. 10, No. 2 Page 15 �l v � � -....,,,-- � T T h e Earth lore Wood l an d F i rst L a n g u age Learn i n g Se ri es'"' ? Classroom Kit PROMOTES LEARNING Sl<I LLS AND ENTERTAINS STUDENTS - IN YOUR LANGUAGE. > \ ( }. - - � - • • • • 1 0 Schoolbooks of your choice 20 Name Cards 20 Body Chart Handouts 1 Classroom Body Chart / ., ,.:.;µ-. l"' � I'....,,,,\ ......,.... ..._........... EAATHLC>RE WOODCAND CULTURAL CENTRE l ---,j I .. --� \\ Y,J/ -�,. '� •�Y:.,,_ . �y � . )' J-'15- ...; , � t � 1s:.:-'9';1 ]b.; , """"'"· ........., "'-""' - ,,. � � ..._ -- ,' \. ; C ·\ , ' - / is: ,· . .. t- I \ ...� - _, J . ;::.°',:) J• '<.0,_; TIIE LITnE - - SONG BOOK '""'°"' o,.,rlo Woodland Cultural Centre, 1 84 Mo�; �, 06 ; _se;:� �-��:��:11B PS � I ;' ��•.•.;; ...- i ...,;, /t,_ , 't _ . n_ · / 1:/f.(, '•'.\ L �, �.J. 'f" .� .':'f.$,=', �'.. ---..-. . �7fJ0:f ' ;. ,, , ; N i! '"'l:.f'f..lQ. ( ·- /, ,1 • ..� .... -� OUR NEW HOUSE . . '�, II,,,_ � ...'\,.. , U1\ . ,'\: •.•,.._ ..,;; 'l 20 Pocket Syllabary Charts 1 Classroom Syllabary Chart 1 Set of Numbers Flash Cards l Tee Shirt for the Teacher ----,,...........�•- .....-----.;:;.�'c,/- �- NUMBERS, NUMBERS � • • • • For information on costs and ordering please call: Additional story books may be ordered separately, minimum quantity 20. . (�w·) » p� Each EarthLore Woodland Teacher's kit contains: NUMBERS, } �---0 he EarthLore Classroom kit contains 7 professionally designed and illustrated teaching aids which promote, imaginative, fun and constructive learning in the classroom . Each kit contains easy to use, student friendly, teaching aids for learning essential life skills - such as comprehension, number recognition, vocabulary and reading. Your classroom kit also includes, a choice of 3 story book titles from the EarthLore Story Teller Series or the popular Book of Songs. - TIIE WANOERIN PEOPLE .. -J NJT 5V6 Tel : (519) 759-2650 Fax: (5 1 9) 7S9-89 1 2 Tel : (61 3) 596-6SB6 fax: (61 .l) 59 •0.,, _. .... .,. , - - �This article was taken from Daily Miner and News, Kenora, Ontario September 27, 1994 By Jacqueline Louie, Miner and News Staff Parents key to education, says speaker In 1 5 years of teaching. Sherry Peden has found there's nothing better for children than to know their parents are interested in what they do in school. Their parents' interest shows youngsters that education is worthwhile and important, according to Peden, keynote speaker Monday at Bimose Tribal Council's third annual education conference in Kenora. Her dream for education is that schools will become the heans of their community, with everyone working together to achieve that goal. "If we want our kids to do good, we have to pitch in," she told the audience of 1 50 people, from First Nations across Ontario and Manitoba. "When parents and the community are involved with schools, everybody wins." Peden is centre coordinator for Brandon University Northern Teacher Education Project in Norway House, Man. Her topic during Monday morning's session at the Lakeside Inn dealt with building pannerships. "Research shows when parents and the community support each other, children have higher grades and test scores and a positive attitude about themselves - 'I can do it.• Schools with high community and parental involvement are generally more successful, and a greater degree of parental involvement leads to a greater degree of success in students, according to Peden. "Parents are their children's first and most important teachers," she said. She defines a pannership as a relationship in which people share, work together and support each other, where there's mutual respect, appreciation and caring, full commitment to make the pannership work, and honest and open communication. In any partnership, people also need to be able to say, Tm sorry, I was wrong, forgive me,' she told the audience. "We have to be able as human beings to say, 'Let's try again.• That's what we in education must set up so our children will succeed." In her grandparents' time there was no formal school. Instead, children learned within their surroundings, with learning taking place everywhere: on the trapline, fishing, berry picking and in the home. Everyone was a panner in education because everyone contributed. "Ask what happened when you got in trouble. It wasn't one person giving you heck, everybody gave you heck," Peden said with a smile. That community partnership changed when the government opened residential schools. Some native children as young as six had to leave their reserve in order to attend school, and parents became silent bystanders, she said. But now reserves have their own schools, and communities can once again be equal partners in education, according to Peden. Native Language in Ontario Vol. IO, No. 2 Page 1 3 �This article appeared in Wawatay News, November 3, 1994 Elders share rich vocabularies for Native dictionary project by Bryan Phelan A Native language development project in the Sioux Lookout District is trying to capture the rich vocabularies of First Nations elders in dictionaries and grammar books before they are lost forever. A project report released last spring warned that once the current generation of elders is gone, the remaining adults won't be speaking their Native languages consistently enough to create the environment necessary for younger generations to learn the languages. Pat Ningewance, who wrote the report based on a 1992-93 language study of the 23 First Nations involved in the project, notes that sadly, there have been several deaths of district elders in recent months. "It makes (this project) that much more urgent," she says. "We should have done it 20 years ago, but betternow than never." Ningewance, of Lac Seul First Nation, has worked on native language development projects for the past 20 years and is one of three linguists who have been travelling to First Nations in the Sioux Lookout District since July, to srudy and record tenninology and fonns of grammar. The infonnalion gathered by the I inguists will be the basis for Ojibway, Oji-Cree and Cree dictionaries and grammar books, expected to be ready for publication by the end of December and distributed to First Nation schools in 1995. Ningewance is the project field worker assigned to the district's Ojibway First Nations. It's an experience she has found rewarding. "Personally, it's been a very educational experience even though I've grown up with parents who were fluent (in Ojibway) and knowledgeable," she says. In her first community visit to Mishkeegogamang (Osnaburgh), Ningewancc met with about 10 elders. "Being exposed to these elders was just amazing," she says. "I found that once I explained what I was doing and what the material was going to be used for, they were extremely helpful and enthusiastic to share information." While in Mishkcegogamang, Ningewance collected a range of Ojibway tenns, ranging from modem tools and appliances to constellations. Sometimes she uses posters, illustrated books and picture dictionaries to encourage elders to identify words. But in Mishkeegogamang, her research also took her to the bush, where elders named the surrounding grasses, shrubs and plants. As an added benefit, Ningcwancc learned a few recipes from 90-ycar-old cider James Masakcyash. "he told me how to cook with mushrooms... how they can be added to moose stew or dried fish flakes," she says. Mishkecgogamang elders also named 65 different types of birds and ducks. "A lot of these names are very specific, describing either the bird's appearance, sound or characteristics," explains Ningewance. "For example, one bird with a very repetitive tweet has a name that means 'the one who makes you lazy.• "A lot of these birds don't exist because of hydro flooding 30 years ago," she continues, adding that Lac Seul was similarly affected. "Maybe half of these varieties have gone, but elders like James remember them from a long time ago." Ningewance adds that the ciders often related stories to go with the different species of birds they were identifying. "I hope we can include extra infonnation (like recipes and stories) in the dictionaries," she says. "I want them to be interesting reference materials, not just a bunch of words." Some of the words included in the planned Ojibway dictionary will include references not found in any English dictionary, including tenns of respect, kinship and clan membership specific to Ojibway people. To record all of these words, Ningewance uses a tape recorder, but also truces notes in Ojibway, using an English alphabet system. All of the infonnation is then stored in the laptop computer that accompanies her on her travels. It wasn't until Ningewancetravelled to Pikangikum that she discovered an Ojibway word forcomputer, one of her favorite terms among the thousands she's collected - "Mamaandaawaabik" or "magic rock" as they say in Pik. Page 12 Native Language in Ontario Vol. 10, No. 2 �This article appeared in Wawatay News, November 3, 1994 Native language dictionaries developed for Sioux Lookout District by Bryan Phelan Native language dictionaries and grammar books are being prepared for use in Sioux Lookout District First Nation schools by next year. Plans call for the reference books to be ready for publication in Ojibway, Oji-Cree and Cree by the end of December, as part of a Native language development project for the district The project is managed by a steering committee including representatives from the district's four First Nations councils, Northern Nishnawbe Education Council, Sandy Lake First Nation, Slate Falls area school board, and the Ministry of Education and Training. Now in its second phase, the project first produced a repon called Dreaming in a Strange Language, based on a 1992-93 survey of 23 of the First Nations involved in the project The repon warned that ifcurrent trends continue, "Once the elders are gone, Ojibway and Oji-Cree will no longer be spoken languages in our North." But project participants hope that producing Native language dictionaries for elementary and high school teachers and students will help prevent that from happening. The dictionary and grammar book project is being funded by the provincial Ministry ofEducation and Training, and Indian and Northern Affairs Canada. Randy Valentine, who learned to speak Oji-Cree while living in Kingfisher Lake during the 1980s, is the linguist who coordinates the dictionary and grammar phase of the project, which began in July. He has spent the past l O summers as a teacher at Lakehead University's Native language instructors program. Valentine is joined by three other linguists who are serving as field workers. They include Lac Seul's Pat Ningewance (Ojibway), John Nichols (Oji-Cree) of the University of Manitoba, and Marguerite MacKenzie (Cree). The field workers are in the process of visiting the First Nations in their language groups to study and record tenninology and forms of grammar. "For the Sioux Lookout district, I see this as the basis for Native language for the coming years...(so) there's pressure to do a good job," says Ningewance. She hopes the Ojibway dictionaries will include not only the thousands of words and meanings she's collecting, but also footnotes ofstories, recipes and humor to go with them. "I want the kids to enjoy the books as much as possible...(and) to be proud of their language." Valentine notes that most of the resources now used in First Nation language classes are locally produced. "That puts a huge burden on the teachers, who must not only teach but continually develop their own materials." Pikangikum elders, students, and school staffhave successfully shared that burden, working together to produce about I 00 of their own Ojibway syllabics books. An elderJames Strang, who works full-time at Pikangikum 's Eenchokay Birchstick school, sometimes brainstorms with a local Ojibway language commiuec to come up with vocabulary lists. Still, "There's a limit to how much one group, in one school, in one community can do," says Ewa Or;,echowsa, the curriculwn coordinator at Eenchokay Birchstick. She calls the planned dictionaries and grammar books "a wonderful idea," especially since the Dictionary of the Ojibway Language now used in Pikangikum was first published way back in 1853. Elsie Sakalcecsic, a language project commiucc member and chair of the Slate Falls area school boan1, says the new resources will not only help students, but also young adults who already speak the language but often mispronounce words. "There's been a gradual loss of the language," says Sa1ca1cecsic, 39. "The Ojibway l speak is different from the Ojibway my I IJ-year-old niece spcaks... My kids don't speak the language." Valentine doesn't expect the dictionaries and grammar books to have all the answers for those trying to develop their language skills. "We're limited by our budget and by the time we have available," he explained. "There will probably be things that we miss ...(but) these can be pointed out, and later editions of the dictionaries can include them." When the dictionaries and grammar books are finished, the next step for the Native Language Development Project is to develop a Native language policy and curriculum guidelines for First Nation schools in the Sioux: Lookout District. "If we look at successful First Nation language programs in other places, we find that generalized and standardized curricula and materials are central to the programs," says Valentine. For him, the best example of such a program is one being carried out by the East Cree in Quebec. Valentine says the foundation for the East Cree program was the development of a dictionary and grammar. "We arc seeking to provide the same foundation for northern schools in Ontario," he says. Native Language in Ontario Vol. 10, No. 2 Page 1 1 �Anishinaabeg Onkwehon:we Language Consultants of Southern Ontario Woodland Cultural Centre Brantford, Ontario BACKGROUND In 1987 the Consultants Program was initially established by the Department of Indian Affairs in cooperation with the Ministry of Education. The program offers and provides assistance and support in the implementation of the Ministry of Education's Native as a Second Language Program policy. The Consultants Program has since been transferred to First Nations Cultural Education Centres in Ontario. MISSION STATEMENT The Language Consultant Programs' mission is to assist with the preservation, revitalization, and maintenance of all First Nations Languages. PROGRAM DELIVERY • implements usage of the Ministry of Education 1987 NSL Guideline, its philosophy, content and elements. • Provides and assists with the development of sample courses of study which include themes and units, in consultation with B oards of Education, Federal and Band operated education authorities. • Provides a listing of language resources available for the language groups served. • Provides and organizes in-service training. • Encourages the use of current teaching methods in the classroom. • Assists with and encourages language resource material development. ASSISTANCE TO THE NSL TEACHER Includes: • Classroom program observation • Consultation and demonstration • Identification of resource materials • Establishment of networks among schools offering NSL programs and colleagues who teach NSL. ACCESSED BY • Directors of B oards of Education, and principals of Provincial and First Nations Schools • Simply contact the appropriate Anishinaabeg or Onkwehon:we Consultant. FEE FOR SERVICE As this is a First Nations Program there is no fee to First Nations schools on reserve. Consultants fees to other agencies are at the rate of $ 150.00 per day or $75.00 per half day or any part thereof, plus travel, accommodation and meals. For more information Contact: Language Consultants Program Phone: (519) 759-2650 Fax: (519) 759-8912 Anishinaabeg Consultant Ext: 229 Onkwehon:we Consultant Ext: 236 or write to: Woodland Cultural Centre Consultants Program P. 0. Box 1 506 184 Mohawk Street Brantford, Ontario Pal!e 10 Native Lan_gua_ge in Ontario Vol. 10, No. 2 �"The Little Pile of Wheat" - (p. 4 of 4) Lesson 4: Focus on ant and wheat. Read the story in Ojibwe. Seat three children behind a divider with one of each animal. As you read the story the animal comes up. The child holds up the animal after the story is finished. Teacher pulls out bag with the plastic ant hidden inside. Each child may peek to see what the ant looks like. Music; "Ants in Your Pants" and dance. Use egg cartons, cut in halves. Use three sections. Colour black. Paste legs and antenna. Have rice pudding with raisins (ants) for snack. Lesson 5: Review the story. - children sit in a circle; - read story in Ojibwe with children helping with words; - use flash cards to help them. Evaluation Assessment of students' progress in meeting the objectives of the unit. - understanding and use of the language taught; what kind of responses students are able to make; - observation and listening to students during group activity; - participation; - discussion with students. Materials and Resources Flash Cards: 1. rabbit looking at wheat 2. mouse looking at wheat, rabbit and mouse 3. duck looking at wheat 4. rabbit, mouse and duck laughing and seeing tiny ant 5. tiny ants, rabbit, mouse and duck laughing 6. army of ants carrying one grain of wheat each; rabbit, mouse and duck surprised 7. one ant Puppets: rabbit, mouse, duck, ant Other: wheat (grain - 1 bag) wheat flour salt milk measuring cup mouse in jar yarn string rice baking powder sugar pan paper plates wheat crackers felt board felt cutouts with glue raisins flour oil spoons ant farm display music water colours To Make Wheat Pile: - cut out bottom of margarine tub and slit to the rim all around - tape together to make pointed form - use masking tape with sticky side out all over - dunk the whole thing in wheat bag; wheat will stick - wheat will look like pointed pile. Native Language in Ontario Vol. 10, No. 2 Page 9 �"The Little Pile of Wheat" - (p. 3 of 4) waabooz - rabbit waabgonoojiinh - mouse zhiishiib - duck enigoons - ant mzimncns - wheat kwasing- pile waanzhing- burrow zasaan - nest miishkoonsing- pond / marsh endaayaan - my home maajiidoon - he/she is tiling there giinwinendamoog - they wonder (what to do) bi-dgoshing - he/she arrives niizhoobiwag - two sitting together nisobiwag- three sitting together zaagewed - someone showing up ganaajiwan - it is nice naadmaage - he/she is helping gchi-baabaapwag- they have a big laugh gaachiinyi - tiny wiijkiwenyan - his/her friends bagamawnidwaad - they come marching waabshki-waabooz - white rabbit zhiibinga-waabgonoojiinh - gray mouse zaawi-zhiishiib - yellow duck mkade-enigoons - black ant Teachin2 Activities Lesson 1: Focus on rabbit and wheat. Have students sit in a circle. Introduce the story. Have the children get excited for this new story they never heard before. and tell them they will learn many new Ojibwe words from it. - read in Ojibwe; - use flash cards as each animal is inttoduced; - repeat the word showing the card; - play rabbit hop with the children. Precut paper rabbit. Paste white fur pieces on it. Paste wheat on paper plate. Make pile. Colour yellow. Put in a big jar with little soil to sprout wheat, so children can keep an eye and make sure the seeds are on the sides, add water to dampen the soil. Lesson 2: Focus on mouse and wheat. - students sit in a circle; - read story in Ojibwe; - use puppets; - "Hickory Dickory Dock" recited in English and Ojibwe; - have everybody "squeak" like a mouse. Create paperplate mouse faces. Make mouse using play dough. Make wheat flour scone. Lesson 3: Focus on duck and wheat. - students sit in a circle. - read story in Ojibwe; - with animal cutouts and felt wheat. have each child put them on the felt board; - each child has one yellow grain and each will make a pile; - do the "duck walk" and quack. To make paper plate duck bill. cut half of paper plate. Glue together cut side. String approximately 6 inches each side so the child wears the beak. Colour yellow or orange. Have wheat crackers for a snack. Page 8 Native Language in Ontario Vol. 10, No. 2 �"The Little Pile of Wheat'' - (p. 2 of 4) "The Little Pile of Wheat" by John Ca/am In a big red barn there was a little pile of wheat. One day, a white rabbit came along • hop, hop, hop. He saw the wheat. "Oh, how I want this /iule pile ofwheat," he said. "But how can I take it home to my burrow?" And he sat and looked at the little pile of wheat. Soon, a gray mouse ran up • squeak, squeak, squeak • and he saw the wheat too. "Oh, how can I take it home to my nest?" And he sat by the white rabbit, and they looked at the little pile of wheat together. Then a big yellow duck came • quack, quack, quack. He saw the wheat, and he saw the white rabbit and the gray mouse. "Oh, how I want this little pile of wheat," he said. "But how can I take it home to my pond?" And he sat by the white rabbit and the gray mouse, and they looked at the little pile of wheat together. Then a wee black ant ran into the big red barn. "Oh, what afine pile of wheat," said the wee black ant. "I will help to take it home to our hill." When the rabbit and the mouse and the duck saw the wee black ant, they laughed. "Look at the wee black ant," they laughed. "He thinks he can take the little pile of wheat home to his hill. He is so little. Why does he think he can do something that we cannot do?" But the wee black ant ran away to find all his friendsfrom the hill. All hisfriends came back with him to help. Each black ant pulled and pushed his grain ofwhat along the road to 1he ant hill. The wee black ant came last with the last grain of wheat on his way home to the hill. The rabbit looked at the mouse and the mouse looked at the duck and the duck looked at the rabbit. "Why did we not think of working together?" they asked with surprise. InIroductioo This story is suitable for day care children, first grade and up to first time adult beginners. This unit has five lessons, with approximately twenty (20) minutes for each lesson. Moral ofthe Story: - to learn to help one another and accept differences. Obiectjye Students will develop listening and speaking skills, recognizing colours, wild animals and emotions. Content Vocabulary: giitaabig- sit in a circle bizindmoog • listen bekaa nmadbig- sit still gnawaamdaan - looking at something gnawaamdaanaawaa - all looking at something miswendaan • he/she likes it nmadbi • he/she is sitting Native Language in Ontario Vol. 10, No. 2 Page 7 �"THE LITTLE PILE OF WHEAT" The following is one of the ED 1599 Practicum Assignments submitted by Mary Assinewe last winter 1994 which is being shared with you as one of teaching ideas in using a story. This particular story which Mary translated into Ojibwe is called "The Little Pile of Wheat" by John Calam, as follows: Acknowledgements (by Mary Assinewe) I would like to acknowledge the writer of the "The Little Pile of Wheat" by John Calam. Also, my family and friends who took the time to support my efforts in becoming a proficient teacher. I would also like to acknowledge all the young children that I have had the honour to spend time with, teach and learn from. Miigwech. Translated into Ojibwe by Mary Assinewe (you can adapt and translate to your dialect) "Mzimnens Kwasing" Ngoding giizhgak waabshki-waabooz gii-bi-kaakaashkwani - hop, hop, hop. Mii gii-waabandang mzimnens kwasing. "Oh, Oh, Aabdeg go nga-giiwewdoon ndoo-waanzhing," kida waabooz. Gii-waamdaan kwasing mzimnens. "Aaniish iidog waa-zhi-giiwedooyaan." Wiiba go mii gewiin waabgonoojiinh gii-bagambatood - siik, siik, siik - bi-kida. Aapji go miswendaan mzimnens, nmadbi maa. Ganwaamdaan yiw mzimnens kwasing. "Nga-maajiidoon ndoo-zasaaning." kida. Gii-wiidibindwag waaboozoon miinwaa waabgonoojiinyan. Giinwinendamoog waa-zhichigewaad. Mii gewiin gchi-zhiishiib gii-bi-dgoshing- quack, quack, quack, kida. "Aaniish iidog waa-zhi-maajiidooyaan oodi ndo-miishkoonsing," kida gewiin zhiishiib. Mii sa gii-niso-biwaad dash ganwaamdamwaad kwasing mzimnens giinwinendamoog. Waabshki-waabooz, shiibinga-waabgonoojiinh miinwaa zaawi-zhiishiib. Mii gewiin mkade-enigoons gii-zaagewed. "Geget sa naa ganaajiwan mzimnens kwasing," kida gewiin. "Nga-naadmaage ji-giiwedooyaan endaayaan." Gchi-baabaapwag. Waabooz, waabgonoojiinh miinwaa zhiishiib. Gchi-gaachiinyi mkade-enigoons. "Aaniish wiin ooshme ge-zhi-gshkitoodji-maajiidood yiw eniginod?" Enigoons gii-maajaad, gii-naanaan wiijkiwenyan wii-naadmaagwad. Mii gii-gchi-bagamawnidwaad enigoonsag, gii-bi-naadwaad kina mzimnens. Gchi-gnawaamdiwag miinwaa maamkaadendamoog. Waabooz, waabgonoojiinh miinwaa zhiishiib. "Aaniishji-gii-mkwendmangji-gii-naadmaadiying gegiinwin." kidwag. Pa�e 6 Native Language in Ontario Vol. 10, No. 2 �SHARING SECTION The following information and ideas have been submitted as part of the ED1599 Practicum Assignments done by students who were registered in this course in 1993-94 school year. These were taken from the "Sharing Section" of the assignments. Thanks to the students who willingly shared their ideas and experiences. We cannot include all the ones submitted but here are a few selections. by Brid1:et Stevens; a) The students I teach like finishing shape books that I start for them after a theme has been finished. I do a lot of the preparation in putting the books together so that the emphasis of students' work will be more in the reading and recognizing words. For example, using a computer, I print out pages with text that we used in the theme. I cut out the pages into shapes. I include the vocabulary (for the student's parents), the credits and copyrights. Then the students match, cut and paste the pictures which I have photocopied for them. They are very proud of these books which they can read in the Native language and they are very glad to take them home right away after a theme is finished. I found this to be a good motivator for reading at school and the students also read the books at home as well. b) Some students with behaviour problems have told me that they think Native language is fun ... At the present time I am trying out contracts with them. They tell me why they misbehave and then we discuss it. Then I tell them what I expect from them for leaming the Native language, and ask them how they can be more aware of their behaviour to help make Native language learning better. I write down their suggestions and we agree on their being reminded of them in the next classes. by Sonya Geon:e; Situation: Grade One - Noisy and Restless/Not Paying Attention. "Marble Jar" - designed to prevent above. Use 2 jars, one bag of marbles, and one chart (weekly) laminated for re-use. Mark one as the "Oo-oo" Jar, and the other as the "Mmm" Jar. All th� marbles start in the "Mmm" Jar. Each time a student disrupts teaching time, a marble is put very simply into the "Oo-oo" Jar. The student docs not need to be told or reminded. A quick and easy way to keep the children disciplined without intcrfcring with lesson, unnecessarily. Each day, the "Oo-oo" marbles arc recorded on the chart and totalled on Friday. If on Friday there are more "Oo-oo marbles than "Mmm , the students must use the amount of time wasted to sit and slowly count the "Oo-oo" marbles back into the "Mmm" Jar instead of some fun or special activity. If the students do well and there are more "Mmm" marbles, they use the class time to work in a fun or special activity, e.g. painting, centres, game, bingo, etc. Note: Teacher can use variations and comparisons to challenge any Grade level, or raise success rate. by Marv Assiuewe Always walk into the classroom enthusiastically, and tell the class that you have an exciting lesson, story to tell, song or activity to do. The eyes and ears will sharpen! • Feltboard Teaching: Allow each child to touch, feel and position the felt piece on the feltboard. • Allow a child to teach with you, e.g. when using flashcards, each has a tum to show the card to others. This promotes concentration and great cooperation, besides learning fairplay. I always praise the children how they will be good teachers someday, then everyone wants to teach. • The children enjoy taping their participation and learning on a tape recorder, especially at week's end or during review time. Also a sticker is presented for great listening, and cooperation. • When teaching colours, focus the colours of the children's clothing. They are eager to find the colours and show appreciation of learning the colour words. Native Language in Ontario Vol. 10, No. 2 Page 5 �5'Lcceptance " J'lcceptance is the answer to a{{ my pro6{ems. fi _ ; 'When I am clistur6ecl it is because Ifincl some . person; pCace1 tfiing or situation - some fact of my {ife - unaccepta6{e to me, ancl I can fincl no serenity unti{ I accept that person1 p[ace1 tfiing or situation as 6eing e;r_,act{y the way it is supposecl to 6e at this moment. g{pthing, a6so{ute{y notfiing happens in (jocl's wor{d 6y mistakf,. CUn{ess I accept {ife comp{ete[y on {ife's terms1 I cannot 6e fiappy. I neecl to concentrate1 not so mucfi on what needs to 6e changecl in the wor{cl as on what n.eeds to 6e changed in me and in my attitudes. �·�; �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 1995 READ THIS INFORMATION CAREFULLY BEFORE COMPLETING APPLICATION FORM NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 6 - August 2) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 6 - July 26) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 6 - July 26) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. ADDITIONAL QUALIFICATION - SPECIALIST CERTIFICATE IN NASL PART I (July 6 - July 26) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe II (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2001 Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduction to reading materials. (July 6 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 2711 Linguistics - Introduction to Native North American Linguistics The basic principles of descriptive and historical linguistics will be introduced. (July 6 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.) NL 3531 Composition Expository and creative writing, research and guided project. (July 6 - July 26 Monday to Friday 1 :30 p.m. - 3:30 p.m.) CREE 1010 Introduction to Cree I Introduction to basic Cree phonetics, grammar, and conversation. (July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.) CREE 1012 Introduction to Cree II (Pre-requisite: CREE 1010) Development of conversational skills and practice in writing. (July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) Native Language in Ontario Vol. 10, No. 2 Page 3 �CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLW 1994 NLTC-Year One Provisional Letterq[Standini Beardy, Lucy Benson, Monica Bouchard, Charlie Bouchard, Stella Bourgeois, Lilly Brunton, Donna Commanda, Jeannette Corbiere, Corella Dokis, Katherine Dokis, Mary Enriquez, Laura Eshkawkogan, Bernadette Eshkawkogan, Bonita Henry, Jennifer Kakegamic, Joan Kimewon, Daniel King, Jackson Kwandibens, Josie Lavallee, Joan McCue, Irving (Hap) Mishibinijima, Dorothy Moonias, Eli Morgan, Dianne Morin, Mary Nadjiwon, Hilda Nahwegahbow, Monica Parenteau, Dorothy Peltier, Genevieve Poile, Myrna Proulx, Ernestine Recollet, Frederick Recollet, Viola Roy, John Sakanee, Mary Shawanda, Teresa Shawnoo, Dorothy St. Pierre, Helen Swain, Ina Turner, Monica Wabasse, Barbara Wassegijig, Frank NLTC-Year Two Provisional Letter ofStanding Jacob, Kathleen Johnston, Archie Keogh, Carrie King, Ada King, Donna Lawson, Margaret Louttit, Gloria Mamakwa, Rachel Mason, Joanne Matthews, Phyllis McKay, Marlene McLeod, Marie Michano, Myra Millette, Isabel Anderson, Sheila Belmore, Irene Marie Boyce, Elaine Brant, Elaine Buswa, Kathleen Cada, Gene Cada, Isabel Cameron, Dorothy Edwards, Micheline Fiddler, Ida Gelinas, Martha Gilbert, Mary Jane Gonawabi, Sara Hardwick, Verna Moses, Rose Neganegijig, Thecla Nestrovich, Ruth Odjick, Suzanne Oshag, Victoria Pangowish, Theresa Paul, Vernon Peltier, Stephanie Ritch, Caroline Roundhead, Viola Shawinimash, Lydia Wawia, Ange Whitehead, Sammy NLTC-Year Two Provisional Letter ofStandini Angees, Mary Atchitawens-Roy, Sally Baldwin, Ernestine Bois, Martha Boissoneau, Doris Bombay, Mary Cockerham, Hilda Hardy, Agnes Hookimaw, Miriam Page 2 Hyacinthe, Deanna Iserhoff, Nancy Jamieson, Myrtle Knott, Robert Koostachin, Adelaide Logan, Rose McCue, Beatrice McCue, Eldon Moose, Donald Norton, Emily Nummelin, Alice Osawamick, Elizabeth Oskineegish, Annie Peters, Dean Roy, C. Helen Shawanda, Gordon Walser, Nancy Winter, Fanny Native Language in Ontario Vol. 10, No. 2 �Coordinator's Message Aanii I Boozhoo! Aaniish naa kina wiya? Gdoo-gchi-nokiim na go. Aapji go naa pane ndamtaam kinoomaageng Anishnaabemwin. Znagaangzhem go memdige go naa nongo naangodnong wii-bzindmowaad binoojiinyag. Aapji dash wii go nishin enokiiyeg naadmawdwaa wii-gkendizwaad yaaw'waad wii-mno­ bmaadziwaad. How is everyone? I am sure you are all very busy. It is challenging teaching the Native language, especially today it seems. It's hard to motivate the children to learn the language when there are other distractions and interests. But it is a good thing because our Native children need to know their identity, have self-esteem, so they can become healthy individuals. We wish to extend our congratulations to all the students who successfully completed their program this past summer. Best wishes in your endeavours. A reminder to the students who need to do their "teaching experience" and practicum ED 1599, if you have not yet made arrangements with a school, you should start seeking for an opportunity soon. If you have any questions concerning your practicum, do not hesitate to call. Our planning is underway once again for the summer session 1995. It is a bit more challenging this year as we look at scheduling because the Bora Laskin Building is going through a major renovation. The plan is that all the portables, where we had practicum sessions, will be removed which means that we will have to schedule some classes across campus. We will do what we can so that the schedule is manageable for everyone. Dates for the 1 995 NLIP session are July 6th to August 2nd. Monday, July 3rd will be considered "Travel Day"; Tuesday, July 4th will be Registration Day; and July 5th will be "Assembly and Orienta­ tion Day". Classes begin Thursday, July 6th at 8:30 a.m. We are back to the old schedule which is nice. Everyone will have adequate time to prepare, get oriented, meet other requirements (l.D., health fonns, parking pennits, etc.), do shopping for school supplies, L.U. bookstore visit, and residence needs. Stu­ dent evaluation of the program conducted in July 1994 indicated that students really needed to have more time for preparation. We are able to do that this coming session. Last year, we had no choice due to the Civic Holiday weekend falling at the end of July. Some preliminary information about courses and programs for summer 1995 is included in this newsletter. We wish everyone a pleasant holiday during Christmas and the New Year. Gdinmikaagoom! (Seasons Greetings!) ---;P T �� Lena Odjig White Native Language in Ontario Vol. 10, No. 2 Page 1 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (2), November 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1994-11-01 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/f2a13603d0d7364e59bdc060fd7af8b3.pdf 9efc839a0847fc657957e243c119e8ab PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <lo-Sa..VJ�·' pp..o<l ln�•br' N.L.I.P. Volume 10, No. 3 February 1995 �Volume 10, Number February, 1995 General Editor: Lena Odjig White Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator............................................../1 Sharing Section by Virginia Henry......................................../2 Inventing New Words by Lena Odjig-White ........................./6 Feature Profile - Shirley Williams-Pheasant ..........................n Resources .............................................................................../8 Conference Info...................................................................../10 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an anicle *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any oflhcsc, pleasccall citherLenaOdjigWhitc at(807)343-8003orSonyaBruycrc at (807) 343-8542. Native L&o&uaee in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February 1995 �Coordinator's Message Aanii I Boozhoo! How is everyone doing lately? As for us at NLIP, the momentum is building up as we begin organizing and planning for the summer session July 1995. Mailing of NLIP 1995 application packages has started. If you know of anyone who is interested in teaching a Native language. please give them our telephone number 807-343-8542 for further information. Also anyone who is presently teaching and holds an Ontario Teaching Certificate (O.T.C.) and is fluent in a Native language, will have the opportunity to take an Additional Qualification course ED 4743 Native as a Second Language (Algonquian) - Part I. As I mentioned in the last newsletter, dates for the NLIP 1995 session is from July 4 to August 2, 1995. Registration Day is on Tuesday. July 4th, Orientation and Assembly is on Wednesday, July 5th. Students will have time to prepare, shop for school supplies, ID sessions, obtain parking permits and attend to other needs. Classes begin on Thursday. July 6th at 8:30 a.m. Periodically we get calls from our colleagues, student teachers who need to find a place to do their teaching experience , graduates looking for a teaching position, regarding Native language programs that are being offered. Presently, we do not have any data as to how many Native language programs are being offered in Ontario and elsewhere, or where they are being offered. It is with this kind of repeated requests we get from our educators that gave us impetus to start gathering information on Native language program offerings. This is being done in a two-page questionnaire format that is being sent to all Native language students, graduates, teachers, school boards and First Nations communities. If you have not received this questionnaire, please let us know and we will send you a copy. Your participation and cooperation in gathering this statistical data would be much appreciated. Once again, we were able to get some information on upcoming conferences and available resource materials which are included in this newsletter. If you know of any resources that would be very useful for a Native language teacher, or for students' use, whether they be puppets, games, experience charts, posters. big books, picture cards, songs, tapes, plays, board games, etc., please let us know so we can inform the Native language teachers through our newsletter. We wish everyone a pleasant and enjoyable winter season as we all look forward to the activities for spring and summer. In the Spirit of the our Native Languages! Le11a Odjig White Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 10, No. 3 Page I �SI/ARING SECTION The following is one of ED 1599 Practicum Assignments submitted by Virginia Henry last winter 1994 and is being shared with you as a teaching activity. This panicular one is Assignment #2: "Project Plan". Introduction This "Project Plan" will benefit and enhance the beauty of a language that was almost extinct in a Native Community. Students will be given the opportunity of observing the process of growth, and will be­ come aware of the importance of looking after a plant and watch it grow. The Native language will become more alive and stimulating by using this approach. THEME: SUB-THEME: UNIT: TIME: DIVISION: Nature Outcome of Seed Planting "I Am a Little Seed" One Week Primary Objectives Students will: - learn the language through sight, sound, smell and feeling; - learn to have respect for Nature and the Native language. Content Lan�ua� patterns - nouns and verbs - diminutives - prenouns/preverbs - singular and plural - demonstrative pronouns vocabulacy - planting - seed, little/big seed - apple/ apples - apple tree - plants/ fruit - earth/ water / stones - root - body parts (reinforcement) Communicative Concepts - identification and description - respect Page2 Native Language in Ontario Vol. 10, No. 3 � �"I Am a Little Seed" (p. 2 of 4) Lan�ua�e Functions - giving and receiving information - directions - planning - explaining how to do something Aspects of Culture - promote respect for nature - promote respect for the elements that make plants grow including the sun. Jeacbim: Activities Activity #1 - Day 1 Students have a choice of what they wish to plant. l)The teacher will draw a big seed on the blackboard. She will explain and tell the students what it is used for and why as little children they are like little seeds and can grow to be big beautiful plants. Just like what they are going to see. 2)She gives the word for seed, then she allows the students to take turns in saying the word as they point to it. 3)The teacher will have apples on hand and she will gather the students around a table. There she will sit down on a chair by the table and cut the apple in half. The students will see a real seed. The teacher will explain how the seed got into the ground to form a tree so that we could have apples. 4)If time permits, then she will draw an apple tree on the blackboard with coloured chalk, making it look inviting and scrumptious. The teacher will ask the students to bring an apple to school for the next day. If someone forgets, the teacher will have apples on hand. Asking the students to bring apples will enhance the concept of empowerment and will have a variety of shapes, sizes and colour. Activity #2 - Day 2: 1)The teacher will have on the blackboard a big red apple, an apple cut in half with seeds showing and also a drawing of the apple tree with many red apples. 2)Review vocabulary associated with seed, apple and apple tree. 3)Then sing or chant a short song, such as; Niin maaba mitgoons Niin maaba omiinkaan Niin maaba mshiimin Niin omiinkaan. As they sing, one student will be pointing to the words while the rest point to themselves. 4)Before they leave, cut everyone's apple in half and place the seeds on a napkin to dry and store them away on a shelf with labels of students' names. They eat the apple. Native Language in Ontario Vol. 10, No. 3 Page 3 �"I Am a Little Seed" (p. 3 of 4) Activity #3 - Day 3: l)Review words and sing a song. Students check the seeds. 2)The teacher will ask the students what other plants, fruit and vegetables have seeds. 3)The teacher will have seeds of different sizes. She will have soil and water on a table covered with newspaper. The students will learn the vocabulary associated with earth and water. 4)The students feel and smell the soil. They taste the water which is in a clean container. They will each use a spoon to do this. The teacher explains and tells why it is necessary to have these elements. 5)1 lave the students bring a can to class so that they can plant. If students forget,the teacher should have some on hand. Activity #4 - Day 4: 1)The teacher will add another picture on the blackboard and that is a root. She explains that hair begins to grow on the seed after it is put in the earth/soil. Students learn the word for root. 2)Explain the procedure of planting. 3)Prepare the cans for planting and decorate them with eyes, nose, mouth, and earswhich they will glue on after the cans are wrapped with colourful constructionpaper. 4)The teacher will have a variety of pre-cut ears, eyes, nose and mouth. Students will make a selection. As they do this, it will reinforce the words for body parts which they have already learned. Activity #5 - Day 5: l)Review vocabulary as they prepare for this lesson. 2)For planting, new vocabulary on stones is learned. Stones are needed to drain thesoil when it is watered for moisture. It reinforces the need to have waler with earth and we place the finished product near the window then we know the sun - Giizis is also needed for growth. 3)This project is on-going until school is out in June. The classroom will be filled new plants. Evaluation Assessment will be measured on students' growth in knowledge and skills in thecontext of the stated objectives. Ongoing day-to-day assessment will be done whether remedial or enrichment activi­ ties are necessary. (see "Note" below re Assignment #6 - comments on evaluation of this project.) Materials and Resources - apples, knife, earth, water, stones, cans, - construction paper, scissors - prints of facial parts, glue - seeds, grass, flowers - beans, pumpkin and apple seed - blackboard and chalk - napkins, newspaper - water container and spoon - flash cards Page4 Native Language in Ontario Vol. 10, No. 3 �"I Am a Little Seed" (p. 4 of 4) Note: Assignment #6 is the Evaluatiun of Assignment #2. The following arc comments from the Practicum Course Supervisor... "Your evaluation of the project summarized everything in good order. Your language learning goals were achieved. Your positive outcome indicated that your students learned more than the Native language. They learned the values pertaining to environment, plants, science, appreciation and awareness of gifts of the Creation and much more. The negative aspects was a lesson children learned - acceptance of "time" and understanding that resources are sometimes minimal and must work with what we have available. Your overall evaluation indicated that this teaching unit was worthwhile and an exciting project for everyone. This project gave the parents a chance to visit the classroom because they went to the school to pick up the plant. A great way to invite the parents to visit. A job well done by everyone involved." A SAMPLE OF WHAT THE PROJECT WILL LOOK LIKE Native Language in Ontario Vol. 10, No. 3 Page 5 �Inventing New Words Have you coined a new word? How do you say it? What does it mean? Some new words as shared by various speakers of Ojibwe: naagodoowe 'chigan ekinootamoomagak - tape recorder - tape recorder kinawaajbii 'igan mzinaakshkojigan - photocopier - photocopier waasmoobizigan - microwave oven mzinaazgan mzinaazwin - camera - photograph mzinaatesijigan - video recorder giigdooyaabiignigan giigdobiiwaabkoons - telephone - telephone giziibiiginigemkak bengwaasjigan - washer - dryer aazhiwe-daabaan bimizhiwe-daabaan - bus - bus - apartment building maamwigegamig bimisgaag - apartment floor (dbishko: eko-niizhing bimisgaag as in: 2nd floor) shiibaawsag - hall/ hallway tractor - bemboodenh Mdwewechigan: Musical Instrument Page6 Violin: Mdweyaabiigi 'gan Naazhaabiigigan Zheyaabiigigan Madweweyaabiigigan Word used in this community: - Walpole Island - Wikwemikong - Georgina Island - Curve lake Guitar Madweweyaabiigibijigan Kamidewaabigmijigaadeg -Curve Lake -Eagle Lake Native Language in Ontario Vol. 10, No. 3 �FEATURE PROFILE - SHIRLEY WILLIAMS-PHEASANT Shirley Williams-Pheasant is a member of the Bird Clan. She is a descendant of the Odawa and Ojibwa First Nations. She was born and raised in South Bay, known as part of the rural area of Wikwemikong, Manitoulin Island. She attended St. Joseph's Residential School, in Spanish, Ontario. She considers herself as a drop out but later returned to finish her education. She at­ tended Trent University and received her Bachelor of Ans in Native Studies and later went on to graduate in the Native Language Instructors' Program, receiving her Diploma, at Lakehead Uni­ versity. She also has Life Skills Coach certificate from George Brown College. She teaches at Trent University, after doing program development at Niagara College and Fort Erie area, and taught Life Skills at a Native Women's hostel in Toronto. She is now an Associate Professor at Trent University, teaching Ojibwa Languages and related courses. In her busy schedule, she sits as an Elder and consultant to Sweetgrass First Nations Language Council at the Woodland Cultural Centre in Brantford, Ontario. She has been very active in doing workshops about language issues and culture around Ontario and Canada. She has published several articles about language issues and women's issues. She published a book called Aandeg, meaning "The Crow" for those who are learning the language. For the past three years, Shirley has been doing research on Ojibwa and Odawa words, and putting them into a dictionary form for students and teachers for the future, as part of her Master's thesis. She is not only doing nouns but adding the word format as to how the word changes from prefixes to suffixes, from plurals to preterits. She has been writing and doing the research since she started at Trent. When she started, there was a lack of materials for her and students to use in her courses. In fact, there was nothing at the time. She got her incentive from knowing that there was a lack of materials for teacher a to use, and students to learn from. Shirley will be defending her Master's thesis next term if everything turns out well in her life. Native Language in Ontario Vol. JO, No. 3 Page? �CREE RESOURCES Available from DUVAL HOUSE PUBLISHING 18228 - 102 Avenue Edmonton, Alberta T5S 1S7 Telephone (403) 488-1390 Fax: (403) 482-72 13 Cree Language Cultural Linguistic Unit MY IM MEDIATE FAMILY Co-Publisher: Lesser Slave Lake Indian Regional Council Unit contains: Dialogues, Echo-Acting, Activities & Games, Flashcards, Teacher's Guide, Audio Tape. $49.95 This Cultural Linguistic Unit has been designed as a teaching unit of Cree language instruction. Designed and developed by elders from the Lesser Slave Lake Regional Indian Council. The unit is made up of dialogues and echo-acting routines, flashcards and playing cards and contains exercises and activities for the teacher. Of special interest is the game "My Immediate Family" that accompanies the unit complete with a full-colour gameboard. The unit has been beautifully illustrated by Cree artist David Kakeesim. Cree Language Learning Series: Level 1 By: Julia Cardinal Illustrations by: David Kakeesim Co-Publisher: Saddle Lake First Nation This level contains: Student book 1 (5 copies), Student book 2 (5 copies), Book of Old Stories (5 copies), 200 flashcards, I - 240 page Unit Plan Guide, 2 Audio Tapes Authorized as a basic resource by Alberta Education $325.00 per level If a child can once again be brought up speaking and understanding their own tongue, the beliefs and values system of the old people will be transmitted to the young and the system will survive. This language learning series has been developed by the Saddle Lake First Nation for use in schools. The series may be used in school program and by various groups interested in learning the Cree language. This level is the first of 3 levels being developed with Saddle Lake. Level 2 will be available in February, 1995 and Level 3 will be available in April, 1995. Level 1 contains a wealth of activities for the teacher and over 200 original illustrations by Cree artist David Kakeesim. Individual Price List: Student Book l Student Book 2 Flash Cards Unit Plan Book Legends Audiocassettes Page 8 $9.95 $9.95 $39.95 $79.95 $ 19.95 each $5.00 each Native Language in Ontario Vol. 10, No. 3 �N.S.L. RESOURCES AVAILABLE FROM SIMCOE COUNTY BOARD OF EDUCATION Three Audio Tapes & Teacher Guides a) Ojibwe Language Through Song - Primary Division b) Ojibwe Language Through Song - Junior Division c) Ojibwe Language Through Song - Grade 7/8 Each tape contains different songs with accompanying ideas for teachers. Cost: $60.00 for the set of tapes & teacher resource. Three curriculum binders. Each binder contains a year long curriculum organized by monthly themes. Each theme unit contains: - objectives - knowledge, skills and values to be taught in the unit . teaching strategies . evaluation ideas - resources needed to teach the unit i) Curriculum Binder #1 - Level I & Level 2 ii) Curriculum Binder #2 - Level 3 & Level 4 iii) Curriculum Binder #3 - Level 5 & Level 6 Note: Each level represents a year of N.S.L. instruction i.e., Level 1 is for students with no N.S.L. experience. Level 6 is for students who have five years of N.S.L. instruction. Cost: $50.00 per binder. Copies can be obtained by calling: Sue Kuikman Telephone (705) 728-7570 Ext. 3 18 NEW RELEASE NISHNAABE BIMAADZIWIN KINOMAADWINAN Teachings of the Medicine Wheel - Junior Sponsored by: Ojibwe Cultural Foundation and Kenjgewin Teg Cost: $25.00 To order, call: Ojibwe Cultural Foundation (705) 377-4902 P.O. Box 278 Manitoulin Island, Ontario POP IGO Native Language in Ontario Vol. 10, No. 3 Page 9 �CONFERENCES ANISHINAABEMOWIN A Conference on lhe Anishinaabe Language March 30, 3 1 and April 1, 1995 Ramada Inn Sault Ste. Marie, Ontario Hosted by the anishinaabe people Algoma University Sault College Ministry of Educaton and Training Pre-registration $ 100.00 For further information contact: Howard Webkamigad Telephone: (705) 949-2301 Ext. 2 15 AWASIS CONFERENCE '95 CALL FOR PRESENTERS AWASIS, the Saskatchewan Teachers' Federation Special Subject Council for Indian and Metis Education, will be hosting an educational confer­ ence on March 30 & 31, l 995 (registration the evening of March 29). The conference theme is: MAKING THE SPIRIT DANCE WITHIN The conference will offer the majority of its sessions as half day or whole day workshops, with a limited number of shorter sessions. ICC LIAISON CALENDAR "AFN - National Conference on Education" From March 28, 1995 until March 31, 1995 Place: Convention Centre, Winnipeg, Manitoba Host: Assembly of First Nations 55 Murray Street Ottawa, Ontario Phone: (613) 241-6789 MATAWA FIRST NATIONS is presenting Professional Development Conference for Educators February 2 1 - 23, 1995 Airlane Hotel Thunder Bay, Ontario The conference will include: A full day session for Native Language Teachers, workshops for Education Authority Members, Chiefs and Councillors, plus 12 other workshops, classroom management, special education, student retention and retrieval and parental involvement in the schools. For more information, contact: Frances Wesley Matawa First Nations Development (807) 344-4575 For further information and details contact: AWASIS '95 c/o Kevin Pilon 9 19 Broadway Avenue Saskatoon, Saskatchewan S7N 1B8 Phone: (306) 668-7490 Fax: (306) 668-7488 Page 10 Native Language in Ontario Vol. 10, No. 3 �CONFERENCES Visions and Realities: Preparing First Nations for the Next Millennium March 7 & 8, 199 5 Ramada Hotel Regina, Saskatchewan A Training Session for Professionals Concerned with Preparing First Nations for the Future Presented by the Saskatchewan Indian Federated College And Industry Canada Registration: $225 .00/person Limited to200 participants For further information & registration forms contact: VISIONS OF THE FUTURE TAKING THE CHALLENGE; FACING TOMORROW February20-23, 199 5 Regina Inn Hotel Regina, Saskatchewan Host: Saskatchewan Indian Federated College Students' Association Registration Fee: $100.00 OBJECTIVES The needs of today's First Nations society are changing and student's need the knowledge and tools to stay aligned with these changes. It is with this idea that the conference is based on. Myrna LaPlante, Coordinator Saskatchewan Indian Federated College 1 1 8 College West University of Regina Regina, Saskatchewan S4S OA2 Telephone: (306) 779 -6300 Fax: (306) 5 85 -1289 The "Visions of the Future" conference is geared towards post-secondary students by students to address the issues that affect First Nations people today. Our goal is to seek new ideas and implement changes in our legal, educational and health care systems. ABORIGINAL TRAINING EVENT "ACQUISITION AND DEVELOP­ MENT OF LANGUAGE: LITERACY IN ABORIGINAL CANADA" First Nation students are connected to their communities and are not divorced from the issues that affect them. They bring these concerns with them to the classrooms and are able to expand on them. This conference will give First Nation students a forum to poise these concerns at a national level. For further information, contact: Kelowna, B.C. June 8 - 1 1, 199 5 Call for Conference Papers and Workshop Proposals The 199 5 Aboriginal Literacy Event is co-spon­ �ored by the K'noowenchoot Centre for Aboriginal Adult Education Resources of Okanagan College, and the Prince George Native Friendship Centre with support from the Association of Aboriginal Post Secondary Institutes (AAPSI) of British Columbia. Arlene Cote, Conference Assistant Curtis Standing, Public Relations Danielle Woodward, Chair, Conference Committee Telephone: (306) 779 -6206 Fax: (306) 5 85 -0047 • •• • • • • • • • • • • • • • • • • • • • • • • • • Native Language in Ontario Vol. 10, No. 3 - - Page 1 1 �LAKEHEAD UNIVERSITY NATIVE STUDENTS ASSOCIATION 4� ANNUAL ELDERS CONFERENCE MARCH 3 - 5 , 1995 at the Agora and Regional Centre Lakehead University Sunrise Ceremony: 7:00 a.m. (Sat. & Sun.) Keynote Speakers: 7:00 p.m. (Fri.) Workshops: Sat., March 4th, 9:00 a.m. - 4:30 p.m. Sun., March 5th, 9:00 a.m. - 12 :00 noon Social Gathering: Fri., March 3rd 7:00 p.m. - 12:00 p.m. Sat., March 4th, 7:00 p.m. - 12:00 p.m. Sun., March 5th, 1 :00 p.m. - 6:00 p.m. Traditional Feast: Sat., March 4th, 5 :00 p.m. For information, call 807-343-8085 807-346-7708 Page 12 NativeLanguagein Ontario Vol. 10, No. 3 �Taking Charge of Change A Conference on First Nations Education March 7, 8 & 9, 1995 London Ontario First Nations are taking responsibility for providing quality community education. Steps toward self­ governance are guided by a vision of education which shows respect for the relationship between the individual, the community and the environment. This Journey toward self-determination requires planning, a commitment to service and wise resource management. This conference Taking CJrarge of CJ1a11ge - is designed to support First Nations in effective educational governance, resource management and programming. The journey toward5 taking control of First Nations education can be a $truggle.At th is conference both the benefits and limitations of strategies will be presented by people who are struggling every day to make excellence in First Nations education a reality. A case­ study approach will be followed when appropriate. Personal stories; personal journeys wil explore the link between quality education and the health of the community. TAKING CHARGE OI' OURSELVES MANA<l1NO OvR RESOURCES WISELY Pu.NNING FOR Tl<E FIJTURE HEu>INO EACH 0n<ER POOVIOINO SEFMCt SEI.Fl.ESSI.v � Educational Governanc£ For those per5ons involved in educational governance the conference will provide infonn.ition that will assist in: • detennining community expectations, needs, resources, • setting direction and policy; • fommlating short and loni; range plans; • evaluating progress; • communicating with the school and community; • infonnalion management; • interacting with second level service agencies and other educational organizations; • financial management � Ecological Healing Excellence in education is achievable when the community is healthy, when the community is able to maintain a balance of peaceful relations between its members. This concept of ecological healing is a major concern of the conference. Healing strategies will include the following: • conflict resolution strategies; • interpersonal skills development; • the healing of Mother Earth as an aspect of healing the individual and the community; • community healing, • healing the healers. PLAN NOW TO ATTEND Taking Charge o�f Change A Conference on First Nations Education March 7, 8 & 9, 1995 • London Ontario Details on Specific Workshops and Seminars and Registration Information will be sent to you in the next few months. 77ris conference is open to all organizations dedicated to quality in Nalive Education <e.g. First Nations Community Scl1ools, Provincial School Bonrds, Conmumity Colleges, U11iversilies.) Mark your calendar and check your budget! � Programming For those persons given the responsibility of program delivery, support and supervision, the conference will provide information that will assist in: • curriculum development and evaluation; • designing Native Language/Cultural programs; • staff supervision and development; • meeting the special learning needs and strengths of sludenli;; • effocth·e leaching in communication, the arts and i;cience/ mathematic"/ technology; • developing problem·soh·ing skills; • recognizing and dealing with stereotypes in the classroom and in the media EARLY BIRD PRE-REGISTRATION • Daily rate of $100 per day • 30% off regular rate of $300 for three days For further information, direct correspondence to: Steering Committee, Taki11g Charge of Change. c/o 65 Mcridcne Cres., Lc11don, ON, NSX 2M2 Convtnu Romain,• llombcrry, Srecial l:duc,lion <:o-ordin•tor (ITtircdl Six Nations Rcscr"c Advlton Grorgc: Huntrr. l!r1ucation Dirt'C'lor, Wttnu�\. Firs1 Nation, Fran T11N>bondung, Curri(olum Co-ordin,1tor. Parry l.�l.\nd fi"I N.uior, Jam� Cu1!«1. lntcr1:ovcrnmcnt,11l /\,t..1n Orne-er. ,NAC. 5tou.11 t..ookoul Oi�1rkl M.-r,:Mcl Angcconcb, l\�(1ct.-nl Oircclor. Wind go F.ciuc.11ton Authorit) Vcr.1 �tyres. Rrgi.ur-11r, Gr.ind Rwtr Polytrchn1(c\l ln!U . � , Nahon.c Rt!liC-1vc, RCttc J0hni. Chairr('f�n. Wat po,r f!,l.,nd n"1 NJ1l1()r'l l1nMd n( fduc.1rion� l:.d Cunnc,r�. r;\ychl\lor,•!IC I {(',11th CtnlrC'. (.hirf'"(w.11� nr R.-m,"I R('$('n't Transforming Vision into Reality for First Nation Education For more informa t ion ca l l : S t eve Manlow ( 5 1 9 ) 642- 1 9 1 5 �PUBLIC SERVICE ANNOUNCEMENT JANUARY 27, 1 995 The 1 995 National Aboriginal Achievement Awards Secretariat is pleased to announce the creation of a new category - the Youth Award. This award will be bestowed to one young person of Inuit, Metis, or First Nations ancestry (including non-status), to honour their outstanding achievements. The recipient will be awarded a $5000.00 educational scholarship by the Minis­ ter of Canadian Heritage at the National Aboriginal Achievement Awards gala ceremony on March 3 1 , 1 995 at the Queen Elizabeth Theatre in Vancouver. This event will be televised by the CBC as a national television special on April 6, 1 995. Any Aboriginal or Canadian is invited to nominate an Aboriginal Youth, be­ tween the ages of 1 5 and 2 1 , for their outstanding achievements in any of the following categories: Arts and Culture, Academics/Education, Business, Com­ munity Development/Public Service, Environment/Land Management, Healt/ Medicine, Heritage and Spirituality, Law, Media and Communications, Sci­ ence/fechnology and Sports. To nominate a youth achiever, please write a 2 to 3 page letter strongly articu­ lating the specific achievements of the youth nominee. The letter should clearly illustrate the creativity, innovations, dedication and diligence which has enabled the nominee to successfully carry out and attain their goals, along with the nominee's name, address, telephone number, date of birth, and Aboriginal affiliation (Inuit, Metis, First Nations). Mail, FAX or courier the nomination to : National Aboriginal Achievement Awards - Youth Award Suite 508, 77 Mowat Avenue Toronto, Ontario M6K 3E3 or FAX (416) 588-9198 Nominations must be received by Wednesday, February 22, 1995 For further information, please call Cheryl L'Hirondelle at the National Abo­ riginal Acheivement Awards Secretariat at: (416) 588-3941 Page 14 Native Language in Ontario Vol. 10, No. 3 �JOB OPPORTUNITY NATIVE LANGUAGE CONSULTANTS Ojibway and Cree Cultural Centre requires (3) Native Language Consultants in the following dialects: 1 Cree, 1 North Western Ontario Ojibway and 1 Oji-Cree. The candidate should possess the following: - Ontario Teacher's Certificate or a Provincial Pennanent Letter of Standing or equivalent - Must be fluent in one of the following: Cree, Ojibway, or Oji-Cree - Must have thorough knowledge of different Syllabic Writing Systems - Must have classroom experience - Must have organizing, planning and research skills in curriculum development - Excellent written and oral English communications skills - Ability to take initiative and work independently - Some computer skills required • Must be willing to travel - Salary to commensurate with qualification and experience - Starting date to be determined - Location to be detennined - Deadline for application: Friday, February 17, 1995 Fax or mail your resume to the following address: Ms. Esther Wesley or Ms. Kim Piche Ojibway and Cree Cultural Centre 43 Balsam Street South Timmins, Ontario P4N 2C7 Telephone: (705) 267-79 11 Fax: (705) 267-4988 TRENT UNIVERSITY 12th Annual Elders and Traditional Peoples Conference Theme: "Family Growth Through Our Elders" February 1 7, 1 8, and 1 9, 1 995 Opening & Closing Ceremonies/Social at Memorial Centre Workshops at Trent University For further information, contact: Kathy Fife at (705) 748- 1 443 Native Language in Ontario Vol. 1 0, No. 3 Page 15 �TORONTO INTERNATIONAL POW WOW MAY 6th and 7th, 1995 The Toronto International Pow Wow to be held at Toronto's spectacular Sky Dome stadium will be one of the most exciting First Nations events in Canada during 1995. The Pow Wow will offer Indian dances and drummers more than $75,000 in prize money. Admission: One day pass: Adults • $11.50 Children under 1 2 - $7.00 Two day pass: Adults - $19.50 Children under 1 2 - $ 12.50 For tickets please call: 1-416-870-8000 Host Drum - White Tail Singers M.C. - Thurman Bear Co. M.C. - Allan Manitowabi Head Dancers - Youth Representatives Head Judge - Amos Key Jr. Drum Judge - John Snake Arena Director - Alan Manitowabi Coordinator - Ron Robert Administrator - Catherine Cornelius Grand Entries are scheduled for 1 p.m. and 7:30 p.m. Saturday, and 1 2 noon Sunday. All dancers must participate. Points awarded on each Grand Entry. Limited number of chairs available. Please bring your own lawn chairs. Other elements include Arts and Crafts/Market area and Food Booths. ..,,- ,. ,.,. . j. -f t � tf./�� " �f.f- • ' _✓,.tf,f-:1 , _,,.-......_ For more information contact: Indian Art-I-Crafts 10 Woodway Trail Brantford, Ont. Tele: (519) 751-0040 Fax: (5 19) 751-2790 .,. .;� '� �- ­ \�: �� � ;.�• .:::l Page 16 Native Language in Ontario Vol. 10, No. 3 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (3) February 1995 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 1995-02-01 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/2bdb3048be048ff20b60cd5c7bc30d83.pdf 3705eb693fe2e73cfaf268b42fa1c5c0 PDF Text Text 1 l NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <lcrSa...VJ.6· ) pp..o<l Ln-6.•brb N.L.I.P. 1 Vc,Iume 10, No. January 1996 �PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 10, Number 4 January,1996 General Editor: John O'Meara Copy Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................. ./1 NLIP Summer Courses 1996................................................./2 Elders...................................................................................../4 A Message From Sally Atchitawens-Roy............................../5 The Pow Wow: The Heartbeat of the Indian Movement.. .... ./6 Conference Info...................................................................../8 Publications/Rewsources...................................................... ./10 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call Sonya Matson at (807) 343-8542. Native Lan&ua&e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead Ur iversity, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February 1995 �Acting Co-ordinator's Message Many of you know by now that Lena Odjig White has resigned as Co-ordinator of the Native Language Instructors' Program. Lena is currently living in Manitoba, where she continues to funher the develop­ ment of Native Languages by offering consulting services in her many areas of expertise. I know that you will all wish to join me in wishing her well in her new endeavours. We are happy to say that she will be returning t<, Lakehead this summer to teach some courses for us! The search for a nt w Co-ordinator is currently underway. We are including a copy of the job advertise­ ment in this issue < .f the Newsletter. If you think you might be interested in this position, or know of someone who might be, please be certain to read the advertisement carefully and think about submitting an application. In th.! meantime, Sonya and I are preparing for the summer 1996 version of the Native Language In•• structors' Program. H you are intending to come back this summer we'll be very glad to see you, and encourage you to submit your application as soon as you can. The application packages are currently being prepared. You can get in touch with me at 807-343-8054 or Sonya at 807-343-8198 if you have any questions. For students who are returning for the second and third years of the Native Language Teacher Cenifica­ tion Program please be certain to have your practice teaching forms filled in and signed by the appropri­ ate school official and send the form into the NLIP office. Your teaching contact days are an important part of gaining professional experience and are part of the requirements for being awarded a Permanent Letter of Standing. We encourage all students who have been awarded the Permanent Letter of Standing to come back for the fourth year so that they can obtain the Native As A Second Language Diploma. This is a valuable way to round out your training and also to meet up with your classmates and share your teaching experiences. Students who have already taken Year 4 should be certain to complete the assignments for the Education 1599 winter practicum as soon as possible and send them into the NLIP office. In order to receive the Native As A Second Language Diploma at the Spring 1996 Convocation you need to get the assign­ ments into the office and marked. Thanks! We also offer 'Institute• courses for students who have completed the diploma and who wish to take further University courses in Native Languages. This summer we will be offering two such courses, with one to be taught by myself, and the other by Randy Valentine. This is a great opponunity to learn more about advanced topics in native languages and to add to your knowledge. This summer we are also offering Part II of the Additional Qualifications course for Native As A Second Language. Teachers with an Ontario Teaching Certificate (OTC) who have already taken Part I are eligible to take Part II. This is a great opportunity for certified teachers to upgrade their qualifications. I'm looking forward to seeing all of you this summer. NLIP is a success because of the great faculty, staff and students who come together to learn about, promote and teach Native Languages. Everyone of us has an important contribution to make, and your help is greatly appreciated by everyone who cares about Native Languages. -John O'Meara Native Language in Ontario Vol. 10, No. 4 Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 1996 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 4. 26) This program is for students wishing to teach an Algonquian language as a second language in the prov­ ince of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Pennanent Letter of Standing upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 8- 26) This program is for students wishing to teach Native as a second language. This is a four summer pro­ gram leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 8-July 26) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). ED 4744 ADDITIONAL QUALIFICATION · SPECIALIST CERTIFICATE IN NASL PART II (July 8-July 26) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetic�, grammar, and conversation. (July 3 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe n (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 17 - July 31 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2001 Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduc1ion to reading materials. (July 3 - July 31 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 2713 Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. (July 8 - July 26 Monday to Friday 1:00 p.m. - 3:30 p.m.) NL 3511 Literature: The O ral Tradition (Pre-requisite: One of Ojibwe 2001 or 3001, Cree 3001, or Algonquian 2231) Problems and methods of collection analysis. Research and guided proj< cts in oral literature. (July 8 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.) Page 2 r Native Language in Ontario Vol. 10, No. 4 �ANNOUNCEMENT The Native Language Instructors' Program is pleased to announce that the 1996 Application Packages are now available. If you have not received your package or you would like additional packages, please contact Sonya Matson at (807) 343-8542 CAREER OPPORTUNITY The Faculty of Education at Lakehead University invites applications for the contract position of Co, ordinator, Native Language Instructors' Program. The Native Language Instructors' Program is a teacher training program for Native language teachers of Ojibwe and Cree requiring three or four summer sessions and supplementary student teaching in schools. Students in the program are drawn from Ontario and other parts of Canada. Candidates should hold as a minimum,, Masters degree in a relevant discipline, be fluent in an Algonquian language, especially Ojibwe or Cree, have qua ifications and experience in second language education, hold a teaching certificate, and be sensitive to the cultne of Native peoples. This initial appointment, to March 31, 1997, and any subsequent renewals are all contingent upon targeted government funding. Duties will include an appropriate combination of administration, student teaching supervision and schol;,rship. Salary will commensurate with qualifii ations and experience. Applicants should submit a curriculm v tae and the names and addresses (with telephone and/or fax numbers) of three references to: Professor D. Bates Dean, Faculty of Education Lakehead Univerity 955 Oliver Rd. Thunder Bay, Ontario This position will be filled early in 1996. Applications will be accepted until the position is filled. AN EQUAL OPPORTUNITY EMPLOYER 1'."ative Language in Ontario Vol. 10, No. 4 Page3 �The history, laws, and customs ofIndian people were handed down by the elders of the tribe when they told stories. It has always been the role ofIndian elders to be the "keepers" of culture. They ·ve kept traditions alive and passed on all the small things that help people remember the old ways. ELDER.S What do you think of when you hear the word "elder"? Do you think of an old person sitting in a wheelchair? Do you see an old man shuffling down the street? Is he all bent over and talking to himself? Do you think of "old people's home" when you hear the word "elder"? Well, some of those things are true in tod Ly's society. Many elders today are forgotten people. They are not considered important because they seem to have nothing to do in our busy world. It hasn't alway� been that way. Elders have been the center ofNative American cultures. They were the people who passed on impor­ tant traditions and knowledge. Without their wisdom and long memories, the people would not have sur­ vived. Grandmothers told stories that wove the gen­ erations together like a huge quilt.Grandfathers told stories that kept the old ways fresh and alive in the minds of their people. In Indian tribes, old age meant a person was full of experience and had grown wise. Elders were treated with great respect. And thy kept very busy. Elders did whatever jobs they could. Just "growing old" was out of the question for a woman who had worked hard all her life. She wanted to be useful to those around her. She wanted to continue to be a helpful member of the family for as long as she could. The same was true of elder men. Older women took care of babies and children. That gave the young mothers time to work in the fields, pick berries, or hunt game. Grandmothers taught traditional values through stories. They taught the children of the tribe the right way to live. In the Gros Ventre tribe, grandmothers took over the teaching and training of their granddaughters when the girls were about seven years old.This lasted until the granddaughters married. The girls made life easier for their grandmothers by bringing water, ch :>p- ping wood and helping with other difficult chores Among the Papago, grandmothers were the leaders of the family. An elder woman would direct all the work of her daughters-in-law. She made many of the decisions for the family. She took care of the children when their mothers were busy doing something else. In many fanning tribes, elders spent much of their time guarding the crops from hungry birds. The Hopi people built brush shelters around their fields. These shelters provided shade for the elders while they protected the crops. Even though some elders were too weak to do hard work, they could still be of use to the tribe. When it was time to harvest, some Hopi families invited old women to help shuck com and dry peaches. These women had no sons to support them, so the family would pay the elders by giving them food in return for their work. Mandan people believed that if you neglected the old people, you would not live very long. They believt d that sacred beings were sent to earth pretending to be poor or old people. These sacred beings wanted to find out which families were being unkind. If a family was mistreating an elder, the members of the family were punished by the sacred being. The Kiowa believed that parents must treat their children well and gibe them the best training in all ways. They didn't believe children should be Native Language in Ontario Vol. 10. No.4 �overworked. Everything possible was done to see that nothing bad happened to them. Grandparents would say. "Our children are dear to us; but when we have grandchildren, they seem to be more dear than our children were." Grandmothers played a very important role in teaching children the skiHs they needed as adults. They showed the children how to make things and watched them practice for lon g hours. Even a young child was soon able to weave a warn rug or make a basket that didn't leak. Grandfathers taught young boys to track an hunt animals. They taught the young boys the values they would need to become useful members of the tribe. They showed the boys how to strengthen their bodies so they could run long distances or move quietly upon an enemy. They taught young children how to handle the bow and arrow. They made stick horses for little boys and then taught them to ride real horses when they were old enough. They told stories that reminded the children of who they were, where they came from, and \\-here they were going. At night the elde1 s told -.tories to the children. Some stories were funny and others were sad. The stories told many things about how people should act towards one another and what would happen if they didn't. Sometimes children would pretend to be asleep. They would close their eyes and listen. Even when they fell asleep, the children still heard the words. The stories and legends slipped into the child's memory and stayed there forever. As they grew. they would remember the lessons they had learned. If we are lucky enough to still have grandpar­ ents, we should hug them and say "thank you". We should listen to what the elders have to tell us. We should try very hard to hear the lessons our elders have to teach. One day, they will be gone. Some day, we will be grandparents. We will want our children and grandchildren to remember our lessons and feel our love. IF THE VERY OLD WILL REMEMBER, THE VERY YOUNG WILL LISTEN. Article taken from: Daybreak Star ''the herb of under­ standing", January 1989 - pgs. 3 - S To all NLIP Students: Aanii, boozhoo! Aaniish naa? Miigo aanwi genii! Kwezens sa ngii-disig 8 pounds, 4 ounces gii­ piitnoogzi. Mnidoo Mnising Health Centre gii-jindaadzi, Mnoomni-Giizis 4, 1995 at 10:09 gaa•kizhebaagang pii �ii-daadzi; Vanessa Nicole Ursula zhinkaaza. Naano-giizhgadoon mnik aakizii-g 1mgong gii- yaami zaam jaundice; mii dash go aanwi gii mna-yaad. gchi miigwech kwewag ndinaag kina binoojiins shower gaa toojig miinwaa gaa miigwejig wiikwejiipnigaansan. Aapijigo ndoo mno waabijitoonan. Thanks to all. Aapijigo ndoo-gchi-nendam! Yours Sincerely Sally Atchitawens-Roy Native Lang11age in Ontario Vol. 10, No.4 Page5 �The Pow Wow: The Heartbeat of the Indian Movement The pow wow has become the heart beat of our Indian movement. Every weekend throughout the summer, the pulsing te npo of drum groups reverberates across North America. Men, women and children gather in reserves across the continent, in intense celebration of what it means to be one of us • to be Indian. What is a pow wow? The word itself comes from the old Algonquian word for "medicine man" "Pauwow'', "he dreams". And a pow wow is still a ceremony that sets a man to dreaming . ..of the old ways, but most of all, of the future. A pow wow calls up the tempo of times past. In the summer, tents and tipis converge on one campground. And for two to four days and nights, the pow wow gains momentum, just as it did in the old days. Like the ceremonies performed by the ancient medicine men, the pow wow is a healing, unifying ritual. It is a time of singing and dancing, sharing and laughing, crying and teaching, learning and loving.And by remembering the past, we celebrate our future thus not losing our sense of identity! We celebrate with dancing and singing, the singers singing songs passed down through generations, songs about nature, dreams healing or of experiences worthy of sharing with all. The dancers, of many different s1 yles and tribes such as men and women traditional, grass dancers,jingledressdancers, fancy bustle and fancy shawl, all share the dancing circle. They dance as individuals and they say not two outfits are the same. The dancing is an expression of individuality and a part of a Nation that respects individual ; as well. The pow wow begins with the dancers gathering in full regalia. The singers then sing a Grand Entry, a Flag Song, and a Veterans Song. Each song has a specific purpose. A prayer is said by a respected Elder and then the Intertribal chanting and singing begins. The pow wow has become a Pan•lndian Festival where not very much difference between the Tribes is sometimes hard to notice.This resulted from the important concept of sharing and adopting ideas from others as a gesture of respect. - _, .=-_ ,., ,/ !'l� s� � :� Lcokfor more segments to the Pow wow including The Grand Entry, The Singers, The Dancers, and The Drum infollowing issues ofNazive Language i1t Onrorio Newsleuer. Page 6 Native lang uage in Ontario Vol. 10, No. 4 �NEW PUBLICATON Available in late February in the Lakehead Uni 1ersity Bookstore: This textbook will be used to teach Ojibwe to University level students, and can also be used for high-school students. The book is a revision of the Introductory Ojibwe book which was written by Mary Mitchell in 1 987. The new text comes with a set of 6 audio cassettes. It will be available in the Lakehead University Bookstore by late February. For further information or to place an order, contact (807) 343-8335. The Native Language Instructors' Program would like to congratulate Tom Beardy on his latest accomplishment with this project. Be on the lookout for his next textbook, Intermediate Ojibwe. Native �anguage in Ontario Vol. 10, No. 4 Page 7 �ANISHINAABEMOWIN CONFERENCE MARCH 28, 29, 30, 1996 WA fER TOWER INN, SAULT STE. MARIE, ONTARIO The second annual Anishinaabemowin Conference, a conference on the anishinaabe Language, will be held at the Water Tower Inn in Sault Ste.Marie, Ontario, Canada. The Conference will feature a play done by a Native theatre group, in the language after the banquet on Thursday evening. At the General Assembly on Thursday morning, Mr. Ovide Mercredi will give an address. Mr. Merg-edi is the National Chief of the Assembly of First Nations. Some of the sessions will cover topics such as, Curriculum issues Writing systems and problems How a non-speaker learned to speak the language Teaching the Adult Leamer Role of the Elders Curriculum Development-Elementary Grades Story Telling Language Structure Dialects Computers and Language Confirmed Speakers: Mr. Basil Jonhston Dr. B. Ramirez-Shkwegnaabi Ms. Pat Ningwance Mrs. Violet McGregor Mrs. Barbara Nolan Mrs. Doris Boissoneau Ms. Nancy Debassige Mr. Howard Webkamigad We are awaiting confirmation from several other speakers. T 1e Conference was well attended last year. There were over two hundred participants at the conference la ;t year. REGISTRATION FEES: INDJ VIDUAL: $150.00 plus 7% GST ::$160.50 GROUP RATE: $125.00 plus 7% GST =$133.75 * ELDERS/STUDENTS: $50.00 plus 7% GST =$ 53.50 ** *The Group Rate is for Organizations, First Nations, etc. **Students are those whc are considered full time students by their institutions. Native Language in Ontario Vol. 10, No. 4 �"Listening to Our Grandparents' Voices" 15th International Native American Language Institute April 4 - 6, 1996 Mille Lacs Ojibwe Reservation, Onamia, Minnesota The Native American Language Institute (NALi) is pleased to announce it 15th International Native American Language Institute. The conference, recognired internationally as one of the premier symposiums dedicated to Indigenous languages, travels this year to the Great Lakes region. The three day event will focus on the protection, preservation, and promotion of the right to use, practice, and develop Native American languages. The 1996 Insitute will be held ont he Mille Lacs 0jibwe reservation, located in north central Minnesota along Lake Mille Lacs. About the NALi Insitute The Native American Languge lnsitute is a non-profit organization established in 1980 which examines Native language and cultural concerns, provides a recogni2 ed forum for the exchange of ideas, and advances the C< mtinual development, education, and research of Native languages and cultural issues in the Americas. NALI's annual institutes bring together traditional language practitioners and language professionals to explore the relationship between traditionalways of teaching the richness of the indigenous languages and cultures with modem approaches to education. NALI's membership is composed primarily ofNonh American Indian people and is governed by a Board of Directors. This Year's Conference People from all walksoflife from across the United States, Canada, and the world will gather to participate in this year's Institute which focuses on strengthening the satus of 'lative languages through listening to the voices of our ancestors. The 1996 conference is co-hosted by the St. Cloud University American Indian Center and the Mille Lacs Band of 0j ibwc Indians. The conference will begin with an opening ceremony at 5:00 p.m. on Thursday, April 4, and will conclude at 3:00 p.m. on Saturday, April 6. Presemations at this year's Institute will focus on such imponant topics as current and pending legislation affecting Indigenous languages, curriculum development, teaching methods and American Indian languages, successful approaches 10 language preservation, producing teaching tools, and incorpo­ rating technology into language learning. Registration The following registration fees include: all assemblies and workshops, exhibits, cultural events, receptions (except the Friday banquest), most meals, and administrative cost. Lodging in not included. Early registration must be postmarked by March 15, 1996. General Elder (65 or older) Student (I.D. required) Early Registration $175.00 $100.00 $100.00 After March 15, 1996 $200.00 $100.00 $100.00 There is an additional fee of $25.00 for the NALi banquet held Friday evening. The cost of the banquet covers food, entertainment and a copy of the conferencejproceedings. Registration materials will be mailed early February. Full registration refunds will be granted to requests received in writing by March 15, 1996. After March 15, administrative costs will be assessed. For registration forms and further infonnation, please phone the SCSU American Indian Center at (612) 654-5449 Native Lang Jage in Ontario Vol. 10, No. 4 Page 9 �NATIVE VISION PRODUCTIC•NS PRESENTS: AANII: An Introduction to the Central Ojibwe Language Videotapes AAND: AN INTRODUCTION TO THE CENTRAL OJIBWE LANGUAGE VIDEO SERIES was produced with the assistance of Native language consultants familiar with the Ontario Native as a Second Language (NSL) program. These videotapes take you step-by-step through the Ojibwe language as it is used in everyday situations. You can easily learn as you listen and repeat the dialogues of the Ojibwe speakers. We follow Helen as she visits her friend, Cecile, with various simple conversations and vocabulary exercises. Some ofthe scenes were shot on the Wikwemikong Uneeded Reserve with the assistance oflocal language teachers, and many adults and children who participated on-camera. We visit such places as the grocery store, the senior's quilting group, and on Georgian Bay with fishermen from the community. - See and hear simple conversations - Ojibwe and English subtitles for each phrase - A pause allows you to repeat and learn - Additional vocabulary applies phrases to new dialogues - Includes booklet with dialogue script Parts 1 & 2 --25 minutes each Individuals $34.95 each or $59.99 for both tapes Institutions $59.95 each or $99.99 for both tapes For further information contact: Native Vision Productions 8-7058 Notre Drune Street Orleans, Ontario KlC 1H9 Ph: (613) 834-3410 Fax (613) 834-7691 Page 10 Native Lan�uage in Ontario Vol. 10. No. 4 �New From Anishinaabe Kendaaswin Publishing: Newly Published Books Teaching Wigwams Author: Ron Common and Lorraine Frost A0027 Teaching Wigwams is a comprehensive and informative book for those interested in issues surrounding First Nations education. Governance, student's needs, curriculum, special education, and counselling issues are addressed. Much of the research and data included in this book was obtained from the Anishinabek First Nations. $35.00 339 pp . The Caregiver Mdimooyenb Ngaa-Zbaadaayaang by Rhonda Fox Artwork by Frank King and Daanis A0025 (English) A0028 (Ojibwe) This inspiring new book g<:ared for all levels of learning is written in both Ojibwe and English languages. It tells an adventurous story ofyoung children that plan to outwit their caregiver in a playful scheme that reveals a variety of emotions. An Elder, such as the Caregiver, demonstrates the devotion and responsibility to other peoples' children while in her care. The love displayed by the Caregiver made it much easier not to be lonesome while mom and dad were away. 13 pp . $6.98 The Creators Gift Debenjiged Gaashi-Miigwed by Rhonda Fox Artwork by Daanis c,rr THE,CWTOR'S . - A0026 (English) A0029 (Ojibwe) The Creator· s Gift provides the reader with an understanding of some of the Anishinaabe teachings. A woman receives a gift from the Creator, brought from the ezgle, a messenger. This gift enables the woman to conceive and the life cycle begins. Gratitude is shown as the key element in receiving such a g ft. This book is available in both English and Ojibwe languages. 19pp. $9.98 Na:tive Language in Ontario Vol. 10, No.4 Page 1 1 �Upcoming Publications Our First Family Circle is a delightful story for all ages. Set on Christian Island, it tells about the first family gathering of a family from the Otter Clan. The author shares some of the teachings involved in the preparation, carrying out, and experiences of a Clan gathering. The Clan system is an important part of the Anishinaabek culture as it provide!. unity, harmony, and security among the Anishinaabek. Each clan is characteristic of different traits and gives identity to it's people. The reader experiences a variety of emotions and images as Our First Family Circle unfolds. A Teacher's Guide is available to complement Our First Family Circle. It is a unique guide that takes a holistic approach in working with children. It accounts for the mental, physical, emotional, and spiritual needs of the child and conveys Anishinaabek values, teachings, and a great deal more about the Anishinaabek culture. The Guide will assist the teacher, who may not be fully aware of some of the Anishinaabek culture, by providing a closer look at the cultural concepts introduced in the book. The Clan System, Oral Storytelling, the Circle, and Thunderstorms are among many of the concepts explored. Miijim Mazinigan is an Ojibwe language resource book on various foods. Ziigwan, which is an Ojibwe story, has two young girls exploring the signs of spring. A third upcoming publication, Understanding Treaties, provides the reader with a basic understanding of treaties including their historical origin, the rights originating from them, and the m isunderstandings that arise from them. A simple and informative book to read. Teacher's Resource Material Classroom materials that promote everyday usage o f the Ojibwe language art! available in sets or individually. Three different styles of bookmarkers, nine different ink stamps, eg., Miigwech, Chi-nokii, Aapji-nishin/Really Great, etc., and three different Ojibwe greetings on red, whitt!, or yellow pencils that would make excellent gifts ih the classroom. The 1995 Calendar; a hands-on teaching tool unique in it's circular and colourful design, can assist the teacher when discussing the four seasons, the four directions, the four stages of life, etc. Page 1 2 Native Language i n Ontario Vol. 1 0. No 4 �aANISHINMBE !Y'I KENDMSWIN �PUBllSHNC MATERIALS ORDER FORM QUANTITY CODE A0027 A0025 A0028 A0026 A0029 DOOi RO l O RO I i RO l2 R0 1 3 R0 l 4 R0 l 5 R0 l 6 R0 l 7 R018 R0 l 9 R030 R040 R04 1 R042 Ro43 ROSO R05 1 R052 R053 BOOKS & MATERl,U Teaching Wigwams The Caregiver Mdimooyenh Ngaa-Zl aadaagyaang The Creator's Gift Debenjiged Gaashi-M gwed 1995 English/Ojibwe < alcndar STAMPS & PADS Miigwech Miigwech/Thank you Aapji-nishin! Aapji-nishin!/Really G ·eat! Chi-Nokii Chi-�okii/Hard Worker! Mii-Yiw! Mii-Yiw(That's It! Aahaaw Set of Nine (one of each above) Ink Pads in red, blue, green, purple, and black PENCILS with Ojibwe greetings Gchi-\1iigwech! (in red) Aaniish na Gegiin? (in white) Gchi-nendam Dbishkaayin! (in yellow) Set of all three (one of each above) BOOKMARKERS in Ojibwe & English Shkenaa! Gindaasan Giizhoozi Gizis Giizhooyaa Ki Miinwaa Gigiin Gdo-giizhoo Bmaadiz Miigwech! Ntaa Gindaas na? Set of 1 5 Book.markers Allow 2-5 weeks for delh·ery All prices subject to chilnge without notice. PRICE $35.00ea. $6.98ea. $6.98ea. $9.98ea. $9.98ea. $3.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $40.00set $3 .00ea. .50ea. .50ea. .50ea. $ 1 .00set TOTAL I .50ea. .50ea. .50ea. $5.00set Total Please make Cheque or vloney Order payable to Anishinaabe Kenda:l!m rn Publishing Please add 6% to lhi: tot.ii cost of yo, r order to �-o,•cr shipping & handling charges for On1ano residents only, outside or Ontario sh pping charges may vary. Total ______________ Add 6% shi pp in g charges+ Total Amount Due ________ Call, Fax, or Mail your Order to: Your Name: ____________ Organization: ____________ Address: _____________ Postal Code: ____________ Tel.: _______________ Fax.: _______________ PUBLISHING R.R.#1 , Jubillre Road, Side Road 4, Muncey, Ontario "I0L I YO, Tel.(519) 289-2421 Fax.(519) 289-5200 Native Language in Ontario Vol. 10, No. 4 Page 13 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (4), Jan 1996 Subject The topic of the resource Universities Description An account of the resource ​Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. ​ Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Source A related resource from which the described resource is derived Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1996-01-01 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/b05274570a216e3e57dc92547a38dbda.pdf 8b955aed2a37b102dcc2e4385e0f547d PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..VJLl· ) PP..o<JLn�•brb N.L.I.P. l l Volume 11, No. September 1996 �PLEASE NOTE: Native Language Education in Ontario will now be pubUshed only two times a year. Volume 11, Number 1 September, 1996 General Editor: John O'Meara Copy Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator............................................./1 Information for NLIP students............................................../2 Chief Wins another First ( a write up on Lorraine McRea)../3 Williams gives new life to dying language ........................../4 Conference Info ..................................................................../5 Publications/Resources........................................................../6 The Pow Wow: The Heartbeat of the Indian Movement......./9 Anishinaabe Kendaaswin Publishing Questionnaire This issue and beyond . . . More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call Sonya Matson at (807) 343-8542. Nativ e Lanilla&e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El September 1996 �Coordinator's Message This was my first summer as coordinator of the program and I've enjoyed the challenge and opportunity this position has given me. Another great summer, NLIP 1996 has come and gone. The four weeks went by fast because of the intensive courses and a very busy schedule. Everyone became involved quickly without any complaints. I extend my sincere thanks to John O'Meara and Sonya Matson for their hard work and dedication in preparing for the 1996 NLIP Program. We wish to extend our congratulations to all the students who successfully completed their program this past summer. We wish you all a great and an enjoyable year. A reminder to the students who need to do their "teaching experience", if you have not made arrange­ ments with a school, you should start seeking a placement soon. Don't forget to get your practice teach­ ing forms filled in and signed by the appropriate school official and send the form in to the NLIP office Students who have received their Permanent Letter of Standing are encouraged to come back and take the fourth year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete their assignments for Ed 1599 winter practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 1997 Convocation exercises. NLIP is a well established and well-regarded school. It continues to grow in quality as each year the suggestions of student body and faculty continue to shape the curriculum. The work of our school is truly important. The qualities of loyalty, hard work and dedication are helping us to retain Native Language for future generations. I look forward to the challenges this coming year has in store for me and look forward to meeting all of you students again next summer. Good luck in your future endeavours. Giga-waabimigoom miinawaa. Wanda White Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 11, No. l Page I �Congratulations to all NLTC and NASL students for their successful completion of their courses this summer. For those NASL Year 4 students who are eligible to graduate in May of 1997, please ensure with Sonya Matson that all of your requirements have been met. If you have not completed your ED 1599 Winter Practicum, please send in your registration forms which were distributed to you during the summer session or contact Sonya. For all NLTC students, please ensure you are teaching the Native language in any Ministry run or band run school to fulfill your 20 contact days in order to be accepted into the next year level. Just a reminder that day care teaching and adult teaching do not count as teaching experience. Your contact days must be teaching children from Junior Kinder­ garten to Grade 12. Only a supervisory officer can sign your teaching experience forms - another Native language teacher is not a supervisory officer unless assigned by the Ministry of Education. If you are unsure of who must sign the form, please contact our offices and we can assist you with the listing of eligible officers. 1997 applications will be available in January. These will be mailed directly to all returning students. If you do not receive the package by mid-January please let us know. NLIP Contacts: Wanda White, Coordinator (807) 343-8003 Sonya Matson, Secretary (807) 343-8542 John O'Meara, Linguist (807) 343-8054 (For ED 1599 enquiries) Page 2 Native Language in Ontario Vol. 1 1, No. 1 �Chief Wins Another First by Cathy Carter The Packet & Times, May 9, 1996 Chief Lorraine McRae has added another first to her life last night. The first female chief of the Chippewas of Rama First Nation won the Nelle Carter Woman of the Year Award, presented annually by the Orillia Business Women's Association. She is the first native woman to receive the award. "It truly is a great honor," said McRae in the modest, soft-spoken, confident manner that belies her strength as a leader. "It's incredible, a wonderful feeling. rm not sure what I did to win this award," she said. Three separate groups submitted individual nomination papers for McRae, each listing page after page of McRae's accomplishments, achievements and abilities. "We understand there may be more than one nomination filed for Lorraine," Sherry Lawson wrote to the judges. "These were done independently of each other and we did not paln it this way at all. We hope you'll look at it as it really is, not as poor communication but rather as various people from different walks of life and backgrounds, being of the same mind." "She's just one of the kindest, most competent women I know. She is a great problem-solver," Lawson told The Packet & Times. Lawson, an Ontario Justice of the Peace, said she would not be the person she is today doing what she is doing for a living were it not for Lorraine McRae. "People don't know the half of what she's been through, what she's encountered and how she has maintained her poise, dignity and continued to excel," said Ted Williams, coordinator of the Casino Rama project. "She obviously is a person who is an excellent role model for young women and people in the community, not just aboriginal people," Williams said. McRae spoke to the audience of about 2 10 people at the award dinner at the Fem Resort. "When I was running for chief, it took a lot of courage, a lot of strength, believe me, and one of the gifts that a very dear elder shared with me when I was making my decision was, she said that the love that you have in your heart for the people is what will carry you through every day. She said that outweights any fear that you will have, and she was so right," McRae said. McRae joins a distinguished list of winners of the annual award. Past winners are Pat Hehn, Audrey Rodger, Lucy Stewart, Phyllis Roberts and Sandi Johnson. The other nominees this year recognized as women of distinction, were Fran Dale, Toni Worrall, Linda Crawford, Marilyn Hanson, Sharon Turner, Dr. Nancy Harris, and Isabelle Thiess. McRae was nominated by Mary M. Rose, women of M'njikaning First Nation (Sherry Lawson, Hilda Cockerham, Mary-Anne willsey, Annette Sharpe), and the Rama United Church (John Wesley Oldham, Marlene Oldham, Harvey Anderson and Sue Anderson). Native Language in Ontario Vol. 1 1, No. 1 Page 3 �Williams gives new life to a dying language In Algonkian dialects Odawa and Ojibwa, appending "ba" to a noun signals that that person, place or thing is dead, gone, kaput. If Trent native languge instructor Shirley Williams had not spent the last nine years recording the vocabulary of her native tongues, they might well have become Odawa-ba and Ojibwa-ha. The spectre of death of her languae and, with it, the dying of her culture, spurred the high school dropout to return to night school. Her personal mission became clear - to resurrect the Odawa dialect (considered extinct) as spoken by her father and preserve Ojibwa used by her mother and extended family. "everyone of us when we are born is given a mission in life and the most important one is what you have done to help your community." says Williams. Hers became apparent in mid-life, after years of working in a Manitoulin hospital and translating for the doctors and nurses treating native people. An elder in her community approached her after a 1974 meeting to deal with an alarmingly high suidide rate among the young people in her community. Parents had complained that their children could not speak their native language, did not know traditional values and no longer respected their elders. "You are a fluent speaker," the elder said to Williams. "What are you doing about your language and culture?" Williams began upgrading courses at night, earned her high school certificate and enrolled in native studies at Trent. She graduated with her BA in 1983. In 1986, she took a native language instructors program at Lakehead University and was subsequently hired by Trent to teach native languages. Starting from scratch, she developed a curriculum and teaching materials. They form the basis of a 16,000-word Odawa/Ojibwa dictionary she is publishing - with the help of Trent's design staff - and has successfully defended as her master's project at York University. She convocates June 11. Williams had more of a grounding in her parents' language then other children her age. her father refused to send her away to a residential school in Spanish, Ont. at the age of seven with the rest of her peers. He kept her home until she was IO and in those three extra years made a concerted effort to teach his daughter everything he knew about his language and culture. Sometimes, says Williams, he would say, "You do not know why I am saying this. Some day you will know and understand." And, says Williams, "now I understand." When he finally had to relinquish her at age 10, he told her, "Do not forget your language." The dictionary is the first to transcribe Odawa and Ojibwa dialects in a lexicography designed by Chuck Fiero, a linguist at Lakehead University. Missionaries attempted to translate the oral languae using Arabic symbols and phonetics, said Williams, but Fiero's writing system captures more precisely the glottal stops, nasal sounds and other unique characteristics of the dialects. Williams undertook the project largely to provide a tool for native language teachers fluent in Ojibwa. It begins with a history of the Odawa and Ojibwa languages and their decline with the advent of European immigrants and government policies of assimilation. She explains the relationship between language and culture and acknowledges previous efforts to transcribe Ojibwa. And she provides instruction on grammar and pronouciation. The words are listed under five environmental headings with subheads - Nature (birds, fish, trees, animals), Time (days, weather, numbers), Family (sickness, food, aboriginal regalia), Community (geogra­ phy, holidays, chores, buildings), and Recreation (sports, toys, music). "When I look at it now, it is a relief to finally accomplish something. I wanted to give back something to my community, to native people." Her work is not complete. Williams, 58, plans to expand the dictionary. And she has started to write Ojibwa stories that can be used in teacher education and native language classes. Page4 Native Language in Ontario Vol. 1 1, No. 1 �28th ALGONQUIAN CONFERENCE WE/GANf,ASIN�W/IGWAAS TORONTO, 25-27 OCTOBER 1996 FIRST CALL FOR PAPERS • Aboriginal An, Crafts and Clothing • Home and Factory Tanned Moose and Deer Hide • Orders taken for special items The 28th Algonquian Conference will take place from 25-27 October 1996, at the University of Toronto, Toronto, Ontario. The orgainzers welcome topics from all disci­ plines relating to the Algonquian-speaking peo­ ples. Papers may be delivered in English or French. Speakers will be allowed 20 minutes for presentation and 10 minutes for discussion. Regis­ tration fees are $40 Can. for non-student, $25 for students before Oct. 1; $45 for not-students, $30 for students after Oct. 1. Contributors should send title and abstract by September 1, 1996 to Deborah James Division of Humanities University of Toront, Scarborough Campus Scarborough, Ontario MIC 1A4(Canada). If sending abstract by e-mail, please send it to Krystyna Sieciechowicz at sieciech@epas.utoronto.ca Deborah James Krystyna Sieciechowicz E-mail: james@lake.scar.utoronto.ca E-mail: sieciech@epas.utoronto.ca Tel.: (604) 465-6466 (before Aug. 15), Tel.: (4 16) 978-6273 (4 16}-694-6276 (after Sept.I) Fax: (4 16) 97 1 -2027 Fax: (4 16)-287-7 1 16 Ange.Aimee Wawia Box 1066 (807) 886-2168 Nipigon, Ontario POT 2JO A N N O U N C E ME N T APPLICATIONS FOR THE 1997 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY WIL L BE AVAILABLE FOR NEW A PPLICANTS IN MID-JANUARY. IF YOU WOULD LIKE TO BE PUT ON THE LIS T FOR THIS MAILOUT, PLEASE CONTACT SONYA MATSON AT (807) 343-8542. IF YOU REQUIRE MORE DE TAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATION OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, P LEASE CALL US BEFORE REGISTERING IN A SIMILAR PROGRAM Native Language in Ontario Vol. 1 1, No. 1 Page 5 �NOW AVAILABLE DELAWARE-ENGLISH/ ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7 100 Delaware words, and includes example sentences, exam­ ple fonns, usage and grammatical notes, cross-references, and infonnation about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes al) Delaware words and example sentences found in the Delaware-English section. Publisher: University of Toronto Press 10 St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $75.00 To Order: Phone Toll-Free 1-800-565-9523 OR 4 16-667-7791 Fax Toll-Free 1-800-22 1-9985 Or order through any bookstore Page 6 Native Language in Ontario Vol. 11, No. 1 �FORTHCOMING PUBLICATION er..DC :, I Ninoontaan / I Can Hear It Ojibwc Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O'Meara Published by: Algonquian and Iroquoian Linguistics Fletcher Argue Building 28 Trueman Walk WINNIPEG, Manitoba R3T 2N2 This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House, Ontario. These traditional stories are well-known to Ojibwe-speaking people in northern Ontario. Each story is presented in the Ojibwe syllabic writing system. as well as in the Roman writing system and English translation. There is an Ojibwe-English Glossary. an English Index to the Glossary, as well as a detailed Introduction. This book will be a valuable resource to anyone wishing to have syllabic and Roman reading versions of these Ojibwe stories. **************************** This book will be available in late October 1996 and can be ordered from the Lakehead University Bookstore at the following address: Lakehead University Alumni Bookstore 955 Oliver Road THUNDER BAY, ON P7B 5El Telephone: 807-343-83 14 Fax: 807-343-8158 Native Language in Ontario Vol. 1 1, No. 1 Page 7 �NEW PUBLICATION Dear Native Language Supporters: I am pleased to announce the completion of my second textbook, " Intennediate Ojibwe: Parts One and Two in Severn Dialect. I would like you to join me to say "Kihci-miikwehc" to the professional team who worked with me to make this project possible: Verification and Editing: Typing and Graphics: Graphic Artist: Audio Tape Production and English Voice: John O'Meara Sonya Bruyere-Matson Bruce Beardy Ken James We wish to acknowledge the financial assistance provided by Ministry of Education and Training, Aboriginal Education and Training Strategy through the Aboriginal Management Committee of Lakehead University. Once again, "kinanaahkomin". Although it is written in Severn Dialect, everything in this book is translated into English. Therefore, it can be easily translated into different dialects. I invite you to check it out. Aahti hsa maamawi-anohkiitaa anihshininiiwi-ishikiishwewinik (Severn dialect). Daga sa maamawi-anohkiidaa anishinaabe-izhigiizhwewining (Western dialect). Tom Beardy Page 8 Native Language in Ontario Vol. 1 1 , No. 1 �The Pow Wow: The Heartbeat of the Indian Movement The Grand Entry The Grand Entry signals the start of the pow wow and brings together the singers, drummers, and dancers who participate in the celebration. It sets aside a special time for showing respect to the various dancers and and their styles of dancing and is a time for remembering our values, our country and our Creator. The eagle staff is the oldest of the Indian symbols, hearkening back to the day of the famous dog soldiers, the most valiant warriors of the plains. Only the dog soldiers, and only the highest ranked among them, were originally allowed to carry the staff. This tradition of valour remains even today. The eagle staffs are the flags for the Indian nation( s) and receive the same degree of respect that war veterans accord tp the American and Canadian flags. Today the staffs are carried into the pow wow by one who has earned the right in battle (war veterans), by one, who has earned the honour in the eyes of the pow wow committee, or by an owner of an eagle staff. though the feathers of the eagle are often unavailable these days, the eagle staff is made according to the old traditions. "Eagle" feathers are attached singly to a long narrow strip of felt or thong. the strip of feathers is then affixed at both ends to a slender pole. The magnificent result is the eagle staff - a fitting flag for our Indian nations. A special song is used by the host (or designated) drum to bring in the dancers in the Grand Entry. The dancers are expected to carry themselves proudly, with dignity, and respect for the eagle staff, the flags and the war veterans that they follow. After all the dancers are in, the flags are raised or lowered (depending on the time of day) to the accompaniment of special songs i.e., the Indian National Anthems (the American and Canadian flag songs). At times, Veteran or Air Force songs may also be called for after the flag songs. Most pow wows maintain the following order of entrance: the eagle staff together with the American and Canadian flag leading the procession, Indian princesses and braves (representing different reservation/ organizations), the traditional dancers, grass dancers, fancy dancers, shawl dancers, juniors and tiny tots categories. In some instances, the order may be shuffled to highlight certain categories i.e., children, but generally the order is maintained. An honourable Elder speaks the prayer for the day . . . and the pow wow begins. Native Language in Ontario Vol. 1 1, No. l Page 9 �Announcing the Fourth Annual Stabilizing Indigenous Languages Symposium: Sharing Effective Language Renewal Practices, duBois Conference Center, Northern Arizona University, Flagstaff, Arizona, May 2-3, 1997 Below is information on the4th Symposium, a call for presentations, and a registration information. Northern Arizona University's Bilingual Multicultural Education Program and Navajo Language Program are pleased to announce the4th Annual Stabilizing Indigenous Languages Symposium. The Symposium is designed to allow preschool, K- 12, college, and university American Indian language educators and activists through panels, workshops, and papers to share ideas and materials for teaching American Indian languages. The results of the conference will be shared with a wider audience through a monograph. About the Stabilizing Indigenous Languages Symposiums Despite tribal language policies and the 1990 Native American Languages Act passed by Congress and signed by then President Bush, fewer and fewer children are speaking Native American languages. While the legal right to maintain tribal languages has been obtained, the effective right has yet to be achieved. More needs to be done to disseminate effective native language teaching methods and materials. For example, Dr. Richard Littlebear, participant in all three previous symposia and one of this year's keynoters, notes that the ability to speak an Indian language is often incorrectly seen as all that is needed to teach that language in schools. The first Symposium, held on November 16, 17, & 18, 1994 at NAU, featured some of the leading figures in the field of minority language preservation. The second symposium, held on May4, 5, & 6, 1995 at NAU, also included many tribal educators from throughout Arizona. The third symposium was held in Anchorage, Alaska, in February 5 & 6, 1996 and brought together mostly Alaskan Native educators. Goals of the Fourth Symposium * To bring together American Indian language educators and activists to share ideas and experiences on how to effectively teach American Indian languages in and out of the classroom. * To provide a forum for the exchange of scholarly research on teaching American Indian languages. * To disseminate, though a monograph, recent research and thinking on best practices to promote, preserve, and protect American Indian languages. Registration Information Registration Fee: $ 100 prior to April I, 1997; $ 125 after April I, 1997. (Includes reception, luncheon, banquet and shuttle to AmeriSuites.) Cancellation Policy: Requests for cancellations must be in writing and postmarked before April 1 1 , 1997. A $25 processing fee will be deducted from your refund. We recommend making reservations early. For further infonnation or questions, contact Dr. Jon Reyhner, Center for Excellence in Education, NAU Box 5774, Flagstaff, AZ 860 1 1 (520) 523-0580; email: Jon.Reyhner@nau.edu Page 10 Native Language in Ontario Vol. 1 1 , No. 1 �'ANISH I NAABE IN KENDAASW_______ _ P U B LISH I NG R.R.# 1 , Jub1llee Ro;id, Side Ro;id 4, Muncey, Ontario NOL 1YO Tel . : (51 9) 289-24 2 1 • Fax . : (51 9) 289-5200 Native Language Teacher Certification Program Native Language Instructor's Program Native Language Materials Assessment Dear Anishinaabemwin Educators, Anishinaabe Kendaaswin Publishing is an aboriginal pre-production publishing house. AKP is committed to the preservation of language and culture ofthe Anishinaabe people. Anishinaabe Kendaaswin Publishing is situated on the Munsee-Delaware First Nation, in southwestern Ontario. A non-profit publishing house and is an initiative of the Union ofOntario Indians. AKPfocuses on the publishing quality educational materials for Aboriginal educators and students. Through the publishing process ofmaterials, we, also, hope to encourage the non-aboriginal people to utilize our books in providing an understand and sensitivity of the aboriginal language and culture. In this cause, we are inviting teachers ofAnishinaabemwin to assist us in filling out an assessment questionnaire. This questionnaire is to priorize materials to be developed by AKP. Please .fill out this questionnaire as concisely, as possihle. Fillmg out this questionnaire will assist us in 4 areas. I. A priority list ofmaterials to be developed an published will be established. 2. The needs ofour educators and students. ANISHI N/\ABE KENDAASWIN PUBLISH ING Mum,ee - Delaware Nation • Chippewas of the Tham<.>s • Chippl'was of Ketlh· &. .Stonev Point • Chippc-,\·d'i of Sarnia �'/"\NISHINAABE KENDAASWIN PU B LISH I NG R. R.# 1 , Jubillee Road, Side Road 4, Mumcy, Ontario NOL lYO Tel . : (51 9) 289-2421 • Fax . : (51 9) 289-5200 3. This assessment will verify the need to continue to have our own Aboriginal publishing house. 4. Anishinaabe Kendaaswin Publishing willfulfill the need ofteachers for quality competitive teaching materials, based on aboriginal content. You have an option to sign andprovide your address/or AKP, as we may call on you to work with us on your ideas. Should we decide to carry out your idea AKP will be please to accredited you on the finished product. Miigwech, for your cooperation and your deep commitment to the language the Creator has given us, to pass on to our people. ANISHINAABE KLN D/\.-'\ SWIN Pl JB LISHINC Mun see · Delaware Nation • Chippewas of lhe Thamec; • Chippewas of Kctlle 8:. Stn1wv Point • Chipp('\\ a� 0f Samia �Native Language Teacher Certification Program Nati.ve Language Instructor's Program Nati.ve Language Materials Assessment l. At the present time, what types ofmaterials do you use to teach students in your classroom? 2. This is what I need the most 3. What improvement would you suggestfor the current materials you are using? 4. Do you see a needfor Aboriginal culturally designed curriculum by Aboriginal people? 5. What would you like to see incorporated into a culturally relevant curriculum? Anishinaabe Teachings? Wholistic Methodology? Outdoor based? Arts (ie music, dance, drama)? I. �Native Language Teacher Certification Program Native Language Instructor's Program Native Language Materials Assessment 6. Wouldyou be willing to include traditional teachings in your classroom? 7. Would you like to see languagelculture in software programs? 8. Where do you currently access your language materials/resources? 9. How competent are the students in the language, you have taught them? Why? 10. In your opinion, what is the greatest downfall to why students cannot attain fluency? 11. What teaching tools or materials interest your students the most? 2. �Nati.ve Language Teacher Certiflcati.on Program Native Language Instructor's Program Nati.ve Language Materials Assessment 12. What topics interest most language learners? 13.a) What grades do you teach? Adult learning? Daycare? Literacy groups? Post-secondary institutions? b) What are the needs ofthe group(s) you teach? 14. Do you traditionally or culturally practice methods in the language? 15. What themes/topics do you use to teach? Comments: Opti.on: Name: Address: ------------ Postal Code: 3. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 11(1), September 1996 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1996-09-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/6dd593476583e347760ed4c99a81087b.pdf 193161aeaa3e96b6562a9ad5f10ad5a2 PDF Text Text .I NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..VJ�·' PP.!><I LnA•br b N.L.I.P. ' I I 1 Volume 12, No. 1 April, 1999 �PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 12, Number 1 April, 1999 General :Editor: Wanda White Copy :Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................./1 Information for NLIP students............................................../2 Announcement & Conferences............................................./3 Publications................................................ ........................../6 Teaching Unit by Lena White ............................................../11 Cree Dictionary Clipping....................................................../13 Sharing Section...................................................................../14 This issue and beyond ... More teachers are beginning to contribute to Native Language :Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re• vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a confer­ ence? If the answer is yes to any of these, please call Wanda White at (807) 343-8003. Native Lant:uat:e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B SE1 April, 1999 �Coordinator's Message Plans are now underway for the Native Language Instructors' Program (NLIP) for 1999. The Native Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFU NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies("Institute" courses) for fluent speakers, grads and students who meet the admission requirements. Additional Qualifications (AQ) ED 4743 Native As A Second Language, Part I will be offered this summer. The dates for the NLTC is Monday,July 5 -July 30 and Diploma(NASL) Program is Monday,July 12-July 30. Registration will be Monday, July 5, Orientation will be Tuesday, July 6 and Workshops will be held Wednesday, July 7 and Thursday, July 8 and a General Asembly will be held on Friday July 9, 1999. Application packages were sent out inJanuary. The packages include all the forms that need to be filled out and include information on residences and meal plans. The deadline for applications is May 30, 1999. Applications received after this date will be considered only if there are spaces available. To avoid disappointment, send in your application as soon as possible to the NLIP office. We encourage you to share any information you may have on Native Language Education. It can be an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find useful. Please submit it to us and we can include it in our next Newsletter. A reminder to the students who need to do their "teaching experience", if you have not made arrangements with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official(NOT the principal) and send the form in to the NLIP office. Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and take the 4th year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 1999 Convocation exercises. Special thanks go out to Sonya, my secretary, for her commitment and devotion to the Program. I look forward to meeting all of you students again this summer. Good luck in your future endeavours. Giga-waabimigoom miinawaa. Wanda White, Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 12, No. I Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER1999 NLTC - NATIVE LANGUAGE TEACHERS' CERTU'ICATION PROGRAM (July 5 - 30) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 12 - 30) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 12 - July 30) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). ED 4743 ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July S-July 30) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect) Introduction to basic Ojibwe conversation, pronunciation, and grammar. Time: 5:00- 7:30 p.m. Monday thru Thursday Date: July 5 - 22, 1999 OJIBWE 1012 • Introduction to Ojibwe D (Severn Dialect) Development of conversational skills and practice in writing. 5:00 p.m. - 7:30 p.m. Monday thru Thursday Time: July 26- August 16, 1999 Date: CREE 1010 - Introduction to Cree I Introduction to basic Cree conversation, pronunciation, and grammar. Time: 11 :00 a.m. - 1:30 p.m. Monday thru Thursday Date: July 5- 22, 1999 CREE 1012 - Introduction to Cree n Development of conversational skills and practice in writing. Time: 11:00 a.m. - 1 :30 p.m. Monday thru Thursday Date: July 26- August 16, 1999 NL 2713 • Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. 10:30 a.m.- 12:30 p.m. Time: July 12- July 30, 1999 Date: NL 3251 - Tramlation Specific problems of translation. 1:30 p.m. - 3:30 p.m. Time: Date: July 12- July 30, 1999 Page2 Native Language in Ontario Vol. 12, No. 1 �A N N O U N C E ME N T APPLICATIONS FOR THE 1999 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATION OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, PLEASE CALL US AT (807) 343-8003 BEFORE REGISTERING IN A SIMILAR PROGRAM. LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS. *Indigenous Peoples' Conference on Education (Hilo, Hawaii, August 1-7) Pleasejoin us for the 5th triennial World Indigenous Peoples' Conference on Education (WIPCE HAWAri), to be held in Hilo, Hawai'i, from August 1 to 7, 1999. Na Po'e Hawai'i, the indig­ enous people of Hawai'i, invite you to participate in this unique assembly, dedicated to learning by tradi­ tional methods and stimulating discussions. Indigenous educators, artisans, political activists, healers, and community members are invited to propose presentations. Each presentation must have a cultural base, show how the past is bridged into the present, and have a proven impact on the presenter's people. We ask presenters not to rehash the validity of indigenous learning structures or philosophy. Instead, we wish to focus on past, present and future projects - ideas that strengthen beliefs and prac­ tices and offer direction and guidance as we enter the new millennium. Presenters are encouraged to de­ liver their presentation in their native tongue (please be ready to interpret). The deadline for proposals is December 31. The fee for participants who register before Decem­ ber 31 will be $295. After January I it will be $400, and no registrations will be accepted after April 30. For further information visit the conference website: http://wipcehawaii.org Or contact WIPCE HAWAI'I by e-mail at <Wipc@hawaii.edu>; by phone at: 808/934-7722; by fax at: 808/974-7692; or by regular mail at P.O. Box 6159, Hilo, HI 96720-8923. Native Language in Ontario Vol. 12, No. 1 Page 3 �Conference Announcement and CaU for Papers 31.., AJYrtUAL ALGONQUIAl'I COrtFBREJYCE neld In Co,uunctlon With The 9"' Annual Woodland JVatlonal nl5torg Conference of the Prophetstown Council for Preservation of Great Lalce5 /Yatfue American Culture October 28 to 31., 1.999 Vnwersfty Inn Lafayette, Indiana Any lndMdual who wishes to deliver a paper relating to Algonquian-speaking peoples lndudlng but not limited to language, history, art, archaeology, ethnography, and anthropology ls Invited to do so. Papers may be delivered in ingllsh or l'rench. Speakers will be allowed 20 minutes for presentation and 10 minutes for discussion. Papers must be presented In tngllsh or French. Please Indicate any additional equipment needed for the presentation. Contributors should aend tltleJ and one page abstracts by September l., J.999 to: IYk:how L. Clarlc, &ecutlN Director 7'lae ,......,,.. At Proplaetalolon, Inc. 22 IY. Second St. Lafayette, lndlana •7901. 7&5-t23-t6J.7 - Ofc 765-423-U95 - Pax nclarlc@prop11e1atou,n.org (Registration materials will be available by August 1, 1999.) Page4 Native Language in Ontario Vol. 12, No. 1 �Stabilizing Indigenous Languages (Tucson, AZ, June 3-5) AAAAAAA/\AAAAAAAAA/\AAAAAAAAAMAA/\AAAAAAAAAAAAAAAAAAAAAAAA The 6th annual Stabilizing Indigenous Languages Conference (Sll..C) will be held at the University of Arizona. Tucson, in conjunction with the 20th annual American Indian Language Development Institute (AILDI). It will take place June 3-5, 1999, and is being co-sponsored by SSil..A. The conference will produce strategies for heightening awareness of the importance of indigenous languages, extending existing language environments, and creating a new generation of speakers. The goal is to inspire indigenous communities to continue to develop and expand the circle of native language speakers. Proposals are being accepted for workshops, panels, paper presentations, roundtable discussions and policy planning groups promoting the theme "One Voice. Many Voices: Recreating Indigenous Language Communities". Possible topics include (but are not limited to): l) Workshops/Panels/Presentations -Model activities for reversing language shift -Technology in language transmission -Developing community- and family-based language teaching strategies and materials -Using multi-media language teaching techniques -Teaching strategies -Documentation of indigenous languages -Indigenous literacies and literatures 2) Roundtables -Creating and recreating language communities -Orthography issues and development -Curriculum and language materials development -Language immersion programs -Language planning and policy development -Language variations -Community-based programs -Language surveys and assessments -Grant proposal writing For fonns and guidelines on submitting proposals, contact All..DI by phone at 520/626-7555, or by e-mail at <Sll.C@u.arizona.edu>. The deadline for submission of proposals is January 15, 1999. The registration fee will be $125 (if received by March 31). and $150 after April 1. Registration fee for students (with proof) is $50. More detailed information will be posted shortly. If you have any questions, contact Alcira Yamamoto (akira@ukans.edu), Ofelia Zepeda (zepeda@linguistics.arizona.edu), or Teresa McCarty (tmccarty@mail.ed.arizona.edu). Native Language in Ontario Vol. 12, No. 1 Page 5 �Announcing publication of "Teaching Indigenous Languages" "Teaching Indigenous Languages" is a 323 page selection of 25 papers from the Fourth Annual Stabiliz­ ing Indigenous Languages Symposium •·sharing Effective Language Renewal Practices" held in �ay 1997 at Northern Arizona University in Flagstaff. Arizona. The conference brought together nearly three hundred indigenous language experts. teachers. and community activists to share information on how indigenous languages can best betaught at home and at school. The papers listed below represent theexperiences and thoughts of indigenous language activists who are working in the United State�. Canada. New Zealand. and Mexico. Copies can be purchased from the Division of Educational Services, Center for Excellence in Education, P.O. Box 5774, Northern Arizona University. Flagstaff. Arizona, 86011-5774. Phone 520 523 2127. Checks, money orders. and purchase orders should be made out to "Northern Arizona University." Credit card orders are also accepted. Individual copies cost $6.95 each plus postage and handling ($3.00 within U.S.• $5.00 international surface mail, $10.00 overseas Air Mail). Bulk discounts are available. The proceedings of the 1st and 2nd Symposia titled "Stabilizing Indigenous Languages" and edited by Dr. Gina Cantoni is also available from the same source at the same price per copy. Teaching Indigenous Languages, edited by Jon Reyhner Table of Contents: Tribal and School Roles 1. "Keeping Minority Languages Alive: The School's Responsibility" by Gina P. Cantoni 2. '•A Tribal Approach to Language and Literacy Development in a Trilingual Setting" by Octaviana V. Trujillo Teaching Students 3...Going Beyond Words: The Arapaho Immersion Program" by Steve Greymorning 4. •vreaching Children to "Unlearn" the Sounds of English" by Veronica Carpenter 5. "Leaming Ancestral Languages by Telephone" by Alice Taff 6. "Coyote as Reading Teacher: Oral Tradition in the Classroom" by Armando Heredia & Norbert Francis 7. "Revemacularizing Classical Nahuatl Through Danza (Dance} Azteca-Chichimeca" by Tezozoµioc, Danza Azteca Huehueteotl, & Danza Azteca Tenochtitlan 8...The KinderApache Song and Dance Project" by M. Trevor Shanklin, Carla Paciotto, & Greg Prater Teacher Education 9. "School-Community-University Collaborations: The American Indian Language Development Insti­ tute" by Teresa L. McCarty, Alcira Y. Yamamoto, Lucille J. Watahomigie, & Ofelia Zepeda 10. "Language Preservation and Human Resources Development" by Joyce A. Silverthorne Curriculum and Materials Development 11. "Issues in Language Textbook Development: The Case of Western Apache" by Willem J. de Reuse 12. "White Mountain Apache Language: Issues in Language Shift, Textbook Development, and Native Speaker-University Collaboration" by Bernadette Adley-SantaMaria 13. "Science Explorers Translation Project" by Dolores Jacobs 14. "Incorporating Technology into a Hawaiian Language Curriculum" by Makalapua Ka'awa & Emily Hawkins 15. "It Really Works: Cultural Communication Proficiency" edited by Ruth Bennett Page 6 Native Language in Ontario Vol. 12, No. I �Language Attitudes and Promotion 16. "Marketing the Maori Language" by Rangi Nicholson 17. ''Tuning in to Navajo: The Role of Radio in Native Language Maintenance" by Leighton C. Peterson 18. ''The Wordpath Show" by Alice Anderton 19. ''The F.chota Cherokee Language: Current Use and Opinions about Revival" by Stacye Hathorn 20. "An Initial Exploration of the Navajo Nation's Language and Culture Initiative" by Ann Batchelder & Sherry Markel Summing Up 21. "Four Successful Indigenous Language Programs" by Dawn B. Stiles 22. "Language of Work: The Critical Link Between Economic Change and Language Shift" by Scott Palmer 23. ''The Invisible Doors Between Cultures" by Robert N. St. Clair 24. "Personal Thoughts on Indigenous Language Stabilization" by Barbara Burnaby 25. "Stabilizing What? An Ecological Approach to Language Renewal" by Mark Fettes •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ANNOUNCEMENT: VISIT THE NATIVE LANGUAGE INS TRUC TORS' PROGRAM AT OUR WORLD WIDE WEB PAGE. THE UNIFORM RESOURCE LOCATOR (URL) IS: http://www.lakeheadu.ca/-facedwww/FacEd/nlip.html Check us out for information on our Program. Native Language in Ontario Vol. 12, No. 1 Page 7 �NOW AVAILABLE DELAWARE-ENGLISH / ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7 100 Delaware words, and includes example sentences, exam­ ple forms, usage and grammatical notes, cross-references, and infonnation about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes all Delaware words and example sentences found in the Delaware-English section. Publisher: University of Toronto Press 10 St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $7S.OO To Order: Phone Toll-Free 1-800-565-9S23 OR 416-667-7791 Fax Toll-Free 1-800-221-9985 Or order through any bookstore Page 8 Native Language in Ontario Vol. 12, No. l �a-�C�I Ninoontaan / I Can Hear It Ojibwe Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O' Meara This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House. Ontario. These stories are well-known to Ojibwe-speaking people in northern Ontario. These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay ­ were written in Ojibwe syllabics and are here presented both in their original syllabic form and the standard roman orthography with the English translation on facing pages. This volume also provides a detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words which appear in the texts. This is the first collection of narratives from a vast region where upriver Ojibwe communities border on downriver Cree communities to the north and east. The narratives in this book both types of northern Ojibwe texts. The tipaatisoohkan ('legends') tell about the mythical past. in the time before the earth and creatures on it were fully fonned. The tipaacimowin ('stories') range from personal experiences to historical accounts. This collection of stories will be of interest to students of Ojibwe language and literature, as well as to educators seeking materials produced in and about the Ojibwe language. ****************************** Ordering Information Available From: Lakehead University Alumni Bookstore Lakehead University Thunder Bay, ON P78 5El Canada Phone: 807-343-8335 Fax: 807-343-8 158 E-mail: lori.fleming@lakeheadu.ca Cost: $35.00 (includes applicable taxes plus shipping/handling) Make cheques payable to ..Lakehead University Bookstore" We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order infonnation if paying by one of these methods. Native Language in Ontario Vol. 12, No. 1 Page 9 �<<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< MIDEWIWIN LANGUAGE CAMP of The Three Fires Society Introductna the Mtdewtwtn Lan&uaae Camp Book, Volume 1 The Ojibwe language camp course book and two audio tapes were prepared to assist the studl•nts who attended the language camp hosted by Wausauksing First Nation at Parry Island, Ontario on August 14 - 18, 1995. For others who want to learn Ojibwe, these resources will facilitate learn­ ing of Ojibwe. The topics and activities contained in this curriculum are what were taught dur­ ing the sessions. Also included are instructional expressions and other related vocabulary. Teachlng Master: Edward Benton Banai Co-Teachers: Charlie Nelson Edna Manitowabi Willie Trudeau Lena Odjig White Lily Bourgeois The Midewiwin Language Camp Book was compiled and edited by Lena Odjig White. The accompanying audio tapes were also produced by Lena. Published by: Gene and Gerri Boubard of Eagle Bear Ventures, Winnipeg, Mani­ toba. Language Package consists of: 40-page book (including full colour cover) two 60-minute audio tapes, and a "see through" envelope ORDER FORM Title: Midewiwin Language Camp, Vol. 1 Ship to:_____________________________ (Name) (Address) Cost per book: $30.00 Canadian $20.00 U.S. MAIL ORDERS: Add $4.00 per copy - shipping and handling (Canadian) Add $3.00 per copy - shipping and handling (U.S.) Please make cheque or money order payable to Lena White. Lena White Order from: Box 242 Letellier, Manitoba ROG lCO OR: Phone 204-427-2800 Fax 204-427-2655 <<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< Native Language in Ontario Vol. 12, No. 1 �ENGODOOSIGIN KINOOMAAGEWNAN TEACHING UNIT 1. Inaakoni&ewin: Introduction (Rationale) Wiindmaageyan enaakonigeyan miinwaa ezhi-piitendaagok waa-kinoomaageyan. Introducing what you plan to teach and why it is important. 2. Zhichiaewin: Objective Ezhi-ndawendaman ekinoomaagaazjig waa-zhi-shki,ewziwaad. What you want the students to be able to achieve. 3. Kinoomaa1ewnan: Content (a) Ezhi-naabiisigin Kidwinan: Language Patterns - ezhi-kidong nooj gegoo kidwinan how words are expressed in different ways • ezhi-naabiisidoong kidwinan how words are put together (b) Kidwinan: Vocabulary - waawiinjganan nouns • zhichigewnan verbs • aankobjigaansan dbishko go: for example: inflections (prefixes, suffixes) - ziindaakojiigaansan particles (c) Nsastamawkiiwin: Language Concepts - weweni nsastamawkiing kinoomaagewnan ensuring students understand what you are teaching (d) Ezhi-naabdakikin Kidwinan: Language Functions - ezhi-naabjitoong kidwinan how people use the language Native Language in Ontario Vol. 12, No. 1 Page 1 1 �(e) Anishnaabe'aadziwin: Aspects of Culture - Anishnaabe bmaadziwin Anishnaabe way of life - Anishnaabe kendaaswin Anishnaabe knowledge - Anishnaabe kinoomaadwinan Anishnaabe teachings and values 4. Waa-naakimi2zin2: Teaching Activities Nooj gegoo waa-nakimiziwaad ekinoomaagaazjig wii-nishnaabemwaad. What students will learn through various activities. Ekinoomaagaazjig weweni wii-kendmawaad... bzindamawin giigdowin ginjgewin zhibiigewin The students will know well (the skills)... listening speaking reading writing 5. Nda-kenji2ewin: Evaluation Waa-zhi-ndakenmadwaa ekinoomaagaazjig mnik gaa-zhi-shki'ewziwaad wii-anishnaabemwaad. Tofind out how much students achieved in learning Anishnaabe language. 6. Nakaazwinan miinwaa Aabjichi2anan: Materials and Resources Mkawaataagzing waa-zhi-zhiitaayan kinoomaageyan A reminder of what to prepare and what you needfor your teaching. - ka-zhibii'aanan list them by: Lena White with assistance from co/leag11es, Shirley Williams & Reta Sands July. 1998 Page 12 Native Language in Ontario Vol. 12, No. l �Cree dictionary aims to preserve language by Bob Weber The Canadian Press Edmonton - After 12 years, Earle Waugh finally has an answer for the spirit of a feisty, Cree-speaking nun from Hobbema, Alberta. "It's done," says Waugh, a University of Al­ berta professor who's just edited a new authoritive dictionary of the Cree language that was begun by the late Sister Nancy LeClaire back in the mid-'60s. "She knew she was dying," says Waugh of LeClair, whose name appears on the cover of the newly published book from the University of Al­ berta Press. "She said to me, 'Dr. Waugh, you know you have to finish this and I'll be looking over your shoulder to make sure that you do."' "The Cree concept of pawakan (spirit) is very strong. She was there. there's no doubt." The 577 page Alberta Elders' Cree Dictionary is the most complete, up-to-date Cree-English re­ source ever published, says Waugh, who worked on the project for 22 years. It includes different dialects and slang. There's a whole section of words that would mystify the language's original speakers - such as cashmere (manitowekin, or God's cloth") and VLT (soniyaw kasiwepayit, or the "machine that spits money"). Cree grammar makes it flexible enough to welcome new words. As in German, words can be combined to create neologisms. "English likes to have a single word that stands for a particular concept," says Waugh. "Cree is quite happy to link several words together." "What's neat about this is that it means that Cree is adaptive. It's also very colourful and very vivid." The dictionary is a cultural document as well. It defmes manito as "the basic mysterious quality in the universe," rather than the usual defini­ tion of "God". It provides an oath for use in court that is culturally meaningful, since Cree bas little concept of guilt. 11 The work draws from sources diverse as the Cree-French lexigon written by Father Albert Lacombe in 1865, previous works on the language and the living vocabulary of up to 100 native Cree speakers from across the Prairies. George Cardinal, who grew up in northern Alberta with Cree as his first language, took over from Sister LeClaire as principal author. - reprinted from the Chronicle-Journal Sunday, January 10, 1999 ••••••••••••••••••••••••••••••• NLIP Faculty, Staff and Student updates: Several NLIP faculty members gave papers at the recent Thirtieth Algonquian Conference, which was held in Burlington Massachusetts, October 23-25, 1998. John O'Meara (Lakehead University) gave a paper entitled "Preliminary Observations on Some Ojibwe Place Names in Northern Ontario." Helen Wassegijig (Carleton University) gave a paper entitled "What is Ojibwe Art and Lan­ guage?" J. Randolph Valentine (University of Wiscon­ sin-Madison) gave a paper entitled "Aspects of Style in Ojibwe Narrative." Native Language in Ontario Vol. 12, No. 1 Page 13 �SHARING SECTION NGD-WONMOOM NA EZHI-ZAAGl'NAAN NGII-WIINMOON NA EZIIl-ZAAGl'NAAN? GDAA-WIINMOON NA GWA MIINWAA NGODING? NGII-WIINMOON NA PANE NMAKENDMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO­ WIINMOON. NIIN MAANDA N'DEH DABilKSE, AANWEN-ME-YIN. GYE WIYA NDOO-AAWSII ME-WII­ JllWSEWAN.NGII-WIINMOONNAEZIIl-ZAAGI'NAAN? "NWIIJKIWENH"NOONGWASAGDOO­ WIINMOON. NGII-WIINMOONNA EZlll-ZAAGl'NAAN?GDAA-WIINMOON NA GWA MIINWAA NGODING? NGII-WIINMOON NA PANE NMAKWENMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO­ WIINMOON. Written by: Virginia Henry July 29, 1998 Tune is to the tune of "Have I told you Lately?" •••• •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• AABDSH GE-YI-NDAAYAAN NIGDWEYAAN? AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN DEBENDAMAA. 011-DEBWE GAA-KIDAD, GIi-DAWENDAANG NWII-NBWA-YAAN. AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? LAKEHEAD UNIVERSITY NGII-NJI-KINOMAAGO. NGII-NDA-WENDAAN, NWII­ KENDAASYAAN. MAABA DASH KIWENZil'ISH GAAWIIN GII-NENDZII. GIi-KiDA, 'GEGWAA BI-BSKAA-BIIKEN'. AABIISH GE-YI-NDAAYAAN NI-GII-WEYAAN? KIWENZII'ISH GII-ZAAGil-WEBINAAN NDEBENDMAAN. GII-DEBWE GAA-KIDA, Gll-NDAWENDANG NWII-NBWAYAAN. AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? NISHNAABEG BAATIINOWAG, MAA LAKEHEAD. NOOJ GEGOO YI-NAADZIWAG. AANIND PANE GCIIl-NOKIIWAG MIINWAA AANIND GCIIl-GII-BAADZIWAG. AABilSH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN NDEBENDMAAN. GI-DEBWE GAA-KIDAD GII-NDA-WENDANG NWII-NBWAYAAN. AABIISH GE-YI-NOAAYAAN NI-GIIWEYAAN? To the tune of "Where am I Going to Live When I Get Home? R. Travis Submited by Virginia Henry Page 14 Native Language in Ontario Vol. 12, No. l � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 12 (1), April 1999. Subject The topic of the resource Universities Description An account of the resource ​Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. ​ Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1999-04-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text