794 10 13239 https://digitalcollections.lakeheadu.ca/files/original/bcb92cbf49768a488e058d7d37b33287.pdf 94f615cc4c06f3300538c1aac8a03af0 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <Ja-Sa..VJ�· ) PP..o<JLn�•brb N.L.I.P. Volume 12, No. 2 February, 2000 �' I PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 12, Number 2 February, 2000 General Editor: Wanda White Copy Editing Diane Maybee Native Language Education in Ontario Table of Contents Message From the Coordinator------------------------ /1 lnfonnation for NLIP students-------------------------/2 Announcements------------------------------------------ /3 Obituary - Lena White-----------------------------------/4 Publications--------------------------------------------- /6 Announcements------------------------------------------ /8 Conferences---------------------------------------------- /9 This issue and beyond... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information abour a conference? H the answer is yes to any of these please call Wanda White@ (807) 343-8003 Native Lan�ue inOntario is published two times a year by the Native Language Instructors' Program, Lalcehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February, 2000 �Coordinator's Message Plans are now underway for the Native Language Instructor's Program (NLIP) for 2000. The Native Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFL/NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies ("Institute" courses) for fluent speakers, grads and students who meet the admission requirements. Additional Qualification!-. (AQ) ED 4743 Native As A Second Language, Part I will be offered this summer. The dates for the NLTC is Tuesday, July 4 • July 28 and Diploma (NASL) Program is Monday, July 12-July 28. Registration will be Tuesday, July 4, Orientation will be Wednesday, July 5 and Workshops will be held Thursday, July 6 and Thursday, July 7 and a General Assembly will be held on Friday, July 7, 2000. Application packages were sent out in January. The packages include all the forms that need to be filled out and include information on residences and meal plans. The deadline for applications is May 30, 2000. Applications received after this date will be considered only if there a.re spaces available. To avoid disappointment, send in your application as soon as possible to the NLIP office. We encourage you to share any information you may have on Native Language Education. It can be an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find useful. Please submit it to us and we can include it in our next Newsletter. A reminder to the students who need to do their "teaching experience", if you have not made arrangements with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official (NOT the principal) and send the form in to the NLIP office. Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and take the 4111 year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 2000 Convocation exercises. Special thanks go out to Diane, my new secretary, for all her hard work and devotion in putting together this newsletter. It is with great sorrow that I announce the passing of one of our instructors, Lena White. Lena had been with the program since its inception in 1981. Lena will be missed by all who knew her. I look forward to meeting all of you students again this summer. Good luck in your future endeavors. Giga�waabimigoom miinawaa. Wanda White, Coordinator Native Language Instructors' Program Native Language in Ontario Vol.12, No. 2 Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 2000 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (Julv 4 - 28) This program is for students wishing to teach an Algonquian language as a second l�nguage in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma. issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three wee!-; program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma. issued by Lakehead niversity, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certificate. (This program does not include the workshops from NLTC). ED 4743 ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July 4 · 28) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect) Introduciton to basic Ojibwe conversation, pronunciation. and grammar. Time: 5:00 p.m. - 7:30 p.m. Monday thru Thursday July 4 - 24, 2000 Date: OJIBWE 1012 - Introduction to Ojibwe II (Severn Dialect) Development of conversational skills and practice in writing. Time: 5:00 p.m. - 7:30 p.m. Monday thru Thursday July 26 - August 16, 2000 Date: CREE 1010 - Introduction to Cree I Introduction to basic Cree conversation, pronunciation. and grammar. Time: 11 :00 a.m. - 1:30 p.m. Monday thru Thursday July 4 - 24, 2000 Date: CREE 1012 - Introduction to Cree II Development of conversational skills and practice in writing. Time: 11 :00 a.m. - I :30 p.m. Monday thru Thursday July 26 - August 16, 2000 Date: NL 3811 - Special Topic I Prerequisite permission of the Department 10:30 a.m. - 12:30 p.m. Time: July 10 - 28, 2000 Date: NL 3813 - Special Topic II Prerequisite permission of the Depaitment I :30 p.m. - 3:30 p.m. Time: July IO - 28, 2000 Date: Page 2 Native Language in Ontario Vol. 12 No. 2 • �ANNOUNCEMENT APPLICATIONS FOR THE 2000 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATON OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, PLEASE CALL US AT (807) 343-8003 BEFORE REGISTERING IN A SIMILAR PROGRAM. LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS. LAKEHEAD GRADUATES FRANCES HARDING IS LOOKING FOR STORIES ABOUT ABORIGINAL GRADUATES WHO ARE DOING INTERESTING AND IMPORTANT WORK, AND WHO COULD BE FEATURED IN UPCOMING ISSUES OF THE NOR'WESTER. IF YOU ARE A STUDENT WORKING IN: 1. 2. 3. ON THE INTERNATIONAL SCENCE IN NORTHWESTERN ONTARIO IN CANADA PLEASE FORWARD THOSE STORY IDEAS TO THE NLIP OFFICE OR CALL DIANE @ (807) 343-8542 Native Language in Ontario Vol. 12. No. 2 Puge 3 �LENA WHITE (WAABI-OJIIG) June I, I 940 - January 28, 2000 Peacefully, after a short battle with cancer, Waabi-Ojiig walked into the spirit world. Lena grew up on Wikwemikong Unceded First Nation on Manitoulin Island, Ontario. She resided at Roseau River Anishinabe First Nation since 1995. Lena was the daughter of the late Dominic Odjig and Lucy Odjig. She was the beloved wife of Charles Nelson of Roseau River. Lena also leaves two sons to treasure her memory, Stanford and Shannon White, both of Walpole Island, Ont., their father David White and Charlie's children Zongidaya, Jodee, Anna, Bawbee and Kirby of Roseau River. Also left to mourn her passing are brothers, Frank, Wilfred (friend Denise), Ronnie (Maiy Lynn), Gordie (friend Annette) and Clayton (friend Maryann), all of Wikwemikong: sister, Marcella Clarkson (Chuck) of Millgrove, Rose Marie Trudeau of Wikwemikong and Page 4 Patricia of Toronto. Lena wa1s predeceased by her sisters. Rita and Lorraine. Lena was also a dear si1ster to Don (Mary Agnes) of Wikwemikong. Stanley Fisher (Boot:,; of Sault Ste. Marie, Daphne Beauon (Chester) and Winnie Christian (George) of British Columbia. Glover, Margaret In-laws, Larry Jackson, Alanis King-Odjig as well as many nieces, nephews, relatives. godchildren and friends will miss Lena. Lena's passing will be keenly felt by the Nelson family and her sisters and brothers of the Midewiwin Lodge. where she was a First Degree Midewiwin-quay. Lena never hesitated to stand up and do the work that she had committed her life to. Lena was well known for her work in the area of Native Language Education and participated in the development of the Native Human Services Programme (Hons B.S.W.) at Laurentian University. She was a teacher of Native Language courses in the Native Language Instructors· Program at Lakehead University. Lena attained her Masters Degree at York niversity in the Canadian Relations Theme Area in the Faculty of Environmental Studies focusing on human environment and relationships, culture and languages. Lena was uncomplaining to the end. She will be remembered for her energetic and helpful nature. She generously shared her many gifts with members of her community and Mide Lodge. A traditional community wake took place on January 29 with Mide Teacher, Lawrence Henry at the Roseau River Anishinabe Community Hall. The first water drum teachings in memory of Waabi-Ojiig, as instructed by Mide Grand Chief Eddie Bento Benai, began at sunset on Sunday, January 30. Final preparations and teaching ceremonies began at .sun.set on Monday. January 3 I and the burial ceremony was held on Tuesday. February I at 10:00 a.m. followed by a feast at noon. Megwetch, Lena. Until we meet again in the spirit world. Native Language in Ontario Vol. 12, No. 2 �,· .. .i SERENITY :PRAYER •. ·. '. 0(}-bend:ji.ged · .•.•. ant me Gii bi--gid-na-maa, Be-kaa-dend...mo ccept the things Gesh�toos.wanh ,, �- �;_ \·�- '. Wii anch-too-wa '•\� Ji m'shka-wend� '/l Ji gwek-si--donh .· .;�:�·- ., - . . �,·,. Gesh-toon j Miin-waa 1?'i-b �;;'}�' �-'f -•. iJ�i,�: A-jig-kenct7fuaa·-.::·..... • ·'. :-� . ·:_\i/j' ,.. .....� ••• ·�c iiiti��'.)J � :·/-;A.�, · ·' i. • han the things ow the differenee /· Native Language in Ontario Vol. 12. No. 2 Page 5 �STILL AVAILABLE DELAWARE-ENGLISH/ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7100 Delaware words, and includes example sentences. exam­ ple forms, usage and grammatical notes, cross-references, and information about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes all Delaware words and example sentences found in the Delaware-English seciton. Publisher: University of Toronto Press l O St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $75.00 To Order: Phone Toll Free 1-800-565-9623 OR 416-667-7791 Fax Toll Free l -800-221-9985 Or order through any bookstore Page 6 Native Language in Ontario Vol.12, No. 2 ' • �Ninoontaan / I Can Hear It Ojibwe Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O'Meara This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House, Ontario. These stories are well-known to Ojibwe-speaking people in Northern Ontario. These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay were written in Ojibwe syllabics and are here presented both in their original syllabic form and the standard roman orthography with the English translation on facing pages. This volume also provides a detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words which appear in the texts. This is the first collection of narratives from a vast region where upriver Ojibwe communities border on downriver Cree communities to the north and east. The narratives in this book both types of northern Ojibwe 1exts. The tipaatisoohkan ('legends') tell about the mythical past, in the time before the earth and creatures on it were fully formed. The tipaacimowin ('stories') range from personal experiences to historical accounts. The collection of stories will be of interest to students of Ojibwe language and literature, as well as to educators seeking materials produced in and about the Ojibwe language. ************************************** Ordering Information Available From: Lakehead University Alumni Bookstore Lakehead University Thunder Bay, ON P7B 5E l Canada Phone: 807-343-8335 Fax: 807-343-8158 E-mail: lori.fleming@lakeheadu.ca Cost: $35.00 (includes applicable taxes plus shipping/handling) Make cheques payable to "Lakehead University Bookstore" We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order information if paying by one of these methods. Native Language in Ontario Vol.12, No. 2 Page 7 �ANNOUNCEMENT VISIT THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT OUR WORLD WIDE WEB PAGE THE UNIFORM RESOURCE LOCATOR (URL) IS: http:www.lakeheadu.ca/-facedwww/FacEd/nlip.html Check us out for information on our Program LAKEHEAD GRADUATES AT TIMES WE RECEIVE PHONE CALLS FROM VARIOUS SHOOL BOARDS WHO ARE LOOKING FOR NATIVE LANGUAGE GRADUATES FOR POSSIBLE EMPLOYMENT BECAUSE OF THE FREEDOM OF INFORMATION ACT WE CANNOT RELEASE ANY NAMES WHAT WE CAN DO THOUGH IS PASS THE INFORMATION ON TO THE GRADUATE STUDENTS IF YOU ARE INTERESTED IN RECEIVING INFORMATION ABOUT THE VARIOUS POSITIONS PLEASE CALL OR FAX THE NLIP OFFICE AND SUBMIT YOUR NAME AND ADDRESS PHONE: (807) 343-8542 OR FAX: (807) 346-7746 Page 8 Native Language in Ontario Vol. 12, No. 2 �White Mountain Academy of the Arts in collaboration with the Anishinabek Educational Institute is pleased to offer Traditional Native Arts Summer School for Elementary School Teachers WHEN? July 3 to 2 1 , 2000 WHERE? White Mountain Academy of the Arts, Elliot Lake COURSE CONTENT? The content of this intensive 3-week course will include working in a studio to produce a hand drum, a birchbark quill basket, and beaded moccasins. Participants will: ◊ ◊ ◊ learn skills which they can transfer to their own classrooms receive teachings and stories which accompany the use of these materials, and become familiar with resources and techniques to complement their teaching INSTRUCTORS? This course will be taught by practitioners from regional First Nations ADMISSION REQUIREMENTS All certified elementary, secondary school teachers and NSL teachers. MORE INFORMATION If you would like information about cost, registration etc. Please call White Mountain Academy of the Arts at (705) 848-4347 or toll free at (800) 368-8655 �, .i.. �Seventh Annual Stabilizing Indigenous Languages Conference "Language Across the Community" May 1 1 - 1 4, 2000, The Toronto Colony Hotel. Toronto, Canada The Ontario Institute for Studies in Education of the University of Toronto For six years now this conference has provided a unique opportunity for people world-wide to come together to work on practical issues, problems, and solutions to the challenges facing all indigenous languages. Elders, other community leaders, front-line workers, researchers, administrators, educators. students, media specialists, and advocates are invited to come and meet fellow workers.and take part in plenary sessions, workshops, and presentations about many kinds of action to promote, preserve. and supports indigenous languages. There will be hands-on workshops, descriptions of educational projects of many kinds, demonstrations of materials that have been produced, and talks by experienced leaders in the field. This year's theme is "Language Across the Community", which will emphasize the many ways in which all community members can become involved in indigenous language activities. As always, it is expected that SCHOOL PROGRAMS will play an important part, with discussions and demonstrations related to various roles that the indigenous language can play in the school, such as subject of instruction. immersion programs, dual education and professional development. and materials and activities development. Special issues of administration for schools in which an indigenous language plays a role will come up. We expect to have a whole section of the program devoted to immersion programs. COMMUNITY INVOLVEMENT is essential. not only to support school programs (recrnit teachers. support teachers. involve parents, make materials, link language and culture. and so on) but also create and celebrate real language use in all aspects of life. So. topics like language camps. language in sports and other community recreation, language at work, language in religion and culture. language and the media, and language in the community historical and cultural research can be discussed with examples. Adult literacy in the indigenous language, for example, is a growing activity. SUPPORT RESEARCH will be covered in workshops and talks by people who are making dictionaries, studying effective ways of teaching indigenous languages, linking history and culture to language, planning policies and good administrative practices, and creating centers for language research and promotion. Conference goers can make their own contacts with people they would like to learn more from, and information will be available about organizations which help link people involved with indigenous language work. We also hope that you will be attracted to the opportunity to visit beautiful Toronto. with our attractive exchange rates, breakfast with the Mayor, and excellent entertainment by local Aboriginal groups. Timetable Thursday, May 1 1 . 2000 7 p.m. Opening reception and plenary Friday, May 1 2 8:30 a.m. - 5 p.m. Plenaries, concurrent sessions, luncheon Saturday, May 1 3 8:30 a.m. • 9 p.m. Plenaries, concurrent sessions, banquet Sunday, May 1 4 8:30 a.m. - I p.m. Plenary, concurrent sessions. closing Presentation Formats - Presentations - 45 minute time block to present information about any issues related to the conference topic, leaving about 1 0 minutes for audience questions - Workshops - 90 minute time block to talk about some indigenous language related project with activities to involve the audience in learning about or how to do the project - Roundtables - 45 or 90 minute blocks for facilitators of panels to lead discussion with the audience on a relevant topic - Poster Sessions · 90 minute time block in which presenters can display vi�uals and/or materials about their project and conference participants can circulate and ask questions individually. �Registration Form Seventh Annual Stabilizing Indigenous Languages Conference May 1 1 - 1 4, 2000, The Toronto Colony Hotel Ontario Institute for Studies in Education of the University of Toronto Registration Rates: $ 1 00 U.S. before March 3 1 , 2000 $ 1 25 Canadian after March 3 1 , 2000 $ 150 Canadian $ 1 25 U.S. Student rates (with proof of full-time enrolment) $50 Canadian $40 U.S. Payment by cheque or money order payable to Stabilizing Indigenous Language Conference - credit card _ Mastercard; __ Visa; card # __________; expiry date___ signature________________ Name: First Nation/Tribal Affiliation: Title: Department: Organization: Address: Province/State, Country, and Postal Code: Phone: Fax: E-mail address: Proposal for Presentation Deadline for submission: March 3 1 , 2000 Please Submit: ( 1 ) a completed registration form (a-; above) (2) title of presentation (3) a 250 word abstract of the presentation for inclusion in conference program (4) a 25 word summary for conference publicity (5) a 50 word biographical sketch of (all) presenter(s) (6) check one: presentation _; workshop _; roundtable _: poster session (7) will this presentation be in a language other than English: yes _; no _ Submit All Forms to: Barbara Burnaby, Modern Language Centre OISE/UT 252 Bloor Street West Toronto, Ontario, Canada M5S 1 V6 Fax: (41 6) 926-4769 E-mail: silc@oise.utoronto,ca Check our website http://www.oise.utoronto.ca/MLC/silc �Anishinaabemowin-Teg hosts its Annual Language Conference -------The m e ------- Bigiiyedodaa Gdinweni naa (Let's bnng our language home) March 30, 3 1 , April 1 and 2, 2000 at the Kewadin Casinos Hotel and Convention Centre for Further Information and Registration Contact· Jeanette McQuabbie - Project Coard nator (705) 674-44 1 2 Sam Senecal - Co Coordinator (705) 759-2554 Ext. 761 Isadore Toulouse - (905) 722-3281 Ext. 134 Mart na Osawamick ~ Vendor Information (705) 566-6357 Master of Ceremonies - Chief Glen Hare (West Bay) Book your room early at 1-800·KEWADIN . Sault Ste . Marie, Michigan �I ... ANISHINAABEMOWIN TEG INC. 'S TH 6 ANNUAL ANISHINAABE LANGUAGE CONFERENCE VEGAS KEWADIN HOTEL AND CONVENTION CENTER MARCH 30T" - APRIL zN°, 2000 REGISTRATION FEES EARLY REGISTRATION: March 1 st, 2000 Regular - $ 1 75.00 Elders & Students - $ 75.00 Those registering by March 1st, 2000 will be eligible for a FREE ONE NIGHT PAID ACCOMODATIONS Draw for each night of the Conference. We will be holding three (3) draws. LATE REGISTRATION: AJi'TER MARCH l sT, 2000 Regular $250.00 Elders & Students - $ 75.00 Mail registration forms to: Or fax to: ATTN: Sam Senecal Sault College P.O. Box 60 443 Northern Avenue Sault Ste. Marie, ON Sam Senecal Fax # 705 - 759 - 0 1 75 P6B 5L3 �SAULT STE. MARIE, ONTARIO MOTELS/HOTELS You must reserve your room prior to March 1, 2000 in order to be guaranteed a room at Vegas Kewadin Convention Centre. You must also reserve your room using a major credit card, unless your Tribe or Band is paying. PLACE RATES Ramada Inn 229 Great Northern Rd. (705) 942 - 2500 $80.00 + taxes -Single $80.00 + taxes - Double Watertower Inn 360 Great Northern Rd. I - 800 - 46 1 - 0800 $73.00 - Single $89.00 - Double Quality Inn 1 80 Bay St. (705) 945 - 9264 $69.00 - Single $69.00 - Double Travelodge Suites 332 Bay St. (705) 759 - 1 400 Continental Breakfast included $79.00 - Single $89.00 - Double $99.00 - Triple $1 09.00 - Quad Days Inn 320 Bay St. (705) 759 - 8200 Hot breakfast included for two $59.00 - Single $69.00 - Double $69.00 - Triple $69.00 - Quad SAULT STE. MARIE, MICHIGAN MOTELS/HOTELS For reservations at additional Hotels/Motels located in Sault Ste. Marie, Michigan please call: 1 - 800 • 799 - 7779 Vegas Kewadin Hotel and Convention Center 1 - 800 - Kewadin (539 - 2346) - (906 - 632 - 0503) $60.00 - Single $60.00 - Double �REGISTRATION FORM nd 11 March 30 \ 3 J SI , April 1 SI , and 2 • 2000 Please print and Answer all Questions Name: -----------------------------Given names Surname Organization Represented: (First Nation, School Board, Education Authority, etc...) Home Address: Street or P.O. Box City Apt.# Province/State Telephone Postal/Zip Code Fax # Will you be attending the Opening Ceremony, Thursday March 30, 2000? --- Yes --- No Will you be attending the Closing Ceremony, Sunday April 2, 2000? · --- Yes Please mail registration form to: Or fax to: Sam Senecal Fax # 705 - 759 - 0 1 75 --- No Attn: Sam Senecal Sault College P.O. Box 60 443 Northern Ave. Sault Ste. Marie, ON P6A 5L3 ��R E G I S T R AT I O N Please complete this registration form and send along with your registration fee to: Vision Quest 2000 do Dakota Ojibway Community Futures Lower Level 340 Assiniboine Ave. Winnipeg, MB R3C OY1 2 0 0 0 REGISTRANT INFORMATION (please print) Name(s): ------ ..·····-·-·---- ------- For further information on the conference, please contact: Joy Dornian Conference Coordinator Stone Pine Management 224-22nd Street Brandon, Manitoba R7B 1R7 Phone: 1-800-557-8242 Fax: (204) 728-0010 E- mail: dornianj@techplus.com Dakota Ojibway Community Futures Lower Level, 340 Assiniboine Ave. Winnipeg, Manitoba R3C OYl Phone: (204) 988-5396 Fax: (204) 988-5365 E-mail: docfdc@docfdc.mb.ca Website: www.vqconference.com Hotel Accommodations Special conference rates are available at many downtown Winnipeg Hotels Place Louis Riel All Suite Hotel is about three blocks from the Convention Centre at 190 Smith Street. Phone 1-800-665-0569. If you mention that you are attending Vision Quest, you will receive the special conference rate of $90 plus taxes. The Crowne Plaza is connected to the Convention Centre via a walkway at 350 St. Mary. Phone (204) 942-0551. The con­ vention rate is $109 plus taxes for Vision Quest registrants. The Charter House Hotel is just two blocks from the Convention Centre at the corner of York and Hargrave. Phone (204) 942-0101 and mention that you are attending Vision Quest and you will receive a conference rate of $72 plus taxes. . Organization: Address: Phone: Fax: Email: REGISTRATION FEE 0 Early Bird Rate - Payment must be received before April 1 4, 2000: $280 + $19.60 GST = $299.60 $ $ 0 Regular Rate - $315 + $22.05 GST = $337 .05 0 Youth / Student Rate - $ 1 50+ $ 1 0.50 GST = $ 1 60.50 $ (25 and under; proof of age or copy of student card enclosed.) Less: 5% Discount is available for organizations with 5· or more prepaid registrations 0 •$ I require __ Additional Banquet Tickets at $37 .45 each ($35 :+- $2.45 GSTI $ TOTAL (includes GST) $ Registration includes attendance at all conference presentations; a conference information package; an evening reception on Tuesday, May 16; lunch on Wednesday, May 17; and an evening banquet with entertainment on Thursday, May 18. Cheques should be made payable to Vision Quest Conferences Inc. C O N F E R E N C E l♦I -- ----··········------ S P O N S O R S ECONOMIC DEVELOPMENT Indian and Northern Affafrs Canada Affaires indiennes et du Nord Canada MTS U. W e s t e r n E c o n o m i c: Oiversific.auo" Ca.nada Winnipeg Canada ROYAL BANK Aboriginal Business Canada Entreprise /JUtochtone Canada f �The 21 st Annual American Indian Language Development Institute Mfradltlans and.Innovations In Indigenous L11nguaoe Teach/no" The University of Arizona .. Tucson, Arizona June 5 - 30, 2000 The University of Arizona, Departments of Language, Reading and Culture and American lndl.m Studies, wfll host the 21st Annual American lndlan Language Development Institute (AILDI). This year's AILDI wlll focus on speclftc teaching methods for maintaining and revltallzJng Indigenous languages In both the community and the school. AILDI participants enroll In six graduate or under.gracwate. er.edit hours, working. with llngulsts, tribal elders, bilingual/ESL speclallsts, teachers, aides end sehool administrators In an Integrated, holistic leamlng experience. All courses lead toward regular degree programs and toward blllngual and ESL endorsements. C Course topics Include: • Foundatk>ns.o[Blllnguat Education • Creative Writing for Native American Communities • Linguistics for Native American Communities • Media, Reading end Language Arts for Native American Communities • Blllngual.Methods.and.Meterfals • Bilingual Education Practicum • Hopi Language and Culture • Linguistics Workshop • Native American Language Immersion • language and Culture In Indigenous Education Approximate Costs and Housing Accommodations: • Tuition = $730 for six credit hours • Books and Supplies = S150 • Meals = on your own • Housing • varies from $400-$700. Campus residence halts and apartments with coolclng facl/lf!es can be arranged. Financial Assistance Is available, but limited. Earty revlstratlon Is encouraged. To receive • registration and ttnanclal aid eppllcatlon, please complete and return the form below. Matertals wlll be malled February 2000. m The Unlverstty ofArizona An Equal Employment Ol)portunlty/ Afflnnatlve �on Employer ff£TllBNFQIM OflQW AILDI The University of Arizona For additional lnfonnatlon, contact: Karen Francis-Begay, Associate Director (520) 621-1068 EMAIL: ldbegay@u.artzona.edu College of Education, Room 517 P.O. Box 210069 Tucson, AZ 85721-0069 FAX: (520) 621-8174 01T ON DOTTID LINE D e p a r tm e n t o f � a n g u a g e , R e a d i n g and Cult, •••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Name______________________,Daytlme Phone_.__..i....------------Malllng Address (P.O. Bo�ute/5treet, etc.) ---------------------------Cl�______________tate___ ______ _Country:_____ ._.ZIP________ Your place of employment and position_____ ---------------------------Electronic Malling Address CE-Mall), If appllcable__ --------------------------2 1" Annual American lndlan un11u11fe DevelopmMt Institute <AILDIJ • June 5-30, 2000 1be Un/vers/ty•!JfArizona � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 12 (2), February 2000. Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. ​ Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2000-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/2ae838f75f9aec9f3febf3e61a32d3e9.pdf 5998d0b65e660ac1c2c7b12563d4112b PDF Text Text ��Coordinator's Message Aanii/Boozhoo! Aaniish naa? Gdoo-gchi kinoomaagem na go aanwi? Mii go pane ndamtaang kinoomaageng Anishnaabemowin. Znagaangzhem go memdige go naa nongo wii bmi zhitoong waa nokaazang kinoomaageng Anishnaabemowin. Mii dash go naa bemi piichtaaying gegii nwi. How is everybody? I am sure you are all very busy teaching Anishnaabemowin? It is challenging and hard today to teach Anishnaabemowin when there are so few curriculum materials and resources out there for our native language classrooms. When we look back we can see how far we've come and see the amount of work our Native Language Instructors have produced! We just need to keep doing what we are doing with our Native languages. We wish to extend our congratulations to all the students who successfully completed their program this past summer. Best wishes in your endeavors. ,, A reminder to the students who need to do their ''teaching experience , if you have not yet made arrangements with a school, you should start seeking a placement soon. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official and send the form in to the NLIP office. Students who have already taken Year 4 should be certain to register and complete their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 2002 Convocation exercises. If you have any questions concerning your practicum, please to not hesitate to call. Our planning is underway once again for the summer session 2002. Dates for the 2002 NLIP session are July 2 to July 26, 2002. Student evaluation of the program conducted in July 2001 indicated that students requested names and addresses and phone numbers of fellow NLIP students for sharing purposes. We are unable to provide these because of the Freedom of Information Act, which prevents us from divulging such information in this newsletter. Some preliminary infonnation about courses and programs for summer is included in this newsletter. We wish everyone a pleasant holiday during Christmas and the New Year! Gdinmilcaagoom Miinwaa! -- ... :..--< ' . �--/4�- � (Season's Greetings Once Again!) .- , , "-.Jl' �/ I' �, / ,., u� / _ ,,Helen Wassegijig, Coordinator v/ _ Native Language Instructors' Program Native Language in Ontario Vol. 12, No. 3 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 2002 NLTC - NATIVE LAN6UA6E TEACHERS' CERTIFICATION PR06RAM (July 2 - 26) This progrom is for students wishing to teC1Ch an Algonquian language as a second la nguage in the province of Ontario. This is a three-summer program It.a.ding to teacher certification in tt.a.ching an Algonquian language GS a second language. The Ontario Coll• of Teachers issues a Certificate of QualifiC4tions (Restricted) upon successful completion of the program. This progra,n is four weeks in duration, which includes one week of workshops. NASL - NATIVE AS A SECOND LAN6UA6E DIPLOMA PROGRAM (July 8 - 26) This program is for students wishing to teach Native as a second language. This is a four-summer program leading to a diploma for Native la nguage instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second la nguage. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NI.IP practicum requirement. This program is a three-week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LAN6UA&E DIPLOMA PR06RAM (July 8 - 26) This program is for students wishing to teach Native as a first language. This is a four-summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic litel'ClC)' and Native language arts. This program is a three-week program and does not lead to Ministry Certificate. (This program does not include the workshops from NLTC). Et> ◄743 At>t>ITIONAL QUALIFICATION-SPECIALIST IN NASL PART I (July 2 - 26) SUMMER CREDIT COURSES IN LANGUAGES ANt> Et>UCATION OJIBWE 1010 Introduction to Ojlbwc I (Severn Dialect) Introduction to basic Ojibwe conversation, pronunciation, and grammar. Time: 5:00 - 7:30 p.m. Monday thru Thursday Date: July 2 - 22, 2002 OJIBWE 1012 Introduction to Ojibwe II (Severn Dialect) Development of conversational skills and practice in writing. 5:00 - 7:30 p.m. Monday thru Thursday Time: Date: July 24 - August 14, 2002 CREE 1010 Introduction to Cree I Introduction to basic Cree conversation, pronunciation, and grammar. 11:00 o.m. - 1:30 p.m. Monday thru Thursday Time: Date: July 2 - 22, 2002 CREE 1012 Introduction to Cree II Development of conversational skills ond practice in writing. 11:00 a.m. - 1:30 p.m. Monday thru Thursday Time: Date: July 24 - August 14, 2002 NL 2711 Introduction to Native American Unguistics A survey of the native languages of North America Time: 10:30 a.m. - 12:30 p.m. Date: July 8 - July 26, 2002 NL 3551 Children's Utcroturc In response to issues of language teaching/learning pedagogy. (as a language learning tool). Time: 1:30 p.m. - 3:30 p.m. Date: July 8 - July 26, 2002 Native Language in Ontario Vol. 12, No. 3 2 �OBITUARIES Biidowe'aanmido-Kwe GIZAAGIGOO MAA PII KA WAABMI60O IN LOVING MEMORY Lillian Roberta (Osawamick) Bourgeois March 4, 1961 - March 01, 2001 Lilly (Osawamick)Bourgeois, 3rd Degree Midewiwin kwe of the Bear Clan, passed away at Sunnybrook Health Science Centre, Toronto, on Thursday March 1, 2001 at the age of 39 years. Lilly was born in Little Current, daughter of John Osawamick and the late Florence {Neganigwane) Osawamick. Lilly was a teacher of the Ojibwe language in Peterborough for the past two years. She also enjoyed teaching traditional customs such as jingle dress dancing, drum making and strived for the wellness of all who knew her through health and fitness workshops. Lilly was the Chief Jingle Dress Dancer of the Three Fires Midewiwin Lodge. Beloved wife of Paul Bourgeois of Peterborough. Dear mother of James {Giizhigaatemonidoinini), Alexander (Wassaygezik) and Marion (Pizhiiskwe),. Loving sister of Barbara (Tom), Martina, Stan, Gert (Max), Bev (Louis), Pat, Ann-Marie (Patrick), Joseph(Clara), Darlene (Randy), Elizabeth (Gerard), Predeceased by a sister Jean and a brother Johnny, Dear niece of James (predeceased) wife Celina, Lavina (predeceased) husband John Lewis, Eva Cywink (husband Nick Predeceased), Jerome (predeceased) wife Theda, Agnes Webkamigad husband Henry, Shirley Williams, Isadore wife Verna and Rosella Kinoshameg husband James all of Wikwemikong, Christine Osawamick and great uncle Hector Shigwadja. Also survived by many nieces and nephews. Friends were received at Wasse Abin High School, Wikwemikong on March 3, 2001. Funeral Service was held on Monday March 5, 2001 at Wasse Abin High School with Lee Staples officiating Native Language in Ontario Vol. 12, No. 3 3 �IN LOVING MEMORY Justin Thomas James Alexander Gunner July 18, 1985 - October 03, 2000 Justin Gunner passed away at the Thunder Bay Regional Hospital, McKellar site on Tuesday October 03, 2000 at the tender age of 15 years. Justin was born and raised in Moose Factory, youngest son of N.L.I.P Administrative Assistant Diane Maybee (Phillip Nakogee) and oldest son to William Gunner (Sheila Wapachee) of Moose Factory. Justin relocated to Thunder Bay to attend High School in September 1999. Justin was a very unique individual who always had a heart for others and was not afraid to let people know how much they meant to him. All that came to know him during his short time with us sadly misses him. Loving brother of Sean, Miranda and Dwayne, and stepbrothers Colin, Stephen and Michael. Proud uncle of Trae and Teara. Predeceased by his grandparents Alex and Clara Gunner. Also survived by his grandparents Raymond and Marion Maybee and several Aunts, Uncles, cousins, and several friends from Moose Factory and Thunder Bay. Friends were received at Jenkins funeral home in Thunder Bay on Wednesday October 4, 2000. Funeral was held at the St,. Thomas Anglican Church in Moose Factory on Sunday October 8, 2000 with Wayne Macintosh officiating. Native Language in Ontario Vol. 12, No. 3 4 �REMEMBERING Ellen (Cub-dee) Mathilda Migwans nee Corbiere November 16, 1941- September 20, 2001 0 Great Spirit Whose breath gives life to the world and whose voice is h£ard in the soft breeze We need your strength and wisdom May we walk in Beauty May our eyes ever behold the red and purple sunset Make us wise so that we may understand what you have hidden in every leaf and rock Make us always ready to come to you with clean hands and straight eyes so when life fades. as the fading sunset our spirits may come to you without shame. IN LOVING MEMORY Ellen (cub-dee) Mathilda Migwans Predeceased by her parents Paul & Mabel Corbiere, husband Joseph Migwans, infant son Michael. Dear Friend of bill Ferguson of M'Chigeeng. Beloved mother of Fred (Leah), Sylvia (Bernard) Ense, Lealand, Russell (Beatrice) all of M'Chigeeng. Clyde (Colleen) of Wikwemikong, Lorraine of Sault Ste. Marie, Rhoda (Jeremy) Epp of Calgary, Joe (Marge) of Whitehorse. Loving grandmother of Ryan, Sage, Wasnode, Adam, Vince, Tashina, Marlon, Marshall, Nathan, Joseph, Jordan, Neil, Brooke and Russell Jr. Sadly missed by brothers and sisters Archie (Hilda) Corbiere, Alvin (Angeline) Corbiere, Veronica Corbiere, Shirley (Klaus) Kaiser, Nancy Corbiere (Eric), all of M'Chigeeng. Rosalind (Andrew) Shigwadja of Orillia, George Corbiere of Orillia, Sylvia Shawanda (Edward) of Birch Island, Caroline Corbiere of Sudbury, Orien Corbiere of Thunder Bay. Remembered by many nieces, nephews and friends. Friends were received September 21, 2001 at M'Chigeeng Community Complex. Funeral was held at the Immaculate Conception Catholic Church in M'Chigeeng with Father Foliot officiating. Native Language in Ontario Vol. 12, No. 3 5 �ANNOUNCEMENTS APPLICATIONS FOR THE 2002 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU HAVE NOT RECEIVED YOUR PACK.AGE OR IF YOU WOULD LIKE ADDITIONAL PACK.AGES, PLEASE CONTACT DIANE MAYBEE AT (807) 343-8542 LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS NLT C GR A D U A TE S AT TIMES WE RECEIVE PHONE CALLS FROM VARIOUS SCHOOL BOARDS WHO ARE LOOKING FOR NATIVE LANGUAGE GRADUATES FOR POSSIBLE EMPLOYMENT BECAUSE OF THE FREEDOM OF INFORMATION ACT WE CANNOT RELEASE ANY STUDENT NAMES WHAT WE CAN DO THOUGH IS PASS THE INFORMATION ON TO THE STUDENTS IF YOU ARE INTERESTED IN RECEIVING INFORMATION ABOUT THE VARIOUS POSITIONS PLEASE CALL OR FAX THE NLIP OFFICE AND SUBMIT YOUR NAME AND ADDRESS Native Language in Ontario Vol. 12, No. 3 6 �A N OTE FROM T HE N A TIVE LANGUA G E IN S TRU C TORS 'PROG RA M If you are a recent NLIP Graduate and you would like to remain on our Newsletter mailing list, or you know someone who would like to receive this valuable resource, Please contact Diane Maybee at the N.L.I.P. office At (807) 343-8198 FU LLY FURNI S HE D A C A DE MY SU I TE S Poli-Rentals #12 - 144 Academy Drive Thunder Bay, ON P7B 5J2 Comfortable Furnished Accommodations At Affordable Prices Ap� Towntff,Qt#et' Weekly $450.00 Weekly $500.00 Bi weekly 800.00 Bi weekly 800,00 Monthly 1,400.00 Monthly 1,400.00 Long Term - On request For your convenience we offer: Clean, comfortable, spacious units. Kitchen with fridge and stove, 4-piece bath, Utilities included, Cable T.V., Parking, Weekly cleaning. Apartments - large storage area, some have-balconies & walkups. Townhouses - storage in basement area. And so much more... Centrally located to: Lakehead University, Canada Games Complex, Thunder Bay Community Auditorium, Thunder Bay Charity Casino, Confederation College, Superstore, Intercity Shopping Center. For more information or for reservations Call: 1-807-474-7472 or Fax: 1-807-345-6343 Native Language in Ontario Vol. 12, No. 3 7 �EMPLOYMEN T OPP ORT U NITY N ATIVE LAN GUAGE I N STRUCTO R AT Awashaishuck 1296 Weston Road Toronto, O N M6M4R3 Phone: (416) 242-12 64 Fax: (416) 242-9929 Liz Hammond Assistant Executive Director Clo Anduhyaun Inc. BOOK LAU N C HIN G AT WALPOLE ISLAND HERITAGE CENTRE DECEMBER 20th , 2001 OF NISHNAABEMOWIN REFERENCE GRAMMAR BY: J. RAN D OLP H V ALEN T INE UNIVERSiiY OF TORONTO PRESS Native Language in Ontario Vol. 12, No. 3 8 �TO ALL NLIP/NLTC STUDENTS THE OFFICE OF THE REGISTRAR WOULD LIKE THE NLIP DEPARTMENT TO INFORM ALL OF OUR STUDENTS THAT THEY WILL NO LONGER BE DISTRIBUTING ANY OFFICIAL OR UNOFFICIAL TRANSCRIPTS TO ANY STUDENTS UNTIL THEY RECEIVE A FEE OF $8.00 EFFECTIVE IMMEDIATELY STUDENTS WILL BE RESPONSIBLE FOR RETREIVING THEIR MARKS FROM THE OFFICE OF THE REGISTRAR THE CONTACT NUMBER FOR THE ONTARIO COLLEGE OF TEACHERS HAS CHANGE[) TO (416) 961-8800 EXT. 330 IF YOU NEED TO INQUIRE ABOUT YOUR RECORDS WITH THE ONTARIO COLLEGE OF TEACHERS ANY ADDITIONAL QUESTIONS IN REGARDS TO THE PROGRAM YOU CAN CONTACT THE NLIP OFFICE DIANE MAYBEE (807) 343-8542 - (dmoybee@mist.lokeheadu.co) HELEN WASSEGIJIG (807) 343-8003 - (hwassegi@mercury.lakeheadu.ca) Native Language in Ontario Vol. 12, No. 3 9 �Me"JJ cb;stmas aHJ HO/ll'JJ Nell' Year to all St11�11ts 1mJ su,lfof� Native LIIHg,tllffC .Pl'DpAffl. 11,,e, � � are,, r-etur� to- � Ncxt:"we,, L� I n.m-uctor1 Pr�a,,m, CU'l.d,, lf yow are,, lf\l the,, t� field., prepare,- yO'Uf"' � tnat"e.r� Yow Ca..11 hr-�YO'Uf"' materla,w, i.te.nw, CU'\d,, objec.t},foy v� � 1rli4,; w� yow haNe,, yOU¥ mater-£.a.4, read.:Y CU'l.d,, � onfy to- bet wr-itt"et1.t o«t: for � year two- CU'l.d,, three--�� wai be, �the,ir pr-act:u;,uwi,, waL be, �to-�the,,year one,,� If eteyone, ha¼- q�� or co-ncer� for n.e.-,a- yea,,- for the,,� ofJ� yow 00-r\lco-n:ttu:t" �ate� La]c,e,, SchcoL � p'h<m,e,, � (705) 463 -4101 (lea.>ve- at � CU'l.d,, I waL calL yow back,, c,.fte.r work,, at 3:30 p. mt. or�� (705) 463-4124. w florrie/ SutherlaruL Ncxt:"we,- L� I n.m-uctor1 Pr�a,,m, Staff Native Language in Ontario Vol. 12, No. 3 10 �UPDATE: THE PROPOSED ONTARIO TEACHER QUALIFYING TEST AND YOU If you recall, last July we mentioned that the Ontario Government wanted to pass legislation called the Quality in the Classroom Act that would require all new teachers seeking certification from the Ontario College of Teachers to take the " Ontario Teacher Qualifying Test''. At that time we told you that we would update you on the situation if and when we heard anything. While the news is that there is no news, here is what we know so far. According to Dr. Anthony Bartley, our Lokehead University Faculty of Education representative to the Ministry of Education meetings on Teacher Testing, there is not much to report because there has been a news blackout on this issue until the legislation is passed sometime in January of 2002. Dr. Bartley says, however, that the focus of testing will probably be on teachers seeking regular certification and not teachers applying for "restricted certificates" such as the ones for teaching the Native languages as a second language. But he goes on to warn that this is his opinion and that nothing has been said directly or officially to support or refute it. We have since learned from Lucy McCartney, an Ontario Ministry of Education (OME) employee who sits on the Ontario Teaching Testing Project Advisory Committee, that the bill is in its 3rd reading and testing will definitely take place in Spring 2002. McCartney also said that they have not yet defined which categories of student teachers the legislation will affect. When we consulted with Keith Lickers, an Education Officer in the Curriculum and Assessment Policy Branch of the OME, he could not say whether or not NLIP students will have to take the test, but he did provide details on the test itself. Here is what he said: Native Language in Ontario Vol. 12, No. 3 11 �ONTARIO TEACHER QUALIFYING TEST IT'S PURPOSE: It will test student teachers skills in classroom management, teacher strategies, and problem solving. WHAT IT WILL INVOLVE: It is a 3-hour test comprising scenario and multiple-choice questions. Test will be marked by Ontario teachers and faculty staff. The test is not focused on specific subjects. WHAT HAS HAPPENED SO FAR: It was pilot tested in October 2001 and will be field-tested with volunteers in December 2001 and January 2002. The first real tests will be administered April 27, 2002. FOR MORE INFORMATION: A backgrounder on the legislation is available at the Web site: http://mettowas21 . edu. gov. on. ca/eng/document/nr/01 . 1 0/bq1 0 1 5 . html Native Language in Ontario Vol. 12, No. 3 12 �NATIVE LANGUAGE RESOURCES Eshkintam Nishinaabemang Mzinagan Introduction to Nishnaabemwin Author: Professor Shirley Ida Williams 2001/2002 Native Studies Department Trent University NEW Weshki-Bmaadzijig Ji-Noondmowaad (a series of short stories by Andrew Medler in Anishnaabemowin) Edited and Annotated 'By: J. Ra+'ldolpJ-\/ v�� NISHNAABEMWIN REFERENCE GRAMMAR 'By;J. 'Ra+'\dolpJ-\/V�� University of Toronto Press Will also be at the Book Launching Walpole Island Heritage Centre December 20th , 2001 Native Language in Ontario Vol. 12, No. 3 13 �The Ontario Curriculum Grades 1 -8 Native Languages 2001 This publication is available on the Ministry of Education website at http ; //www . edu . gov . on . ca The Ministry of Education is developing three Native Language resource guides on grammar for 1) Ojibwe and Cree Languages; 2) Delaware; and 3) three Iroquoian languages - Cayuga, Mohawk and Oneida. The first two are virtually complete and ready for printing. The third is currently being developed. It is the intent of the Ministry to have them printed and distributed this school year. The resource guides are supplementary and complementary to the Native Language policy documents for Grades 1 to 12 that have already been released to schools. The resource guides are an effort by linguists and fluent speakers of the Native languages to produce a significant resource for language development. The Native language program, as outlined in the curriculum policy documents, focuses on the communicative aspect of language. Effective communication depends on accuracy and clarity of expression. Therefore, grammatical accuracy is emphasized which makes the new resource guides an important support of the program. This project has presented a real challenge in that no grammar publications for any of the Native languages taught in Ontario are available - which partly explains why the project has been so long in development. The release of these resource guides will complete the Native Language program as part of the new Ontario curriculum Native Language in Ontario Vol. 12, No. 3 14 �IMMERSION PROGRAMS Boozhoo aaniin, Sam Senecal ndiznikaaz, Bakting doonjibaa, Ojibwe Cultural Foundation naakiiyan as the Anishinaabemowin Program Director. I've spent the last six years employed by Sault College of Applied Arts and Technology as the Ojibwe Language Initiatives Coordinator. My position is funded through INAC and is a partnership between Anishinaabemowin Teg Inc. and the Ojibwe Cultural Foundation. My job duties at the Ojibwe Cultural Foundation will be to coordinate and implement Immersion programs for the OCF's 16 member First Nations. I will also be updating and implementing the language component of the OCF website. The address is www.ojibwe.on.ca but please be patient it's going to take a little time. I will also be planning and coordinating the annual language conference hosted by Anishinaabemowin Teg Inc. The tentative dates for the conference are March 27 - April 1, 2002 and will take place at the Vegas Kewadin Convention Center located in Sault Ste. Marie, Michigan. So make plans and arrangements to attend this conference. I can be reached through email sam . senecal@onlink.net or telephone (705) 3TT-4902 or fax (705) 377-5460. Naahow, baa maa pii ga-gii-ginoomin miinwaa Native Language in Ontario Vol. 12, No. 3 15 �IMMERSION WORKSHOPS Approval to print from the Newletter of the Walpole Island Heritage Centre. Anishinaabemowin Program Up-date (�by: Mar�P�J-i C� Ve-velopmet1.t0{f(,ce,r) The Tuesday night Anishinaabemowin Language Classes are doing well. Our instructor Dorothy Cameron is receiving a warm welcome from the participants. Classes run from 6:00 to 8:00 p.m. at the Walpole Island Elementary School Library. Light refreshments are provided. Classes are FREE to all community members. Our average number of participants each week is 25-30 community members some parents are even bringing their children. Future plans are being made to offer a 2nd class for beginners only. Watch for more information about the •Beginners" class. Come join us! Two Anishinaabemowin Immersion Workshops were. held on Saturday October 27 and Sunday November 18, 2001 at the United Church Hall. The. immersion workshops involve the recruitment of various experts in the language and also skilled artists, craftsmen, cooks, etc. leading the sessions. The Workshops provide hands-on activities and learning the Ojibwe words associated with that activity. October's topic was Halloween and November's topic was Quilting and Remembrance Day. The December Immersion Workshop will take place on Saturday December 15, 2001 with the topic of "Preparing Christmas Dinner". Workshops are free to all community members. The Aamjiwnaang (Sarnia) First Nation has invited our community members out to their Anishinabe Language Class, which take place on Wednesday evenings from 6:30 to 8:30 p.m. at the Community Centre. Also, we are invited to their next Immersion program on January 18-20, 2002 at the Community Centre. If you have any questions about any of the above, give me a call at (519) 627-6072, ext. 224 or email me at_petersmk@kent.net Miigwech Coming soon to a Walpole Island Heritage Centre near you! THOUSANDS OF YEARS IN THE MAKING J. Randolph Valentine's NISHNAABEM WIN REFERENCE GRAMMAR University of Toronto Press Watch for more info at the book launch Dec. 20th , 2001 Native Language in Ontario Vol. 12, No. 3 16 �SHARING SECTION Native Language in Ontario Vol. 12, No. 3 17 �MONTHS OF THE YEAR: GIIZISOOG Words for these calendar expressions will differ according to a geographical area as they relate to seasons and activities of that location. There may be some variations in spelling. Write them that way they are expressed in your dialect and community usage. Here are some: Southwestern Ontario Northwestern Ontario JAN. Mnidoo-giizis FEB. Mkwa-giizis MAR. Naabdin-giizis APR. Poopoogami-giizis MAY Nmebne-giizis JUNE Waabgonii-giizis JULY Miini-giizis AUG. Mnoomni-giizis SEPT. Waababagaa-giizis OCT. Bnaakwii-giizis NOV. Baashkaakodin-giizis DEC. Mnidoo-giizoons Chi-biboon-giizis Mkwa-giizis Ziisbaakodike-giizis Waawaaskone-giizis Gtige-giizis Ode'mini-giizis Miini-giizis Datkaagminani-giizis Mdaamnike-giizis Bnaakwii-giizis Gshkadni-giizis Shki-biboon-giizoons Lake of the Woods Biji-biboon Migizi-giizis Aandego-giizis Maango-giizis Gitigewi-giizis Ode'imini-giizis Aabita-niibini-giizis Miini-giizis Waatebagaawi-giizis Binaakwewi-giizis Kashkadino-giizis Moojigiziwi-giizis by: Anishnaabe language Teachers of Manitoulin & North Shore Source: Walpole Island 1978 Calendar by: Irene Scott Whitedog, Ontario Manitoulin/Central Ontario THE •TEN COMMANDMENTS" FOR NATIVE LANGUAGE TEACHERS THESE ·coMMANDMENTS" WERE RECOVERED FROM OUR ARCHIVES AND WE WOULD LIKE TO SHARE THEM WITH YOU: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Prepare your lessons well beforehand so you know exactly what to do and what to take with you. Keep a daily record of your lessons. Call the Principal in plenty of time if you are going to be absent or late. Cause respect to fall upon your program in everything you do. t>on't waste class time in translating, or using English Don't teach lists of words, teach whole ideas: sentences, paragraphs. Don't concentrate on individual children while the rest of the class gets out of hand. Don't gossip about any child, member of staff, or school policy. Respect the principal, ask him or her for help and advice when you need it. Teach your classes not only to know their language, but also to •1ove" it. Native Language in Ontario Vol. 12, No. 3 18 �NATIVE CALENDAR ( Cree) .. JANUARY FEBRUARY - HICKED··• HONTH KISE P ES IN . EAGLE MONTH HIKISIW PESif1 HARCH GOOSE MONTH APRIL FROG_ HONTH NISKI PESIH r p r' o c,- np j\ r'" I\ ,.ic:.. AYEKI 0ESIH LAYING MONTH HAY P INIWAWE PESIH JUNE HATCHING MONTH PASKAWE PESIM MOULTING MONTH PUSKO P ES IH AUGUST FLYING MONTH OHPAHOO PESIM -0 .a, ,.. II- SEPTEMBER . OCTOBER �i>, • J:l NOVEMBER ···················· ·· ···· ·· ***•• 11ATING HONTH NOCHIHITOO PESIH ..or,�::, /\ �c. FREEZING HONTH KUSKUTINO- PES IH ..........•! ...... ��···�······· FOGGY MONTH - - - YEKOP EW P ES IH a, DECEMBER DRIFTING HONTH.. PAW.AS TUN PES IM Native Language in Ontario Vol. 12, No. 3 19 �LANGUAGE ANV LEARNING REFLECTIONS BY: Ar-n,ol.d;p. I�� August 1992 The following essay is a reflection on the nature of language and the nature of the learner. In the process I collected on the experiences I have encountered throughout my lifetime and what I have had the pleasure of discovering in my linguistics classes at Lake.head University in the summer of 1992. As an Ojivway from the Rama First Nation, I spent the first years of my life on an Indian reserve along with my own nationality. I can remember those days as a child with my family and community members speaking and playing in the native tongue. My grandmother would always speak to my brother and I using the Ojibwe language. She would use it in everyday life, with legends and stories during the winter months and before bedtime. To me, it was the most beautiful and descriptive language I had ever heard. I am sure that my person from another nationality would say the same thing about their language. Anyway, this would not be hard to understand as it is my first language and the only other language I had to compare it to was English, which I understand is a borrowed language. It was not until the early sixties that I was ushered off to a non-native School and environment in the nearby town of Orillia, Ontario, which at the time had a population of about 13,000. I was not totally foreign to the new language, but now I was learning and doing everything in English for the better part of every day. Suddenly things were different, structured, not as much fun. Physical punishment was now the new way of doing business and it was not uncommon to see the native youngsters lined up outside the Principal's office waiting to get the strap for being ourselves. After a few years, I began to realize that we were using less and less of the Native language. It was not up until 1984 that we as a community started to do something about the problem by sending people to Lake.head University to receive some learning and training skills. I was the first person from our community to take the course. Then the following year, another three came as well, all of who are working with the language in some form or another today. There was and is a real feeling of loss of identity and heritage within us. I was one of those people who was genuinely concerned and who took a positive step to rejuvenate the language, not only by increasing any knowledge of the language, but by encouraging others to speak and learn to teach. Also, it was through my initiative that a language program was in the daycare center. I believed the language had to be protected from the outside world; it had to be pure again. I also knew that the words were different from how they m must have been in the time of our forefathers. I felt those words had to be recaptured and preserved to rekindle our identity and pride. I always believed there was a proper way of using words. I knew not the evolutionary processes of languages. I did not want to share the language with other nationalities for fear of further loss and bastardization. I also believed that if I wasn't totally fluent with my first language, I would never be whole. I would feel awkward around the Elders and people who were well versed in the language and had a tendency to withdraw from a lengthy of full conversation. I knew there were other First Nations like the Cree, Micmac, and Mohawk, but I knew practically nothing of dialect. I believe dialect and the lock of its knowledge contributed to my feelings of inefficiency with the language. I used to believe that the language was dying. Native Language in Ontario Vol. 12, No. 3 20 �I feel very fortunate to have been able to attend Lakehead University this year, predominantly because of my education in the Linguistics classes. Our instructor, Mr. R.M. Agnihotri, has opened my eyes and renewed my hope and faith that we as native people belong with our languages, will survive! Now I have a more positive and optimistic outlook for the future. I have learned to appreciate the finer points of the language and learner processes. Instead of isolating ourselves with the language from the outside world, I now believe that languages and people grow, learn and flourish from exposure to each other. The only things constant is •change". New languages are coming into being all the time because of interaction. Our language will change but it will live on. I see now how languages are both highly structured and variable, and how with time and patience, any language can be broken down and understood. I have always heard that children can learn a new language faster than adults. Now I learn that both can learn equally as well and fast in regards to the structure and words, but when it comes to pronunciation, the children have a slight edge on adults,. I am also aware of the influences that the geographical location and environment con have on a language. For instance, in Native country, if you live near a river, body of water or any Island, the language will have a lot of •shhh" sounds because of the water washing up against the shore line. If the Tribe is in the extreme north, then the language will be harsh like the weather. I used to think that linguistics knew several languages but now I am aware that it is a study of the structure and not the language itself. It is these kind of peoples that con preserve and enhance heritages. They can capture a language and record it on paper for the benefit of future generations and cultures. Some suggestions to ensure the continuity of the language was not to focus all our energies and efforts on the day-to-day fights like the realization of a language facility in the community, but rather to attack the Big Picture. Concentrate at the National level to have a Native language policy, fight for more capital and operational dollars, fight for equality. Go to the grass roots level - politicians, and have them lobby the governments for the community and its members. Have them institutionalized the language in the workplace and service centers, encourage them to use it in the Council and public meetings. We have also learned about the nature of he learner and the learning process. For example, we find in the learner that it is perfectly natural to make errors. In fact, this may ever be desirable as now there is a method of comparison between right and wrong, good or better. It is not a negative aspect of learner development it is what makes us human, approachable and unpredictable. Languages are what separate us from animals. For the longest time it was believed, maybe even before the manifestation of record keeping and language structure development, that the learner received comprehension and retentions through the five senses. This is what we are putting in, this is what will be learned. In fact, this theory holds true to this day. There have been numerous studies conducted by countless professionals and human behaviorists about the theories behind the learning process. Now we find out that the learner is at the center of the learning process and that there are several factors which influence his learning and what he learns. Society, for example, teaches in the language of the dominating majority, which, in Canada, is the English language. Social and economic conditions are also prevalent and contributing factors because not everyone can go to say Yale University, because of unwritten restrictions imposed by society. Maybe there are sociably acceptable criteria for entry or the restrictions may be confining because of financially embarrassing reasons. The individual may also have factors such as age, attitudinal problems, motivational deficiencies, linguistic sensitivities and attitudinal qualifications holding him back. Native Language in Ontario Vol. 12, No. 3 21 �The teacher and the types of material used to teach also have a bearing on what the individual learns. Does the tmcher hove the qualifications, what sort of attitude does she display. is she linguistically sensitive, is she sensitive to cultural differences. Does she present materials that are interesting, pleasant and contributing to the crmtive instincts of the lmrner? What tmching style is being used in the classroom? Is it tmching style being used in the classroom? Is it Behaviorism?, where is it believed that the mind is a blank space to be filled? Is it the (L.A.D.), Language Acquisition Device, where the person is believed to be starting our knowing very little? Or is it through the General Cognitive Structures theory. It was not until fairly recently that a new theory was conceived whereby it was believed that the child was born with the knowledge of a universal language, a sixth sense. They said that the infants brain must be preprogrammed to a certain extent, it was not any empty basket as previously assumed. To my thinking this is the most logical of the theories. I cannot believe that the brain is empty upon birth...I distinctly remember when my own son was born and how he rmcted to his new environment. I could see the intelligence instantly. He felt the cold and reacted appropriately, he could not see clearly but he was able to focus on the overhmd light. This was the fist thing he sow in this life and for the longest time, for a period of about three ymrs, he was still compelled by light and would look right into a burning light bulb. In my mind, I could make him our as saying, • Where the heck om I, what's happening, what's that?• I told his mother, he's a food one, Deb. I believe that a newborn is innate, meaning that both parents genetically transferred the preprogramming previously mmtioned. It is quite conceivable to me that the chromosomes of the parents carry not the characteristics of the parents but also a kind of collective memory. This memory is then constantly developing in the ovary, in the womb and right on through the individual's lifetime. Even while the fetus is developing. it hos the ability to comprehend the outside world through the five senses and analyze with the sixth. It can hear noises such as language while still in the womb and recognize the smell of its mother even when it is separated for periods of time. This is memory at work, analytical thinking. Furthermore. studies have shown that the human brain uses no more than 5 to 10 percent of its power. Why is this? It is protecting us from ourselves? Will there come a time when we no longer require a shell, and will the next form be energy matter? If the brain only used the 10 percatt that we can measure, then surely the other 90 percent must be doing something. I refer to the unconscious of the sixth sense. I believe there is more going on that meets the eye and I will refer to it as "automatic learning• or self-preservation. Even during the silent years, from birth to soy abo,µt three years. the individual is still lmrning and developing the confidence to try new things. like speech. Remember, you can learn more by listening all the time than you can be speaking all the time. Learning is more that a one way street, there are so many variables associated with it that no two people see the some thing exactly the same way. In conclusion. I would soy that any tmching professional that takes the time to understand his subject, his pupils' individuality, the external factors and the theories and learning techniques available to him, will do well in his or her chosen career. Native Language in Ontario Vol. 12, No. 3 22 �WHAT IS EVALUATION There have been many ideas shared and discussed, and methods developed on the topic of •evaluationH. The Ministry documents, Native Languages Guideline and Resource Guide - Support Document, provide detailed sections on evaluation. Still, we get questions on what is the best way to apply a method you select? Following is another contribution made by Adrian Peetoom. Here is some information and citations made from his publication •RefleXionsH. ...you rely on what your own mind and heart - and the hearts and minds of your students - tell you ... what's going on in our program, on your profession, in your own professional life. Genuine evaluating is built right into classroom practice. The trick is to recognize when and what and how you and your students are evaluating. s��m-pcmder. • Evaluation is first and foremost a celebration of what learners have learned. • Evaluation is a process, not a product. • The purpose of evaluation is not to measure, but to foster. • Evaluation depends on knowing the children and recognizing their gifts, learning styles and interests. • It is what people do together for the purpose of helping learning along and building confidence in the learner. The key to evaluation: Students are totally involved in the process. There is only working with the students (and their parents) to discover... - what they already know, - what they sti II need to know, and - how they can be helped to know. Like learning, evaluation happens every moment...The trick is to become more specifically aware of and reflective about what you see, hear, feel, think, decide, so that each bit you learn about your students' learning from them or from you own observations, affects what you say and do next and builds towards your common learning goals. Evaluation isn't something you do to students; it's something you do with them on an ongoing basis. Native Language in Ontario Vol. 12, No. 3 23 �Think of the on-going process as the "five R's": • Research: What have we done? ... when you gather information about what both you and the students did. You collect all kinds of data: about your instruction, the students' interactions, the process of their learning (observable behaviors), pieces of writing, completed tests, oral projects, drama, drawings, paintings, constructed models, audio and video tapes etc. • Reflection: What have we learned? •what do we know?• - applies to you as well as the students. From the research information and the materials you've collected, you arrive at some tentative conclusions about the learning process; not only of what of learning, but also the why, when, how, and with whom ...It's no longer simply what you value in your students' learning that's important, but what they value as well. Their own goals are what matter, and their recognition and understanding of how and how much they're moving toward those goals. • Response: Where will we go from here? Each •evaluation" you and your students make as you reflect on the learning they and you have done points to new goals that build on what has already been learned. • Reporting: What can we tell each other and others about our learning? -an ongoing sharing of thoughts and feelings about the process of learning and what is being learned. Also important is periodic communication between you and the parents - with the student - about what you saw, what you thought, what you wondered, what you decided. • Recording: What learning can we record as completed? If the first four •:steps" are in place and everyone has had an opportunity to contribute, then official records of your students' work and learning will be no big deal. Thinking about learning: Questions for evaluating yourself and your teaching ... 1. What did the students learn? 2. What did I learn about them 3. What did I learn about my teaching? Source: •Reflections" by Adrian Peetoom, pp. 156-173 Publisher: Scholastic Canada Ltd., 1992 (Information and citations from •Reflections" prepared by Lena Odjig White Native Language in Ontario Vol. 12, No. 3 24 �RESOURCES 0jibwe Cultural Foundation P.O.Box 278 M"Chigeeng, Ontario Manitoulin Island Canada POP 1GO (705) 3n-4902 Fax (705) 3n-5460 NISHNAABEMWIN - NAADMAADWINAN 1. RESOURCE BOOKS FOR TEACHERS a) b} c) d) e) f) 2. A Core Program for Grade Three (NSL) Nishnaabemdaa Pane - Let's Talk Indian Anishnaabe Kinoomagewin Teachings of the Medicine Wheel (Nishnaabe Bimaadziwin Kinoomaadwinan) Teachings of the Medicine Wheel (Junior) (Nishnaabe Bimaadziwin Kinoomaadwinan) Teaching of the Medicine Wheel Seatwork Activities $8.95 7.95 25.00 25.00 25.00 25.00 AUDIO CASSETTES a) b) Nishnaabemdaa (Let's Talk Indian) and Booklet (per lesson) Lessons 1 - 20 Lessons 21 - 40 9.00 Nishnaabe Songs with Words 3. ANISHNAABE BIMADZIWIN 4. STORIES : a) a) b) c} d) e) The Indian Way - Booklet 10 Illustrations by: Leland Bell 1.00 5.95 OJIBWE/DAAWAA BOOKLETS Aweseehnuk (Wesiinhik Medwewechgejik) Ginwbeg (Gnebik Ezhi - Bmaadzit) Migizeehns Matigwokeeng Gazhuwebzit (Mgizeegns Migwaakiing Gaa Zhiwebzit) Wabgunojeehns (Waabganoojiinhs) Nimkiin Native Language in Ontario Vol. 12, No. 3 25 �!S. (1) LEGENDS : OJ'IBWE/DAAWAA BOOKLETS: a) b) c) d) e) f) g) h) I) 6. Mkwa-e-Nji-Bookwaanwet Why the bear has a short tail Naabaa - Chaa/Ice Monster Nimosh MiinwaaJidmooh/The dog and Squirrel Oodenawi Nozwinan Maanpi Mnidoo Mnising (Some) Town Names on Manitoulin Island The Woy It Was (English Only) How the Bees Got Their Stingers (English Only) Dbaajmowaahsan: Little Stories Mooz Gaa - Nji - Debnaat Eshikanan Why The Moose. Has Antlers Ko - Ko - Ko/The Owl $2.75 2.95 2.95 2.95 3.75 3.75 2.95 2.50 3.75 POSTERS: 1 -SEVEN GRANDFATHERS - SEVEN TRADITIONAL VALUES/TEACHING by Leland Bell Set $50.00 or individual prices as listed (Full Color) a) b) c) d) e) f) g) Wisdom Love Hone.sty Humility Truth Respect OUT OF STOCK Bravery OUT OF STOCK $10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 2 - ENVIRONMENT SERIES - BY: IVAN SHAWANA Per Set $40.00 or individual prices as listed a) b) c) d) e) f) Medicine Wheel $10.00 (Poster) or $20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) The Eighth Fire Giving Thanks to Mother Earth 10.00 (Poster) or 20.00 (Matted) Vision of the Blue Man 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) Keeper of the Land 10.00 (Poster) or 20.00 (Matted) Seven Grandfathers 3 - MORE POSTERS: a) b) c) d) e) BY BLAKE DEBASSIGE Accept One Another Breath of Our Grandfathers Respect for All Things In Life Respect - Honor of Our Life The Voice of the Land is in Our Language Native Language in Ontario Vol. 12, No. 3 $6.00 6.00 6.00 6.00 6.00 26 �4 - POSTERS - INDIAN SAYING & PHILOSOPHY: KEN ENSE a) "Respect and Care For Your Elders" 6.00 6.00 "Be Kind To Your Fellow Man" b) c) "Work Together in Harmony" 6.00 d) "What You Are Born Into is What You Will Be" 6.00 "Take Time and Think Carefully" e) 6.00 $25.00 TOTAL PACKAGE 5 - MORE POSTERS: BY: LELAND BELL 6.00 A Child Will Lead the Way a) The Anishnabe Child is Born Into A Circle of Cultural Heritage. b) The Circle Contains All Traditions, Laws, Duties and Hopes of a People Children of the Seventh Fires c) 7. OJIBVE/Ol)AWA LANGUAGE LEARNING PACKAGES $3.00 EACH a) b) C) d) e) f) g) h) I) j) k) k) 8. Action Words Gwiwnan (clothing) Ahmbe (Let's Go) A Weewying (Body Parts) Bnesshiinhag (Birds) En Dahng (Home) En Kum Gak (Geography) Eshimiianc {Transportation) Giigoohn (Fish) Kinomagegumig (School) Maanwang {Fruit) Maanwang {Fruit) I) m) n) o) p) q) r) s) t) Meejim (Food) Minidoshenhnsuk (Insects) Mtig (Trees) Ne Tow Ging (Vegetable) Nokaazwinun {Tools) Okaanuk {Farm Animals) Wesiinhag (Animals) Ah Peesh Gauzhigehns (Where is Kitty?) N'do O Demuk Nengswewan Giz Jik {Family) COLOURING BOOKS: a) b) c) d) Gdoodemnaanik (Clan Symbols) Don Ense Colouring Books Blank Edition English Edition Ojibwe Edition Mishibinijima Colouring Bood Ojibwe/Odciwa Motif� Native Language in Antario Vol. 12, No. 3 $2.95 2.50 2.50 2.50 27 �9. OTHER RESOURCES : a) b) c) d) e) f) Anishnaabe Artists and Their Art Series 1 3.50 Series 2 4.75 Ojibwe/Odawa People- Yesterday & Today Verb-0-Game 29 Language Flash Cards (per package) 11.25 8 page Talking Book-Aapiish Gaazhenhs-Where is Kitty? 10.00 Art of Mishibinijima (8 1/2" x tr Cards) (Package of 19) 10. EXTRAS a) b) $1.75 Cook Books, Nishnaabe Delights 60 Miigwech Cards 60 Assorted 'By: S. P� N.E.G. Cards 'By: Ket'\lf� 1.50 Dream catcher 'By: Vcq:i� Od:fig, 3.00 Assorted Cards 'By: Lel,a,nd,'Bel.L � 3.00 - BOOKS THAT ARE AVAILABLE 1. 2. 3. Touching the Serpent's Tail - 'By. Michae.L-R� 14.95 The Earth & Dancing Man - 'By: Michae.L-R� Shingwauk's vision - A History of Native Residential Schools 4. The Chippewas of Lake Superior - 'By: f�Je,{fer� By: J.R. Mal.u- V�, JY. 5. As Long As This Land Shall Last - 'By: 'ReneJ fumcl.eaw, OMI 5.95 6. First People/First Voices - Edited 'By. P� PetYone, 20.95 7. The Ojibwe of Southern Ontario - 'By. P� S. S� 8. The Mishomis Book (The Voice of the Ojibwa) By. 'Ed.wCM"dt'B� - '8GU\.aV 30.00 9. Black Elk's the Sacred Pipe Re<:CYtiedt & fd..ii;ed;,'By: Jot,eph,Fpe.s-Broww The Star-Man - By: 'B�J� 10. Ontario History- 'By: 0�1i�Soclety 11. Canada's First Nation - By: OliN�Pcu:r-(,c,la,Vlc1<4,on, 12. 13. Eastern Ojibway Dictjpnary - 'By: Rlehat--dtA. 'Rhode.1t Native Language in Ontario Vol. 12, No. 3 28 �14. 15. 16. 17. 18. 19. 20. 21. 22. 23. Making It Their Own- Severn Ojibwe Communicative Practices 'By: L�Philip� V� Walking in the Sacred Manner 'By: 1',f(M"'/v St: PleYY� � Tilda, L� Soldie.,,,The Theft of the Spirit (A journey to Spiritual Healing) 'By: C(M"ltA. fla,wr,m.e,r� M.V. History of the Ojibway People - 'By: W� W. \.tJ{M"Ye+'\I The Sacred Pipe � 'By: JO$ep�'Epe4Y'BYOWY\I Indian Oratory- 'By: W. C. Vandenc.,erth/W�'R- C(M"m.adc., Atlas of Great Lakes Indian History 'By: tlele+'lltlor�T�/Mildo1,, P� Skyscrapers Hide The Heavens - A History of Indian-White Relations in Canada - 'By; J.'R. Male.,,,Amerindian Rebirth - Reincarnation Belief Among North American Indians & Inuit - 'fdae.<L by A � M ilM,, & 'Richard, Slobod.lw Voices of the Land - Document of the life histories & philoshophies of the Cree, Anishnabe & Iroquois Elders in Ontario/Ojibwe Cultural Foundation 10.00 Also available from the 0jibwe Cultural Foundation CASSETTE'S & BOOKLETS AVAILABLE Anishinaabemowin Beginning Odawa #2 Anishinaabemowin Beginning Odawa #3 Anishinaabemowin Advanced Odawa #1 Anishinaabemowin Advanced Odawa #2 Anishinaabemowin Advanced Odawa #3 Anishinaabemowin Advanced Odawa #5 Anishinaabemowin Advanced Odawa #6 Gaagiigidodaa (Let's Make Conversation) Anishinaabemowin Pow-Wow Talk "Jiingtamog" Kidwenan 20.50 20.50 20.50 20.50 20.50 20.50 20.50 30.00 20.50 16.99 (An Ojibwe language book with vocabulary and short sentence structure) Native Language in Ontario Vol. 12, No. 3 29 �OTHER BOOKS AVAILABLE 1. 2. 3. 4. 5. NOTE: Ojibway Language Course Outline for Beginners 'By: 'B�J� Quillwork - A traveling exhibition Or�'By: rhe,, 0.C.f. © �84 The Healing Tradition Cross-Cultural Insight (A Report) August 16 - 18, 1994 Exploring Manitoulin Third Edition By: ShelleyJ. pea,,-e,n,, Wiigwaaskingaa (Land of Birch Trees) Stories 'By: A�J. Mc.Gr-eg<w 10.00 10.00 10.00 22.95 ➔ ALL SCHOOLS, INSTITUTIONS, COMPANIES, ETC. REQUIRE A PURCHASE ORDER NUMBER FOR INVOICING. ➔ ALL PERSONAL ORDERS MUST BE C.0.D. ➔ P.S.T. & G.S.T. WILL BE APPLIED WHERE APPLICABLE ➔ PRICES SUBJECT TO CHANGE WITHOUT NOTICE ➔ BOOK DISCOUNTS 10 - 25 COPIES 25 COPIES OR MORE 1 5% 20% Native Language in Ontario Vol. 12, No. 3 30 �Ojibwe Cultural Foundation P.O. Box 278 M'Chigeeng, Ontario. Canada POP IGO (705) 377-4902 Fax: 3 77-5460 FAX#:.___________ PURCHASE ORDER t;,______ SHJP TO:,________..,_. INVOJCE TO:,.__________ NOTE: • AU. SCHOOlS, IN5lTIUJlONS, COMPANif.S, ErC. lfQlnE A PUROIASE 01tDER NUMBEll • ALL PD50NAL ORDERS MUSr IE chD� • P.S.T. AND G.S.T. WllL IE APftlED WHERE ' APPUCABLE. R>R JNVOlCNG. • PRICES ARESUBJECTTO CHANGE WITHOUT NOTICE • •Mai� phont £r nx ordffS aN subject to sh lpph\g and handUn� and C.O.D. charps when applicable- Native Language in Ontario Vol. 12, No. 3 31 �RETURN POUCY: Occasionally errors occur when orders are processed. If you have received items in your shipment that you did not order, please follow the steps listed below: • All returns must include a copy of the invoice, for each item being returned. • Items must be in their original packaging. • Return must be made within 30 days of purchase. • State your reason for return. • All returns must be sent via Canada Post (C.O.D.'s not accepted). * Credit will be applied to customer account unless otherwise requested. PLEASE REMEMBER: * Please note that any error made by the customer will have a 15% restocking charge applied. If the Ojibwe Cultural Foundation made error, include postage cost receipt for sending item back, and we will credit amount. • Do not send any other correspondence with your return. For your benefit, we suggest if value is over $100, have parcel insured. We cannot compensate for parcels lost by Canada Post. * Please report damaged parcels immediately, and sign for as Damaged. With your cooperation, we can ensure that credits are issued and any damaged items will be replaced. If you have further questions, please do not hesitate to call. OJIBWE CULTURAL FOUNDATION P.O. Box 278 M'Chigeeng, Ontario POP !GO NOTE: WEST BAY HAS BEEN CHAN&ED TO M'CHI&EENG Native Language in Ontario Vol. 12, No. 3 32 �Did you know... That Wanda White, former Coordinator for the NLI program, is supply teaching at Biinjitiwaabik Zaaging Anishnabek in MacDiarmid, ON POT 2B0. Wanda teaches Jk - Grade 8 - Special Ed & SK - Grade 8 - Ojibwe Language. Gilbert Deschamps, a former NLIP student in 1991 just graduated with his Law Degree. Gilbert attended the University of British Columbia (UBC) in Vancouver and completed his final year at the University of Ottawa. He has yet to write his bar exam. CONGRATULATIONS GILBERT!!! Mr. & Mrs. Brian Outinen who were united as ONE on November 17, 2001 in Sault Ste. Marie. Congratulations Brian & Michelle. . Gary Hannam is the Principal at Manawaki Woodland School in Manawaki, Quebec. The Education Libray in the Bora Laskin building donated 3 books in memory of Diane Maybee's late son Justin Gunner. Romfield guide to birds of Ontario 598.09713 H83 By: Janice M. Hughes History of the Native People of Canada Volume I & II 971.00497 W94 v.1, 2. By: J.V. Wright The books will remain in the Education Library for future reference. We would really like to know what all our students & staff are up to these days. Drop us a line and let us know Native Language in Ontario Vol. 12. No. 3 33 �C�ocat'LOYv M� 2001 Mona Cormiere Native Language in Ontario Vol. 12, No. 3 34 �Helen Wassegijig, Orien Corbiere & Susan Bebonang Orien & sisters Sylvia, Nancy & Shirley Native Language in Ontario Vol. 12, No. 3 35 �NLl'P 2-002. 'Potential G.raduates Native Language in Ontario Vol. 12, No. 3 36 �Year One Year Two Native Language in Ontario Vol. 12, No. 3 37 �Year Three Institute Native Language in Ontario Vol. 12, No. 3 38 �N.L.I.P Student Council Tammy Noble & James Shawana Native Language in Ontario Vol. 12, No. 3 39 �Native Language Publ ications available through the Lakehead U niversity Alumni Bookstore Introductory Ojibwe Intermediate Ojibwe Advanced Ojibwe Anishinaabemodaa Kedwenan: An Ojibwe language book Eastern Ojibwe-Chippewa-Ottawa Concise Dictionary of Minnesota Ojibwe From our eyes: Learning from Indigenous Funny, You don't look like one Further Adventures of Blue-eyed Ojibway Our Voices Little Voice A Long and Terrible Shadow Weesquachak Aboriginal Education First Nations and Schools In the words of elders The Mishomis Book Decolonizing Methodologies Teaching Wigwams Keepers of the Earth Keepers of the Night First Nations: Race, class & gender Children of the Dragonfly One Dead Indian A Feather not a Gavel: Aboriginal Justice First Nations Second Thoughts Ojibwa of Southern Ontario Teachings from the Longhouse Skyscrapers Hide the heavens Aboriginal Ontario Canada's First Nations Citizens Plus Imaginary Indian Our home or Native Land? Rediscovering the First Nations of Canada Surviving as Indians $54.95 $54.95 $59.95 $19.95 $19.95 $54.95 $16.95 $19.95 $ 14.95 $ 15.95 $29.95 $ 9.95 $19.95 $18.95 $29.95 $12.50 $30.00 $19.75 $29.95 $35.00 $19.00 $18.00 $24.95 $32.95 $34.95 $24.95 $24.95 $25.00 $17.95 $29.95 $30.00 $36.95 $39.95 $19.95 $ 19.95 $ 19.95 $20.95 Native Language in Ontario Vol. 12, No. 3 40 �Indian from the inside Justice for Natives Cree Language Structures Spoken Cree Teachings of the Medicine Wheel Aandeg The Crow Ojibwa Powwow World Two-spirited People: Native am. Gender Rediscovery Ancient Pathways Wisdom's Daughters Native Poetry in Canada Native Stories of Sweet Grass Cree That the People Might Live Voices under one sky Ad dressing our words Notes on Ojibwa Dialects Bilingual Dictionaries for Indigenous Lang. Native Language Instructors Program Ojibwe Syllabics Ojibwe Dialogues & Riddles Ojibwe Structure Reference Booklet Explore Ojibwe Let's Talk Indian Writing the Circle: Native Women Wst Can. $ 19.95 $27.95 $ 15.00 $45.00 $25.00 $ 6.95 $19.95 $32.95 $24.95 $27.00 $26.95 $ 17.00 $21.00 $3 1.20 $18.95 $52. 1 5 $21.75 $ 4.45 $16.70 $ 4.75 $ 3.05 $ 7.00 $ 7.95 $14.00 Note: The Lakehead University Bookstore has many other titles in stock that are not listed above. Keep in mind there are other Native Language Publications available that can be ordered in through our special orders service. Native Language in Ontario Vol. 12, No. 3 41 �N EW AT TH E LA K EH EAD UNI VERS I TY B O O K STO RE INTRODUCTORY OJIBWE PART ONE AND TWO IN ANISHINAABEMOWIN (WESTERN OJIBWE) $34.95 Native Language in Ontario Vol. 12, No. 3 42 �NIN-DA-WAAB-JIG WALPOLE ISLAND HERITAGE CENTRE Invites You to Our lath Annual OPEN HOUSE .j... I Ii �· r: !i H;; H � \, ;1 ,, I' ;; ,.i i p ;, 1!,: � � ,, I: "' 1, Thursday, Decem�er 20, 2001. 1 1:00AM - 4:00PM * Re.(rQhm.en.ts * Door Prl.za * Book Launch • Local Vendors * Shopping • Food • Broadband Intem.t Bmall .Demo�.stratf-,u Our Theme this Year "La.ngri.age and Communications" Come and Meet the Staff Everyone Welcome For More Information Please Contact ths Herit.age Centre 519-627-1475 Native Language in Ontario Vol. 1 2, No. 3 43 �CD $ 1 0.00 EACH FUNDRAISER FOR MICHi ANISHINAABEMOTA PROJECT (LtU��J Contact: Ron Kelly Sr. Onigam ing School (807) 484-2510 work Native Language in Ontario Vol. 12� No. 3 44 �/. ��JJ,-;: 4••-7 Wishing you Peace, Love ana !Happiness 'Tlirougliout tlie :J{o{iaay Seqson J'rom tlie g{fitive/Language Instructors ' Program //JU ' t .' :/7 '/'/" I·/ , i>1i- � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 12 (3) November 2001 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2001-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/5efcd8974453866774242f3c1468d7ed.pdf c43a9710569b7e8064580b4fbe5e50bd PDF Text Text PAGE 1 of 4 Vol ume Two, Number One - October 1986 NATIVE LANGUAGE EDUCATION in ONTARIO NEW EDITOR for NEWSLETTER NATIVE LANGUAGE NEWS With this issue Christine (Chris) Hardy begins her work as editor of the Native Language Newsletter. Chris has just begun working on her Master's Degree in Educational Administra­ tion here at Lakehead. She and her husband Tim are both teachers. They have four children, ages 8 to 15, and come from Rocky Bay Reserve (on the south-east shore of Lake Nipigon.) Chris brings a wealth of educational and practical experience to the task of editor, and is already working on a number of interesting ideas for future copies of the Newsletter. Welcome Chris! Again our thanks to Bette Ross, who got our newsletter off to such a good start last year. Bette is now in Moose Factory, where her husband works as an educational officer with IAB, and she plans to do some teaching in the new school there this winter. - The Ministry of Education has initiated plans for a three part A.Q. (Additional Qualifications) program leading to a specialists' certificate in Native Language teaching. This program is intended for teachers holding a regular Ontario teaching certificate. It is not yet clear when the first sunmer of the program will be offered. RESOURCES OJIBWAY and CREE Resource Centre 65 Maple Street South Tilllllins , Ontario P4N 1Y6 (705)267-7911, Telex 067-81595 They have books, periodicals, audio visual material, and vertical files dealing with Cree and Ojibway people and issues for Northern Ontario. Membership is free to Treaty #9 band members, and is $2.00 for non-band members. Some subject areas covered include: A. History and Archaeology B. Culture C. Technology (Applied Sciences) D. Religion and Philosophy E. Legends and Tales F. Literature and Oratory G. Language H. Music &Performing Arts J. Arts &Crafts K. History &Geography L. Current Government Relations & Attitudes M. Law N. Aboriginal Rights P. Social Development Q. Education R. Connunity Development (Human) S. Economic Development T. Housing &Co11111unity Improvement U. Health & Welfare V. Crim ' nal Justice System w. Sports &Recreation x. Pure Sciences Y. Biographies &Autobiographies z. Fict ~ on ~-·--CQ_~ - Certificates have now been mailed to successful candidates from this past sunrner's Native Language Teacher Certification Program. Third year and validation students received permanent letters of standing; first and second year students received interim letters of standing. All those receiving certificates are urged to register with QECO as soon as possible. - Three NLIP students are being reco11111ended to Senate for graduation this fall: Evelyn Baxter, NAFL; Nancy Jones, NASL; and Susan Sandau, NASL. Congratulations to all three of you! - Our NLIP secretary, Ann Guthmann, has just finished mailing out winter practicum. If you wish to do a practicum but have not received a form, get in touch with Ann, Just a reminder: (1) Those working toward a Lakehead University Diploma in Native Language are required to complete 2 practica before graduation. (2) Students working toward certification who do not intend to procede with diploma require­ ments do not need to enroll in any winter practicum. - Input from validators is now being reviewed and incorporated into what will become the "official" version of the Native Language Guideline, Ontario Ministry of Education. Publication date for this guideline is not yet known, but it is hoped that it will be out sometime this winter. A sincere "thank you" to all the NLIP students and faculty who worked on the validation of this document through the sunner. A special word of appre­ ciation too, to Marianna Couchie, the team leader for this project, who has worked so long and so hard to make its publication a reality. Upcoming Events: EIGHTEENTH ALGOtlQUIAN CONFERENCE The Eighteenth Algonquian Conference invites papers in either English or French (and no longer than 20 minutes) on any scholarly topic in the field of Algonquian Studies. Abstracts and enquiries: Arden C. Ogg, Coordinator, 18th Algonquian Conferenve, c/o Linguistics Program, University of Manitoba, Winnipeg, Manitoba. R3T 2N2 (204) 474-9472 TIME AND PLACE: October 24-26, 1986 Hotel Fort Gary Winnipeg , Manitoba �PAGE 2 OF 4 Some Ideas for Getting the School and Community Together Things the school can do: - send home a school or class newsletter - bring in elders to tell stories, legends, history, etc. - bring in local experts to demonstrate or instruct students (art, cooking, trapping, crafts, snowshoeing, traditional food preparation) - field trips (nature walks, camping, trapping, fishing, skiing, nursing station, band office, radio station, other near-by reserves) - "Helpers Week": students assist older people by doine chores or jobs for them (using native language) - "Invite-a-Carreer": bring people who have various jobs to talk with students about their occupations - special events at school (graduation, concerts, banquets, Christmas) - write to pen pals on other reserves and encourage students to visit them if possible - traditional' sports (lacrosse, snow-snake, etc.) - special days (Cultural Day, Elders' Day, Survival Day, Bush Day, Long Ago Day) - plays in native language - native language choir - visit students' homes - brin& in volunteer assistants for classroom and/or special events book/tape lending library available to school and community - special awards or scholarships supplied by community or band for achievement in native language - Parent-Teacher Association or Home and School - parent-teacher interviews at school - Indian frince and Princess Fageant (traditional dress and dancing with prizes for best dancers and outfits) - tape various community events and use in native language classes - tape student activities and loan out to parents or community groups - invite parents to participate in I'D days - display student work in prominent places in the community (band hall, clinic, store, church, bulletin boards) - weekly school radio program with news and recordings from the school Things the community can do : - participate in a committee to oversee school programs (including native language programs) - organize a pow-wow develop resource/support groups who would be available to the school - co~munity picnics, feasts, fish-fry, etc, supervise and/or provide lunch for students - church activities and services in the native language - day care provided in the native language - community members teach traditional activities (dancing, drumming, medicine, etc,) . - friendship or cultural centre - craft shop - traditional religious activities (such as a Sunrise Ceremony) - workshops (language , vision seeking, drug and alcohol abuse, etc,) - community youth worker - regular bingo in the native language (could include radio bingo) - native language choir - "bees" (quilting, sewing, building, beadwork, leatherwork) - host a native cultural conference - community research and development in the area of native language - community sports leagues and events held in the native language Treaty Day celebrations - develor ~d print local . books (recipes, legends, stories, family trees, history, local dictionary) Ojibwa Dyes long ago the Ojibwa woman mode dyes for clothing and other things from the plants, roots and bark which she found. Blueberries Sumoch bork Hazel burs ,•••r.,r .... = ~ \-.~ blue-purple lambs quarters ~ = yellow Maple wood <f1tlt:J = btack Chokeberries 1. Boil plants in water. 2. Allow to cool. 4. Add your material. 5. Simmer for one hour. = green I @) -.... = purple go<S' o SJ'ct co<f = red 3. Remove plants. - -t • _... 6. Rinse in cold, salt water. ..r • .._ c.. eAlt~ough ~OU can always buy .c~mmerclal dyes . ther~' is a sense of accomplish· ment tn making your own: Are you ~illing to tryi Be careh.~1.!'ot to s~aln things that you do ~ot want changed in colour,~l1ke a tab!~ ~i:your clotl1es I, Dyes0me cloth and then point or bead some pa~e~~·-~~~:~c~~a~tl~·~:~ ~~:~l. )),;..:~. J..:· '. ' �PAGE 3 of 4 ABSTRACTS Peer Involvement in Language Learning. Language in Education: Theory and Practice No. 60 Center for Applied Linguistics, Washington, D.C.; ERIC Clearing House on Languages and Linguistics, Washington. Report No. ISBN-0-15-599316-X Pub. Date 85 Contract- 400-82-0009 Note- 168p. Available form - Harcourt Brace Jovanovich, Inc., Orlando, Florida 32887. While not an instructional panac~a. peer involvement in second language learning can provide a rich and productive suppliment to the second language classroom experience. it casts learners and teachers into new roles that may lead to a variety of benefits, enriching the total educational and social environments. The systematic use of peer teachers and tutors is a much publicized practice in contemporary education, but informtion about it has not been widely disseminated. While peer involvment programs are often widely in response to practical needs, they also closely reflect current views about how a second language is learned best. It is widely applicable to learners of all ages and achievement levels and for a wide variety of instruction purposes. The potential benefits include increased individualiztion, intensified drill practice, and increased communication opportunities. Potencial socio--affective benefits include increased motivation, strengthen cross cultural understanding, self-concept and sense of self-direction, and reduced inhibition. To be successful , peer involvement programs must be thoughtfully planned, carefully structured and systematically monitored. If this is accomplished the situation may lead to a new teacher­ learner relationship an form the basis for more effective and meaningful second language learning. Workbook In Second language Acgujsjtjpn and Teachers Manual For Workbook in Second Language Acgyjsjtjon, Selinker, Larry and Gass, Susan. Pub. Date 85. Available from- Newbury House Publishers Inc. Rowley, MA 01969 This workbook with teachers guideprovides "hands-on" experienre for second language acquisition researchers in analizing second language data. The sample data is organized into language categories including morphology, lexicon, and phonology, syntax/semantics, spoken and written discourse, specific purpose acquisition, and a final section on methodology and research design. In each section various types of data are presented along with infonnation on the source of the data, educational level of the students (high school or college), and the native or target language of the speaker. The teachers manual provides material to supplement the text's series of 64 research questions in 8 problem sequences, ordered in such a way as to take students from the data to an analysis step by step ( or in some cases to approach the data from different perspectives), and is intended as aguide to issues and discussion of techniques. It is also intended that the limited data present in each problem will enable L2 acquisition students to consider what might be confirming or disconfirming evidence for the specific hypotheses created in each case. Lateralization of Auditory Language: An EEG Study of Bilingual Crow Indian Adolescents. Pub. Date-Nov. 83 Paper presented at the Annual Meeting of the Speech Communication Association, Washington, o.c. "Prevalence of Otis Media in Cree and Ojibway School Chil dren in Six Ontario Communities", Scaldwell, Uill iam A. Journal of American Indian Education. V25 nl pp. 1-5, Oct. 1985 Correlates high incidence of chronic middle ear infection in Ame dcan Indian children aged 3-16 with problems of 1anguage development, acquisition and use. 1eaningful Classroom Activities in Teaching :ngl i sh as a Second or Foreign Language". ~ng, Shuang-chu Chen. >ub. Date Dec. 83 taster of English Thesis Substitute, Arizona itate University. Teaching activities useful in enriching the :lassroom teaching of English as a second anguage are compiled from the relevant literature. 1any are adapted from sources concerned with the .eaching of languages other than English. Separate :ections present suggestions of specific group ictivities or games involving audiovisual material tiscussion techniques, interviews, question and 1nswer game s, physical response, problem solving, ·ole pl aying, and cultural material. Examples are irovided. A concluding chapter discusses adoption if the vari ous techniques in different teachinq ~nviro nments. Also a grid outlines appropriate ctivities for various combination of lesson plan :ontent {di alogs, grammar and vocabulary) and type 1f informat ion to be shared { facts, opinions, and magination ) . A study was undertaken to learn whether involvement of the brains right hemisphere in auditory language processing, a phenomenon found in a previous study of Crow-English bilinguals was language specific. Alpha blocking response as measured by electro­ encephalography (EEG} was used as an indicator of brain activity. It was predicted that (1) overall linguistic processing would be bilateral; (2) during the Crow language receptive condition, right hemisphere lateralization would occur; and (3) during the English language condition left hemisphere lateralization would occur for receptive language processing. Subjects were 11 Crow ··· Indians determined to be balanced Crow-English bilinguals attending high school on a Montana ­ reservation. The subjects listened to tapes of the same content in Crow and in English while ur.~ergoing EEg. Results showed no significant difference in lateralization for_r~ceptive , processing of English, but a highly significant left lateralization was found for Crow, contradicting other lateralization studies of Native American Stud ies. "Some Textbooks For Cree Language Teaching", Ahenakew, Freda Canadian Journal of Native Education, V 12 n3 pp. 51-55, 1985. Illustrates how major Cree language instruction books are not idiomatically and syntactically correct. Believes problems could be overcome if native speakers using spontaneous, everyday Cree would develop appropriate learning materials based on traditional and contemporary family life and conmunity activities. �.. I MORE ABSTRACTS A Model FLEX (Foreign Language Experience) Program for the Elementary School. Wiley, Patricia Davis. Pul. Date 85 Note· 8p.; Paper presented at the International Conference on Second/Foreign Language Acquisition by Children (Oklahoma City, OK, March 1985). Research has documented that the study of a second language in the elementary school may positively affect the young childs' general school achievement and linguistic progress, promote superior performance in high school language study, result in significantly higher mental maturity, make children more language aware and improve other cognitive skills. In respnse to requests from corrmunity for elementary school instruction the Foreign Language Education Department of the University of Tennessee at Knoxville developed a foreign language experience (FLEX) program for the kindergarten and first grades at an elementary school in 1982. Response to the program by parents, teachers and students has been positive and enthusiastic, and some interest has been expressed in expandine the program and making it an integral part of the elementary school curriculum. "Language Learning Motivation: A Descriptive and Causal Analysis", Ely, Christopher M. Modern Lan~uage Journal, v. 70 n. 1 p. 28·35 Sprrng 198 Describes a study of first year university students of Spanish done to discover their types of motivation for learning a second language and to investigate the relationship between type and strength of motivation. Findings indicate the existence of two types of motivation clusters that resemble the integrative and instrumental orientations. Motivations: course requirements, job qualifications, future careers, interests in culture, history, literature, wants more languages, converse with friends, well rounded educations, etc. PAGE 4 "Reclaiming a Part of the Micmac Heritage", Hamilton, W.D. Canadian Journal of ~ative Education v.12 n. 3. pp. 46·50, 1985 Describes a research project which resulted in publication "The Julian Tribe" and showed how lost Micmac tribal heritage was reconstructed from church, census, county, provincial, and federal records when no tribal printed or secondary accounts or oral tradition remained. This study helped form a foudation on which to rest their growing ethnic cornnunity and personal pride. "Culture Before Ethnicity", West, Betsy, Childhood Education, v. 62 n. 3 pp. 175·181. Jan.-Feb. 1986. Discusses some of the broader cultural influences that precede (and go beyond) ethnic influences in childrens behaviors and attitudes and teachers interpretations of them. Those influences that affect students as well as teachers behav1ors and attitudes include perpetuation of the conflicting values and individualism and cooperation, local and social class values. All children are different and need different motivation and reinforcement no matter what culture. We must see them as individuals. "Comprehension and Production in Interactive Language Teaching", Rivers, Wilga M. Modern Langua~e Journal. v. 70 n. l pp. 1·7 Spr1ng 1986 Rev ~ ews the theories which assert the necessity for prolonged intensive listening without expectations of production for some time in language teaching. Asserts that com· prehension and production are indissoluble partners in the two way process of convnunica­ tive interaction and that teacher·directed and dominated classrooms are not interactive class­ rooms. People are interactive human beings for better learning. Use action songs, repetitive choruses, acting out short situations, play games, anything that will motivate students to talk. "The Promise and Problems of Native American Students. A Comparative Study of Native High School Students on the Reservation and Surrounding Areas" Lin, Ruey-Lin. Journal of American Indian Education, v. 25 n.1 pp. 6-16, Oct. 1985. Compares attitude toward education of 64 male American Indian high school students and 354 male white students. Finds little statistical difference between the two groups in orientation towards education, but significant differences in world view, drug/ alcohol use, and perception of relevance of education. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (1), October 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-10-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/53a77337f65f62cc53739bc743b6cf87.pdf 6f4c09f157ab0f327640872579f9708f PDF Text Text .. PAGE 1 of 4 Volume Two , Number Two - December 1986 NATIVE LANGUAGE EDUCATION in ONTARIO JJfnr uuto us u .cqi!h i5 horn, ADVANCE NOTICE FOR NLIP ­ Three important notes concerning next su11111er's NLIP 1. Because of a sharply rising number of appli­ cants, it may be necessary to limit first year enrollment of NLTC in the sunmer of 1987. For this reason, it is strongly re­ commended that: (a) All sponsoring agencies and potential students be advised to decide early on their training needs for the summer. (b) Those desiring to enter year one of the program apply as early as possible. (c) All applicants read carefully and fully prepare their application forms before submitting them, incl uding any background or reference material that may be requested. Applications are not accepted until all information is complete. Students presently enrolled in NLIP are re­ quested to pass the above notice along to all who might be interested. Thank you! 2. "The Institute" is considering the possi­ bility of offering a course in (computer) word-processing in the sun111er of 1987. Preference would be given to those who already know how to type. If you are an NLIP grad, and are interested in taking such a course, do try to prepare yourself by learning the basics of touch typing (if you don't already know how). This course (if we are able to offer it) will be an i ~portant one for those interested in improving their skills in materials prepara­ tion, and would be well worth the extra effort involved. 3. NASL/NLI Diploma Students, please note: The fourth and final year of studies toward your diploma in a Native Language as a Second Language is-offered' only once every two years. It will be offered in the summer of 1987, but not, we expect, in the sunmer of 1988. Please make your plans accordingly. M.L.M. NLTC STUDENTS -- A7TENT10N Ann Guthmann recently contacted you by letter requesting that you submit your teaching time­ table for this year. If you haven't already done so, please send this in at your earliest con­ venience, or phone Ann between 9-12 or 1-4 any Monday or Wednesday at (807)345-2121, ext. 542. M.L.M. AND when we give each other Christmas gifts in Hi~ name, let us remember that He has given us the sun and the moon and the stars, and the earth with its forest~ and mountains and oceans-and all that lives and moves upon them. He has given us all green things and everything that blossoms and bears fruit­ and all that we quarrel about and all that we misuse-and to save us from our own foolishness from all our sins, He came down to earth and gave us Himself . �PAGE 2 of 4 • CREE AND OJIBW~ GRAMMATICAL TERMINOLOGY c. Douglas Ellis McGill University The stem classes call equally for a nomen­ clature and the following were put forward: Noun ~-w!htamak~akahk b ·ii•cL9Lb •• The "Native as a Second Language" program of the Ontario Ministry of Education has made apparent the need for clear-cut grammatical statements in the several native languages of the Province. This need became especially evident at the Native Language Instruc­ tors' Program recently held at Lakehead University, where Cree and Ojibwe speaking teachers were preparing for language teaching assignments by study­ ing, among other things, the structure of their own language(s). One of the first requirements for drafting such a statement is that of a native language grammatical terminology. In the course of discussing the struc­ ture of AJ.gonqui an a set of provisional grammatical terms was developed, - for the most part in Cree. These are sub­ mitted in the hope that discussion will lead to further and more useful sugges­ tions. Use of the syllabic system for purposes of instruction led naturally to consi­ deration of the nature of a syllable and its components. Tet1IIS developed for vowels and consonants were ­ Vowels ~-pay~htihtakwahki 'b ~"i • :-v· C· b • P - "pure VQ iced sounds" Consonants ka-wanahcihiw~a\cahki b • <J.;. Or I 6 •V\.... b Ip "interrupting sounds" since the latter characteristically interrupt or disturb any stream of the former. With a little apt illustration the terms are likely to be readily understood by the av e rage school child of an age appropriate to grammatical study. After reflection on the concept of the syllable and its composition, a useful term (and a reasonable Cree rendition of - ''that "which names" Verb ka-t~ciklltek b ::>r6u• - "that which is done": i.e., an action word. (This latter term was sug~ested by one of the teachers 2. While it has certain evident disadvantages, it appears to have gained a measure of currency.) Further terms proposed by the same teacher were for Pronoun kll-tapiskak!makahk b CA' b~Lb •• ­ "that which replaces" or ka-mlskocisk:.ik~akahk 6 r' dr'b9Lb •• - ''that which exchanges place With" The fourth of this set, suggested in class discussion, was Particle itw~winiS 6•U•6C'" - "a little saying, a little word". The three basic mechanisms of word building came in for discussion and ter111s proposed were ­ Inflection kisipahk ~-kw~skipaliki3 PJ'<. •• b · 'i ' P<,P ­ "what turns, changes about at the end". (An Ojibwe use for "inflectional ending" suggested by a class member4 embodies the notion of "bending": waki-iskw~p~kinan . <iP 6.' • qvPo... "inflectional endings", ­ the ending alone being iskw~pekinan. .6' . qypQ.. Composition ~niskwahikewin <fer'· b"6.q•6•- "joining" u11).;.1..,13.f in its grammatical sense) seemed to be ­ was represented in Ojibwe4 by Syllable !_- 'V or ~-m~mawihtakwahk b LL·6"C· b •• iinihkohik~win ­ <i(I'• d 1 A9 • .c.•, "which sounds together' ' . Since syllabic spelling spans and often obscures morphemic boundaries, an essen­ tial distinction is tha t between morpheme and syllable. The term suggested was ­ Morpheme ~-aniskohtaniwahki oc~pihkwa V' •r A' P ·Ca-·<J•• - "the separate piece which means (something)" • By using so-called " structural spel~ing" 1 a form such as kanawapahtam, bo.. · <l< •c1... becomes bo.. 0 • • • <I< •.• <l" <: ••• <l'-, and the distinc tion between morpheme and syl­ lable is clear. At this point the notion of "distinctive sound" is also handy to have. Suggested as a name for the taxonomic phoneme is ­ ka-nisitowihtakwahk "the sound which is distinguished, recognizable" t>'lN·b "joined' stems". A third proposal was that for derivation: Derivation e-ohcipaliki V' oc~pihkwa t>"r<,p t>1A"•b "stems coming from, stems deriving". Names put forward for the characteristic parts of a stem were ­ Root l @) -­ watapiy ·<JCA Medial ka-tastaw~palik b C.'C·V'<,• - "what stands in the middle" b 1rr'J· u "C·b"" ... <ia-'d"Ccr·<l"P ka-piskihc 1 tw~iwahk 6 Phoneme the Cree alternative suggested being Final ka-misiwehtamalcahk b r r' · v •Clb •• "what completes"; and for Stem ocepihk5 t>11\ ,. ALGONQUIAN AND IROQUOIAN LINGUISTICS 10:4 Reprinted with permission \ �.. • PAGE 3 of 4 acceptable usage seemed to be ­ An fo~ Dependent Ste111s ABSTRACTS Suggestopedia and Soviet Sleep-Learning Bancroft, W. Jane, Evaluative Report published 1981. uependent Stems lca-ohci-akot!ki oc!pihlcwa b C> 1 r <ldUP t> 11\ '·b "stems which hang frooi, depend". The notion is quickly clarified by illus­ trated explanation. No satisfactory term was arrived at for Gender. The two specific genders, however, are now widely rendered as kl-pimlltis!mak.ahk Anilaate b /\l...n/Lb" '!his paper examines the parallels between suggestopedia and Soviet sleep-learning for learning foreign languages. Both systems are based on the idea that the acquisition of infonnation can occur in states below the optimal levels of consciousness. Hypnopedia makes use of the period of paradoxical or light sleep that generally occu7s just as one is falling into a deep sleep and.Just before o~e awakens. '!he original suggesto­ ped1a class comprised a special two part relaxation session for memorization of the lesson material at an unconscious level. As initiated in the Soviet Union, sleep-learning was intended to be used in conjunction with regular daytime classes in foreign or U-pimatahk b Ille n "" . - la~uages and other academic subjects. Both suggesto­ ped1a and Soviet hypnopedia present lesson material in the form of paired associates and utilize repeti­ tion, rhythn, and intonation as aids to memorization. Also both make use of a two part session for memorization of previously studied materials-active concentration of the text in a state of relaxed alertness and passive absorption of the text in a state of light sleep or in a state bordering on sleep. Finally both claim that their respective systems have very positive effects on the memory and on the well being of the student. "what lives" Inanimate _!!! lc.ll-pimlltis!maltahk 'Vb b /\LnlLb •• oz> !kl lc.ll-pimlltahk Vb b /\Len - "what does not live, is not alive". A further fine distinction is made by Mrs. Angela Moore, a native speaker who also teaches Cree. This designates non­ living entities which are clas•ed gram­ matically as animate, such as emihlcwlln, 'Vr • ·\, .. , "spoon": lcll-pimltistwat~cikit!lti i:, lllnl·<Dri,up which might be paraphrased as "things which are talked about as living". I would like to thank the members of the class in the Structure of Algonquian III and especially Larry Beardy t Bertha Metat who were active in discussing the several possibilities recorded above, and Mrs. Angela Moore,. who acted as Teaching Assistant for the course in Spoken Cree. Game-Like Activities and the Teaching of Foreign Languages. Harper, Sandra N. Paper presented at the Great Lakes Colleges Association foreign Languages Conference, Albion, MI, April 10, 1981. - C. Douglas Ellis NOTES l. The term was supplied by John Nichols. 2. Mrs. Angela Moore of Calstock, Ont. 3. For the N-Dialect, read all !'a as E· 4. Larry Beardy of Muskrat: Dam, Ont. 5. This was proposed by A. Faries of Mooaonee and South SchU1Dacher, Ont. Sometiws actions speak loud.tr than words, especially whm the words do not flow easily. (Copy­ right 1972, United Feature Syn­ dicate, Inc.) WHAT I MEAN 15." WHAT I WANT TO SA'< JS••• HOW CAN I PU1' IT INTO WORDS? WHAT 11\t 1l'<IN6 10 SAi( l~L Among the justification for using games in foreign language teaching, one finds the theory that games play an important role in the instruc­ tional and learning processes and that they can be designed to develop linguistic skills and C011111Unicative abilities. A review of several authors not only suggests the value of games and game-like activities to relieve boredom and enhance learning, but also gives indications for a meaning­ ful progression of such activities. A large nl.lnber of of games and group activities are described. Each description includes the games purpose, the pro­ cedure, and some examples. 1he activities described are are appropriate for elemelllary and intermediate levels; some could be used in more advanced clas ses . RATS ! I WAS HOPlN6 SHE COOLO M IT INTO WOR~... �PAGE 4 MORE ABSTRACTS "Cultllt'e and Constructs: Coornunicating Attitudes and Values in the Foreign Language Classroom" Kramsch, Claire J. Paper presented at the Annual Meeting of the American ColXiCi.l on the Teaching of Foreign Languages(Oenver, Co. Nov. 1981). Cross-cultural comnunication cannot be achieved if students are only presented with cultural facts. Instruction must involve the affective and cognitive processes of the learner in interpreting these facts. Before students can understand the attitudes and values of a foreign cultur~they must be aware of their own attitudes and and values in interprting foreign events. The pap­ er discusses the design of classroom exercises and activities to clarify the attitudes and values underlying cultural facts. 'nte bridges for under­ standing other cultures do not exist at the level of one's personal constructs of those events. lhe teachers task is to make these constructs apparent and observable to students without putting them on the defensive or reinforcing stereotypes. One method of accomplishing this is through the use of repertory grid which shows how different people from different cultures construe the same events differently.Classroom exercises for establishing a conmon ground of shared experiences aim at construing the experiences of another person together with ones own. "Award-Winning Foreign Language Programs: Pre­ scriptions for Success." Sims, William D. and Hanrnond, Sondra B. American Council on tha Teaching of Foreign Languages. Hastings-on-Hudson,N.Y. Pub. date 81 lhe study reviews SO foreign langauge programs in the United States that are said to be both inspirational and useful for providing concrete information about the creation and preservation of successful language programs. The progr~ited are exemplary and can serve as models.for educators and administrators to study and visit. Program selection was based on the results of questionnaires and onsite visits. 'Ihe following variables are among those used as guides to success programs: overall enrollment in terms of the state average, rate of sequence completion (i.e. degree of attrition) scope of the program, and degree of proficiency as indicated by examination results. Each pro­ gram profile presents background information and dicussion and analysis of the features that make the program successful. The most outstanding general charactaristics of success observed were: (1) articulated curricullEl, (2) co- and extracur­ ricular activities that integrate language study with school life, (3) high incidence of target language usage, (4) good administ:ative support, (5) effective use of community resources, {6) ~cudy and travel abroad options and exchange pro­ l-ams, (7) a strong public relations effect, and (d) a resolve to connect language stu:ly with the f-actical and concrete. Christine Hardy Native Language Newspaper If you need more info rmation about Faculty of Education abstract &, please contact: Lak~head University Thunder Bay, Ontario P7B SEl "A Language Development Program for Yup' ii< Eskimo Children of Alaska." Dole, Janice A. Paper presented at the Annual Meeting of the National Association of Bilingual Education (Bos ton , MA, May , 1981) . A center was established in 1978 to develop a program of curriculum materials designed to enable the school districts in Alaska to streng­ then and improve the English and Native-language skills of Yup'ik children. The program is described here as well as its rationale and philosophical assumptions, t he materials that have been develop­ ed, and the implimentation of those materials in Alaskan school districts. ·1 materials known as the Development Languaqe Program, dra designed to in crease and expand upon the existing co1T111un 1 c~tion skills of Yup'ik students within the context of their Alas kan experiences. The OLP consists of cur­ ricular mat erials which infuse language activities and experiences into subject areas. Included is a description of the teachers handbooks, the setups of units and activities, a sample lesson plan consist­ ing of five modules, supplemental activities, and implimentation of the language units. The discus-. sion concludes with an outline of the teacher-training program and a sullfllary of initial feedback. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (2), December 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-12-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/06f9853ae9c0118a2ffa7d8f41b6d904.pdf 17f153bda4b82c699fa4d96140b08425 PDF Text Text Page 1 of 4 Volume Two, Number Three, Jan. 1987. NATIVE LANGUAGE EDUCATION in ONTARIO A Note from the Coordinator With this copy of the newsletter, you will find enclosed your copy of the application form for next summer's Native Language school. As men­ tioned in the last newsletter, we are anticipat­ ing more applications than we can handle this sul!'lller, and we recoanend that you return your completed form as early as possible. Please take care to fill in all pertinent information; failure to do so will""Cause unnecessary delay in processing your application. Upon receipt of your completed form. copies of the necessary back-up forms will be mailed to you. Your local Indian Affairs office and your local Ministry of Education office have additional copies of the application form. If you know of anyone interested in applying for the first year of the program, please advise them to pick up a form from one of these offices as soon dS possible. M.L.M. ATTENTION Ontario Teachers! We anticipate that the Ministry of Education will announce the provision of a 3 part "specialist" A.Q. program for certificated teachers to begin this su11111er. In the event that this is announced, the Faculty of Education at Lakehead University would like to offer part one in the surrmer of 1987. In order to do so, however, we would need a minimum of 15 applications from holders of the regular Ontario Teaching Certificate. If you are an OTC and would like more infonnation on this program, please drop us a line as soon as possible indicating your interest. ANNOUNCING-­ 7th Annual Native American Languages Issues Institute Saskatoon Inn Saskatoon, Saskatchewan, Can. May 19-22, 1987 Hosted by: Saskatchewan Indian Languages Institute Federation of Saskatchewan Indian Nations. The purpose of this International Institute is to examine indigenous language concerns, exchange ideas, and provide direction for continual developmentand research on indigenous languages. There will be an art and photography show and sale, tribal dances, workshop presentation, and display of teaching materials. ~ Autumn Grads Congratulations are in order tor 247 students who graduated at the end of the lell lerm. The Fell Convocetion is not as big a celebration as the spring event: instead of a ceremony, lhe graduates are given approval by the Sana1e. Bui all tall grads are aenl an invitation to auend thecerem­ ony in May. The number ol tall graduates has remained lairty constant. There are usu­ ally between 200 end 275 each year, so this year's figure is just slightly above average. Congratulations to all 247 graduetes for your academic achievementsl "Ontario's NSL Program" Teaching and Learning a Native Language as a Second Language, Ministry of Education. Language carries with it the spirit, culture, history and philosophy of a people. It is the principal means by which culture is preserved and transmitted from one generation to another. An NSL program will enable students to receive instruction in a N~tive language from Kindergarten to Grade 12 . School boards will be expected to provide an NSL program in the school year 1987-88 wherever : fifteen students have requested instruction in a Native language; and a qualified Native language teacher is available. Where a school board can organize a program with fewer than fifteen students, it may do so. Native languages have a l~gitimate place in the curriculum of Ontario Schools; Native languages will therefore, be taught during the regular school day. Grants and other financial incentives will be provided to assist school boards in the implimentation of the NSL program. Parents and other members of Native communities who wish local schools to offer an NSL program should contact their local school board. Additional information on NSL programs m;iy be obtained from th•: following sources: Regional Offices ofthe Ministry ofEducation Minisiry of Education Central Omario Rcgitm H.:ron's Hill Building Deadline- April 30, 1987 Sui1c3201 Please Contact: 2025 Sheppard NALI INSTITUTE '87 c/o Saskatchewan Indian Languages Institute 917 22nd Street West Saskatoon, Sask., Can. S7M OR9 Phonea~ 6306) 934-4444 \ A venue East Willowdale, On1ario M2J IW4 Phone: (416) 491-0330 Ministry of Education Eastern Ontario Region 1580 Mcriv ale Road, 41h Floor Onawa, Oncario K2G 4B5 Phone:: (613) 225-9210 Continued �... Page 2 of 4 • • Ministry of Education Midnorthern Ontario Region 199 Larch Street, 7th Floor Sudbury, Ontario P3E 5P9 Phone: (705) 675-4401 Ministry of Education Northeastern Ontario Region 447 McKeown Avenue Box 3020 North Bay. Omario PlB 8K7 Phone: (705) 474-7210 Ministry ofEducadon Northwestern Ontario Region 435 James Street South Dox SWO Thunder llay, Ontario P7C 5G6 Phone: (844) 475-1571 Ministry of Education Western On1ario Region 759 Hyde Park Road London, Oniario N6H 3S6 Phone: (519) 472-1440 Indian and Northern Affairs, Canada, Ontario Region Indian and Northern Affairs, Canada 25 St. Cfair Avenue East Toronto, Ontario M4T !M2 Phone: (416) 973-1274 Faculties of Education Involved in Native-Language Teaching Second Language Learning: A Remew of Related Studies. Izzo, Suzanne. InterAmerican Research Associated., Rosslyn, Va. Report No. ISBN-0-89763-058-0 Publication Date 1981. Available from - National Clearing House for Bilingual Education, 1300 Wilson Boulevard, Suite B211, Arlington, VA 22209. The fact thdt some people learn a second language more easily than others has prompted nunerous studies designed to link one factor or another with successful language learning. This work examines a large nunber of these studies to assess the importance of various factors involved in language learning. The influenc­ ing factors suggested are grouped into three categor­ ies; personal, situational and linguistic factors. Considered first is the particular set of personal characteristics each individual brings to the task of learning a second language. These include general intelligence, language aptitude, attitude and moti­ vation, Psychological traits, age, socioeconomic status, and sex. The variety of learning situations is then discussed. Situational factors include the set­ ting in which the language is learned and the amount and distribution of time devoted to it. In addition, if the language is learned formally, _ the~ l!Et.liaj used and the characteristics of the teacher must be considered. Finally linguistic factors are examined. These include both the differences between both the first and second languages and the characteristics of the second language itself. f·or tcacho.:rs of Algon4uian: Faculty of Educacion Lakd1cad University Thunder Bay, Ontario 1'7USEI For teachers oflroquoian: !'acuity of Education The University of Western Ontario London, Ontario N6G !G7 Cultural Education Centres Woodland lmhan Cultural and Education Centre Box 1506 Brantford. Ontario N3TSV6 OJ ibway-C rcc: Cultural Centre 252 Third Avenue Timnrn1s, Ontano P4N IE3 "Research on a Humanistic Language Teac;-hing Model." Knibbeler, Wil Journal of Applied Linguistics; nl p34-4S 1985. Defines and discusses the operating principles of the Explorative-Crea~ive ~ay of language teaching, an approach in which the teacher encourages the students to investigate the target langu~ge and to ~ap the linguistic resources available to tgem in order to produce a maximum number of new meaningful utterances. .. ~ LJkc of the Woods Ojibway Cultural Centre Box 1720 Kcnora, Ontario P9N3X7 Oiibwe Cultural Foundacion E~cclsior P.O. West llay. Ontario POP \GO North Amcrk~n Indian Travdling Colk g..: R.R . #3 Cornwall, Ontario K6H Sil? "Ghosts Demons and Chicken Bones: Dramatic Writing in the ESL Classroom." Peters, Bradley. TESL Talk, v16 nl p26-33 1986. Describes an experimental project implimented in a language school in Northern Italy in which students, using a poem as a basis created a caste of characters and expanded the poem's story line to cr~ate a world in which the characters could interact, Abstracts, Articles and Books "Don't Put Your Leg in Your Mouth: Transfer 1n the Acquisition of Idioms in a Second L<i nguage."Irujo, Suzanne, TESOL Quarterly. v20 n2 p287-304 June 1986. "The Problem With Grammar: What Kind can the Language Learner Use"? Garret, Nina Modern Language Journal; v 70 n2 p 133-49 Summer Describes an investigation into whether second language learners use knowledge of their first language to comprehend and ~roduce idioms in the second language: Results s howed id en Lical idioms ·were the easiest to c o ~ prehend, similar idioms we7e_comprehended almost as we ll, and different 1d1oms were the most difficult to comprehend and produce. This article (1) discusses the relationship between grammatical and communicative' competence~ (2) examines aspects of grammar theory; (3) discusses pedagogicalproblems inherent in traditional notions of grammar; and (4) summarizes the pedagogical and research implications of a new perspective on the role of grammar in f orQign language acquisition. 1986. �... ... ' Page 3 of 4 "Inuit Youth at lkpik: Heritage and Hope for the Future", Northline, v6 n4 pS October 86. "Heritage Research Centre at Waterloo," Northline, v6 n4 pS, October 1986. For the second year, a gr ~up of young Inuit from across Canada, Greenland and Alaska gathered for two weeks this summerat a small isolated camp of stone houses and tents by the shore of Ikpik Bay on Baffin Island's west coast. This camp was established and funded by the Inuit Tapirisat of Canada as part of their Youth Council's program. The 35 young men and women who attended the camp ate lots of caribou and char, listened to stories told by elders, listened to talks about how things were back in the so's and 60's, and discussed problems that they as young people face today. Daily workshops and group discussions focu~don topics such as living in a two culture world, family life, education, employment and unemployment, depression, drugs and alcohol and the factors eroding the use of traditional language. There were four Inuit elders at the camp, as well as ITC president Rhonda Innuksuk and David Owingayak, director of Cultural and Traditional Affairs at the Inuit Cultural Institute. (ITC has offices in Ottawa and Frobisher Bay; ICI is in Eskimo Point.) Traditional activities and learning about the past were a major part af the two weeks at the camp. Elders showed the youth how to build a kayak, how to make traditional seal oil lamps, how to play string games and how to skin and butcher caribou. As well, the youths hunted caribou and seal, and prepared traditional foods. For many of those at the camp, it was their first opportunity to meet young people from other Arctic countries. They soon found out that they had more in common than they realized. Markoosie Onalik of Frobisher Bay said he was surprised to learn that he and an Alaskan youth even shar~d ~ the same surname. Inuit Tapirisat was represented at the ACUNS meetings in Yellowknife last April,where they presented a paper and, among other things, discussed the Youth Councils and Ikpik camp. A paper, "Bridging the Gap: the Need for N~w 11 Approaches to Northern Research an~ E~ucat~on , by ITC special consultant Robert H1gg1ns w1ll be included in the Proceedings of the Yellow­ knife meetings. . An excellent series of illustrated articles on Youth Councils and Ikpik, including personal reflections by Deborah Evaluarjuk of Igloolik, appeared in ~he Fall 1985 issue (No •. 61) of Inuktitut magazine, published by Indian and Northern Affairs. Readers interested or involved in heritage research and preservation (natural and cultural) should be aware of the Heritage Research Centre at the University of Waterloo. This centre is designed to encourage heritage resources research, education and the exchange of informa­ tion among a wide range of participating universities, governments and private groups. Among its activities is an annual public lecture series, an occasional paper series, and programs of research and applied work conducted on a team and individual basis. ~Psearch is funded by Parks Canada, which has beeh a co-sponsor of the Centre since 1983, and by the Social Sciences and Humanities Research Council and other agencies. Areas of focus have included marine parks and conservation, climate change and heritage, natural science research in national parks, environmental assessment, and many aspects of park management as well as numerous other subjects. Student Heritage Internships also are awarded annually, with support from the University of Waterloo, Parks Canada and grant or contract funding. For more information on any of the above, please contact: Heritage Resources Centre, Environmental Studies 1, Room 345, University of Waterloo, Waterloo, Ontario N2L 3Gl. (519) 885-1211 (ext. 2072, 3066). JESUS 0 BIMADISIWIN For some native language students the name Baraga is a household name. A fresh reprint of a precious long-lost book by Frederic Baraga is making its way to the desks of such students. The original book was printed in Paris, France in 1837. Through the persevering efforts of a former Jesuit missionary of Northern Ontario and the very effective collaboration of a number of Anishinabeg of Thunder Bay Region, a short run of 1000 copies came off the printing press last spring in Penetanguishene, Ontario. . It is a lovely book in BxlO format of some seventy pages in a maroon flexi-cover embossed with a simple cross and the name Jesus. The full title of the book is Jesus 0 Bimadisiwin Oma Aking (Jesus' Life on Earth). and contains a superb collection of Gospel readings in Ojibway. Distribution has been undertaken by the editor Fr. A. Schretlen on a hand to hand basis. Fr. Schretlen is willing to demons trate the book and introduce future teachers of the Ojibway language to its treasures. Contact: Fr, A. Schretlen, SJ Box 38, Pickering, Ontario LlV 2RZ "Testing in Language Teaching". Ponterotto, Diane Rassegna ltaliana di Linguistica Applicata; vlS nl p87-95 Jan-Apr 1986 Discusses the problem of te s ting with particular regard to the evaluation of aural­ oral skills within a modern methodological context. The use of pictures paragraphs, and dialogutto test listening skills a nd of pictures and micro-dialogs to test speaking •kill• i• de•cribed.~ "A Case for Case Studies." Long, Donna Reseigh Foreign Language Annals; v.19 n3 p225-29 May 86 , Asserts that many aspects of the second language l earning and teaching process are not amenable to experimentation at the present time and that case studies, that is studies of the individual learner, teacher or classroom are valuable as precursor s to experimentation. "MLJ Computer Corner". Brink , Dan . Modern Language Journal, v20 n2 p149-52 Summer 86. Discusses the question of whether one must know how to program in order to make the mos t effective use of the computer in language classes. Looks at four computer languages which may be of interest to language Teachers who want to learn programm1n9: Basic, assembler, high level languages, and authoring systems. �.. -..., ... Page 4 ) > Language ~ Education .. ·in·canada: First Term Courses:'July 2"uly 22, 1987 Second Tenn Courses: July 27·Aug. 14, 1987 TESL Canad.a Summer Forum: July 23..July 26, 1987 Courses A variety of three-credit courses will be offered to students at the undergraduate and gradual& levels. Students may earn a maximum of six credits in each term. The undergraduate courses may be applied to Concordia's TESL Certificate or B.Ed. (TESL), and the graduate courses to the M.A. in Applied linguistics, provided that registrants have been admitted to the appropriate program. Students from other universities should confirm that course credit can be transferred to their program.. • I I t , • .,. • ~r ~ ,••~ .', . -,. ~~...-:. .. . ·Language Education In. canada.ifi:; Exploring Common Ground ... · ,_:;:~ • Both credit and non-credit courses in'ESL are also avattable for students whose native language is not English. t • I • • -~I . ~ - - Space in Concordia University' residences ,.,. (Loyola campus) or McGlU University residences is avattable for earty registrants of theTESL Canada Summer Institute. .• Registration Form. ··. > :. . .· TESL-~ Canada Summer Institute ···· .; .·· 1~ ··~~t :·. •'!.. -. . .. ·>...... ~·- ·7. ~::· . :~i ·.' ... .. Name:_-:-----------..,,.-.....:.----------------------~ Street: _ _ _ _ _ _-..: .--.--.-..-..-. _ _ _ _ _ _ ___ _ _ _ _ _ _ _ _ Apt.,# _ _ _ __ ,City: _ _..___ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Province/State: _ _ _ _ _ _ _ _ __ ..... . .· .,.·.. .. . . ~ ~ .-·: ~ ,, ".. ~ r '· · Postal Code: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C o u n t r y : - - - - - - - - - - - ­ : • • • If you would like to receive an application ~ · for admission to a TESL Centre program, please check the appropriate space be/ON: 0 Bachelor of Education (TESL) 0 TESL Certificate 0 M.A. inApphed Linguistics linguistic input to children is adapled lo their level of compre­ hension-that ir, if no one is looking. (Reprinted courtesy of Universal Press Syndicate.) ·.,· .. Accommodation _... :'­ • •.• ..'· • ·· Languages · • . .• . · .,,·;~ ; : -Demonstrations of listening Jldivities for •,' ,j, .• Language Learners ~·. ,, ,, ., . ' ~~ ~ -Short Sessions in Grammar and · : ·· 't<'1 J> , Communication, Classroom Interaction, ··!{ . ' Multiculturalism ,_.. . · ~ J • • · ' ·..., ·.: -Displays of Publisher$• Materials :,; Plus a variety of social and cultural activities.' ;., · If )'OU wouldlike to receive a registration package for the · · TESL Canada Summer Institute, please complete the coupon below: .• : ... ·, ·. ....... : :.;t '_ Workshops and Other Activities~. :.·-Mini-courses in Heritage and Native'. ., • '.~ .. • . · The theme otthe institute rs an . :... '\. _, :' 1'',·:' ackna.Yledgement that teachers of heritage;~~· -; languages, Native languages and ESL have a~-; • common concern with language learning and /: · language teaching. The institute provides an~·:i~ opportunity for language teachers to share ·. · their experience and to learn from one another. . ..... ; ;·:.­ Fdrum Modern Engflsh Grammar Comparative Phonetics ESL Methodology Practicum Educational Techno1ugy tor TESL ., Testing and Evaluation Biiinguai Education ' " Language Acquisition History of the English Language Syllabus Planning and Materials Development • ·• The Grammars ol English -.­ Sociolinguistics and ESUEFL ·: · Classroom-centered Research in Second · .. Languages Languages in Native Education .. : : . intensive Second Language Courses inSchools . .. . Heritage Language Programs'· :: :·~ · , "·' ..... . ... ?,·-. . '' • Summer Forum ~· ::·:.:!'.;~ ·:·· · . · The TESL Canada Sum,,:.~~ is a' .....:-_;) four-day conference which will be held _between the summer terms (July 23·26). 1 ·;~ : Papers, workshops, and other activities· ·ff: " "".ill~ presented by Institute faculty and other: distinguished language education .. ' professionals. •. ,, . .., . , .. · ,. :. ·.: Courses Include I' \ .-. • I •• ' •' •• ·.. , Mall to: B. Barclay ·. . TESL Centre Concordia University 1455 de Malsonneuve Blvd. West Montreal, Quebec H3G 1 M8 Canada Telephone: (514) 848-2449 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (3), January 1987 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1987-01-01 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/00ca9ed7e61505bfa4db9fe060bfd4fe.pdf 6a8a1c2a70f7a53b1f3d40189a3b0a92 PDF Text Text Page 1 of 4 Volume Two, Number Four, March l 98i . NATIVE LANGUAGE i,n ONTARIO From the Ministry of Education Guideline - Just before press, we contacted Mananna Gouchie for the latest word . Unfortunately, she doesn't know as yet, when the guideline will be released. Let's all keep hoping for the best! Consultants - Three NliT/ NLIP grads have been appo1nted as consultants to assist in the implementation of the guideline. Ruth Isaac will be working with Iroquoian programs and Rubina Naogizic and Lena White with Algonquian programs out of the Thunder Bay and Sudbury offices respectively. Congratulations, and best wishes to all three of you! NLIP Registrations - 19B7 To date, we've received a total of 40 applica­ tions for our summer programs, 1987. Of these 10 are first year applicants for the Native Language Teacher Cert i fication program. There are a total of 30 places available for first year; so if you know of someone who is planning to apply, but has not yet done so, do urge them to get their application in the mail as soon as possible. Coordinator Visits Schools Mary Mitch~ll spent the week of March 2 - 6 visiting schools in Sault Ste Marie and Chapleau. From these visits, the following notes may be of interest; Sault Ste Marie - Elizabeth Schuchert has been teaching Ojibwe at East View Public School since December. Next week, she'll turn the work over to Sharon Boissoneau who is return­ ing after maternity leave. (Congratulations, Sharon!) One of the classes Elizabeth is teaching has been working on the formation of sentences that include: a bug: snake, frog. mosquito, butterfly, bee, etc. a season: spring, fall, winter, summer a verb: spin-a-web, slither, fly, walk, etc. a locative: through the grass, on the window, etc. a colour: yellow, black, red, etc. For example: "The ye 11 ow snake s l ithers th rough the grass in the spring." The class has some interest­ ing bulletin board displays depicting these bugs and colours on the wall in their little Ojibwe language classroom, and seem to be having lots of fun with the program. Marva Moilala accompanied Mary Mitchell on her visit to Elizabeth. Marva will be teaching NASL, parts one and three this surruner, and wanted to get an orientation into Ojibwe L2 education. Marva fitted right into the activities, learned a little Ojibwe, and shared a couple of excellent suggestions. We're looking forward to working with her in July. Chapleau - Unfortunately, because of bad fly­ ing weather, Mary didn't get to Chapleau when she was supposed to. By the time she did arrive, Theresa Memegos had already left for a syllabic conference in Timmins. (We'll hope to hear more of this in a future news­ letter. ) However, Mary did visit Virginia Jackpine, who was continuing the classes alone while her team-teaching partner was away. Mary was impressed with the amount of Ojibwe the children had learned in one year: they knew a number of songs off by heart, and were able to do the complete dialogue of Ravenlocks and the Three Bears (see Core Book /#K). Junior ( K-2) and Senior (3-7) classes meet daily for 25 minutes each in the Chapleau Public School. On Fridays, Virginia and Theresa have art (or craft) lessons with the children, in which they use all the Ojibwe they can (colours, numbers, simple instruc­ tions). For example Mary observed one boy counting the pages he had completed for a project in good Ojibwe. Last week's art project was painting on rocks which Virginia had saved in her basement through the winter. The teachers tied this in with the ancient Ojibwe rock paintings found in many Northern Ontario locations. Mary hopes to visit more Native Language classrooms before the end of the year. UPCOMING EVENTS AND CONFERENCES ORDINATION of Native Deacon in Thunder Bay Diocese. The first Native Deacon for the Thunder Bay Diocese will be ordained in Nipigon, in the Church of the Annunciation of the Blessed Virgin Mary, Sunday, 29th of March, 1987, at 10:00 a.m. Tim Hardy is also a graduate of the Native Teache~s: course at Lakehead University, Faculty of Education. Tim Hardy and Gerald Rhodes of Nipigon will both be ordained on the same day. Bishop John O'Hara will preside. SUMMER FORUM The TESL Canada Summer Forum is a four day conference which will be held betwee n the summer terms (July 23-26). Papers workshops, and other activities will be presented by institute faculty and other distinguished language education professionals. Hail inquiries to: B. Barclav TESL Centre Concordia Universitv 1455 de Maisonneuve Blvd. W Montreal~ Quebec HJG l MS Telephone:(514)848-2449 0 �. ..~,ao- ... • ­ ~ NATIVE AMERICAN STUDIES CONFERENCE October 16 and 17, 1987 YOU are invited to submit two copies of a 250-500 word progra ~ proposal. Half-hour individual and one hour group presentations or workshops available. A varie ty of presentation formats-including pe rtinen t displays- over a broad ra nge of t o pics. Possible areas include, but are not limited to: • • • • • • • • • • Native American Poetry - historic/modern Native American in literature Literature by Native Americans Role of education for N11tive Americi!lns Issues in Ni!!tive American Hei!l llh Role or women - matrilineal tri!ldillons Derinition of ill Native American Religion/role of mythology lntermixture of art, religion and mythology Natj v~. !.-merican f_!l~ y.:J_t_~~a~ging nature Selected papers and abstracts of all presentations will be published in a Proceedings. SUBMIT PROPOSALS TO: Jack Kibble, Director Native American Centre Lake Superior State College Sault Ste. Marie MI 49783 Phone: 906-635-2223 PROGRAM PROPOSAL DEADLINE;APRIL 15, 1987 7th Annual Native American Language Issues Institute May 19-22, 1987 Saskatoon, Saskatchewan 1. The learning ma terials to be develooed mu~t be f ree of discrimina t ion and b ias ~ especially with regard to re l igion, sex and age. 2. Projects must be linked to the curriculum -. guideline •Native Languages• . 3. Pr oje cts must involve Ca nadian authorship and manufacture. 4. Funds made available from the Ministry of Education may not be applied towards the purchase of major items of equipment . s. When appropriate, the proposal should describe plans for field-testing sampl es of the learning materials to be developed . 6. Upon completion of the project, the Ministry of Education shall receive two copies of each publication, in the case of print materials, and/or one sample of the finished product, in the case of non-pri nt materials. The proposed budget should reflect this requirement. 7. The Ministry funds will be paid in ' instalments. B. No acknowledgment is to be made in the funded learning materials of the Ministry of Education, or its officials. 9. Projects are to be completed within two years. 10. Upon completion of the project, t he author/producer will be required to complete certain forms. The information provided will be added to the Learning Materials data base. (LEMA) The costs that may be included in the budget of a proposal are: secretarial services and editing 3rd Annual Native Curriculum Conference of the First Nations Education Council May S,6,7, 1987 Maria, Quebec. physical materials duplication rough artwork for field-testing purposes travel and living expenses, if incurred honorarium or salary to writer(s) (the maximum per diem allowance is not to exceed $100.00). If an individual is applying, an honorarium or salary is not permitted. Each submission should include: LEARNING MATERIALS . The Curriculum Branch in the Ministry of Education is providing a special fund f or the development of learning materials in support of the Native as a Second Language program. The criteria for this funding is similar to that for the Learning Materials Oevelopment Plan. The term "learning materials" means any materials designed to facilitate learning, including books (whether textbooks or books of a more general nature ) and non-printed materials. Work­ books are not eligible . The materials to be developed should not duplicate Native Language mat~rials 3lready produced by Cultural-Education Centres. All applications for funding will be considered on a competitive basis. Once a project has been accepted for funding, an agreement, drawn up between the Ministry of Education and the applicant, will specify the commitments and under­ standings of each party. There are a number of general rules around this funding: a summary explaining the scope of the project and the need that it fills and outlining the time schedule for its development. a resume of the qualifications a nd experience of each individual who will be significantly i nvolved in t he project . where applicable, a description of any plans for field-testing the learning materials to be developed. Each submi s sion s hould be addressed to the undersigned . N.K. Lickers Education Officer Curriculum Branch Intermediate and Senior Div. Ministry of Education 16th Floor, Mowat Block Queen 's Park To ronto, Ontario M7A 1L2 Phone: (416) 965-9672 �.. Page 3 of 4 ABSTRACTS "The Perception of Ambiguity in a Second Language." Karpf, Annemarie International Review of Applied Linguistics in Language Teaching; v24 n2 p1S7-69 May 1986 In order to show the problem second language learners face when . confronted with ambiguity, this article explores the linguistics and meta­ linguistic stategies used by adult Dutch learners of English. These learners possess the cognitive maturity and metalinguistic skil~s of native speakers but resemble-in knowledge of English- children acquiring their first language. ~ I• "Implications of Research and Theory Concerning the Influence of Choice and Control on the Effectiveness of CALL." Stevens, Vance CALICO Journal; v2 nl p28-33 Sept. 1984. Describes a project that tested two computer-assist ed language lessons, one designed to emulate drill and practice, and the other to ut i lize concepts of cl a rifying education a l environments, microworlds, games and autotelic environ­ ment s . The project su ~ gests that allowing students control over their learning and some choice in procedures enhances learning. - - - - - --- ·­ 0 " 'Information Gap' Tasks: Do they Facilitate Second Language Acquisition?" Doughty, Catherine; Pica, Teresa TESL Quarterly; v20 n2 p305-25 Jun e 1986 Describes a study conducted to determine the effects of task type and participation pattern on language classroom interaction. Evidence suggests that tasks which require information exchange are crucial to conversational modification of classroom interaction and that group and d~ad inter­ action patterns produce more modification than teacher-fronted situations. "Computer-Assisted ESL Research,"Dalgish, Gerard M. CALICO Journal; v2 n2 p32-37 Dec. 1984. Describes a computer-assisted research project into the writing errors of English as a second language college students. Sentences with error types and first languages of students were entered into a database and analyzed for the most common errors of all students and the most prevelent patterns within each language group. -----·· -- - --·. "Positively Yours." Maron, Stephen TESL Talk; v16 nl p22-25 1986. Discusses ways in which classroom communication can be stimulated by encouraging students to talk about their positive emotions and points out the danger of encouraging students to voice negative emotions. De s cr i bes two class­ room activities that e ncourages positive emotions. "Computer Assisted Foreign Language Materials: Advantages and Limitations." Ariew, Robert CALICO Journal; v2 nl p43-47 Sept. 1984. Explores the decision making process that went into making the Blossom Computer assisted instruction (CAI) materials for French instruction at Pennsylvania State University. Some of the attributes, limita­ tions, and questions concerning the user, validity and usefulness of Cai mat~rials are also discussed. "GENERATE: A Natural Language Sentence Generator," Hackenburg, Robert G. CALICO Journal; v2 n2 pS-8 Dec. 1984. Discus~es GENERATE, p7ogr~m ~esigned to help a computer the beginning 11ngu1st1cs student understand the rules and pr ocesses of tran s formational gene7a~i~e.gra~mar. Many problems and pos~1b1l1t1es involving the program and TG interface ( the ~lgorithm) are pointed out. "Transition From Multimedia Materials to Interactive Videotape in Teaching Russian Culture and Language," Norkeliunas, Casimir J. CALICO Journal; v2 n2 p19-22 Dec. 1984. Describes a course at Marist College, Poughkeepsie, New York, in which multi­ media and computer-assisted instruction are used to teach Russian culture. The use of this approach to meet individual student needs in large classes is discussed. "Developing Listening Fluency in l2: Theoretical Principles and Pedagogical Considerations." Dunkel, Patricia A. Modern Language Journal; v70 n2 p99-106 Su1M1er 198 . Examines the listening process and delineates some of the strategies used by listeners to extract meaning from spoken input. The importance of listening comprehension development in second language acquisition is discussed, as are types of activities and listening materials which can be used to foster development of listening comprehension. • �Paga l. More Abstracts "Design and Evaluation Issues on CAL Materials," England, Elaine CALICO Journal; v2 nl pll-13 Sept. 1984. Suggests that insights from othe r disciplines be considered when evaluating . computer-assisted language instruction · materials. Issues which need to be considered when evaluating these materials include: design issues, user-machine interfacing, support documentation, screen layout, color and animation, and restricted visual display capacity. "Cultur es in Contact: Using Cl assroom Microcomputers for Cultural Interchange and Reinfo rcement~" Cummins, Jim TESL Canada Journal; v3 n2 p13-31 Mar. 1986. Explores way in which microcomput e r s may be used in classrooms, both to enhance academic skills and to allow students to interact directly with students in other cultures. Examines the transmission and the interactional pedagogical models in terms of using computers for teaching writing and instituting cultural exchange networks. "Foreign Language Software: The State of The Art, or Pick a Card, Any (flash) Card~ Baker, Robert L. CALICO Journal; v2 nl p6-10 Sept. 1984 Reports on the state of the art in software development for computer-assisted language instruction, with some emphasis on Russian, and describes 10 areas in which much current software is deficient. It suggests that our best teachers be given time to work in teams to develop good software. "Interactive Video for Language Learning: The Autotutor Project~ Little, David; Davis, Eugene System; v14 nl p29-34 1986. Describes interactive video, compares disc- and tape-based systems, and summarizes the considerations that led to th e d evelopment of the "Autotutor',' an interactive video system for language learners. The process of creating inter­ active video learning materials is explained and its advantages to the learner are discussed. ~ --- - · ·· ----- ~ "Diga! Telephone Protocols and Stratesies in the Intermediate Spanish Conversation Course." Brown, Joan Lipman Hispania; v69 n2 p413-17 May 1986. Presents a technique devised to help intermediate Spanish students master the art of communication over the telephone and outlines the specific learning and testing activities and pedagogical rationale behind them. The technique can also be used to test oral competence and aural proficiency. "Interactive Language Simulation Systems: Technology for a National Language Base." Rowe, A. Allen CALICO Journal; v2 n3 p44-47 March, 1985. Discusses the efforts of the Defence Language Institute Foreign Language Centre to make interactive video an integral part of foreign language instruction. Interacti ve video is seen as a method which would pro­ foundly alter the old classroom model of language instruction. "A Model of a Course For the Training of Teachers o f English as a Foreign Language," Newland, Michael. Rassegna Italiana di Linguistica Applicata; vlS nl p. 97-116 Jan-April 1986. Discusses the problems encountered in training foreign language teachers, in particular the lack of behavioral objectives. f actors in setting up a teacher training course are considered. These include s tudent s ' ch~racteristics, the instructional team, reference room materials, classroom environment, course procedures and evaluation, and classroom language. "Computer-Assisted Instruction in Beginning College German: An Experiment." Teichert, Herman U. CALICO Journal; v2 n3 p18-24 Mar. 1985 Reviews several German computer assisted instruction (CAI) programs and describes an experiment in CAI to discover if immediate reinforcement in self pacing would enable the students to perform better on the final examina­ tion. The experiment was carried out with two homogeneous sections of second­ semester students of German in High school. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (4), March 1987 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1987-03-01 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/b1ec99e3ec049420a2fb750fd69662e3.pdf efbf6229e71015829cb88cb419ad991b PDF Text Text Christmas is When they saw the star, they were oveTjoyed. Matt 2:10 NW - ......__________ ~----------------- Storytelling tips from an expert Oy Mary Love May TI1c following arc $Uggestctl steps for Jc:innn& a story from text to tell to un audi· cnce. TI1erc arc many :irrroaches. Try these $tCJIS, then modify to 111~c1 your needs. L Rcml aloud. '.!. Tdl tl1c plot hnc to a rr1cntl. 3 Outhne the story to fintl its shape. Be· ~ornc aware of where one acuon ends and Ilic next >egms. 4. Develop ch.1racters-know them physi­ cally, c &.. clothe.~. color ofeyes. Know their hab1 ~. c &·· favorite brealfost food. Know them emotionally. e.g., what wou Id their re· sponse be to l>cinc wkcn lly surprise? 5. V1suJll1.e setting (in color!). Make ;i you want to prc.~crve. 7. Tell tl1e story oul loud to yoursclL It Practio;c introduclion and conclusion un· til they're smooth, smooth, smooth. 9. Practise the wh11lc story, i.e., tell il lo everyone who will hstcn. lO. Use a tape rccorclcr. 11. Check once in the mirror for ex· ACADEMIC EMPLOYMENT OPPORTUNITY ITuncous orunclc:ir geslurcs. 12. Use video if available. 111;1p. 6 ldcn11r) ph1ascs you w:ull to lc:irn by r~1ic.1tcd phrao;c-~. lani;u;ii;e that 1.r 111 c r; Coordinator Native Language Studies in Education The Lakehead University invites applications for a two-year appointment as the Coordinator of Native Language Studies, in Education. This appointment may ~e renewab~e contingent on targeted government funding. Candidates should hold as a minimum a Masters degree in a relevant discipline or an equivalent combination of academic credentials and work e~perience, demonstrate a knowledge of Algonkian lar.gua9e~ es~ecially Cree and Ojibwe. demonstrate qualifications and experience in seco1.1d. 1anguage education, and be aware of and sens~t1ve to the culture of Native people. Candidate must hold a teaching certificate. Duties will include an appropriate combination of administration, teaching, practicum supervision and scholarship. Salary commensurate with qualifications (range for 1986-87: $22,255­ $32,610). Send full curriculum vitae and names of three referees to: DR. R. W. McLEOD, DEAN OF EDUCATION, LAKEHEAD UNIVERSITY, THUNDER BAY, ONTARIO, P78 SEI. Lakehead University is an equal opportunity employer. In accordance with Canadian lmnigration regulations, applications from.Canadian citizens and landed immigrants will be given preference. i------c\-rdk11a' i11 li/11(11/io11~--ACTIVE STORY-TELLING Condensed from "Education Leader" Vol 1, No. 2, Nov. 2, 1987 by Steve Chase. Great news for all you story-telling teachers! llere is an idea about how to get your students involved in stories--oral stories, the ones you tell them. The idea comes fron ii pre­ sentation recently given at a conference dealing with the Whole Language approach to teaching language arts. The basis for this aµproach 1 iP.S in making ·1i tera ture, both ora 1 and writ ten, as exc it i 119 ind 1 ively as we can for students. To do this, though, we must first free their imaginations, and that means we must first let our own imaginations go. We must become actors as ~ell as story-tellers. As you tell a story, use facial expressions, physical gestures, vocal inflection, and simple props to make the story come alive. A happy face is easily re­ cognized, flapping arms can be transformed into a eagle's wings, fear comes through the air in a trembling voice, and a simple wooden chair can become a tree, a rock, or an island in a listener's in1agination. The story-teller only has to provide a spark to get the listeners' imaginations flaming. Once you have your students using their imaginations, they can begin to add details to the story. They can fill in the blanks with their own ideas. They can te 11 you what the setting looks like, if the weather is warm and lazy or cold and bitter, what smells are in the air, what sounds are going on in the background. With imagination, a reader will create a movie in his/her own mind to go with the story being told. The final step in this process is to give only jlilrt of the slory tu the slu<l!!nts a11<l lt>t 1.h<>m finish it the111selves. /\ story Ciln he started by the teacher, then each student or groups of ~tudents may add an episode or simply finish it, using their own imaginations to decide what happens next. For this approach to be effective, the students must fee 1 secure enough to take a chance, to say what they rea! ly are imagining. There can be no "right" or wrong" ideas. Everyone's interpretation of the story is worth listening to. The important thing is that their in~ginations are allowed to fly free and soar. Active listening may take time to develop in your students, but it is well worth the effort it takes. �Volume Ill, Number 2 - December 1987 NATIVE LANGUAGE EDUCATION in ONTARIO A Letter from the Coordinator How to Phone Lakehead University A new telephone system was installed at Lakehead University last spring . It is now possible to dial directly to the person with whom you wish to speak. For those calling long distance, this could be a money-saver, but only if you know what number to call. Here are some of the most c01T111only used numbers : (Area code 807 plus:) Mary Mitchell (esp. Tuesdays, 9 to noon, eastern time zone) 343-8542 Ann Guthmann (Mondays &Wednesdays) 343-8198 Accounts (questions regarding payment of tuition, etc . ) 343-8241 Registrar's office (questions about trans­ cripts , marks , graduation, etc . ) 343-8675 Bookstore (to order or i nquire about books) 343-8589 If you have other business, and are unsure of the number to call, phone switchboard 343-8110 and they'll transfer your call for Where Are They Now? (Summer Faculty /87) Michelle Stevens - has moved to London, Ont., and has a part-time job teaching ESL children in the schools. Randy &Lisa Valentine - moved to Kingfisher Lake, Ontario in September to work on further research concerning the Severn dialect of Ojibwe. They report that they've had lots of excellent help from the Kingfisher people, and that their data should be complete by January. Pete Baumgarten & Judy Rice are teaching in Slate Falls , Ontario. Steve Chase is teaching several courses for the faculty of Education at LU this winter. John Nichols is continuing his work at Univ. of Manitoba . This year he is working full time in Ojibwe language research, especially the development of a dictionary for the Lake of the Woods area . After careful and lengthy consideration, I have decided to retire from Native Language work sometime within the next few months. The decision comes with a degree of personal sad­ ness , as my association with Native Language programs in Onta1•io has been a Zona and happy one. I've been inrneasurably enriched as I've laughed, worried, worked and learned with so many of you. I shall miss the good, solid friends I have made and the fulfil l ment of parh'.cipatin!/ in a demandi'.na and important task. Nevertheless, I believe that it i s a wise person 1Jho understands the time ~ihen her task is done. It seems that I have c:omplf!t<.' d t11(! things I know weZZ how to do; it is time f or someone with fresh vision and vitality t o pick up the baton. Be assured that I wiU do alZ I can to help find the r i ght person. My planr. are not yet fully formulated, but I e:r:pect sometime withi n tile next few months to begin a new career of language teaching overseas. As much as I regret leaving NLIP , I Zook forward to the challenge of this new task, and am fully convinced that it too, is important and significant. You and the work you are doing 1.JiZZ continue to be close to my heart. In the days ahead, I shall Zook forward to hearing of the good things that are happening in Native Language education because of your fine work . God bless you! A Reminder Thanks to those who have sent in photographs. If you haven't yet done so, we'd very much appreciate a head-and-shoulders snapshot of you for our new Native Language Instructors' "Rogues Gallery". NATIVE LANGUAGE EDUCATION IN ONTARIO is an oc.casio11al Newsletter, published by the Native Language Office, Lakehead University, Thunder Bay, Ontario, P7B 5El, and mailed without charge to students registered in the Native Language Instructors' Program at L.U. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (2), Christmas 1987 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1987-12-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/fe4fed61779267ebe44566c86c3df4dd.pdf 335df0b710197d5854141507fdf0187c PDF Text Text Volume III. Number 3 - February 1988 NATIVE LANGUAGE EDUCATION in ONTARIO SUMME'R SCHOOL /88 WELCOME TO Algonquian Lanpu1st Teacher Certification: Word has just reached the Native L1119u19e Office, that the Ministry of Colte9es •nd Universities w111 once agatn be offering year one of their Native Lan~uape Teachers' Certtftcation Pl'O!lraa in the su-r of 1988. In response to this infonnetion, lakehtad will now accept new applications to this progra•. Enclosed with this newsletter, continuing students wtll find a copy of the prel1•inery app11caUon fol'll. N. L.I. P. ! So " )'Ou vut to be a 1111tive l•....-a• teacbar 1f you vnn t to tench l""'Ple> vloo do know H you v1111t to tHch people who '6 J1AS blow ...the,. SUDier Faculty /88 Staffing of our t11c;hi~ tea• for s - r /88 ts perttally cO!Rpltte. We re pleased to announce that the followin9 teachers are planning to work with us this year: Lisa and Randy Valentine, Lena White, John O'Mtara, Larry Beardy, ltncla Shapiro, Michelle Stevens, Delores W.wie, Steve Chase, Charles (Chuck) Fiero, Dave Nlnc:ekivell and Lorraine Mc;Rae. A few others are undecided es yet. but .e should be able to announce their na111es in the next news letter. lan111..., 10 tht. ...,.. the 1...111•1•. 10 thia ' . 1te1bter io the llat1Ye aa a Pirat l.anl""a• (llAPL) diploaa pro1r-. "Institute• Courses We're rather excited about the courses being offered for NLIP greds this s-r. They are n follows: John O'Meara wtll be teaching NL 2713, AlgorcJuian Linguistics, a course that explores the var ous languages In the Al90nquf1n fa11ily, thetr hfstorical and geographical place, and the ways they are both si11ilar to and different from one another. (Required: graduation from NLTC or NLIP or per111tssfon or instructor.) Lisa Valentine is sc~eduled to teach NL 3251, Translatton. This course will deal wTU\llii theory arid practice of translation, parttc:ularily between Engltsh and OJI• or Engltsh and Crtt, and work out SOIDI of the practical difficulties tll&t 111y be encountered. (Required: graduation froai NLTC or NLIP or permission of fnstructor.) Note to AQ students: E1ther or both of these courses NY be UHd as prerequi1ite1 for Algon· qutan AQ courses at levels 2 or 3. llegietar 111 the ll•tin •• a Second Lllngu•a• (llASL) diploaa Pll'Olr-. WEDD\ NG BELLS Two llC!llbers of last s-r·~ faculty are planning to be 111rrfed th1s spring: Steve Chase •i 11 1111rry Beth Clarkson on June 18th and Peter Styffert and Ann Osborn are p1ann1 ng an April 9th wedding. Congr1tul1t1ons and best wishes to both couples. We wish you hone)'lllOOnS that are full of happiness, but not so long as to keep you from NllP (88. Confused as to WHICH program you should enroll 1n at lakehead University this coming surrmer? Steve Chase has tried to make it all very simple-­ just follow the road! (If you're still confused after studyipg this, phone our Native Language Office for more information.} Miikwehc, Steve! ANNOUNCING Tht Eilbth Amlllll INTERNATIONAL NATIVE AMEJUCAN LANGUAGE ISSUES INSTITUTE 11111• a.11. 1!181 Tcmpc Mbsloa Plllns Hotel Tcmpe. Ad&ona CID ror pepen U.S iqlllnUoe mlodlll • M ..W la .... 1....,.. Por l\ulllof 181-Uoa. - . c i : Mn. IC.&tblyn S. Btpyt 1"41an li411C1tloB Ulllt Arlzo,. Doponmt111 ofU-tlon 1535 Wost Jtlf...- SUnt Phomb<. ~ tS007 (602) :?SS-0'1 ct loll.Int la AZ: l-«J0.352-455' Mrs.Shlde)'.,.... Na. Hallao c;,_ NWOfllce Alaonq.,Jaa Conference. Interdisciplinary. Meets annually during the last wcclc:end in October. 1988 meeting: Onawa, Ontuio. Cont.act: . Williun Cowan, D of Linguistics, CarlemU, Onawa. Canada KlS SB6. Papen ot the AJgonqulaa Conference. The papers of the 6th Algon­ quianConfetence (1974) weicpublished by the National M~umofMan, Ouawa; papers of the 7th and all subsequent confei-cnces have been published by Carleton U Press. Forprk:es and availability write: William . Cowan, D of Linguistics, CsrlelDn U. Onawa, Canada KlS SB6. P.0.90ll96J ChocU•. OltlUonle 7lOlO ('405) 76M6SO m 1694125 AJ&oaquJan and lroquolm Ungulstlcs. Newsletter. Four issues/year. $5/)'car (US dollars to US addresses). Editor: John N"ichols. D ofNative SIUdies, Argue S46, U of Mmilobe, Wumipeg, Clnlda R3T 2N2. �Copied from THE PETERBOROUGH EXAMINER, 28/11/87 Nativ~ childr'o l.eafning native Ojibwa · program at Curve Lake School. At 31, allbouab lhe UD· BY CECILY ROSS derstands Ojibwa, &he speaks very little. Bul bet per· Examiner Staff Writer enls do and Jacobs hopeslier childien will too. Twenty small childreo at Curve Lake School art Jacobs Is f11111 ill her belie{ that native lallguage pro. learning about deer llOllp. Sittlna crass leJ&ed on the grams are a vital link with the ~t. floor, tfiey stare intently at flip cfiart drawmp of meat "The voice of our land Is ia our language." lhe says af· and vegefables. ter listening to Knotl "That Is why we must lleYtr lol!e Each Item Is labelled with a strange combination ol OW' ~e. U we do we lole our connection with the vowels and conSonanta - zbaguagwfzb, clililem, waa· land." ·· ashkesbi · ·· When Jacobs' parents were in school Ibey were pww~ at a ~en and Grade 2 pupils ished fOC" sptakilig their native ~ge, &lie said. The point to the wonn·anc1, in the soft gutteral Ojibwa !hat · commonly held belief was that speuiiia.Ojibwa would mast were introduc:ed to lea than 12 weeb qo, tMy Ill· interfere with their abilit to leanl_Eagllib. let the lncomprehenalblesOllDds. Kea Ucker1 a native sludies officU' at the Jll'QYindal The children at the hrlH'OOm native school north or minlslry ol eoucation, said that priorto 1rn tlie governPeterboroQgh art learning to speak OJibwa •part of a meu~- phlloeophicll.apciroacb fo.native.educatiGa waa minislry ol education pilot program that begail in·Sep- · · cha.ra~ _by a patemaliltic desire to "usimilate'' !ember. native populations. Their teacber1• Bubbles Knott, a soll•poken middleTben in the early 1971B, wheo Jan Qiretlen wu mioaged woman wit11 short brown hair aad &JI llllUlllllling ister of Indian affairs, Canada's National Indian Broth- manner, says the language Is difficult toteadi. erhood oubllsbed a docwneut entiUed Indian Cclatrol cl Knott is a member oC the last generation or native Ca· Indian £ducation. · nadians fluent in their native language. SI~ the Its authon stressed the impOrlance of native Janstaff kltcMll after the claas, lhe ~ID a uncer· guage instruction for native chifdren: lain Engliah about the speed with whicb the Chi! are "Language... is the principal means by whicb the grasping the difficult la~ge. members of a society communicate and~ tnrorKnott coatends native dliR!ren have &JI illberent 1biJ. mation about culhft. Native languages an unity to learn Ojibwa, that they have a ~led famil· told riclmesa or the human a~t. bull up piece by piece iarity with the to~ their grandfathenatill s~. over thousands of years "tbedocwneot stated. The teacher believes that 11 the Qirve Lake children With Its emphasis on lettlna Indian people assume reare Introduced to the ancient language they are forging sponslble for administering fheir educational pro-' an intangible link with e. grams, the paper became fhe basis for a new DOiley on "l have two meparate ties;" she sayt the native eduCatioa, Licker sald. "Clearly asslmlJition· words coming aloWly. " y lleO(llllllty ~es I wasn't~. ao they abandoned it." s~ Ojibwa. I feel clllletenlly.'' ' ' A IChooi •Clllric:ulum bipl\gbtlng Wilm8 Jacobs Is c:o-ordinlitinl the native Juaua11e · •J:!\e tbelr=ta own * native heritage wa~ developed and 11 now in place acl'OllS the countrv. But "drastic action" was nec:ess8ry to prevent native languages from dving out, Licker soid. · "Unless we were willing lo do something within five to JO y.ars lhert wouldn't be any poinl because the language concern wouldn't be there anymore." · Five years ago, the ministry !Jellan the complicated task of developing standardized •Tilltn versions or the m)Tiad dialects spoken by native C•· nadians. Texts and materials had lo he ere· ated from scratch and language edu· cation pl"Ol{rams developed to train teachers. Knott. already fluent~ s~nt the last ~ve summers in Thunoer Bay leam· mg to teach. The ·pilot program began in natn·e schnols acl'O.!IS the province last SeJ>' len.ber. Native education commit· tees have until September 1988 to fu.111 • tpt~•nt•nt ttt. ~"-'•!"'• if'll in. mor k1 arten to vraae •· Native nguage programs will eventually be availalile right up to Grade 8. Licker said. In the early grades, the program ·concentr1tes on oral language, but from Gr1de 4 to Grade I a fulJ written curriculum will be included. Developing the program has been a complicated"" and expensive task laboul $200,000 for materials alone. Uckerestim1les.> Dealing with laneuage. partic· ularly 1 strong oral tradition. is a verv per!IOC181 thing, the education of· ricer said. "There are many vagar· ies II has to be Oexible." Ojibwa i5 nol the only language iJe. ing \aught in Ontario ScbooTs. Native children are learning to •lll!•k CrtiP, Mohawk, Oneida and Delaware, Licker said. The language programs are not compulsory but an incentive grant of $200 for every student involved in the program is available to native educ•· lion commlltees, Licker said. John MacDonald, principal of Rid· palh School in nearby Lallefield. is also principal al Curve Lake. <Indian bands in Ontario purchase educatio­ nal services from local public school boards. I MacDonald is enthusiastic about the language pragram at Curve • Lake. Althouah he does not understand Ojibwa, be says he Is impressed by the "spiritual quality" that Jacobi and Knoll bring to the leaching of the language. The Children at Curve Lake school ha\•e t..I learDina about traditional fnd"tari seuona. .September corre­ sponds with "the harvest m0011:" Oc· lobcr is called "the falling leaves moon.•• "This is the lime of the freezing moon," Jacobs explains in a proua and reverent voice, "• time when the rivers and streams l,legin lo freeze. · • "Olibwa is a rich lqua11e, 1 beau­ tiful la111tua11e." she &0!$ onto say. "Heaven forbid if v.-e &llould ever lose ii." Note : Anita (Bubbles) knott (NllP /85, Ml.TC /86) wil 1 be known to 1111ny of our readers as a s.-r associate teacher at Lakehead University. E>OOKS 1N "P'RINT Teaching the Indian Child: A Bilingual/Multicultural Ap­ proach. Edited byJon Reyhner. Eastern MontanaCollege, 1987. 280 pp. No price indicated. [lnfonnation for teachers of Native American students on bilingual education, the history of Indian education, curriculum, oral Iiierature, and allied topics. The editor is Coordinator of the Title VII Indian Bilingual Teacher Training Proeram at E Montana College. Order from: Dr. Jon Reyhner, Division of Elementary & Secondary Education, E Montana College, Billings, MT 59101.J SIL Publications In Linguistics. Granunars, dictionaries, and olher macerials on nwnerous American Indian languages, particularly C and S American languages, prepared by members of the Swnmer Institute of Linguistics. For a catalogue, write: SIL Bookstore, 7500 W Camp Wisdom Rd, Dallas, TX 75236. Howard,RayE. Ph.D., U ofNew Mexico, 1987. Navajo Bilingual Educaiion in Action, a Qualita1ive Study ofTeachers at a BIA Bordertown School. 290 pp. [Attitudes and methods of teachers at one Indian boaiding school, located near but not on the Navajo reservation. DAI 48(5):1174-A.] [Order# DA 8718487] Children or Cottonwood: Piety and Ceremonialism in Hopi Indian Puppetry. Armin W. Geertz and Michael Lomatuway'ma. U ofNebraska Press (American Tribal Religions serie~ 12), 1987. 4l:pp. $14.9S(paper)/$24.9S(clotb). {Hopis descnbe.the.mechamcs, perfonnance, and significance ofpuppet ceremomes m a ~umber of ~ts, with Hopi and English on facing pages and exiens1ve annotabon by the compilers. Also included is a glossary of Hopi technical terms. Order from: U of Nebraska Press, 901N17th St, Lincoln, NB 68588-0520. Add SI.SO for shipping.] 2 �·­ ATTENT\ON ALL IROQ.UOlS f - Three years ago, when the Native Language Teachers' Group was divided {Iroquois to UWO in London, Algonquian to Lakehead University in Thunder Bay) the calendared course descriptions for Iroquoian languages were Nput on hold• by the Senate of Lakehead University . That is, it was agreed that the courses would not be taught nor would they be removed from the calendar for a three year period. - That period is now completed, and Lakehead is once again examining the need for these courses. Courses that are not being used are usually removed from the calendar. Once courses are removed, it would be extremely difficult to reinstate them. These are "credit-bearing" courses, and should not be removed without due consideration being given to any possible im­ plications of such a move. - The Native Language Office at Lakehead is therefore going on notice by means of this newsletter announce111ent, that we are consider­ ing dropping the Iroquoian courses from our calendar. This is an open invitation to anyone who has advice or infonnation on the subject, to write or phone us about it as soon as possible. We will take all comments into serious considera­ tion as we make a final decision. ~tSEA"RCH NOTES The research project to study the Native Lan~uage Education needs of the reserves and reservat1ons in the Lake-of-the-Woods area (see niap) is now completed, and a copy of the fina~ report on Canadian findings and recoanendat1ons ha~ bee~ sent to each participating band. The Un1vers1ty of Minnesota at Duluth, who collaborated with Lakehead University in the study, is presently seeking funding to implement the reconnended work, vi z: production of videotaped Ojibwe language lessons geared to the fa~ily--le~sons ~ich the whole family can study together ln their own home. Part of the final report included a "~rotocol" which is reproduced on the back of th1s paae because of potential relevance to other similar projects in the future. The Northern Nishnawbe Education Council (NNEC) and Wawatay Native Communications . Soci~ty h~ve, in collaboration with Lakehead Un1vers1ty, JUSt submitted a proposal for funding to develo~ distance education delivery of a four-cred1t university program in Native Languages to remote colll11unities in Northern Ontario .. If accepte~. this project will enable university courses in Native Language studies (e.g. Al 1210, Al 12~0, NL 3251) to be taught from a distance e~ucat1on centre at Lakehead University, and rece1ved by students in northern conmunities ~Y means of telec011111Unications (teleconferenc1ng, computers, videotapes, etc.). We are ex~ited ~Y the possibilities distance educat1on ra1ses, a~d. anxiously await the end of March, when dec1s1ons on proposals should have been finalized . lMPORTANT NOllCE IN THE BEGINNING-- LANGUAGE Condensed from an article by John Noble Wilford in "The Globe & Hail", Dec. 19, 1987, by George Onwuasoanya, Native Language Research Assistant. In this article John Noble Wilford highlighted the fact that there has been some joint efforts by paleontologists, archeologists, linguists and others to discover human origins with a systematic analysis of the roots of the world's knO\m languages so as to reconstruct the primordial language, the mother tongue of all humans, but this search has so far proved abortive, and over time languages have kept changing beyond easy recognition. A few linguistic experts firmly believe that by analyzing the evolution and approximate sound and meaning of certain words, they have recon­ structed the basic vocabulary of a remote ances­ tral language that modern man has never heard or seen, which they call nostratic, a language spoken in Middle East between 20,000 and 12,000 years ago. It was from this language that many world languages evolved. From this technique, other linguists report to have reconstructed the root languages used by different peoples like t he early Americans, and Indians. Based on this work, Vitaly V. Shevoroshkin a linguist of the University of Michigan is carrying out a research that can help him find the primordial language with the view that the ancestral langu­ age spoken 25,000 years ago could be of help to this discovery. Such a search for relationships in language could be of much help to the larger study of hUlllan origins by anthropologists an~ th~ ali~e in their research on humans and the1r migrat1on across continents. Winfred P. Lehmann a retired professor of lingu­ istics at Austin University, Texas said that through language study we can learn prehistory and people's culture. Lehmann is of the view that all languages were related 25,000 years ago but these conclusions were unconvincing. Scholars of the 19th century made the first leap back of using the ancestral language in study of modern languages through comparison of the two languages from which they derived the root for languages. Professor Dolgopolsky a soviet linguist, in 1983 examined 140 languages of Europe and Asia and by statistical methods identified and in­ ventoried the 15 stablest meaning in some langu­ ages for examples, 1 - me, two - pair and so on. In this way, Soviet scholars established that nostratic for "l" was "mi" and for "me" was "mi-nv" etc. In a recent article on natural history magazine by Professor Ruhlen titled •A Guide to the World's Languages• published this year, he wrote : "There is strong evidence of three migrations in that each of the three new world families appears to be more closely related to language families in the old world than to · either of the other two new world families. Goon NEws FOP. SYLLAn&t$ Use'RS Grant Stephenson is happy to announce that the syllabic template project is nearing completion. Two years ago, Grant undertook a project to design and produce a clear plasti c template (rather like a large ruler) with which one could make titles, signs and lettering in syllabics. After many, many difficulties and setbacks, the technical work has been completed, and the tem­ plates should soon be available for purchase. Watch for infonnation on cost and ordering in our next newsletter. NATIVE LANGUAGE EDUCATION IN ONTARIO is an occasional Newslette~, published by the Native Language Office Lakehead University, Thunder Bay, Ontar10, P7B SEl, and mailed without charge to students registered 1n the Native Language Instructors' Program at L. U. 3 �l'HUIUt;UL ' (pertaining to the proposed pilot project "Using Technology t o Facil i~ate the Acquisition of the Ojibwe language within the Cultural Context of the Oj ibwe Nation.") I. Target Population (to whom is the learning material addressed?) THE LEARNING MATERIAL IS TO BE DESIGNED FOR FAMILY UNIT GROUPS WITHIN THE DESIGNATED OJIBWE DIALECT AREA WHO WISH TO BEGIN OR CONTINUE THEIR ACQUISITION OF THE OJIBWE LANGUAGE AS A FAMILY PROJECT. It may be that once developed, the material will prove useful to other groups or individuals as well (e.g. teacher trainees, and other students within the Human Service Professions, linguists, anthropologists, etc.). However, it is important that the primary target population be kept sharply in focus, not only to ensure its direct impact on this group, but also to prevent any possible bias being built in by adaptation to a spectator's point of view. Implications for the developers: (1) Topics and activities might be selected to reflect the interests, needs and capabilities of the whole family. For example, a dramatized segment might include an activity representing a fair cross-section of parents, grandparents , teenagers and young children, each taking a role approp­ riate to his/her own communicative reality (mealtime, a family outing, etc.). An activity segment might suggest language tasks that a father or mother could organize for the younger children in the family as "homework". In short, the family group should be learning to support each other's learning. (2) Each lesson might contain material basic enough to get a beginner started in the language, and challenging enough to suggest to a semi-fluent speaker wa)Sin which he/she can continue to learn and develop in the language. (3) Dialect variation within the target area (see map) might be represented (perhaps dramatically, through visitors to the family, or instructionally as asides about alternate pronounciation) but the main dialect presented should reflect the normative (i.e. not the exotic or unusual) speech of the area. ­ II. Instructional Objectives (what are the lessons intended to accomplish?) THE LEARNING MATERIAL IS INTENDED TO DEVELOP INCREMENTALLY THE LEARNERS' ABILITY TO UNDERSTAND AND SPEAK IN THE OJIBWE LANGUAGE, THROUGH BALANCED ANO GROWING COl+IUNICATIVE, LINGUISTIC AND CULTURAL COMPETENCIES. There are three pitfalls into which the unwary curriculum developer tends to fall, that work against the objectives stated above. These ar~ (a} talking about the language rather than providing instruction and practice in us1n~ the language, (b} si~ilarily, talking about the culture instead of prov1 ing models of cultural behaviour that t'lii'learner can imitate*, and (c} stressing the learning of vocabulary without integrating it into phrases and sentences with implications for use in real conversations. Implications for developers: (l} Conununicative competence implies that the language being taught will be useful in real-life situations, and will equip the learner to actually be able to c011111unicate with Native "°nolinguals. Developers might ~tart by asking themselves what people in such situations might really want to be able to say. (2) linguistic competence implies that the whole range of Ojibwe language structures be kept in view, and included, a few at a time, until all eventually are mastered by the Students. A linguistic consultant is indispensible in assisting with this aspect of the curriculum. ( 3) Cultural competence implies that the learner will not merely learn to speak the language, but will at the same time be learning how to use the language in culturally appropriate ways, so that while talking Ojibwe, he/she will also be behaving in a proper Ojibwe way. Developers must use imagination and sensitivity to introduce elements of culture suitable to the age of the learner and the language he/she is learning to use at any given time. III. Orthographic Standard (what writing system is to be used?) It is not expected that there will be much emphasis on the written language because the instructional objectives already discussed stress the aural/oral aspects of language learning. However, it is important that any written material be presented in a consistant and widely accepted fashion. Therefore, THE ORTHOGRAPHY USED IN THIS PROJECT SHALL CONFORM TO THAT USED IN THE NATIVE LANGUAGE INSTRUCTORS' SCHOOL AT LAKEHEAD UNIVERSITY AND REFERRED TO BY THE RAINY RIVER COMMUNITY COLLEGE OJIBWE SPECIALIST PROGRAM AT THE "DOUBLE VOWELL" SYSTEM. Implications for developers: The Algonquian linguist at lakehead University will be available to assist in matters pertaining to orthography, and will do the final edit of print material for publication throughout the project. IV. Proportional Native Involvement (who will take part in the project?} To the greatest possible extent, administrators of this project will ensure that BOTH AMERICAN AND CANADIAN NATIVE PEOPLES OF THE DESIGNATED DIALECT AREA Will HAVE THE OPPORTUNITY TO PARTICIPATE ON A BASIS PROPORTIONATE TO THEIR POPULATIONS. Implications for developers: Keeping the bands and convnunities informed of the work, problems and accomplishments of the project team as it progresses in its work will give the area "ownership" of the project, and will not only provide a forum for potentially good suggestions from the field, but will also provide a climate of receptivity to the finished material at the conclusion of the project. A newsletter to bands and conrnunities might be considered. * It has correctly been noted that one cannot teach language without (automatically) teaching the culture. Unfortunately the reverse is is not true . All too often plans to teach language AND culture develop cultural lessons in some death but evolve to an almost total neglect of language teaching. Developers must be on guard against this phenomenon. od" �·­ NOTICE BOA"RD Applications are invited for a probationary (tenure track) appointment in Algonquian Languasa Studies. affective 1 July 1988. Thia poai ti on will b.e c rosa appointed to Education and Languages. Prefer­ ence will be given to candidates holding a doctorate. with field-oriented studies concen­ t r ated in Alongquian linguistics. Candidates having an equivalent combination of academic credentials (a completed Heater' 11 degree in lingui11tics as a minimum) and strong field experience will be considered, A teaching certificate and relevant successful experience in Education would be an aaaet. The succesa­ ful candidate ahould e~hibit a record of research and scholarly activities. with an awareness of apd sensitivity to the culture of Native people. Duties will include an appro­ priate combination of undergraduate and gradu­ uate teaching, research and scholarship in Native Languages and Native Teacher Education. Rank and salary will be co1111Densurate with qual ifications and experience. Send full cur­ riculum vitae and the names of three referees t o Dr. Dianne Co-on, Dean of Professional Studies. Lakehaad University, THUNDBR BAY, Ontario, P7B 5El. Jn accordance with Canadian l11110igration regulations this advertisement is directed to applications from Canadian citi­ zens and permanent residents. DISTBBCE EDUCBTIOD SYmPDSJDm LAlC&HBAD UNlVBRSIT!. ~ maecu 21. 25 tsao BT LBKEHEOD UDIVEBSITY THODDER BBY, ODTBRIO RESEBBCB BOD DEYELDPmEnT PBIDBITIES ID CBBBDIBll DISTBDCE EDDCBTIOD This symposium is spom;ored by CONTACT NORTH/NORD, LAKEHEAD UNIVERSITY ond CONFEDERATION COLLEGE FOR FURTHER INFORMATION,.CQNTACT: Distance Educ.ntion Symposium Coordinator Faculty of Education, LD.kehead University .BQUAL OPPORTUIUTI BHl'LOl:JlR Thunder Bay, Ontario P7B SE l Telephone: (807) 343-8705 Teacher of Dative as a SecQDd Languaga-­ lroquqian Will be offered by Tha Faculty of Education University of Western Ontario. Lend.on In July, 1saa If you ore Interested and would like more tnformel1on please contact your Bond office or Reg Henry, She NaUons Reserve S 19-759·2650; or Del W.olsey, University or Western Ontario 519-661-3162. Written 1nqu1Mes may be forwarded to: Del Wolsey, Coordtnator,NLTC, Un1vers1ty of Western Onter1o, Faculty of Education, 1137 Western Road, London, Onter1o, N6G 1G7. ki.skinahamawakan.-dcimowinisa /Student Stories. Written by Cree.Speaking Studws, Edited, Trualatccl ud with a Glaauy by Preda Ahenakew. 1986 [~1 76 !NB: for IM~ edilion. zu Reo4as and Stlldy Guida 4/ ORDERS SHOULD BB DIRECI'ED TO: Voices of Rupert's Land c/o LiDguistic:a Deputment s 7.5() Prof. Verna J. Kirkness Director of Native Indian Education Faculty of Education University of B.C. Vancouver, B.C. V6T TZ5 Phone: (6041 228·5854 (604) 228·5240 University o£Muitoba WINNIPEG, Manitoba R3T2Nl Cau.ada 5 �1988 TESL CANADA SUMMER INSTITUTE CONCORDIA UNIVERSITY Montreal, • ADMINISTRATION OFFICE CHIEF ETHER DEL.EARY Canada First Term Courses: July 4 - 21,'1988 Chippewas of the Thanies First Nation R.A.11 MUNCEY'-ONTARIO MOL 1YO 1EL (5111) 264·1528 ~ebec, Second Term Courses: JUly 25 - August ll, 1988 TESL Canada sunvner Porum: July 22, 23, 24, 1988 POOITI<li AVAIIABlE: Native Language Teacher Mt. Elgin School R.R. I 1 Muncey, Ontario OOirlYO Fluent Oji..bwe Speaker. Native Language Teacher Training. sone University training or equivalent. Linguistic training, To teach the Chippewa/Ojil:Me dialect. To teach pre-kindergarten to grade 8 students. To work in conjunction with the classroom teachers in the teachin9 of the language. Willingness to volunteer for extra-curricular activities. LANGUAGE EDUCATION IN CANADA: FURTHER EXPLORATIONS OF COMMON GROUND Sponsored by CONCORDIA UNIVERSITY TESL Centre and TESL CANADA' Send written Pesuire to: COURSES: CH1PP&1AS OF THE THAMES FIRST NATlOO A variety of three-credit courses will be offered to students at the under­ graduate and graduate levels. Under­ graduate students may earn a maxi.mum of six credits in each term. Graduate students may earn a maxi.mum of three credits each term. R.R. I l MtN":EY, CNl'ARIO OOL-lYO The courses given are from the B.Ed. TESL, the -TESL C~rtificate, the Certificat d'enseignement du fran~ais langue seconde aux adultes, •and from the M.A. in Applied Linguistics. For detailed information about programs, consult the Concordia calendars. Students from other universities should confirm with their home universities tha~ course credits can be transferred to their programs. NA111'f: /,AN<;g!l(;I-. l'NO<;RMts Of' FlH 'CA110N 1';.tCl'I. n· Lakehead Universi~y '/7>1111<k~·/l<!l: 011tm"kJ, ('.a11adn l»•J11/<.••I• / ..II ~I I COURSES INCLUDE: Stuc1ents workincr toward their a.A. at 1.akehead Uniyersity may now work tq.rotd a "minor" in Native I.arsuaae Studies. For concw:rent D.A./B.F.d. students, and those B.A. students WC> plan to take a B.F.d. aft.er they receive their a.A. deqree, there nay be interesting .i.nplications for their dloice of "teachable subjects" at the Intennediate and Senior levels. 'lbere ~ 2 routes to a minor in Native lan3ua9e Smiles: 1) for fluent speakers - these students wculd oalbine Algonquian courses (prefixed Al in the calendar) with Native. language courses (prefixed 2) for non speakar& and ~d CXIOOine Natl.Va NL) Oj il::Jwe ~ to oa11>lete non-flue.nt speakers - these stuclents I.anJua9e Courses (prefixed Oj) with 0Jurses (prefixed For either ro..ite, the requirement is as follows: "An their minor. , · NL) , Heritage Language Programs Language in Native Education Program Evaluation Language Acquisition Bilingual Education Testing and Evaluation Language and content Computer Assisted Language Le~rning and Teaching Practicum in ESL Methodology for ESL Comparative Phonetics Modern English Grannar Analyse et creation de materiel didactique (!'SL)* Introduction a· la didactique, fran'iais langua second•* for a minor in Native I.anguaqes avar.sll avetage of 60t or higher is required in of 3 full c:curses beycnci the fil;st year the equivalent level. 11 students interested in p..irsuinq a Native Language minor should identify themselves to the Coordinator of Native Languages durin;J their first year of studies in order to plan course selection that will enable then to meet this requirement. * Taught in French B. Barclay TESL centre Concordia University 1455 DeMaisonneuve Blvd. w. Montreal, Quebec H3G 1M8 Canada Tel. (SU) 848-2U9 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (3), February 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/6871a8872ee6c17d3c5a742f13e50386.pdf bad1223f371ea5d098efcddf88e9383f PDF Text Text Volume III, Number 4 - March 1988 NATIVE LANGUAGE • ONTARIO EDUCATION· 1n HEN 'R\ETTE--SEY FFERT SEEN ON A ~UL.LETlN ?>OA"R]) 'PRIZE ESTA'8LISH£I> Graduation time, 1988, will see the inaugura­ tion of a prize for excellence in Native Language studies among the students at Lakehead University. The prize has been donated in memory of Dr. Henriette Seyffert, whose vision and hard work brought Native Language programs to Lakehead University. Dr. Seyffert was chairman of the Department of Languages in 1981 when the Native language Teacher Training (NlTT) program, directed by DIANO, was transferred to Lakehead University to become the present Native Language Instructors' Program (NLIP). Active and interested in Fine Arts education, and a teacher of French language and literature within the Dept. of Languages, . she took a keen interest in the Algonquian language courses needed as part of NLIP. Recognizing that a full-scale language program of Native Languages at the university level also required a variety of advanced courses, as well as basic introductory courses for language learners. Within a few weeks she had drafted course descriptions for all the Native language courses presently lfsted--rri our calendar. It 1s a n~rk of her sensitivity to Native language issues and her grasp of good language education that through the years these course descriptions have served us well in all the various directions we have taken. Or. Seyffert realized as well that new pro­ grams require funding, and worked tirelessly and sacrificially to establish a research fund for Native Language projects. She was never too busy to listen, think about, and advise on any Native Language concerns brought to her. In the sunvner of 1986, Or. Seyffert succumbed after a long hard bout with cancer. She is missed, and will not be forgotten by those who knew her. For those who did not, the memorial prize will keep her name alive among the students of Native languages for whom she worked so hard. Terms of reference for the awarding of the prize read as follows: Dr. Henriette Seyffert Memorial Prize in Native Language Studies Established in 1987 in memory of Dr. Seyffert who was the A10ving force behind the establish­ ment of Native language studies at Lakehead University. Awarded to the student who has completed a minimum of three full course equivalents in Native language Studies at this University, and whose average mark, computed on all Native Language courses com­ pleted, is the highest for the year. No student shall receive the prize more than once. DELAWARE LOSS MOURNED Word has just reached us of the passing of Ethel Peters, Delaware language teacher. Ethel was one of the very first group of language student-teachers, back in 1974 when NLTT began. She, along with four other students, fonned the first class, and her good humour and hard work­ ing concern for the preservation of Delaware were clear to all. Ethel was always a "lady• and set.high standards for those who follow after· her. We mourn her loss. Teachers--Please try to avoid: 1. excessive use of orders, opinions, questions. 2. saying more than two things without waiting for a response. 3. speaking over or under the learner's level of conmunicat1on or co11tprehension. Something to think about! :O:E:P.~:R::rn:ENT or .c...it.NaU..\a:E~ · 1988 Summer Cou.rse NL Seminar 3251 'l'HEORY AND PRACTICE OF TllANSLA1'10~ Trarttlntlo" theory wlll be •rplled lo lbe pr1c1lcal problem• of l111a~ln1lns from l!nallsh lo aa A110114l11lu 11.11111•1•, and lroaa aa A11onqula.a. la11111•1• to Enalilh. . Ltclttr1r: Li.fa Val1nti1111 U1dt11rsll1 o/T•xa.r aJAwtlli Tu111: 10:00 • 12:00 "ootiMTWTF JulJ4·21. Pot tu~ JAl'o~~ call Ibo Nlllln Llquaae o~ • i _· !ft (807) 343·854Z .. Lakehead Unlversity~ ... exc~l~nce in erlu~ation ."HEL'P REQUE·STED A number of news1etters have been returned to us marked •moved--no forwarding address". Please, send us your change of address when you move. in order that we may be able to keep in touch with you. Aalong the •missing• at the moment are: ·Barbara Sutherland Elizabeth Schuchert Agnes Hunter Barbara McDonald • Bertha Metat Agnes Hardy Ji11 Fox Anyone knowing the present address of any of these folks is requested to drop us a line. THIS IS SERIOUS. If they didn't get their newsletter, there's every chance that they have not received their summer programs package eitherl Thanks for your help! NATIVE LANGUAGE EDUCATION JN ONTARIO is an occasional Newsletter, published by the Native Language Office, Lakehead University, Thunder Bay, Ontario, P78 5E1, and mailed without charge to students registered in the Native Language Instructors' Program at L.U. �.. REPORT ON VlSlTS TO SC.HOO\..S Marva Ho11ala and Mary Mitchell have been busy visiting Native language classrooms in the past few weeks. They are trying to "make it• to every teacher who went in a teaching schedule last fall. The following are sOllle highlights of the v1s1ts: Marva visited: Olive McGregor, Birch Island, is using team activities, singing activities and student-turned­ teacher activities in her classes. She showed Marva some of the materials she had obtained through various contacts reaching as far as Minnesota. Sharon Boissoneau, Garden River, continues to develop materials and search for new activities. Her older students are involved in material developt11ent as well. Mary Otakwadjiwan, Sault Ste Marie, is conducting effective circle singing and activities with her students. Maryanne Endanawas, Sheshegwaning, has been keeping careful and detailed records of her lesson plans in binders, filled with good ideas. Her students are perfonaing "impressively". Mary visited: Bernice Greene, Shoal Lake, has a very heavy schedule of language classes throughout the day, and manages to provide different lessons for each grade, suitable to their interests and ability levels. She travels to the classrooms to teach her classes, and each room has an area in which she has arranged interesting OJibwe language displays. Nora Hiller, Morson, is also teaching several different grade levels, and providing different lessons and units for each one. She shares a classroOlll with the French teacher, and the Native language charts, pictures and displays she hes organized on the walls are very professional lookina. Margaret Big George Stevens, Atikokan, teaches a high 1choo1 credit course 1n the hi9h school on Monday evenings. (One of her student• 11 10 interested that he's th1nking of coming to Lake· head Univ1r11ty to continue his OJ1bwe l1ngu1gt 1tud1tsl) Margaret'• 1nthu1f11m ~s contagious, and 1ht work• hard with her 1tudent1 on pl"Onoun• c1U1on. Sh1rlty M1sh1b1n1J11111 11 t11ch1ng at Conf~dtrat1on Collett 1n Thunder 81y. Thtrt wtrt n1nt 1tud1nt1 1n th• c1111 th• n1ght Miry v111t1d. Tht c1111 h11 b11n runn1nt 1inc1 J1nuar1. Sh1r11y 1nv1t11 1"11ourc1 "'oP1t 1n from t1rnt to t1Mt. Tht c1111 ru~• from 7•f130 ~.m. each W1cln11d11 1v1n1ng, Janet 8r'uy1ri 1 ,ort ,r1nc11 1 t11ch11 a number of d1ff1r1nt c111111 1n two d1rf1r1nt 1choo11. She 11 1nJoyfn1 her ftr1t year of teaching and 1xp1rf1111n\1n1 w1th ntw 1d111. TEACH I NG Tl'PS A recent practfcUll assig11111ent submitted by Caroline Comegan, Big Grassy, Ontario. included such helpful pointers that I wanted to pass them along to Newsletter readers. (Thanks, Caroline!) l. Never teach Just words but use known struc­ tures to introduce new vocabulary. 2. Use body movement {doing actions). It helps students to remember language. It is very effective in language class. 3. Don't translate songs into Ojibwe word by word. Hake up your own words but use the same tune of the song. 4. Never put big X's on their activity sheets or tests. Don't count how many mistakes they make but count how many right answers they have, 5. Praise their efforts and achievements . 6. Never attack a student but attack the problem instead. 1988 Bu.mmel' Cou.l'ses Ollbwe201! Oiibwp3QJ! FIBLDSTUJ>Y OJlDWE IMMERSION Ulll1 U •Aqua& H) Uult•») ,.,._ iwo 11111 oouna hi•• """ d..lpcd to 1111p lht 11ud1n1 •ra111d• hie/her nunq 11 1111 OJlbwt lllllUll•· In OJ. 201 l, ea 11\1d1111 wll work wllh a ft111t helper IO lunl Ind pTICtlOI fa lllt dllltcl ot choice, wldl GOUrH inttNctotl • ONCfllco1111lt1D11. 111 OJ. 30ll, 1tude11ta will 1ppl7 lllt 1klll1 ...... Ill Illa n111- IO 111 lndlvldulllled 1ulde4 pl'Ojlcl. 'l1INt counu 119 ,_. . _ wl&h '°"''_prior llllowlldp of OJlbwt: •eou... OJ, 1010 and OJ, IOla 8' • ...i.nu1n11p11un m: .................................,Ojlbw. ,_,..., ..,....,_ 11111111 N..aw LM1•1pOm.t (107) 141·1~41 - · Lakehead University_ &""'11G1 iii etiuctltio11 · NL\'P STUDENT WlLL "BE MISSEl) We are sorry to report that £111111 Oskineeg1sh pa11ed away fn January, after 1 battle with cancer. E111111 had completed three years of her NLI program 1n Net'1ve u a F1rst Languaoe. Our sympathy goes out to her family and personal friends, We were glad to have known her. She wi 11 be 1111111d. DEADLINE June 10th 1s the deadline for receipt of co1,1pleted application forms. Pleas.e ensure that your application (yellow forml and all backup material are correctly and cOlllj>letely filled out and in our office by that date. We cannot guarantee acceptance of any late arriving applications! Places are limited; so please do be prOfllPtl l)OOK 'RE~O'RT This report looks at the atate of Native languages in Canada using the information gathered in the 1981 census. Many different factors, such as geographical location, age of the 1pe1kar1, and language 9roups, are related to the maintenance of these languages and some conclusions art made. Suggestions for further study and for using this informa­ tion to help matnta1n Native languages are included as well. With the many maps, charts, and diagrams which are included 1n the report, ft could be a useful resource for both teachers and students in Native Studies and Native language programs. Page 2 �; . lnternat.ional News Reprinted from: READING TODAY, 5:1, 1988. Recife Declaration formed The Twcnl\ -second Seminar or the In1ern:1tional Associ· ation for cCO:~s-Cuhural Communication (AIMAV) was held October 7-9. 1987 at 1he School of Luw of the Univer· sidade Feder.ii de Pcrnambuco in Recife. Brazil. The semi· nar. which focu~ed on Human Rights and Cultural Rights. wus chaired bv Francisco Gomes de Ma1os. who al~o chairs IRA"s t~1erna1ional Development in Ullin America Committee. Panicipants in the seminar composed the following declaration. Considering that the ideals and principles of equality. solidarity. freedom. justice. peace and understanding. which have inspired national and international legislation and instruments on human rights. share a crucial linguistic dimension. Recognizing 1h:11 the learning and use, maintenance and promotion of languages contribute significantly 10 the . in1cllec1uul. educational. sociocultural. economic and political development of individuals. groups and States, Nuting that the Universal Declaration of Human Rights. the International Covenants related to human rights and other international universal instruments make provision for cultural rights, Conscious or the need to arouse and foster awareness.· within and across cultures, of the recognition and promo­ . . ... .: .· tion of the linguii;tic rights of individuals and groupi;. Asserting t~at linguistic rights should be acknowledged. prun1otcd 11nd observed nationally. regionally and inrcrna· tionally. so as to promote and assure the dignity and ·~quity of all languages. Aware of the need for legislation to eliminate linguistic · prejudice and discrimination. and all forms of linguistic domination. injustice and oppression. in such contexts 3S services to the public, the place or work. the educational sy8tcm. the courtroom and the mass media, Stressing the need to scnsitiz.e individuals, groups and Stares to linguistic rights, to promote positive societal attitudes toward plurilingualism and to chonge societal structures roward equality bclween users of different Ian· guages and varieties of languages, Hence, cognizant of rhe need to provide explicit legal guarantees for linguistic rights to individuals and groups by the appropriate bodies of the member States of the United Nations. Recommends that steps be taken by the United Nations 10 adop1 and implement a Universal Declaration of Linguistic Rigtits which would require a reformufation of national, regional and international.language policies. OJIBWE STUDIES AT RAINY lUVER COLLEGE Wilf Cyr (Northwest Bay, Ont.) and Dennis Jones (Nicickousemenecaning, Ont.) are providing leadership in the Native Language Specialist Program at Rainy River College, International Falls, Minnesota. They have been discussing the possibility of an articulation agreement with Lakehead University, the intent of which would be for grads of their two year program to continue their studies (general and in Native Languages) at Lakehead in order to become qualified teachers. Mary Mitchell visited Rainy River College in late February, and was impressed with the hard work being done there to make dreams of Native language education come true. OJIBWE/SAULTEAUX 1988 Su.mm.er Course NL Llneuistics 2713 ALGONQUIAN LINGUISTICS A study of the laoguages of the Algonquian family with particular emphasis on Ojibwe and Cree. lActurer: Jolm O'Meara,McGiU Utliversily Timi: 7:00 • 9:00 p .m .MTWTF July4-22 NEW TESTAMENT 'PUaLISHED For f11nhcr lnl"ormatioa, call the Native Laogu1ge Omco A celebration is planned for Grassy Narrows, Ontario, the second weekend in July when the new Ojibwe/Saulteaux translation of New Testa­ ment scriptures will be dedicated . The trans­ 1ation project began 25 years ago, and many Native people in northern Ontario have taken part i n the work, under the direction of Chuck Fiero of Cass Lake, Minnesota. Con­ gratulations to all those who shared in this l abour! (807) 343-8542 - · Lakehead University_ &cellence in ~ducation Page 3 �U.6.tvi.ing 60Jt En.jolJIRV&.t The following techniques are, in general. intended to help the child advance from understanding single sentences to grasping the complete idea of a story. 1. Action sto..tiu Tell a 4.bflple. story. Use pictures wherever necessary. Have the children participate in the action of the story with you. Example (have picture of a bear, a bird, honey, a tree, a beehive, a bee): - Little Bear was sleeping.(Children pretend to sleep.) - A little bird started to sing. (Show picture. Children whistle.) - Little Bear woke up. (Children wake up . ) - He stretched. He yawned. (Children stretch. Yawn.) - He thought to himself. I'm hungry. (Rub st0111achs, lick lips.) - I want to eat some honey. (Show picture.) - Little Bear started to walk. (Walk.) - He saw a tree. (Show picture.) - He listened. (Put hand behind ear.) - He heard s0111ething. (Make buzzing sound.) ' - Bees! (Show picture.) - He started to climb the tree . (Pretend to climb.) - A bee came around his head. (Finger circles head, buzz.) - It sat on his nose. (Touch nose.) - It stung his nose. (Pinch nose . ) - Little Bear started to cry. (Pretend to cry. ) - He ran hollle . (Run on the spot.) - He went back to sleep. {Pretend to sleep.) - He didn't eat any honey. (Show picture, shake head . ) TEACHING LISTENING (reprinted from the English translation of the Quebec edition of the Native Language Teachers' Notebook, 1983.) 2. Ta.t/Wts Boolu I These are an excellent way to get children to hear, and understand what they hear. See section F of this Notebook. 3. Uttle. VJUUlla4 IP.lay4 l Tape record a simple narrative, . and have the class act it out as a brief dramatic presentation while the tape plays. The best script for this would be dialogue. See section·F of this Notebook for ideas. 4• Pu.ppe.,t V.ia.log ue. Using yourself and one hand puppet, act out short little dialogues for the class. For example: - Hello To11111y. - Hello teacher - brr, it's cold today. - Yes, it's cold. It's starting to snow. - I'm very cold. - Here - put on your coat. This dialogue would be most appro­ priate on a day that really is cold. Try to have your dialogues reflect real. i11111ediate situations. Veve.topmen..t: Finger puppets provide an ideal way to develop dialogues using plural forms . Put several on the fingers of one hand , and you can say such things as: - Where are you (plural) going? - We're (exclusive) going to the store. - Let's go together! - Where did they go? You may wish to tape certain standard dia­ logues. Children can then use the puppets with the tapes. Thus, they are encouraged to suit appropriate actions__to each puppet's speech. 5. Hi.dd.vr. Woll.d Teach a new word to the class, and then tell them a story in which the word appears many times. Give each child a little pi cture of that word. As you tell the story, they ~st hold up ·their picture each time they hear the word. Story example (give each child the picture of a teddy bear) : Mac is his name. He is a teddy bear. He is the baby's teddy bear. The baby likes him. He will not go to sleep unless he has his teddy bear with him. And so on. Pe.vel.op.(.ng thi.6 4fULl: When the children can handle this well, tell a story with two hidden words. Give half the class one picture, and half the other. When you first use this technique, use only one form of the word. For example: in "see", always make it, "he sees it~ for book, always ~ake it "the book" . Later, add variations of the form: they see it, we saw it, wil 1 you see i t.o my book, books, his book. Page 4 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (4), March 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-03-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/a91cc7a534d4771085af59b465b566d1.pdf e2bd96592fc08aa408abde3a138d3a93 PDF Text Text Volume III, Number 5 - June 1988 NATIVE LANGUAGE EDUCATION in ONTARIO Two NATIVE lANGUAGE AP101NTMENTS The Native Language Office is pleased to announce the appointment of two new faculty melllbers in Native Language Studies at Lakehead University. Barbara Toye-Welsh, Coordinator, Native Language Progr<1111S, Faculty of Education Barbara is presently a lecturer of English Language Arts in Teacher Education at the College of the Bahamas. She has taught in England, Alberta, Ontario and Quebec. She holds a BA in Linguistics and a BEd in Native Education fro~ the University of Saskatchewan, as well as an HA from Dalhousie University in Curriculum Development. She has also studied ESL at the Master's level and has a PhD in Progress in Multicultural Literature . Barbara has 2 children, a boy and a girl, around 8 and 9 years of age . She has taught Inuit children, studied Cree linguistics, taught and administered a number of education programs and written several significant papers in the Second Language teaching area. Barbara will join the Lakehead staff around the middle of July, and will thus have an opportunity to work with Mary in our NLIP /88 school, before Mary leaves the university at the end of July. We welcome Barbara warmly to the "NLIP family" and look forward to 111eeting her soon. John D.W . O'Keara, Algonquian Linquistics, Department of Language•, Faculty of Art• ' sciences and Native Prograaa, Faculty of Education John is no stranger to the NLIP school. He taught Algonquian courses in our school during the summers of 1985 and 1986. He is currently completing the PhD dissertation for his doctorate in Linguistics from McGill University. His dissertation title is Delaware Stem Morphology, and Delaware language teachers have come to know hi m well through his frequent visits to Sout hwestern Ontario while working on the Delaware language. Even during his busy university years, John has done much to support Algonquian language st udies. In 1985, he co-organized the Seventeenth Annual Algonquian Conference, held in Montreal. He has also wri tten a Delaware suppliment to the Native Language Guideline put out by the Ministry of Education. John will be teaching in NLIP this summer as f ollows: Al 12328 (Year 2, NASL/NLTC) and NL 2113 (Algonquian Linguistics), an "Institute• course. We're delighted to have •an old friend• coming to strengthen the Native Language program within our Languages Department, on a full-time basis . Welcome John; it will be good to have you here. 'PR12.I: WINNER ANNOUNCED Congratulations to Larry Beardy, whose name has just been announced as the first winner of the (annual) Henriette Seyffert Me~orial Pri ze in Native Language Studies. To date, Mr. Beardy has completed six half courses in Native Langu­ age studies with an overall high A average. He has also taught Oj 1010-1012 in Lakehead's Department of Languages, and taught a methods course in NLIP's Native-as-a-first-language program. We wish him well as he continues his studies toward a BA degree. lROQ.UOlS Coun.ses To '?>G 'DROPPED In Volume III, Nwnber 3 of this newsletter, a call went out to Iroquois language personnel to respond to the idea of removing the Iroquois courses from the Lakehead University calendar. Since NO response has been received to date, we believe that there is no longer any demand for these courses at Lakehead and have therefore begun the process of striking these courses from the language department listings. We have many happy memories of Iroquois language students on this campus, and will continue to remember you all, and wish you well. Please keep in touch! NL·· A .. TEAtHA8LG SUBJECT .. Plans are going forward under regulation 269 to add "Native Language" to schedule A, in order to make it a "teachable subject" for purposes of entry into the Intermediate/Senior panel of pre­ service studies in Faculties of Education in Ontario. He applaud the Ministry for this initi­ ative, and see it as an important step forward in regularizing the study of Native Languages in Ontario's School Curriculum. Deadline for Applications for NLIP /88 is June 10th! Don't Delay!!! !NTE'RNATloN~L TcACttETt /as JOINS NLIP STAFF Students in the NAFL major this summer will be privileged to study with Professor Seth Agbo. Mr. Agbo, a citizen of GHANA, has for the past four years been a senior lecturer at the teacher's college in Sierra Leone, and has had experience in the preparation of teachers of minority language groups to teach reading and language arts skills in villages. He brings to the task personal teaching experience in all l evels of education, and i s presently in Canada furtheri ng his studies i n educati onal administration . We l ook forward to having him on the teaching team thi s sWM1er, and to sharing his ideas in the area of minority language arts education. NATIVE LANGUAGE EDUCATION IN ONTARIO is an occasional Newsletter, published by the Native language Office, Lakehead University, Thunder Bay, Ontario, P7B 5El, and mailed without charge to students re9istered in the Native Language Ins tructors' Program at L. U. �NATIVE LANGUAGE MATERU\\S DEVELOPMENT Four materials development projects have recently been completed or are nearing completion: Syllabic Template Under the supervision of Grant Stephenson and with the financial assistance of the Secretary of State, a syllabic template has reached the final production stage, and will be on sale in the Lakehead University bookstore within a few days. The template is similar in shape to a plastic ruler, and has the syllabic shapes cut out of it. With the proper technical pen, the template can be used to trace neat and regular syllabic titles, signs, posters, etc. A sample of the lettering from this template is provided elsewhere in this newsletter. Templates can be ordered for $6.25 each, plus $2 shipping charge by writing to Lakehead University Bookstore, Thunder Bay, Ontario, P7B SEl., and requesting a "syllabic template". It is reconunended that the appropriate technical pen also he ordered at the same time. This pen will cost approximately $14. Algonquian Verb C&rd A study tool for Ojibwe or Cree language learners and for students in Al 1212 or Al 1210 is now in the bookstore. It is a companion to the Algonquian noun card developed three years ago. It is a buff coloured card, sold in 100 card packages at $2.25 (plus tax) per package. It looks like this: 0 code D 1 2 3 Illustrated is one set of p1cturu from the Core Ill Program, used to teach the Preterit of unrealiied intentions. The script runs as follows: I 1 I I I I was was was was was was going going going 90lng going going to to to to to to wash clothes, but the wringer Isn't working. wash dishes, but there Is no soap. iron curtains, but I can't find the iron. paint the shed, but I spilled the paint. plant the garden, but it's rainin~. carry water, but the pail is leaking. 1+3 s 2+1 pl 2+2 3+3 h Verbo Game The plates for the reprinting of the Algonquian game "VERB-0" have been delivered to Keith Lickers. We are encouraged by this step-in­ the-right-direction, and hope that Keith will have good news for us soon. Core III (Algonquian) The fourth teachers' guide in the series "Teaching an Algonkian Language as a Second Language" is in it's final editing process and should be on its way to the printer soon. The book is a Core Program for grade three, and ~ontains two interesting appendices: Appendix A is a physical education program for grade III, to be taught IN the Native Language. It was written by John Delaney, a highly regarded physical education instructor and educator of Native children and youth. Appendix B contains a plan for the beginning of Native reading instruction to Na~ ive-as-a - second-language students, and is written by Mary Kitchell. Ernestine Buswa, of the Ojibwe Cultural F?undation, is in charge of this project, and we wish her well as she prepares the manuscript to go to press! Sample of Script Produced from Portion of Syllabic Template (see above article) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (5), June, 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-06-01 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