797 10 13239 https://digitalcollections.lakeheadu.ca/files/original/7bfefe59571e5491c52f5dd5cfc5f03a.pdf 38ecb1c30490a8003df8fab5105a8eea PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..vJ�·' PP..o<l LnA•br b N.L.I.P. Volume 9, No. 3 February 1994 �Volume 9, Number 3 February, 1994 General Editor: Lena Odjig White Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................../1 President's Message................................................................/1 The Four Language Teaching Methods By Lena Odjig White.........................................../3 Teachings of the Seven Grandfathers By Lena Odjig White.........................................../6 Survey of Fluent Native Speakers By Sweetgrass First Nations Language Council........./9 :NI.- 3251 Seminar ................................................................ Jl2 Announcement: Julia Ann Rivers........................................./12 Natives Fight to Save Language .......................................... J13 Salute to Elders....................................................................J14 Ojibwe Play by Rose Nadjiwon............................................/15 Natives must keep language ................................................./16 Call for Submissions ............................................................/16 Conference News ................................................................Jl7 Pow Wow lnformation ........................................................ /18 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. lbeir enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: •review a resource *write an article •provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call the either Lena Odjig White at (807) 343-8003 or Sonya Bruyere at (807) 343-8542. NativeJ:iJOfUA�in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5E 1 February 1994 �Coordinator's Message Aanii I Boozhoo! Kina enchiyeg gmikwenmigoom. Nishin go maanda wiindmaading ezhchigeng, ldnoomaading miinwaa aasgaabwitaading pane. We are thinking of you, and it is good that we share what's going on, infonnation on current activities, thoughts and ideas, and supporting one another in our endeavours. Plans for the Native Language Instructors' Program (NLIP) for 1994 is underway. The Native Language Teachers' Certification (NLTC) and the Native as a First/Second Language Diploma (NAFUNASL) 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. One of the institute courses, NL3251 is innovative and is described in this newsletter. The Practicum Workshops for the fourth week of classes will again include Arts and Crafts, Herbal Medicine, Medicine Wheel Teachings and Adapting Existing Materials. New workshop topics this year include Adult Education, Music in the Classroom (tentative), and History and Traditions. The dates for the NLIP 1994 are: Monday, July 4 - July 28 (NLTC); July 4 - July 22 (Diploma Programs). Registration will be on Sunday and Monday morning. You will be notified of the specific times and other details in the next Newsletter. The NLIP Student Council elected last summer decided at one of their meetings that the Council should remain active throughout the year so that plans for the next NLIP session begin early. This is an excellent idea. It will provide continuity and communication. Virginia Henry, President of the NLIP Student Council, has a message for us which is included in this Newsletter. Gchi-miigwech, Virginia, for those encouraging, enlightening and beautiful words of love, caring and support. We encourage you to share any information you may have on Native language education. It can be an article, a teaching idea, a game, a song, a book, or any resource or reference material that you find useful, please submit to us and we can include it in our next Newsletter. Application packages were sent 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 April 30. 1994. Applications after this date will be considered only if there are spaces available. To avoid disappointment, send in your application as soon as possible. In the last few years, much has been done in the retrieval of our Native teachings and traditions. I, myself, have learned a lot from these teachings. and have shared what knowledge and understanding I have of the Medicine Wheel (the circle of life), and the Seven Gifts of the Seven Grandfathers. The two articles that I share in this issue are The Seven Gifts and the Four Teaching Methods in language teaching as seen from a wholistic perspective. Mii wi mnik waa-lddyaanh. Aapji go naa nishin miinwaa maanda dbaajmo-mzinigan niindaagooyeg. Baamaa pii miinwaa. This is all we have for now. It's a pleasure to keep you updated on NLIP plans, and to share the news of other relevant activities. In the Spirit of our Native Languages! � Lena Odjig White, Coordinator of NLIP Native Language in Ontario Vol. 9, No. 3 Page 1 �President's Message Aanii! Boozhoo! Mkwa-Giizis Goojin Bezhig Nsagnagzi 1994 Nsabboongad. Kina eknoomaagejig ge nwiijkiwenyag. ngichi-nendam zhaazhi miinwaa ngoding gii-bkinaadmang ngo­ giizis eyiw shki-bboon. Aapji nmaanuikwendam ezhi-jaanmibdeg maanda dbagan "Time .. ezhnikaadeg. Gnimaash ge mii maanda ezhwebzigwen ow eniziikzid zhaazhi eniziigzhed. Chi-baapin! Mii go naa mnik ge kidyaan. Aambe nga-zhaagnaashiim. Bangii gwa geniin ngishtoon wii-zhichigeyaan yiw. I would like to extend to one and all a very successful year whether you•re teaching or thinking about a teaching career. We are a Successful People! As a teacher. in my fifth year, I find the work rewarding as I hear the people speaking their own language. There have been tiresome times because of different levels of learning and age groups. Everyday I teach at the elementary and secondary level with kindergarten being the youngest. I also have two adult night classes each week. It can get busy but the surge of pride in hearing the language being spoken by our people is what keeps me going. As the season for classes begins again at Lakehead, I hope that the enrollment is satisfactory. We must keep rekindling and adding in order to keep the fire burning for the language of our people. On behalf of the Student Council members for the Language Program. I say to you "Keep Smiling.. and let•s work together for the betterment of our people. As I say this, I can almost hear "Nmishoomis" say "Gegwa wiikaaonendt)genmaandaNishnaabe nwewin. Mii yiwwaa-bmaadziimgakpiiseif-governmentbiindigemgak. I have pondered on these words and the only conclusion I have reached is that the words and the deep meaning they have is what will keep us alive and going. The language itself will ignite and keep the fire burning in all areas of our life. In closing, I wrote a little poem for Valentine•s Day but it is also good for every day. I hope you like it and I have some for sale so if you would like one. write to me. They're actually very nice with colour. I guess I'm still the President until the new class beings so until I write or see you I remain, GiinPane! Virginia Hemy President NLIP Student Council Address: Virginia Hemy 1731 Murphy Rd. Samia, Ontario N7S2Z6 Tel. #519-541-0410 (P.S. On all the poems, songs, or stories I write, you will see my name as Virginia Henry Ritchie, but it doesn't mean I'm re-married. It's my maiden name.) "Naasaab" Naasaab Ow memengwaans Ezhl-}aanmibzanid NiwNangwiigaansan MU Genii Naasaab Ezhi-jaanmibdeg EyiwNDEH Pii Waabminaanl Gaa-zhibiiyang: Page2 Virginia Henry Ritchie Sarnia First Nation 1994 Native Language in Ontario Vol. 9, No. 3 �The Four Language Teaching Methods: An Overview • Grammar • Translation Students generally learn the grammatical rules of the language and then write out translations in order to become fluent. Features: - emphasis on grammatical rules - allows comparison between languages - emphasis on reading and writing skills - it is an abstract fonn of learning • Audio-Lingual Students learn to speak phrases and sentences by repeating oral exercises. They will learn the underly­ ing grammar not by being taught, but unconsciously by repeating and memorizing examples of gram­ matical structures. Features: - learning is based on dialogues and oral drills (repetition drills, substitution drills, transfonnation drills, etc.) - emphasis is on listening and speaking - there is a great deal of speaking practice - promotes good pronunciation. • Situational Students learn to speak by acting out "real situations" (e.g. at the store, in the school) and learning typical dialogues used in everyday speech. Features: - teaches vocabulary and language patterns in context - realistic communication is practiced - listening and speaking is emphasized. • Communicative The emphasis is on the use of the language in the classroom. The purpose is to teach language as it is used every day. Students learn to use the language in discussions centering on issues and themes rel­ evant to students' interests, such as family, friends, social and cultural events. Features: - emphasis on the four skills; listening, speaking. reading and writing - demands understanding in order to express feelings, needs, opinions, etc. - engages student in creative and meaningful communication - highlights structural, conversational, and social aspects of language Native Language in Ontario Vol. 9, No.3 Page3 �TEACHING AND LEARNING THE NATIVE LANGUAGE THE WHOLISTIC APPROACH Communicative • four language skills • meaningful communication Spiritual • fulfillment •cultural •values Grammar-TranslaJion •focus on grammar rules • reading/writing FOUR METHODS Audio-Lingual • stresses fluency • oral language listening/speaking • Physical • beautiful speech • retrieval (recall) Mental •rule conscious • reflection Situational • realistic communication •practice language in context • listening/speaking Emotional • sensitivity to the feelings of others • place of the bean (love) L. Odjig White Feb./1)4 Page 4 Native Language in Ontario Vol. 9. No. 3 �COMMUNICATIVE COMPETENCE Communicative Competence is actually the combination of competence in four areas (grammar-translation) ( 1) grammatical (audio-lingual) (2) discourse (dialogues) (situational) (3) sociolinguistic (communicative) (4) strategic These four areas provide the following features: - process is the primary focus of planning and instruction; - infonnation of interest; - interaction between people who have something to share; - negotiate meaning in real-life situations; - appropriateness (how it should be said and when in different social situations) "In a holistic integrated approach to second language learning, reading and writing activities do not take place in a separate companment, but flow out of listening and speaking activities." (Lan&YA&e and Children - Makioi theMatch. by Anderson & Pesola. p. 137) The holistic approach gives you the freedom to write, describe, reflect and indicate how you reacted and experienced in different learning situations. "The quality of writing the students produced reflected the quality of the writing they experienced. The exact process cannot be prescribed. It is different for every piece of writing and between writers. It is affected by ...experience, function and purpose, personality and situation." (Research Paper by Linda Cameron, U of T., 1989) ANISHINABE (OJIBWAY) HISTORY PLACE YOUR ORDER TODAY These informative booklets would be an excellent addition to Native Education Programs. The set includes: Order a set of 9 Booklets for only $24.00 Anishinabe Clan System Functions Loon Clan & Crane Clan Fish Clan Bear Clan Marten Clan Bird Clan Deer Clan Visions of Sitting Eagle Ogitchita Society Send order to: Golden Eagle Clan Development General Delivery Rosa, Manitoba ROA lN0 Please send certified cheque or money order to the above address. Please allow six weeks for shipping and delivery. Native Language in Ontario Vol. 9, No. 3 Page5 �OJmWAY TRADITIONAL VALUES TEACHINGS OF THE SEVEN GRANDFATHERS The Seven Gifts 1. Nbwaakaawin To cherish knowledge is to know WISDOM. 2. Zaagidwin To know LOVE is to know peace. 3. Mnaadendiwin To honour all of the Creation is to have RESPECT. 4. Aakde'win BRAVERY is to face the foe with integrity. 5. Gwekwaadziwin HONESTY in facing a situation is to be brave. 6. Dbasendizwin HUMILITY is to know yourself as a sacred part of the Creation. 7. Debwewin TRUTH is to know all of these things. These are the teachings that were given to the Anishnaabe Nation. Remember that the other Nations were given teachings that are slightly different from these. But in all the teachings of the different Nations there are commonalities. This sameness refers to the basic Truth that interweaves all natural ways of living. (Benton-Banai, 1988) The Medicine Wheel is an ancient symbol used to express and represent the meaning of the four Sacred Directions which encompass all of the teachings of the Seven Grandfathers, so that we can live in harmony with all of the Creation. Page6 Native Language in Ontario Vol. 9, No. 3 �VALVES AND COMPETENCY CRITERIA The Seven Teachings that were given to the Anishnaabe Nation function as the competency criteria in personal, program, and community development. This includes language. culture, human services, counselling, prevention, administration, planning, policy making, and self government The Medicine Wheel and the Anishnaabe Teachings will facilitate the process in defining goals and objectives to meet the needs of individuals, families, communities and Nations. Nbwaakaawin To cherish knowledge is to know WISDOM • • • • • • • • to earn wisdom by taking time to reflect on everything we experience; to acknowledge the opportunity of every lesson learned; to learn a high degree of knowledge - the cumulative culture of the human race; to .know and practice the values and ethics of my chosen occupation; to communicate understanding; to seek guidance from our Elders; to consistently seek to extend knowledge and improve skills. to promote excellence in educational development. Zaagidwin To know WVE is to know peace • • • • • • • • • to know how to get along with others and work with people; to have the capacity for caring; to recogni:re the value of sharing; to have things in a state of order and harmony; to show kindness and cooperation; to know and understand your program or project's mandate, goals and objectives; to apply practice values of acceptance and empowerment; to demonstrate capacity to offer hope and effective support; to work towards harmony and well-being in interpersonal relations. Mnaadendiwin To honour all of the Creation is to have RESPECT. • • • • • • • • to encourage respect for the diversity of cultures which constitute society; to accept cross-cultural differences; to have a strong sense of what is right; to maintain high standards of conduct; to safeguard people's dignity, individuality and rights; to respect the integrity of oneself and others; to fonn a meaningful relationship with the community; to act to effect social change for the overall benefit of the community. Native Language in Ontario Vol. 9, No. 3 Page7 �Aakde'win BRAVERY is to face thefoe with integrity. • • • • • • • to have courage and face difficult situations; to acknowledge the ability to go deeper into self•awareness; to be strong and achieve completeness in our personal development; to maintain strength of character, to have self.assurance; to identify personal and professional development needs and undertake to meet them; to demonstrate awareness and understanding of own attitudes and values in the helping process; • to fulfill obligations and responsibilities with integrity. Gwekwaadziwin HONESTY in facing a situation is to be brave. • • • • • • to have personal qualities in truthfulness, sincerity and fairness; to have respect for other's and for one's own personal integrity; to know our obligations of maintaining confidentiality; to know how to manage confidential information; to respect the inner workings and difficulties of a workplace setting; to know how to communicate or receive feedback appropriately. Dbasendizwin HUMILITY is to know yoiuself as a sacred part of the Creation. • • • • • to be modest in our actions especially in the context of helping; to have sensitivity toward others; to be respectful of others' preferred ways of doing things; to develop self•awareness on personal strengths and limitations; to know that I have the capacity for growth and change; take initiative in self-development and self.evaluation; • to use self-disclosure appropriately, • to develop listening and observation skills; • to allow people self-determination; mutually document needs; Debwewin TRUTH is to know all of these things. • • • • • the state or character of being ttue in relation to being, knowledge or speech; to be real and natural and have a genuine interest in your work; to be loyal in our human relationships; to learn and adhere to local community and family protocol; to know and understand human growth and development as it pertains to all of the Seven Teachings. Prepared by: L. Odjig Whi&e. Jan/94 Page8 Native Language in Ontario Vol. 9, No. 3 �SURVEY OF FLUENT NATNE SPEAKERS As of December 7, 1993 The following statistics and graphs were compiled by the Sweetgrass First Nations Language Council Inc., a not-for-profit organization, headquartered out of Brantford, Ontario and was shared by Amos Key, Speaker for the Council. Herc you will find the latest Aboriginal First Nations language retention ra tes for those communities in southern Ontario in which we serve. These retention rates are based on researching the people who speak fluently an aboriginal language other than English in these southern Ontario First Nations communities. In short, these people are functionally bilingual. The Council asked members of the Council to list in 10 year age groupings names of fluent speakers in their communities. Because the numbers were so small, actual names were submitted! The total First Nations population figures were acquired from the Indian and Northern Affairs office in Brantfonl. These figures include total numbers of people registered to a First Nation, whether they reside on or off the reserve. 24 First Nations Communities in Southern Ontario 'W Canada C'l1i1)11cw:1� of Cicnr�iuJ Scu�u� (:J Toronto Lake Ont. United States Lake Erie Native Language in Ontario Vol. 9, No. 3 Page 9 �FLUENT NATIVE SPEAKER INVENTORY 24 First Nations Communities In Southern Ontario as of December 7, 1 993 BAND Population as of June30/93 # of Fluent Speakers Alderville Beausoleil • Christian Island Caldwell Chippewas of Georginia Chippewas of Kettle & Stoney Point Chippewas of Rama Chippewas of Sarnia Chippewas of Saugeen Chippewas of Nawash • Cape Croker Chippewas of the Thames Curve Lake Golden Lake Hiawatha Mississaugas of the Credit Mohawks of Gibson Mohawks of the Bay of Quinte Moose Deer Point Moravian of the Thames Muncey of the Thames • Oeleware Onyota'a:ka: Parry Island Scugog Six Nations of the Grand River Walpole Island 787 1 ,237 1 90 515 1 ,572 996 1 ,477 1 ,230 1 ,708 1 ,774 1 ,425 1 ,282 372 1 ,228 540 5,595 298 842 384 3,920 806 116 1 7,397 3,041 0 1 51 1 60 57 81 13 88 1 16 4 1 23 8 0 1 43 17 17 13 0 213 53 2 271 295 Reported Summary Totals 48,732 1 6 27 % of Pop. that are Fluent *Note: The Akwesasne Mohawk Nation did not participate in the survey. 50000 45000 40000 35000 30000 .9 � 25000 ga. 20000 1 5000 1 0000 5000 0 Population as of June 30. 1993 Page 10 English Speakers Native Language in Ontario Vol. 9, No.3 # of Fluent Native Speakers 0.00 1 2.21 0.52 1 1 .65 3.63 8.13 0.88 7.15 6.79 0.23 8.63 0.62 0.00 0.81 7.96 0.30 5.70 1 .54 0.00 5.43 6.58 1 .72 1 .56 9.70 3 .35% �FLUENT NATIVE SPEAKERS 24 First Nations Communities In Southern Ontario as of December 7, 1993 BAND Age GrOUP-S -= 7��-----,, o�.-� 1= s� 1-6 �0:--..-�6�1_ =--,-�3�1�-� - 2�0:-.-�2�1-� 1 ---= ve r_, 0 30 0-.J-- 4 1 .s o • 0� 4= Alderville Beausoleil • Chrislian Island Caldwell Chippewas of Georginia Chippewas of Kellte & Stony Point Chippewas of Rama Chippewas of Sarnia Chippewas ol Saugeen Chippewas of Nawash • Cape Croker Chippewa of the Thames Curve lake Golden Lake Hiawatha Misslssaugas of the Credit Mohawks of Gibson Mohawks of the Bay of Quinta Tyendinaga Moose Deer Point Moravian of the Thames (Delaware} Muncey of the Thames Onyota'a:ka: Parry Island Scugog Six Nalions of the Grand River Walpole Island 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 11 0 0 0 0 0 0 2 0 1 0 0 0 1 0 6 0 0 46 0 12 0 11 0 5 2 0 e 1 0 1 1 2 1 0 0 2 2 0 6 14 0 53 0 16 5 11 4 24 13 0 30 1 0 0 23 0 12 12 31 3 12 34 0 45 2 0 0 9 0 0 4 1 4 0 11 2 1 0 48 0 21 59 1 73 93 1 14 14 0 20 0 16 21 16 1 36 40 0 19 1 0 0 e 3 5 5 0 31 14 1 76 84 0 9 1 5 19 11 5 0 12 0 21 3 0 0 14 11 4 6 0 36 8 0 8946 1 14 Totals! 22 o 272 3 9c.....:... 7 -1.__.;c.."--"---' 4 1 S -.L---=-..: JOO �---�---�---�---�----'--- s o o _.l_1 1 . 8 9 4 _._ 3=-6 _, 6-'-' 3-= 0-= 2-=0_�_ 0_ 4-'-7_...._--'-7-'-..... 27 2__._ _ 7=/4 of Totals repo rtedl.._ . 1:...;1:.::e'--.... I....:1:.::9:.:.·.:.. J -= 1 '-.4 _ ___ o__ • 0_ c...c...... '"'""'"""'.a...:...... I =;....;•:.:: 0 Percentage of Fluent Native Speakers by Age Group 24 First Nations Communities in Southern Ontario 30 25 20 % of Fluent Speakers 15 10 5 l0-20 21 -30 31 -40 41 -50 51 -60 61 -70 Over 71 Age Groups Native Language in Ontario Vol. 9, No. 3 Page 1 1 �NL 32S1 Seminar - Translation: Old and Contemporary Expression (July 4 - July 22 Monday to Friday 10:30 a.m. - 12:30 p.m.) Here's some exciting news about this course. This seminar course is going to be innovative, a real Anishnaabe way of learning, with a project that will elicit as much as possible old and new vocabulary and expressions which will be documented. This seminar will be done in an immersion format, and will involve research into the Native language, at the same time students will learn quilting. Quilting is one way of learning and expressing our ourselves and our culture. The art, the designs, the motifs, and the images all have symbolic meanings which will be valuable to the research. This form of an. quilting, encompasses the teachings of the Anishnaabe culture and serve as a constant reminder of all that the Creator has given us ... (Pimaatisiwin, 1992). Students who wish to take this course should be able to sew. Students who arc taking this course are also encouraged to bring their own sewing machine if possible. Alice Williams will be the instructor for this course. Alice is a well-known artist, and has had exhibitions of her unique quilts, one at the Thunder Bay Art Gallery in 1992 where some of our NLIP students had the opportunity of viewing her artwork. Alice is a holder ofan Ontario Teaching Certificate from Lakehead University. She also has a Bachelor of Arts Degree in Sociology and Native Studies from Trent University. In 1993, Alice took Advanced seminar courses in research offered by the Native Language Instructors' Program. ANNOUNCEMENT: JULIA ANN RIVERS RECEIVES BROADCASTER OF THE FUTURE: ABORIGINAL PEOPLES' INTERNSIDP AWARD taken from Global News Newsletters The award, which is co-sponsored and co-funded by the Canadian Council for Native Business, is a $21,000 internship program which Rivers will fulfill at the Global Television Network. Rivers, who is in her last year at Algoma University where she is majoring in sociology and anthropology, founded and continues to host and produce a Native television program on cable television in the area. The Biidaajmaad (meaning "bring news about") program is now in its fifth season and has featured Native role models such as Ted Nolan, Steve Beaupre and Roberta Jamieson. Part of the mission of Biidaajmaad, a non-profit organization, has been to enter the field of broadcasting. Julia believes that, by improving her own knowledge and slcills through this internship, she will be able to help teach other Natives who work on the program. Following six weeks in Media Relations, Julia moves on to Programming, Traffic, Marketing, Canvideo, On-Air Promotions, News, the Ottawa Bureau, Transmitters, Engineering, Accounting, Production, and Operations. Her final 1 3 weeks will be spent in the area of her choice. Page 1 2 Native Language in Ontario Vol. 9, No. 3 �NEED SUPPORT Allhough the Ojibwa language was in danger offading away 10 years ago a, the Pie River First Nation, it is now being taught to 93 students al the Pie D<6J School. Without such support, many aboriginal languages thalpreserve the culture of native peopleface extinction in two generations, say officials. Natives fight to save language Article taken from The Chronicle-Joumal/iunes News, Saturday, December 4, 1993 By David Kuxhaus Rose Moses carefully sets her props on the ledge of the blackboard at the front of the classroom. Just a few simple things you'd normally find around the kitchen - a small metal frying pan, salt shaker, plastic plate and fork. As she turns around, the laughter and joking among the 25 Grade 1 and 2 students at Pie Day School fades. "Biidoon abwenin,'' she asks one child. The little boy slowly rises to his feet, walks to the front of the room, and brings her the frying pan. "Abwenin," says Moses, pointing to the frying pan. The class repeats the word in unison and another small step is taken along the road to rediscovery. A journey for the Pie River First Nation that begins with their language - Ojibwa. "The most imponant gift we can give our children in school is Ojibwa," says education director Cindy Fisher. "It'11 give them a strong base. . . a balance so they can go anywhere and survive. Without it, it's like sending a kid out camping without a sleeping bag." Fisher describes Ojibwa as a living language, one that becomes a part of you and tells you who you are. "When you're introduced in Ojibwa," she explains, "you're introduced as, 'The son of . . . , or the nephew of . . . or the grandson of . . . • Part of your background comes with you. About 10 years ago, the language - and culture it embodies - was on the verge of slipping away in this community of about 350 located about 300 kilometres east of Thunder Bay. According to the Assembly of First Nations, at least two-thirds of its communities are experiencing the gradual loss of their language. And only three of Canada's aboriginal languages - Cree, Ojibwa, and Inuktiwt- are considered reasonably assured of survival. But without the commitment and support of the community, they say, these languages will disappear in two generations. "It's always been a concern," says Fisher. "But once it started to go, I think it began to hit home how important it is." Now that it's taught daily to the 93 students at Pie Day School, there•s talk of translating street names like Beaver Crescent and Rabbit Drive into Ojibway, and one storekeeper is working on labelling his items in the language. More importantly, anewly-fonned language committee is developing a strategy that will make the circle complete. As Fisher says: "My ultimate dream is to have Ojibwa as the first language of the school, the hallways, the playground and the community." But she emphasires children here will always have a choice in expressing themselves, unlike the days of residential schools where native languages were smothered. "Nothing ever comes out of force," she says. While a recent survey in the community shows that fluency in Ojibwa is for the most part confined to those more than 50 years old, there is overwhelming support (close to 100 percent) among younger adults to learn the language and have their children do the same. Fisher anticipates it could take five years before Ojibwa is used in everyday conversation. To accomplish that, the language committee will be looking at such things as immersion programs, and possibly a two-week language camp during the summer that would bring youngsters and elders together. Closer at hand is a community cuniculum writing workshop in February, headed up by a member ofthe University of Oklahoma's American Indian Institute. It's designed to take native themes, such as rabbit snaring, and work them into various subjects. For example, math problems could involve how many rabbits were trapped and how many miles travelled. Art classes would teach students how to make rabbit blankets, and the sciences would explain the ecosystem as it relates to the animal. Native Language in Ontario Vol. 9, No. 3 Page 13 �Salute to Elders Speaking language crucial to knowing own culture Taken from Regional Windspeaker. Page R6, January 17 - January 31, 1994 By Tina Crouse BIG COVE, N .B. Pauline Sock, of the Big Cove Micmac re­ serve in northern New Brunswick, is an Elder with an interest in healing the problems on her reserve through the traditional practices. She is trained as social worker, but does not fill that role fonnally on the reserve. She is simply a friend to all in need. "My home is open to everybody," she said. People, particularly teenagers, come to her to discuss problems infonnally. one-on-one, or for­ mally, in a talking circle. The teens express their concerns to her, and also a desire to learn aspects of their culture. To Sock, one of the surest roads to healing involves learning the culture of the Micmacs. In 1993, Big Cove suffered through a rash of suicides, mostly teenage boys. In March, the reserve held a mourning and healing week, during which tradi­ tional values were emphasized and alcohol was banned from the reserve. "Kids don't get a lot of cultural education in the schools," Sock said. "During the healing week they were exposed to drumming, dancing and the talking circle. It was good for them to see and participate in the ceremonies." What the children of the reserve don't learn in school, they can find out from her. If she doesn't have the expertise, she will find someone to teach them what they want to know. Sock believes knowing the language is the most crucial step to returning to traditional values. "Some of the teenagers speak English and Micmac, but when they're at my house, they speak Micmac." It is also important for teenagers to learn the "old ways", like drumming, dancing and ceremo- Page 14 nies. Sock's own request for knowledge about her culture began just a few years ago. She said she always knew how to speak Micmac, but in her youth there were no other ways to learn the Micmac culture on the reserve. "In the past four years, there have been a lot of gatherings. I had three, myself, last year. When I was a teenager, though, there was nothing there for me." "I guess there weren't enough people inter­ ested. But now 40-45 percent of the community is ,, interested in our traditional ways. Some non-participating members on the re­ serve she feels have trouble reconciling their belief in a Christian God with the Micmac ceremonies. ''They're scared ofleaving the church, so they back away from our rites. But I go to church and go to ceremonies. If they find that balance, they will be okay." In the past four years, Sock has visited other nations; the Sioux, Ojibwa, Cree, and Maliseet, and said she had to respect their tribal ways in order to fit in. ''They have more strict rules than our Micmac Nation, especially the ceremonies." She said she would like to see that son ofthing become part of the Micmac Nation. "I think it will have to start from respect. The people who don't believe in our ways, at least they should show respect." Last year, Sock and 1 1 other members of the Big Cove reserve extended their brand of healing to France, when a group of children suffering from cancer requested they come and dance. "It was their last wish to see Native dancers," she said. "We spent 15 days with them. They were very sick, yet spiritual. They had hope and were detennined to live. It was a good experience for us." Native Language in Ontario Vol. 9, No. 3 �OJIBWE PLAY Scene: Background (Autumn scene) Props: Rolled up newspaper to resemble wood. May be painted brown or gray. Caps with beaks to resemble duck bills. Duck feet to resemble charred duck feet Nenbozh dressed in Anishinaabe garb of long ago (skins. hides, feathers, drums & sticks) Nenbozh Miinwaanh Zhiishiibag One beautiful fall day, Nenbozh awakens feeling very hungry. Nenbozh: Geget sa naa nbakde. Suddenly he hears ducks u they land in the water nearby. Nenbozh: Zhiishiibag nzhiwendaagos sa niin. Nenbozh: Niijkiwenyag, maajaag maampii. Wenesh waa-yaaman? Zhiishiibag: Nenbozh: Gwii-kinoomoonim shki-dnakmigziwin. Zhiishiibag: Ahaaw, nga-bi-zhaamin sa go. Ducks go to Nenbozh. Nenbozh: Shkode niimin zhinkaade waa-zhichigeying Ahaaw. Zhiishiibag: Nenbozh: Maamginsagweg! Ducks gather wood and Nenbozh builds a fire, then he starts to drwn. Nenbozh: Ahaaw! mbe niimdaa, aabdeg geye gga-bzangwaabim. Ahaaw. Zhiishiibag: Nenbozh: Gego gnige dooskaabkegwan. Ahaaw! Zhiishiibag: Nenbozh: Wegwen dash entaa-niimgwen, ndewegan nga-miinaa. Ahaaw. Zhiishiibag: As the ducks dance around, Nenbozh grabs one each time they dance by him and rings lheir necks, each one goes Quack! u he grabs them. Nenbozh: Mii go enwek, nshiimedag gnitaa-niimim. One duck swts to get suspicious and takes a peek. He sees a pile of his dead friends and quickly warns the remaining ducks. Zhiishiib: Gnisgonaan gsha nii Nenbozh, gjibiweg! The remaining ducks run away. In his anger, Nenbozh seizes the peeping duck and kicks him in the rear, and sends him flying. Nenbozh: Gaa-wnji-dooskaabyin! Nji go iw gii-dooskaabyin da-mskwaanoon gsbkiingoon biinish go shkwaa-kiiwang. Nenbozh lhen puts the ducks that he had caught into the burning hot coals, turns around and yawns. Nenbozh: Ngiikiimgosh nga-kawe-nbaa. Nenbozh: (Addressing his back end by patting it.) Kawaabam giw nzhiishiibmag, majishin pii mnozwaad. After a while Nenbozh awakes to a burning smell. He quickly jumps up and checks his ducks. He pulls on one of the feet sticking out of the fire and pulls out a charred duck leg. Tosses it away. He saomps angrily off the scene. Mii iw ekoo7.id. (The End.) This play was pUI together with Grades 5 and 6 at Cape Croker School. Rose Nadjiwon sent this in to share with the Native language teachers. Gchi-miigwech, Rose Native Language in Ontario Vol. 9, No.3 Page 15 �The following article was taken from the Sarnia Observer in 1993. . . 0ur QplQIOQ Natives must keep language It's encouraging to see adults, as will as chil­ dren in the local native community receiving in­ struction in the Ojibway language. There's no way local natives should allow their traditional language, which has been spoken by their ancestors for many generations, to die. The Ojibway language is one of the most tangible ways for young native people to understand and hold on to their past. Teaching these young people their ancestral language helps instil a pride in their heritage. Virginia Henry teaches Ojibway to 54 el­ ementary students at Lansdowne School in Sarnia. and every Monday night she has classes for 25 adults living on the Samia Chippewa Reserve. The adult Ojibway course is new this year and has attracted people like Pat Redmond, a researcher for the Chippewas of Sarnia. He pushed to get the course started on the reserve after seeing the results of a survey last year that clearly showed Ojibway is a fading language. Of the 1,400 Chippewas of Samia, only 19 were identified in the survey as being fluent in Ojibway, and all of those were elders. And the situation wasn't much better elsewhere in Southern Ontario. Statistics were collected by the Sweetgrass Native Language Council in Brantford that showed only 1,000 of the 24,000 people living in the 24 First Nations across Southern Ontario are fluent in their Native languages. Considering the small percentage of Native people who are fluent in their own language, it will take years of instruction among the young and adults alike to bring the number up to an acceptable level. But at least this program and others through­ out Southern Ontario will begin to turn things around, so Native languages will no longer be on the decline heading toward extinction. Page 16 THEYTUS BOOKS LTD. CALL FOR SUBMISSIONS Theytus Books Ltd. is calling for submissions for the fall of 1994, the first in an annual collec­ tion of novellas by First Nations Writers. The tentative title of this publication is to be: DEPARTURES REQUIREMENTS: All manuscripts welcomed; manuscripts must be accompanied by Word Perfect of ASCHII 3.5" or 5>25" disks. Length of stories must be from 7,500 to 20,000 words in length. Priority in the first publication will be given to original stories which deal with the future of First Nations people, the themes of empowerment and affirmation, and to stories which contain humourous perspectives on life. Please include a brief biography and a self-ad­ dressed envelope. DEADLINE: APRIL 29, 1994 Send submissions to: Beth Cuthand or Gerry William En'owkin Centre 257 Brunswick Street Penticton, 8.C. V2A 5P9 Phone: (604) 493-7181 Fax: (604) 493-5302 Native Language in Ontario Vol. 9, No. 3 �CONFERENCE EFFECTIVE STRATEGIES Native Children: Empowerment/Self-Determination 8th International Native Education Conference Sheraton Winnipeg May 5 - 6, 1994 The conference features a wide variety of workshops, just to mention a few. they are: • Celebrating Diversity: Co-operative Learning and Strategies for Inclusion (K-12) • Working with Aboriginal Survivors of Sexual Abuse • • • • • • • • • • • • Historical Tradition in Saulteaux Society Anger Management for Young Children Self-Esteem: Teaching Children to Believe in Themselves Developing a First Nations Education System Native Education from a Traditional Perspective Learned Helplessness Parenting from an Aboriginal Perspective Counselling Native Students Vision Quest Give Your P reschoolers a HEADSTART: Parents, Culture and Needs Methods for Teaching Native Students Effective Administration/First Nations Schools Conference/Workshop Fees: (OST included) A. Two days B. One day Pre-Reii,stration On-Site $130.00 $ 80.00 $200.00 $ 1 00.00 SAVE TIME AND MONEY BY PRE-REGISTRATION BY APRIL 25, 1994. Pre-registrations postmarked after April 25 will not be accepted. On-site registration will be available on a space available basis beginning at 7:30 a.m. on Thursday, May 5 in the conference registration area of the Sheraton Winnipeg. For more information and registration forms, contact: R. S. Phillips & Associates 517 Bower Blvd. Winnipeg. Manitoba R3P 0L7 Phone/Fax (204)896-3449 Native Language in Ontario Vol. 9, No. 3 Page 17 �TORONTO INTERNATIONAL POW WOW APRIL 1st and 2nd, 1994 The Toronto International Pow Wow to be held at Toronto's spectacular Sky Dome stadium will be one of the most exciting First Nations events in Canada during 1994. The Pow Wow will offer Indian dances and drummers more than $60,000 in pri:ze money. The Pow Wow will be held during the Easter week-end in Toronto, Ontario, Canada, April 1 and 2, 1994. Host Drum • WhitefJSh Bay M.C. • David White Co. M.C. - Ben Bearskin Sr. Head Male Dancer - Amos Key Head Female Dancer - Gloria Snow (Miss Indian World 1993) Head Judge - Mark Lavallee Drum Judge • john Snake Arena Director - Alan Manitowabi Coordinator - Ron Robert Administrator - Catherine ComeUus Other elements include Arts and Crafts/Market area and Food Booths. For more information contact: Indian Art-I-Crafts 10 Woodway Trail Brantford, OnL Tele: (519) 75 1-0040 Fax: (519) 751-2790 Page 18 Native Language in Ontario Vol. 9, No. 3 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 9 (3), February 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1994-02-01 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/15d8564ecb65bbdd863bf013caaf2b89.pdf a30ccdad81dd8999f9cb5ee5817f9435 PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <l cr SCLVJ�· ) pp..o<l Ln�•br b N.L.I.P. Volume 9, No. 4 May1994 �Volutne 9, Number 4 May, 1994 General Editor: Lena Odjig White Copy :Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator............................................../1 Graduation 1994...................................................................../2 Ken-Ta-Soo-Win: Native Language Database......................./4 Announcements..................................................................... ./4 Kids From Kanata................................................................../5 Cree Lesson in Store For Saskatchewan Police...................../6 Conference Info..................................................................... .n Equay-wuk Graduates............................................................/8 Mokakit Conference Papers.................................................../9 On The Pow-Wow Trail......................................................../10 Announcement Annie Loon ............................................... ./10 More Conference lnfo.........................................................../11 Ministry of Education Policy ............................................... ./12 Helpful Hints for Students '94..............................................JB Native Authors....................................................................../15 NSL for Children................................................................../16 Puzzle................................................................................... ./17 Questionnaire......................................................................../19 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share infonnation about a con­ ference? If the answer is yes to any of these, please call the either Lena Odjig White at (807) 343-8003 or Sonya Bruyere at (807) 343-8542. Native Lan�a&e in Ontario is published four times a year by the Native Language Instructors• Program. Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5E 1 May 1994 �Coordinator's Message Aanii I Boozhoo: Mii sa zhigo wii-maawnjidiying miinwaa. Giinwaa waa-bi-zhaajig "First Year" aapji ngii-gchi-nendaami wii-bi-skoonwiyeg. It is almost that time of year again to get together for the NLIP session. For those students who are coming for their First Year, it will be a pleasure to have you here. Planning for the 1994 summer session requires a lot of administrative work and communication between NLIP and the students. Sonya will be mailing out a package which will contain announcements, reminders, and other pertinent information that you should know before you leave, so you will not forget anything important When you get this package, make sure you review the package, read the contents and make a checklist ofwhatyour needs are. Make note of some changes that have occurred since last summer. This may affect your planning and financial needs, for example, the Prettie Residence is not allowing "cooking" in the rooms due to fire regulations which are being enforced by the University. Only the townhouses will have cooking facilities. Also no pets are allowed at the residences. Timetabling for the classes posed a problem this year because of the way the Holiday weekends fall within the month of July. Canada Day celebration falls on the weekend of July 1, 2nd and 3rd. (Friday is Canada Day). That is why we have scheduled Registration for Sunday so that students can travel Saturday or Sunday morning. Following our four weeks of classes, the next Holiday weekend "Civic Holiday" falls on July 30th, 31st and August 1st. This is the reason for planning 4th week workshops to end on July 28th so that students can be home for this holiday weekend. Because of this tight schedule, I am sure we will experience some pressure and frustration at times. Please be patient with us at these times, and one way of dealing with this to help one another and support one another. The staff of NLIP have worked hard to plan and do as much as they can as always. NLIP staff and faculty who will be returning are: Gary Hannam, Jeanne Grubin, Reta Sands, Brian Maznevski, Steven Chase, Chuck Fiero, Isadore Toulouse, Angela Moore, and Randy Valentine. Returning faculty after being away for awhile are: Shirley Williams, Muriel Sawyer and Florrie Sutherland. New faculty are: Joanne LaBelle and Alice Williams. Practicum Workshop instructors (4th week) are: Elizabeth Achneepineskum, Kathleen Greene (new faculty), Jean Shawana, Jeanne Grubin, Brian Maznevski, Violet Shawanda and Ernestine Buswa. Practicum Associates are: Violet Shawanda, Jean Shawana, Susan Sandau (new faculty), Ernestine Buswa and Ron Kelly. Our Principal is Florrie Sutherland. Ojibwe courses will be taught by Tom Beardy, and Laura James (new faculty). Returning is Karina Skov, our Children• s Program Coordinator. We look forward to seeing you all. Thanks to your dedication, commitment and the knowledge that you will be sharing with us. It will be another great summer. John O'Meara, a long-time member of the NLIP faculty team will not be joining us this summer. He will be on sabbatical for one year starting on July 1, 1994. A note to John: Gchi-miigwech for the assistance and support you have given us. We wish you all the best in your endeavours during your sabbatical. I hope the information above is helpful in your plans. If you have any questions about NLIP this summer, we would like to hear from you. Our numbers are: (Lena) 807-343-8003; (Sonya) 807-343-8542 or (Judy) 807-343-8198. Wishing you all happiness and good health! ✓ -. -JZ-,,.__IJ./ Native Language in Ontario Vol. 9, No. 4 Page 1 �(jraduation 1994 Congratufations to tlie '}..[LIP (jraduates! May 28, 1994 is the date set for the Convocation 1994. A social for the graduating class is planned right after the graduation ceremony. This gathering will take place at the Bora Laskin Building in Room BL1024 from 4:00 p.m to 6:00 p.m. Snacks and refreshments will be served. Don Abel was chosen by the graduating class to be the Master of Ceremonies. A special guest Elder wilt be present to do an opening ceremony. There will be guest speakers and presentation of awards. 5twaras: Henriette Seyffert Native Language Memorial Prize. Virginia Henry will be the recipient of this award which is for a student with the highest average in Native language courses. Virginia's average is 85%. Cl� Valedictorian. Virginia Henry has attained the highest average of 83% in the NLIP Diploma Program, and therefore will be the Class Valedictorian. Best/ Hardest Worker: to be announced at the social (chosen by graduating class) Best Sense of Humour: to be announced at the social (chosen by graduating class) Graduation Poem On this, My Graduation, May I say Thank You... for the Challenge to Grow, for the Encouragement to Succeed, for the Enthusiasm to Live, for the Desire to Understand, for the Wisdom to Laugh, for the Ability to Love, for the Eagerness to Share, for the Opportunity to Learn. Page 2 Native Language in Ontario Vol. 9, No. 4 ��,�� f����- ; . 'i�i;;j,' ,'11, C y. .:_____ . ·t,:. { �- •.Jf.. � ·r . rf i_; t: Sonja George -· 'i l ; J i·1 -= -. 0 � §. < � � ;... Donald Abel V,b o. < 0 - �••;'·' '· . . 1$.ri: . i' ��;� , �' ), Emma Oskineegish --◄ ,.,:-·· . {,11· ,. Mary Assinewe i :•:: i . ._4. f f" .... '(v ••.;:� , :...· ,·;, J.: ....... Alma Ottertail •, Native Language lnstructors·Program Lakehead University 1993 .. \. . :I� t. . ..:__:......,_.. /� � .:3 • '' Norman Beaver Hannah Sutherland i: \-- -�· .- . . ·..� ' '-:-=�·. ��:-�... Rita Rose . . ,, _J_(J•-� '. ,I ,_._,,..·. ·. ·.. ll f:f'.!t� 7 ')�,-17 Loretta Wabasse t vJ �. Tom Beardy . · 1!i. I\ ).·.1· ,. � �· '-; / � � ;;? j -;;-- \I"' Virginia Henry V Robina Yellowhead �-- ,,�r� , --·�Jt. Alice Thomas �NEW PUBLICATION SURVIVAL OJIBWE Leaming Conversational Ojibwe in Thirty Les.sons by Patricia Ningewance printed by Mazinaate Press 1993 Winnipeg, Manitoba ISBN No. 0-9697826-0-8 Price $29.95 Available at Sweet Thursday Bookshop, Thunder Bay. Ontario Tel. #807-344-2866 or call Patricia at 204-774-8007 Note: Dialect of Ojibwe is from Lac Seul near Sioux Lookout, northwestern Ontario ANNOUNCJEMJENT Arts and Crafts Fair Sponsored by the NLIP Student Council Thurs. July 14, 1994 at Lakehead University TheAgora Set up 6:30 - 7:00 p.m. Fairs starts 7:00 - 9:00 p.m. NLIP students: Bring yourArts & Crafts with you when you come. Page 4 KEN-TA-S00-WIN: Native Language Materials Database April 1994 The Ken-Ta-Soo-Win project is building a collec­ tion of information on existing Native language teaching materials in the province. It was developed to speed up the location of these resources for people teaching, working, or studying in the field of Native languages. The information covers all Native lan­ guage families, dialects, grade and proficiency lev­ els. Two hundred copies of the information we have registered so far are being produced as a directory­ type binder with tabs to divide the information by language family. The binders will be distributed to the Band operated schools, the Federal and Provincial schools which offer Native language classes, the Universities and Colleges which offer certification of Native lan­ guage teachers, and the Cultural Centres who par­ ticipated in the project. People receiving a copy are asked to complete a questionnaire by the end of June to provide ideas on how to make this service more effective and input for the direction this database will take in the future. It is our hope that this project will create a broader awareness within the communities of our determi­ nation to preserve the Native languages. If you have Native language teaching materials that you would like to see registered in Ken-Ta-Soo-Win, please write or call. These entries will be included in our updates. For information or to register classroom materials, contact: Ms. Jameson C. Brant, Database Coordina­ tor, Ojibway and Cree Cultural Centre, 43 Balsam Street South, Timmins, Ontario, P4N 2C7 Native Language in Ontario Vol. 9, No. 4 �KIDS FROM KANATA Excerpts takenfrom their Poster Text 1993-94 Project Overview: KIDS FROM KANATA is a national project that involves students in classrooms throughout Canada using a computer network to discuss critical issues facing all Canadians today. Participating sites are organized into triads with partners from distant locations in Canada. Each triad has one member site representing Canada's Aboriginal peoples. Uoder headings of Environment, Health, Politics, Economics, Language and Culture, classes use the network to interactively investigate and discover how different it is to live in Canada from the perspective of their peers in the niad in other pans of the country. As well as their electronic exchanges, students in each class also prepare K.ANATA Exchange Boxes to exchange personal and local community items with their "buddy" sites. Project Objectives: KIDS FROM KANATA is all about discovering how computer networking technology can empower young Canadians to become more involved in their own development and in the future of Canada. We believe that the project has had and will continue to have far-reaching effects on the schools and communities involved. • Classes will explore the connections between personal, family, community and national identity. • Participants will develop a shared and enhanced view of the many ways of being Canadian and a deeper understanding of the wide range of issues facing the First Nations peoples of Canada. • Participants will further refine their research, critical thinking, and problem solving skills and have opportunities to put their learning into action. • Classes will be encouraged to take initiatives to publiciz.e their projects in the local or national media and to seek support from various organizations. • Teachers will also have an electronic forum for their own discussions on a variety of topics. Some Highlights with KIDS FROM KANATA Project: "Students were delighted to receive a personal message from National Chief Ovide Mercredi and were able to send him their replies." (11 Nov.92) "Christmas cards were exchanged electronically." (15 Dec. 92) A message from Buffy Sainte-Marie. (8 Dec. 93) A message from National Chief Ovide Mercredi. (3 Dec. 93) "Curriculum Connection - writing, composing, editing, keyboarding, geography. creative and critical thinking skills, ... to name just a few. There are a lot of connectives in this project and many more can be made. It allows the classroom teacher to make some relevance to the "outside world" about what is being done in the classroom." (from Larry, 3 Jan. 93) If you are interested in joining this network, or for more information, contact: John Orr Project Director KIDS FROM KANATA 339 Wellesley St. E. Toronto, Ontario M4X 1H2 Tel. #416-922-7001 Fax: 416-921-5180 Native Language in Ontario Vol. 9, No. 4 Page5 �Cree lessons in store for Saskatchewan police taken from Regional Windspe.aker. April 25 - May 8, 1994 issue page R7 written by Dave Leaderhouse PRINCE ALBERT, Sask. A northern Saskatchewan police department is going trilingual. The Prince Albert Police Department will start classes in conversational Cree for its officers in May, following recommendations in a report into the shooting death of an Aboriginal trapper by an avowed white supremacist. In January 1991, Cree trapper Leo LaChance was shot in the back by Camey Nerland, outside Nerland's pawn shop. The self-proclaimed head of Saskatchewan's Church of Jesus Christ Aryan Na­ tions was later convicted of manslaughter. A further inquiry into the affair resulted in the Hughes Report, a critical study into the police �an­ dling of the shooting. Among the recommendanons there be a police officer fluent in Cree on duty at all shifts. "Cree was the language of Leo LaChance, and if an officer fluent in that had travelled with people in the ambulance to Saskatoon, it is possible that more could have been learned from him about what happened in the gun shop earlier that evening/' stated the report. The five-member Prince Albert police com­ mission moved quickly in adopting this recommen­ dation and beginning in early May, conversational Cree classes will be offered to the66 officers and 22 civilian employees at the police department. "We are trying to improve the quality of police services delivered to the citizens of Prince Albert," said councillor Maria Lynn Freeland, who also sits on the police commission. "We are working within the circumstances we have. We are interested in educating and training (our officers) about cultural differences." The program, which is voluntary, will run for 18 weeks with on-hour sessions each day Monday to Friday. The content of the program will be geared Page6 for conversational skills required by police offic­ ers and department employees while at work. Freeland expects approximately one-third of the police force to enroll in the program initially with the hope of more signing on once the benefits of having the knowledge have materialized. Police Chief Greg McCullagh indicated that although this is the result of the Hughes Report, other programs were offered previously. "Prior to the inquiry, classes were offered, but the instruction wasn't adequate and wasn't meaningful for street policemen/' said McCullagh. "The intention of the course is to provide conver­ sational Cree that is best suited for policing. When asked why doesn't the department simply hire more Cree-speaking Aboriginals, Freeland indicated of the 66 members, nine are Aboriginal and plans for that number to increase are already in place. "That's been our goal for a number of years," said McCullagh. "We are continuing to look for female and minority officers. The dilemma is that there aren't many vacancies. Economically there isn't room to expand." "But we are trying to acquire Aboriginal summer students," he said. "We have been doing that for the past three years and it has been very successful. We give them Special Constable status and we feel it benefits the individual and exposes them to policing. It helps build bridges. It benefits our members as much as the summer students. It has been really well accepted." Although it is a small step in closing the gap between the Native and non-Native communities of Prince Alben, response to the proposed project has been favorable , according to a local barrister. "I appreciate the fact that they are ta1cing some initiative to deal with it," said Gerald Morin, a Prince Albert lawyer who represented the LaChance family at the Hughes inquiry. "How they maintain it on an individual basis will be important. If they are taking it for the sake of having a certificate on the wall then they are missing the boat. But the process for which they are enhancing relations (with the Aboriginal com­ munity) is commendable on their part." Native Language in Ontario Vol. 9, No. 4 �RETRIEVING AND PRESERVING FIRST NATIONS' LANGUAGES AND CULTURES 2nd ANNUAL CRITICAL ISSUES IN FIRST NATIONS' EDUCATION CONFERENCE Date: November 3, 4 & 5, 1994 Location: the Ontario Institute for Studies in Education (OISE) 252 Bloor Street West, Toronto, Ontario This conference will be ofparticular interest to anyone involved in the provision of education to First Nations' Students Keynote Speaker: ELIJAH HARPER Planning Team Joanna Bedard, Director, Woodland Cultural Centre, Brantford Bryan LaForme, Director of Education, Mississaugas of the New Credit First Nation Randy Sault, Executive Director, Mississaugas of the New Credit First Nation More than 300 delegates participated in the highly successful 1st Annual Conference on Critical Issues in First Nations' Education held in Toronto this past November. The format includes plenary and keynote speakers facilitated discussion groups, and concurrent sessions on various First Nations' languages and cultures. A no cost, optional pre-conference is being planned for Thursday, November 3, to be held at the Brantford Woodland Cultural Centre; transportation, luncheon, museum tour and program included. First Nations' arts and crafts displays will be ongoing throughout the conference. I/you wish to participate in the displays, please contact OCLEAfor details Registration Fee: $250.00 + 17.50 GST = Total Registration Fee (conference only) $267 .50 Special Group Rate: 3 for $625.00 + $43.75 GST = Total Group of 3/$668.75 (each additional person $222 .90) If you wish to be on the mailing list to receive further information as it becomes available, please contact the administrators of the conference, listed below: The Ontario Council for Leadership in Educational Administration (OCLEA) 252 Bloor Street West, Suite 12- 1 15 Toronto, Ontario M5S 1 V5 Telephone: (416) 944-2652 Fax: (416) 944-3822 Native Language in Ontario Vol. 9, No. 4 Page ? �Equay-wuk graduates second class of Native interpreters and translators taken from Wawatay News April 21, 1994 Vol. 21, No. 8 by Dana Milne SIOUX LOOKOUT-Arc you looking for a Native language interpreter or transla­ tor? There are six more to choose from since Equay-wuk's ttaining program wrapped up. James Begg, Ernest Begg, Irene Binguis, Myra Quequish, Lizabelle Spade and Anna McKay received their certificates as syllabics translators and Native language interpreters April 14, during a graduation ceremony held at Equay-wuk in Sioux Lookout. "I am very proud of my Native language, and I cherish the gifts that my parents and my reserve have given me," said graduate Anna McKay, who will head back to Big Trout Lake now that the 30 week course is over. "I would like to see other young people keep our language. It is a gift that we have to use for the future," she added, looking at her certificate proudly. McKay was part of the second group to graduate from Equay-wuk's Syllabics Translator/Interpreter program, which was offered once before with the funding help of the Sioux Lookout Area Management Board. The program's instructor, Emily Mitchell, explained the classes involved 18 weeks of classroom instruction and 12 weeks of on-the-job training. Training sites included the Sioux Lookout Zone Hospital, Tikinagan Child and Family Services, Equay-wuk, Independent First Nations Alliance, Northern Nishnawbe Education Council and Wawatay Native Communications Society. It was a challenge, and it takes time," James Begg laughed, recalling the painfully slow process of mastering the different sounds and symbols that are incorporated into syllabics writing. To register in the course, students had to speak either Ojibway, Oji-Cree or Cree, but after the classes, Mitchell added, they can now basically interpret for any of the languages. The students don't have full-time jobs lined up so far, but Mitchell says there is an open market for freelancing and temporary conttacts. "I, myself, get a lot of requests to do ttanslations for different bands," she said adding the judicial system and the hospitals are always asking for interpreters. and more and more business groups and government departments are publishing docu­ ments in English and syllabics. Even if the graduates don't find work right away, Mitchell emphasized, they have learned something that can never be taken away from them. "Speaking the language everyday and learning how to write it helps to reinforce our culture." Page 8 Native Language in Ontario Vol. 9, No. 4 �SELECTED PAPERS FROM THE 1988 AND 1990 MOKAKIT CONFERENCES 1988 - "Regenerating Our Languages" & 1990 - "Empowerment Through Theory & Practice" "A Community-wed Immersion of the Okanagan Language" - Jeannette C. Armstrong "Learn to Listen, Listen to Le.am" - Cynthia Chambers "Language Education for Native Children of Northern Ontario" - Emily J. Faries "Beyond Pidgeonholing: Communicating Less Prejudice in the Classroom Toward Native People" - Richard Fiordo "Sernilingualism" - Betty Harnum "'The Transfonnation of Practitioners" - Yvonne M. Hebert "French Immersion Programs" - WR. McEachern "Lesson from Language Acquisition: Reports on a Study of Oji-Cree First Language Leaming in the Home" - Mary Upper "Cree Text as a Source of Cultural and Linguistic Knowledge" - Freda Ahenakew "Coyote's Story about Orality and Literacy" - Jo-ann Archibald "The Box and the Circle: Two Systems of Life - A Model for Understanding Native/Non-Native Issues" - Jann De"ick. "Aboriginal Teachers as Organic Intellectuals: A Report on the Teaching of a Course Focusing on Anti Racist Education and Critical Pedagogy" - Rick Hesch "Children's Books Without Bias on Contemporary North American Indian Life" - Elspeth Ross "First Nations Freedom: A Curriculum of Choice" - Lynne Jorgesen The above selected papers are available for $20.00 each from: Mokakit Education Research Association First Nations Longhouse, U.B.C. 1985 West Mall Vancouver B.C. V6T 1Z2 Phone: (604) 822-5023 Fax: (604) 822-8944 A Note from the Native Language Instructors' Program 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 the NLIP office at (807) 343-8198. Native Language in Ontario Vol. 9, No. 4 Page 9 �ON THE POW-WOW TRAIL............. 1994 1. Long Lake #58 Pow-wow June 10 - 11 - 12, 1994 For More Information Contact: Shirley at (807) 876-2962 or (807) 876-4255 or Patrick at (807) 876-4269 2. Whitesand Traditional June 17 - 18 - 19, 1994 Armstrong, Ontario For More Information Contact: Gary (807) 583-2177 Fort William First Nation - Mount McKay July 1 - 2 - 3, 1994 For More Information Contact: The Band Office at (807) 623-9543 3. Pie 50 Heron Bay First Nation - Hwy #17 July 8 - 9 - 10, 1994 For More Information Contact: The Band Office at (807) 229-1749 4. Red Rock/Lake Helen First Nation - Nipigon July 15 - 16 - 17, 1994 For More Information Contact: Dolores at (807) 887-2414 7. Pie Moben Pow-wow - Hwy #17 July 29 - 30 - 31, 1994 For More Information contact: The Band Office at (807) 882-2134 8. Pays Plat First Nation - Hwy #17 August 5 - 6- 7, 1994 For More Information contact: The Band Office at (807) 824-2541 9. Rocky Bay First Nation - Macdinnid August 12 - 13 - 14, 1994 For More Information contact: The Band Office at (807) 885-340 l 10. ..David Charles Days" 1 week long event August 15 to 21, 1994 Contact Ginoogaming First Nation (Long Lake #77) (807) 876-2242 Whitefish Bay Pow-wow $40,000 prize money available July 8 - 9- 10, 1994 For More Information Contact: Andy White at (807) 226-1155 5. 6. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• • • •• • •• •• •• C01{(j1(.9L'T'UL.91.'TI09\[S 'TO: 51n n ie £oon :/{£IP (jraduate !May, 1993 •• •• •• • •• • •• •• •• • •• •• �cipien t tlie 1992 - 93 • •• •• 'Dr. :Jlenriette Seyffert !Memoria£ Prize •• in •• •• :J{ative Lang uage Stuaies • •••••••••••••••••••••••••••••••••••••••••••••••••••••••• of Page 10 Native Language in Ontario Vol. 9, No. 4 �The Department of Indigenous Leaming & The Indigenous Leaming Centre Announce the First Annual Biennial ABORIGINAL PEOPLES' CONFERENCE ON October 14, 15, and 16, 1994 Theme: Indigenous Leming Place: Lakehead University Thunder Bay, Ontario CALL FOR PAPERS & PRESENTATIONS All proposals will be considered Suggested areas include, but are not limited to: • Exonomic development • Treaties and land claims • Legal issues and strategies • Education • Non-status issues • Survival of native languages • History, Anthropology, Archaeology • Literature • Indigenous Philosophy • Science and Technology • Cultural Traditions • Indigenous Art Selected papers and abstracts of all presentations will be published in a Proceedings. Submission Guidelines: Prospective presenters are invited to submit abstracts for papers in subject areas of Indigenous Learn­ ing. Proposals for complete sessions or panels on particular topics will be considered as well as propos­ als for individual papers. Each proposal must contain the following: • Abstract of paper (150 words) • Title of presentation • Name and titles of author(s) • Biographical note (50 words or less) • Name, address, telephone, fax numbers of person to be contacted • Special requirements for presentation Submit proposals to: Dr. Douglas A. West Department of Political Studies Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B 5K7 Telephone (807) 343-8304 Fax (807) 346-7831 Deadline for submission is June 1, 1994 Native Lan,rnage in Ontario Vol. 9. No. 4 Pae:e 1 1 �INTERRELATIONSHIP OF NATIVE-AS-A-SECOND-LANGUAGE (NSL) AND FRENCH-AS-A-SECOND-LANGUAGE (FSL) PROGRAMS Policy Memorandum 110 from the Ministry of Education of Ontario In the context of NSL implementation, this memo­ randum clarifies the relationship between NSL programs and FSL programs offered by school boards to students in elementary and secondary schools. School boards are encouraged to offer the NSL program if fifteen or more students want NSL instruction and a qualified NSL teacher is avail­ able. School boards may offer the program for fewer than fifteen students, after considering the feasibility and cost of the program. The NSL program must be based on the curricu­ lum guidelines Native Lan�ua�es, Part A: Policy and Pmwun Considerations. 1987, which pro­ vides direction for the organization of courses of study for a Native language in the Primary, Junior, Intermediate, and Senior Divisions. It is recom­ mended that school boards design their NSL pro­ gram in such a way that students may enter it at one of four entry points - the beginning of the Primary Division, the beginning of the Junior Division, Grade 7, or Grade 9. Instruction in the Native language is to be offered during the school day. Students must receive French instruction in every year from Grades 4 to 8 and must accumulate a minimum of 600 hours of French instruction by the end of Grade 8, as outlined in Policy/Program Page 12 Memorandum No. 58. However, students are to be exempted from FSL if their parents or guardians feel, after consultation with the principal, that it is in their best interests not to take FSL. If parents or guardians want their children to take the NSL pro­ gram and to seek exemption from FSL, exemption is to be granted. In elementary schools where the parents or guard­ ians want their children to participate in both NSL and FSL, school boards will have to make arrange­ ments to accommodate both language programs. Case studies drawn from schools that are currently offering both NSL and FSL instruction are de­ scribed in the newsletter NativeLaoKYaiSfsMonitor that accompanies this memorandum. Once an instructional sequence in NSL has begun, NSL must be offered to students through to the end of secondary school. Two credits are to be offered in each of the Intermediate and Senior Divisions. Those students who chose to take only NSL in elementary school and who do not wish to take FSL in secondary school may be permitted by their principal to substitute a compulsory credit course for the compulsory credit in FSL, as stipulated in OSIS (section 4.10), but who chose to take only NSL in elementary school, principals are encouraged to offer credit courses in Introductory French, as out­ lined in Policy/Program Memorandum No. 86. Native Language in Ontario Vol. 9, No. 4 �HELPFUL HINTS FOR STUDENTS Coming to L. U. for NLIP 1994 When packing for your stay in Residence, it is important to be organized. Space in your room will be limited. CLOTHING: Besides the clothing you will need for classes, it is necessary to consider other activities you will be involved with. You may find yourself in a dress-up situation for a night out or at a Pow-wow. Do not forget appropriate clothing for "Student Teaching". SPORTS EQUIPMENT: For the sports-minded, bring all of your racquets, a baseball glove and bat, and a frisbee. If you bring a bicycle, bring a chain and lock also. STOVE AND FRIDGE: Both are available In theTownhouses only. If you are staying in a townhouse, please bring your own dishes, cooking utensils, pots, pans etc. Cooking will not be allowed in the Prettie Residence due to Fire Regulations. People in these residences must purchase the meal plan from the University. To make your stay during the Summer School comfortable, you may want to bring some of these items with you: SUGGESTED ESSENTIALS extra blanket clothes hangers extension cord laundry detergent soap shampoo towels dish towels needle and thread drinking glass OTHER USEFUL ITEMS extra table lamp iron kettle toaster radio hair blow dryer fan COURSEWORK MATERIALS colored markers pencil sharpener paper punch pens notebooks scissors scotch tape masking tape glue stick stapler Samples of Work: lesson plans, audio visual materials, games, puzzles, children's work, tape recordings of music, stories or lessons. and lastly...... * Residence fees must be prepaid or paid upon arrival, failure to do so will result in lockout • Be prepared to pay your tuition upon arrival unless you have mailed a sponsor's declaration form stating otherwise. " NO PETS WILL BE ALLOWED (807)343-8198 For more information, call the N.L.I.P. Secretary at: Native Language in Ontario Vol. 9, No. 4 Page 13 �NLIP SUMMER '94 ANNOUNCEMENTS FOR RETURNING AND NEW STUDENTS BORA LASKIN FOOD SERVICE SUMMER SERVICES (NLIP) HOURS OF OPERATION MONDAY TO FRIDAY 8:15 a.m. - 1 :30 p.m. MENU Assorted Packaged Sandwiches Packaged Salads Pizza Snack Foods Coffee, Juice, Can Beverages Weekly BBQ's (outdoor seating) PURCHASE A DECLINING BALANCE MEAL PLAN AND AVOID TAXES ON ALL YOUR FOOD PURCHASES - A 15% SAVINOS Versa is pleased to be able to provide this service to the Native Language Instructors' Program. Operation will begin on Sunday July 3, 1994 from 1:00 to 4:00 p.m. IS PL'E!itS'E'lJ 'TO M{'J,£O'W{CE Tllf4.'ISO'll'VE9{/'E�'T-S!J{I�'IS, Tl{.9l'VE.L M'll(jS, !Jf.91.'IS, S'WEJit'IS!J{I� M{'lJ J.9lCXJ:,'IS 'WILL 'lJ'E .9l'V.9lIL5t':BL'E, � f4.(jf4.I9{ 'WIT.JlTJ{'E, !){'£LP O:f MfULO'J{S C0$:!>01(f4.PE IM!Pl{.'ESSIO'J{.S. :furtfur infonnation wi[(fo{fow in yourfinal mailout in June. Page 14 Native Language in Ontario Vol. 9, No. 4 �Native Authors • • • Ferguson Plain Author of EAGLE FEATHER LITTLE WHITE CABIN AMIKOONSE Ferguson Plain is an Ojibwa artist from the Samia Indian Reserve in Samia. Ontario. Ferguson is self­ taught and all his works are based on Ojibwa culture. He combines elements of realism and mysticism in his drawings and paintings and uses various mediums including acrylic. graphite pen and ink. Fergusons's artwork is seen in many art galleries around the London area. Ferguson received his teaching certificate from the North Bay Nipissing University. He is a teacher of Native Education and resides in London, Ontario. In 1993, Ferguson was awarded the Commemorative Medal for his significant contribution to Canada. Below are brief descriptions of his books: EAGLE FEATHER - A young Ojibwa boy grows up with his grandfather's teachings and learns the values of lifethrough the lessons of history, culture and the natural environment. His willingness to learn these important life-values gives an additional sense of accomplishment to his grandfather's life and, in return, the grandfather gives his Eagle Feather to the young boy. This act of giving is an honour among the Native people who revere the all-seeing messenger of the Creator, the eagle. ISBN: 0-921827-12-1; 48 pp. 9x8, b/w illus., $6.95 LITTLE WHITE CABIN - is a touching account of a young boy's acquaintance with an ELDER. This story tells of how the friendship develops, flourishes and ends ... or does it? Through this story we know of the imponance of learning from our Elders and how sharing keeps our culture and beliefs alive. ISBN: 0-921827-26-1; 48 pp, 9x8, b/w illus., $6.95 AMIKOONSE - Amikoonse has never known his true place in the world. He must discover his identity, spiritually and physically, in order to achieve his destination in life. With help from ol' owl. Amikoonse takes a journey through the woods to find himself. ISBN: 0-921827-34-2; 32pp, 9x8, colour illus., $9.95 Native Language in Ontario Vol. 9, No. 4 Page 15 �NATIVE AS A SECOND LANGUAGE FOR CHILDREN JULY 4 - JULY 22, 1994 SPONSORED BY: Native Language Instructors• Program Lakehead University These classes are for children wishing to study Native As A Second Language. The classes are designed to develop and enhance a student's awareness of Native Culture and to develop communication skills in a Native language. The classes will comprise of class time, outdoor activities and field nips. Children aged five years to founeen are invited to participate. COURSE INFORMATION LOCATION: DATES: TIME: FEE: Presents Indian Faces �,I; Bora Laskin Building, School of Education July 4 - July 22, 1994 8:30 a.m. - 12:30 a.m. Free <la-J'a..V with host Cllarlolle Childs " Broadcast at 2:05 Friday Afternoons b.o<A•<I Cl (•'IJ'bo-f>J'b' o-~fl<tib-..!r' l1"·b<IACI'J'b' OC•<IU �<lo-J'..,V ...C·b.n.r<I' ,.) Ao-' VPXl,o-•<I'. V<ICA,r-4' ro.. V<i!,,r l>.•C r•l>.n.-' l)>\,13,l,.,l <lrJ'LV' A weekly Cre&'Ojibway language program featuring music:, legends and inlerviews by lhe Indian People or Nonhem Ontario Page 16 CBC. ciii•• Thunder Bay Native Language in Ontario Vol. 9, No. 4 �A N I SHNAABE ZH I B I I GEW I N \ I ..." "'� r .,.­ , I " .s. Y.. r-r--------t--l� ,,__.....,... ?._, 5. JS: lo 11. ll.. ,+.�-&; ,. r--r-r-r--r-_...,,--r--1 ..to.,._+-..__L-.....,L....L,.._,L--,,,1 :z..s.: ACROSS 1. 2. 4. 6. 8. 9. 11. 12. 14. 16. 20. 21. 23. 26. DOWN once cat h e re bear wr i t i ng they bumped i nto each other water Nat i ve peop l e ch i l d map l e s y rup s h e sees h i m bags m i ce hel lo - --PANE S A B AA B MKWA ---- B E ZH I G B T A A K S H K A DAAOWAG B I NOOJ I I NH M S H K I M DAN WAABGONOOJ I I N YAG ZHI ISHI I BENH JAAJ ( Answer Key: see over) ...-. - 1. 3. 5. 6. 7. 8. 10. 13. 15. 17. 18. 19. 20. 22. 24. 25. l i tt l e star if woma n book ha l f duck t h ree c ottonta i l rabb {t George you thank you egg swan one a l ways rope -----------------WAA B Z I I NGOO I N G M I I GW E C H N B I I SH KWE WAABMAAN NANGOONS AABTA NSW I GI IN ZH I B I I GEW I N GAAZHAG WAAWAN A N I S H NAAB E G Z I I WAAGM I D E BOOZHOO G I I SH P I N M Z I N I GA N MZ H I W E N S MAAMP I I B y : "An i shnaabe Zh i i b i i gew i n " Proj ect : W a l p o l e I s l and �A N I S ri N A A B E Z �i l o f I G c W I N Why Puzzles in Language Teaching? Puzzles and games can be characterized in terms of three general instructional objectives: • knowledge of specifics • knowledge of entire messages, and • development of communication skills Here is a summary with six main points: 1. They are learning enhancers. 2. They are motivational stimuli . 3. They can be easily constructed and keyed to instructional objectives. ...classroom experiences of many teachers suggest that puzzles and games are beneficial to language learning. ... game-playing fosters a positive attitude towards the language being learned. ...the teacher can select the appropriate puzzle or game to accomplish a learning task once it has been determined. They are useful primarily as recall and reinforcement devices. 4. They must be synchronized to the learners' age and level of competence. S. They should be used carefully. 6. They should involve the students as much as possible. ... the activity should not be beyond the students' capabilities. ... they should never be employed as "time-fillers." The learners should be made to understand that they are part of the curriculum. The teacher should also keep in mind that too much use of puzzles and games is not desirable . .. .the puzzles and games can be constructed by the students themselves. This will shift the focus from language teaching to language learning. Soun:e: Danesi. Marcel. AGuidetoPuzzles and Games in Second Language Pedagogy. Toronto: The Ontario Institute for Studies iil Education, 1985. Page 18 Native Language in Ontario Vol. 9, No. 4 �Lakehead Anishinaabemowin Educators Last fall, a group of Native language educators living in Thunder Bay began to organize for the purpose of networking and communication, a forum where teachers and other interested Native language educa­ tors can share their ideas, suggestions and concerns and support each other in their work. This group also supports NLIP with information and plans. Monthly meetings have been held and the group needs to establish goals and objectives which would focus on Native language education. At the last meeting held on May 4, 1994, it was decided by the group that we ask for input from you. We need your help. Any information you provide will be used to establish these objectives. Please complete the form and mail to the NLIP office, Attn: Lena Odjig White, or you may fax this form to 807-346-7746. Deadline is June 17, 1994. If you need further information, please give Lena a call at 807-343-8003. Please complete both sections, A and B. Questionnaire SECTION A: (gives objectives commonly expressed by Native language teachers) Select your choices. __ 1. Need salary grid for Native language teachers __ 2. Development of curriculum and resource materials __ 3. Professional Development workshops __ 4. Strategies for community involvement __ 5. Language Research __ 6. To educate school boards and general public on Native language issues __ 7. Elders' involvement __ 8. To utilize available technology in language development __ 9. Need for training program for translators/interpreters 10. ............................................................................ . SECTION B: List your ideas on what Lakehead Anishinaabemowin Educators should consider: 2. 3. 4. 5. 6. 7. 8. Native Language in Ontario Vol. 9, No. 4 Page 19 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 9 (4), May 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1994-05-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/8dfaa5d55f5ade21f3b771175f156e6f.pdf 4468b1629c80666180a4ccf9f20840e1 PDF Text Text Page l 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 anticipating more applications than we can handle this summer. and we recommend 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 4S possible. M.L.M. ATTENTION Ontario Teachers! We anticipate that the Ministry of Education will announce the provision of a 3 part "specialis!" A.Q. program for certificated teachers to begin this summer. In the event that this is announced, the Faculty of Education at lakehead University would like to offer part one in the SUfll1ler 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 yo~ are an OTC and would like more information 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. ~lay 19·22, 1987 Hosted by : Saskatchewan Indian Languages Institute Federation of Saskatchewan Indian Nations. The purpose of this International Institute is to examine indig~nous 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. Deadline- April 30, 1987 Please Contact: NALI INSTITUTE '87 c/o Saskatchewan Indian Languages Institute 917 22nd Street West Saskatoon, Sask., Can. S7M OR9 Phonet,•E306) 934-4444 Autumn Grads .t \ Congratulations are in order for 247 students who gradual~ at the end of the fall term. The Fall Convocation is not as t,;g a celebration H the spri ng avant; instead of a ceremony, the gradua1es era given approval by the Sena1e. Bu1 all tall grads are aent an invitation to attend the ceremony in May. The number ol fall graduates has remained fairly constant. Trier• are usually belWHn 200 and 275 MCh YMr. so thLS year's figure ,s just slightly above average. Congratula1ions to all 247 graduetes for your academic IChievamentst "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 s o. 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. Additioml informJ!ion on NSL progums mJy be th,· following sourcl's: obtJin,-d front Regional Offices of the Ministry of Education Ministry of Education Central Ontuio Rci;i(>n Heron's Hill Building Suit.:3201 2025 Shcppud Avenue East Willowdale, Ontario M2J IW-1 Phone.-: (416) 491-0330 Ministry of Education Eastern Ontario Region 1580 Mcrivalc Road, 4th Floor OuawJ, Ontuio K2G 485 Phon.:: (613) 225-9:210 Continued �Page 2 of 4 • • Ministry of Education Midnorthcrn Ontario Region 199 Larch Street, 7th Floor Sudbury, Ontario P3E SP9 Phone: (705} 675-4401 Ministry of Education Northeastern Ontario Region 447 McKeown Avenue Box 3020 North Bay, Ontario PlB 8K7 Phone: (705} 474-7210 Ministry of Education Northwestern OntJrio Region 435 James Street South Box S!MK> Thunder Uay, Ontario P7C 5G6 Phone: (844} 475-1571 Mmistry of Education Western Ontario Region 759 Hyde Park Road London, Ontario N6H 3S6 Phone: (519} 472-1440 Indian and Northern Affairs, Canada, Ontario Region lndi3n and Northern Affairs, Canad3 25 St. Cbir Avenue East Toronto, Ontario M4T 1M2 Phone: (416) 973-1274 Faculties of Education Involved in Native-Language Teaching Second Language Learning: A Remew of Related Studies. Izzo, Suzanne. lnterAmerican Research Associated, Rosslyn, Va. Report No, ISBN-0-89763-058-0 Publication Date 1981. Available from - National Clearing House for Bilingual F.ducation, 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 mnber of these studies to assess the importance of various factors involved in language learning. 'The influencing factors suggested are grouped into three categories; 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 motivation, 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 foi:mally, tllfl l!IE!,~ used and the characteristics of the teacher nrust 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. for teachcrs of Algom1uian: F.tntlty of Education Laki:hcad Uni vcrsit y Thunder Uay, Ontario 1'711 SEI For tcachcrs of Iroquoian: f-aculty of Education The University of Western Omario London, Omario N6G IG7 Cultural Education Centres Woodland Indian Cultural and Education Centre Box 1506 Brantford, Ontario N3T5V6 OJtbway-C rcc: Cultural Centre 252 Third Avenue Tunnnns, Ontano P4N 1E3 LJkc of the Woods OJibway Cultural Centre Box 1720 Kcnor.1, Ontario P9N3X7 Oiibwc Cultural Foundation E~cclsior P.O. West Uay, Ontario POI' IGO North Amcri~an Indian Travelling Colkgc R.R. #3 Cornwall, Ontario K6H5IG ttResearch on a Humanistic Language Tea~hing Model,tt Knibbeler, Wil Journal of Applied Linguistics; nl p34•45 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 t9em in order to produce a maximum number of new meaningful utterances. "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 s 7hool in Northern Italy in which students, using a poem as a basis created a caste of characters and ' I • expanded the poems story 1 ine to crea t ea world in which the characters could interact. Abstracts, Articles and Books "Don't Put Your Leg in Your Mouth: Transfer in the Acquisition of Idioms in a Second L<1 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 iden Lica l idioms were the easiest to c omprehend, similar idioms we~e_comprehended almost as we ll, and different idioms were the most difficult to comprehend and produce, This article (1) discusses the relationship between grammatical and communicativ~ competencei (2) examines aspects of grammar theory; (3J 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 foreign language acquisition. 1986. �Page 3 of 4 "Inuit Youth at Ikpik: 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 ~vp 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 focu55e.d on 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 . The re 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 shared 1the same surname. Inuit Tapirisat was represented at the ACUNS meetings in Yellowknife last April,where they presented a paper and, among ot~er things, discussed the Youth Councils and Ikpik camp. A paper, "Bridging the Gap: the Need for N~w,. Approaches to Northern Research and Education , by ITC special consultant Robert Higgins will be included in the Proceedings of the Yellowknife meetings. An excellent series of illustrated articles on Youth Councils and Ikpik, including personal reflections by Deborah Evaluarjuk of lgloolik, appeared in ~he Fall 198~ 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 information among a wide range of participating universities, governments and private groups. Among its activities is an annual public lecture series, an occ asional pa per series, and programs of research and applied wor k conducted on a team and indivi dual basis. ~ Psearch is funded by Parks Canada, which has beeh a co-sponsor o f th e Cen t re sinc e 1983, and by the Social Sc iences and Humanities Research Council and other agencies . Areas of focus have included marine parks and cons ervation, climate change and he ritage, natural science research in national parks, environmental a s sessment, 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 Resourc es Centre, Environmental Studies 1 , Room 345, University of Waterloo, Waterloo, Ontario N2L 3Gl. (519) 885-12ll (ext . 2072, 3066). JESUS O BIMAOlSlWIN For some native language students the name Baraga i s 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 fonner 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 O 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 demonstrate the book and introduce future teachers of the Ojibway language to its treasures. Contact: Fr, A. Schretlen, SJ Box 38, Pickering, Ontario LlV 2RZ / ~~,\, ~~~K• ,, ,~ rf %,;~· · T- -----~- ... % • •.. .:..?~ "Testing in Language Teaching''. Ponterotto, Diane Rassegna Italiana di Linguistica Applicata; v18 nl p87-95 Jan-Apr 1986 Discusses the problem of te s ting with particular regard to the evaluation of auraloral skills within a modern methodological context. The use of pi ctures paragraphs , and dialog111to te s t listening ski lls a nd of picture s and micro-dialogs to test speaking skills is desc,i b e d . ~ "A Case for Case Studies ." Long , Donna Res eigh Foreign Language Annals; v.19 n3 p225-29 May 86. Asserts that many a s pects of th e second language learning and teaching proc ess are not amenable to experimentation at the presen t time and that cas e studies, that i s studies of the individua l l earner, teacher or classroom are valuable as precurs or s to experimentation. "MLJ Computer Corner". Brink, Dan. Modern Language Journal, v20 n2 pl49-52 Summer 86 . Discus ses the question of whether one must know how to program in order to make the most effective use of the c omputer in language classes. Looks at four computer languages which may be of interest to language Teachers who want to learn programr,""9: Basic, assembler, high level languages, and authoring systems. �., Page 4 . ) > Language Education k: .. ·in·canada: First Term Courses:'July 2..July 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 graduate 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 appropriale program. Students from other universities should confirm that course cred'lt can be transferred to their program._ • , , t ~ ,,""•Z ~r _',, ~ ~~~-:• -~ _ •• >::'1-' Education .. Language In.Cit'nada;J; Exploring Common Ground . . •,.'.~---~ . . ·....-., :hr a ,' I ••--::-, • • :. -Mini-courses in Heritage and Native·. ·, • '.', ·: Languages -• . .• . · ·..,:;; , -Demonstrations of Listening Activities for ,'; ,Ji ., LanguageLearners , ,· .•. ,.., . •;.~ , -Short Sessions in Grammar and .. : ·, 'r: J:. , Communication, Classroom Interaction, :l{: • v. Multiculturalism _,_... · ~ ,, , . ····•·, ', : -Displays of Publishers' Materials . ,. Plus a variety of social and cultural activities.' ~. i . . Accommodation _.. ~·- • ..• ...: Registration Form.··. ::. . · TESL Canada Summer Institute ·-·'· ' ... Nan,~: ·~- .•,:_. :.·· .•. ·~~t ~--.~l., .-·. •. ·:.~·. . ~--- -:·.-::: . ... =· • .. t:i . ,.• •. . .. Street: ______,...~- - - - -..-. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Apt.1 # _ _ _ __ ,City: _ _'---_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Province/State: _· _ _ _ _ _ _ _ __ , Postal Code: , ... ~• ... ... . ~· . ·.-~; •·!~' .-If ;w would like to rec~ive an appli~~i;n \ · please check the appropriate space below: 0 Bachelor of Education (TESL) 0 TESL Certificate D M.A. in Apphed Linguistics Linguistic input to children is adapted to their level of comprehension-that is, if no one is looking. ( Reprinted courusy of Universal Press Syndicate.) · \ .... ~r t- Country: _ _ _ _ _ _ _ _ _ _ __ ... I • for admission to a TESL Centre program, , I I l ! ! - - - Space in Concordia University residences · ___ _! (LoyOf a Campus) or McGill University · residences is ava~able tor early registrants of .. • the TESL Canada Summer Institute. would like to receive a registration package for the ·· TESL Canada Summer Institute, please complete lh6 coupon below: • If you •• , • · Workshops and Other Activities ~- • • . · Thethemeoftheinstitute1san . .-.. _ -1. .. . ·;,:;; ·;:' ackncm\edgement that teachers of heritage;!f~, -; languages, Native 19:nguages and ES~ have fj • common concern with language learning and ; •. · language teaching. The institute provides an~\( opportunity tor language teachers to share ··. · their experience and to learn from one another. Both credit and non<:redit courses in ·ESL are also available lor students whose native language is not English. I , ,.. , . "".iii~ Modern English Grammar Comparative Phonetics ESL Methodology Practicum Educational Techno,uyy tor TESL -, Testing and Evaluation ,· ., . Bilingual Education Language Acquisition History of the English Language Syllabus Planning and Materials Development • ·• The Grammars ot English .. Sociolinguistics and ESUEFL ·; · Classroom-centered Research in Second · Languages .. Languages in Native Education ,. : : . Intensive Second Language Courses inSchools . .. . Heritage Language Programs·•. ·.: ~-0 • . ,·, :',·: . • t , Summer Forum ~,'.:"it;~►;·· : . · The TESL Canada Sum~~? Fdrum is a; .- <;·_ i four-day conference which will be held . between the summer tenns (July 23·26). 1~~:,,i ._•.Papers, workshops, and other activities· , • presented by lnstiltJte faculty and other: distinguished language education .. " professionals. _ · • _..- . ._, , ,.. · ·,. :. ·.: Courses 1nclude f . , ., \ .. ~ ,..., ' Mall to: B. Barclay TESL Centre Concordia University 1455 de Malsonneuve Blvd. West Montreal, Quebec H3G 1Ma 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, Volume Two, Number 3. January 1987. Description An account of the resource Newsletter. Native Language Education in Ontario, Volume Two, Number 3. January 1987. Date A point or period of time associated with an event in the lifecycle of the resource 1987-01 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/ffca5c3f13c56d3f2aa195b2015a13c2.pdf 2aa99354bd86ff403fbc1aeea0b21ce4 PDF Text Text Page 1 of 4 Volume Two, Number Four, March 1987 NATIVE LANGUAGE EDUCATION in ONTARIO From the Ministry of Education Guideline - Just before press, we contacted Mananna Couchie 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 appointed 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 - 1987 To date, we've received a total of 40 applications for our summer programs, 1987. Of these 10 are first year applicants for the Native Language Teacher Certification 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 Mitchell 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 returning 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 yellow snake slithers through the grass in the spring." The class has some interesting 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 thi s summer, 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 flying 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 Tinvnins. (We'll hope to hear more of this in a future newsletter. ) 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 l#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 instructions}. 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 wi 11 preside. SUMMER FORUM The TESL Canada Summer Forum is a four day conference which will be he l d between the summer terms (July 23-26). Papers workshops, and other activiti e s will be presented by i nstitute fac ult y and other distinguished language educat i on professionals. Mail inquiries to: B. Barclav TESL Cen t re Concordia Un i vers i t v 1455 de Maisonneuve Blv~ . W Montreal , Quebec H3G lM S Telephone:(514) 848-2 449 0 �. .. -o- 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 variety of presentation formats-including pertinent displays- over a broad range of topics. Possible areas include, but are not limited to: • • • • • l'iative American Poetry - historic/modern Native American in literature Literature by Native Amerlcims Role of education for Native Americ.ins Issues In Native American Health • • • • • Rote or women - matrilineal traditions Definition of a Native Americ.in Religion/role or mythology lntermixture of art, religion and mythology Natjv� b,merican F�i:i.illy: it!_S_!!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 Americ3n Language Issues Institute May 19-22, 1987 Saskatoon, Saskatchewan ... . ' 1. The learning materials to be develooed mu�t be free of discrimination and bias� especially with regard to religion, sex and age. 2. Projects must be linked to the curriculum•· g�ideline •Native Languages". 3. Projects must involve Canadian 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 samples 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-print materials. The proposed budget should reflect this requirement. 7. The Ministry funds will be paid in 'instalments. 8. 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, the 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 MayS,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 $100.00J. 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 for 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 Development 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 and experience of each individual who will be significantly involved in the project. where applicable, a description of any plans for field-testing the learning materials to be developed. Each submission should be addressed to the undersigned. N.K. tickers Education Officer Curriculum Branch Intermediate and Senior Div. Ministry of Education 16th Floor, Mowat Block Queen's Park Toronto, Ontario M7A 1L2 Phone: (416) 965-9672 �... Page 3 ABSTRACTS "The Perception of Ambiguity in a Second La nguage." Karpf, Annemarie International Review of Applied Linguistics in Language Teaching; v24 n2 p157-69 May 1986 In order to show the problem second language learners face when _ confronted with ambiguity, this article explores the linguistics and metalinguistic 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~• or 4 "Implications of Research and Theory Concerning the Influance 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 lan g ua ge lessons, one designed to em late drill and practice, and the other to ut i lize concepts of cl a rifying educational environments, microworlds, games and autotelic environment s . The project su s 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 p305-2S 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 interaction 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 classroom 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, limitations, 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, a computer program designed to help the be~inning linguistics student understand the rules and pr ocesses of tran s formational gene~a~i~e.gra~mar. Many problems and pos~ibilities involving the program and TG interface ( the algorithm) are pointed out. "Transi tio~ From 1ul timedia 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 Harist College, Poughkeepsie, New York, in which multimedia 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 Summer 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. �More Abstracts ttOesign 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 r cement~" Cummins, Jim TESL Canada Journal; v3 n2 p13-31 Mar. 1986. Explores way in which microcomput er 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 n1 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 interactive video learning materials is explained and its advantages to the learner are discussed. "Diga! Telephone Protocols and Strate~ies 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. Interactive 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; v18 n1 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. DJ "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 examination. The experiment was carried out with two homogeneous sections of secondsemester 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, Volume Two, Number Four. March 1987. Description An account of the resource Newsletter. Native Language Education in Ontario, Volume Two, Number Four. March 1987. Date A point or period of time associated with an event in the lifecycle of the resource 1987-03 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/e3c61b41a70507fde9996cd617f8254c.pdf 5c6ea3ce1c186fe3f505a7f6cb70f3e2 PDF Text Text January 2012 Newsletter Message from the NLIP Coordinator Bruce K. Beardy Booshoo, Waachiye, Aniin to all of you. Welcome to the latest issue of the NLIP newsletter. We are doing our best to offer two issues of the NLIP newsletter annually that will be submitted to you, NLIP students, electronically. In each issue, you will find information pertaining to Native Languages and Native Language Education. Feel free to pass it on to others. The past 2011 NLIP Summer School was a success and it was great to see many people achieve their goals. In the fall of 2011, I have been busy attending conferences and doing some research for Native Languages Immersion programming. I participated in an Indigenous Languages Institute symposium entitled "Immersion for all Environments" in Albuquerque, NM. It was a two day conference discussing the Native language immersion programs and its successes across Canada and the United States. A lot of networking resulted from this gathering. I also had an opportunity to visit an Immersion school in the state of Arizona while I was in the area. The Tse'hootsooi Dine' Bi'olta' is a Navajo immersion school located in Fort Defiance, Arizona. I felt very welcomed by the administration and staff of the school. I observed in classrooms and briefly spoke to teaching staff. It was so wonderful to see and hear the children speak in their Native language and many of them wearing their traditional Navajo clothing. More recently, I visited the Niigaane Ojibwe Immersion School at Leech Lake Indian Reservation in Minnesota. This visit was to do some research and get an idea how the immersion school operates and its' function, the role of the teachers and the community. I also attended the "Circle of Light - Learning Together for Student Success" conference in Toronto. This is a First Nation, Metis and Inuit Education conference put on jointly by Aboriginal Affairs and Northern Development and Ministry of Education. Approximately 1000 participants attended this conference. While at this conference, the Chair of the Aboriginal Education Department and I met with Ontario College of Teachers representatives to discuss some of the issues NLIP students have told us about. It was a very positive and productive meeting and we hope this will alleviate some obstacles that you are facing. We will continue to work with OCT and resolve the issues that we experience. .....Continues on page 2 ' · 'Ii • { A 'IP". � _.,1 ........., �...continued from page 1 Lakehead University, Aboriginal Education Department also co­ hosted with the Ontario College of Teachers a "Conversation Circles to Support the Development of Additional Qualification Guidelines for Teaching First Nations Students". There were approximately 30 participants of Ojibwe and Oji-Cree speakers at this gathering. Out of this conversations, teaching immersion Native languages was a big topic. The Cree speakers held their own conversations in their territory with OCT. We are hoping to offer a course Teaching Native Language Immersion to our NLIP students for 2012 summer. This course will fall under the NLIP Summer Institute program and is designed for Native Language teachers who have completed the NLTC or the NASL Diploma programs. For more information, you can call me directly at 1-807-343-8003 or e­ mail: bbeardy@lakeheadu.ca. We feel it Is Important to remind people of the description of the Native Language Instructors' Program (NLIP), Its objectives and other programs. 1. 2. 3. 4. 5, 6. 7. 8. Description of the Program The Native Language Instructors' Program (NLIP) at Lakehead University is the only program in Ontario with a mandate from the Ontario College of Teachers to provide teacher certification in Algonquian languages. Established in 1984, the purpose of NLIP is to provide persons who are fluent in their native language with a recognized (in accordance with the Ministry of Education) means of teaching that language to their respective communities. In other words, NLIP serves largely as a school that educates students in a relatively standardized method of instruction, which is applied to traditional languages. By no means restrictive, NLIP provides a learning environment that respects, encompasses and promotes traditional teaching practices and beliefs. NLIP also provides courses to those persons who wish to become fluent in a particular language. Students for the Native Language Instructors' program apply from across Ontario and other regions; once accepted they have an opportunity to earn a teaching certificate or diploma. The program is offered in the month of July for three or four summers. The purpose of the Native Language Instructors' Program is to increase the number of Native language teachers through summer programs, which will prepare them to teach Native Languages as described in Ontario Ministry of Education regulations. The program provides the students the study of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native Languages. Course requirements are met through a combination of courses and student teaching. the students will have understanding of the underlying structure of their language and will have developed literacy skills; the �udents will have a knowledge of methods and techniques for teaching Native As A Second Language; the students will have an understanding of practical pedagogical principles that will help them work within the context of the school, with administrators, teachers, students, and the community; the students will successfully complete a combination of observation and teaching experience; the students will have gained knowledge of the traditional teachings and values inherent in Native languages and culture; to maintain the survival of the Native language and culture; that the NLIP students have outlined for them the traits, skills and habits of a successful university student; that the NLIP students be trained in and measured by a single teaching formula and a common lesson planning and evaluation format; that NUP provide to its students the means to develop traits, skills and habits of a successful university !s'tlldent. Anishinaabemowin Gikino'amaadiiwigamig �Native Language Teacher's Certification A three summer program for the month of July; training in teaching Native as a second language to students whose first language is English. The Certification Program is designed for individuals who want to teach a Native Language as a second language in a primary or secondary school. It focuses on developing skills required for second language teaching. The curriculum is designed for students who enter the program with an Algonquian Language background. Admission to the NLTC Program Students will be admitted to the program provided that they meet both of the following: (a) Native language requirement of the course to which the candidate wishes to be admitted. i.e. for both NASL/NLTC - fluently speak a native language. (b) Lakehead University Admission Requirements. Requirements for Admission to Undergraduate Degree Programs (See Mature Student and Extraordinary Admissions in the Lakehead University on-line calendar at www.lakeheadu.ca). Components In order to qualify for the Transitional Certificate of Qualification and Registration through the Ontario College of Teachers (OCT), a student will be required to complete successfully each year all four half-courses of the following: 1. Algonquian Courses: Introduction to literacy in Native Language, Practice in reading and writing, curriculum materials and understanding of language structures. 2. Methodology Courses: Methods of second language teaching, planning, use of curriculum guidelines, classroom activities, evaluation, and materials production. 3. Pedagogy Courses: A survey of teacher ethics, classroom management skills, record keeping and planning. An examination of characteristics of children. Identification and solutions to common problems facing Native language teachers. An examination of bilingual education, strengths, weaknesses, problems, and opportunities. 4. Practicum: Students become familiar with Ministry of Education documents, plan for instruction, classroom observation and on-site teaching experiences in Native language classes with children aged five to sixteen. Students participate in workshops and assemblies that provide activities and resources for the classroom. Anishinaabemowin Gikino'amaadiiwigamig �- --- �-- ----�---- Native as a Second Language for Non-fluent Speakers NLTC student graduates wishing to enter the fourth year of the NASL diploma may do so providing that they complete all the NLIP requirements. NASL on-campus courses consists of: Algonquian 2233, Education 1354, and Education 1574. Education 1599 is a supervised fall and winter practicum, off-campus, in the fourth year of the Native Language Instructors' Program and is a required course to complete six prescribed assignments. Upon successful completion of the Fourth Year or NASL Program, student is awarded a Lakehead University Native as a Second Language Diploma and can attend the Lakehead University Convocation. Each summer, two Advanced Native Language and/or Linguistic courses are offered to students who have graduated from both NLTC and NASL programs wishing to extend their knowledge and do research in the area of their specialty as well as to any person similarly qualified. For 2012 NLIP Summer Session these courses are being offered: Native language 2711 Introduction to Native American linguistics A survey of the native languages of North America: present situation, historical relationships, sound systems, grammatical structures, geographic and social variation, writing systems and language maintenance. The basic principles of descriptive and historical linguistics will be introduced. Native language 3811 Special Topic I A half course on a selected topic. (Possibly an Immersion course.) The courses in this series are intended for students who wish to learn either Ojibwe or Cree, and are not normally intended for students already fluent in one of these languages. These Ojibwe and Cree courses are usually offered through-out the year including spring and summer and depending on the student enrollment. Some of these courses are cross listed with Indigenous Learning. Ojibwe as a Second Language Lakehead University offers introductory courses in two of the main dialect variants found in Ontario. Severn Ojibwe (sometimes also referred to as 'Oji-Cree,' and as Anihshininiimowin in the language itself) is the primary dialect spoken in much of Ontario north of the Berens River. It is frequently written using the traditional syllabic writing system; a wide variety of orthographic traditions, both alphabetic and syllabic, are used in Ojibwe dialects. Western Ojibwe refers to the dialects of Ojibwe spoken in communities from approximately Sault Ste. Marie in the east, along the north shore of Lake Superior, and through the Lake of the Woods area. Severn Ojibwe Courses include: Introduction to Severn Ojibwe Part I and Part II. Intermediate Ojibwe Advanced Ojibwe Western Ojibwe Courses include: Introduction to Western Ojibwe Part I and Part II. Cree as a Second Language Introduction to Cree Part I and Part II are normally offered through out the year but is dependent on the student enrollment. �The Native Language Minor Students at Lakehead University may obtain a Minor in Native Languages by taking an appropriate series of courses. NLIP Linguistic Community Residence A) The first is intended for fluent speakers of a Native language (usually Ojibwe or Cree). With the cooperation of the Lakehead University Residence and Conference Services, townhouses for NLIP students are set a side for the month of July each summer. The residence provides atmosphere conducive to serious study and encourages the use of the Native language to the greatest extent. Parents are responsible for children in the residence community and on campus. B) The second is intended for individuals who wish to learn a Native language, or to improve their fluency in a Native language. NLIP Residence Coordinator and Assistant are available to provide services day and evenings including weekends on­ site at the residence. An overall average of 60% is required in three courses chosen in consultation with the Coordinator, NLIP program. NLIP Elders Program There are two paths for obtaining the Native Language Minor. Program Requirements for Fluent Speakers The following sequence of courses is recommended for �tudents who are fluent in Ojibwe or Cree. 1) The equivalent of ONE full first year" ALGO" course. This requirement may be satisfied by taking ALGO 1212 and ALGO 1232 (Note: these courses are normally offered during the summer session only). 2) The equivalent of TWO full courses beyond the first year level. This may be met by taking a combination of"ALGO" courses and/or" NALA" courses. In consultation with the NLIP coordinator, special combinations of courses may be designed. Program Requirements for Second Language Learners and Non-Fluent Speakers The following sequence of courses is recommended for students who are learning Ojibwe or Cree. 1) The equivalent of ONE full first year"OJIB" or "CREE" course. This requirement is satisfied by taking OJIB 1013 or 1014 and OJIB 1015 or 1016 or Cree 1010 and Cree 1012. These courses are regularly offered during the fall and winter semesters, and may also be offered during the month of July. 2) The equivalent of TWO full courses beyond the first year level. This may be met by taking a combination of"OJIB" or"CREE" courses and/or appropriate "NALA" courses. In consultation with the NLIP coordinator, special combinations of courses may be designed. Elders provide counselling and general support to students regarding personal, social, guidance and cultural needs. On occasion, Elders are invited by the faculty lecturers and children's programs to share storytelling sessions and cultural knowledge and experiences to the classes. They conduct opening and closing prayers at assemblies and staff meetings, smudges, sweat lodge, and sunrise ceremonies. They maintain liaison and communication with the students, children's programs, faculty and staff. Elders are available during the day and in the evenings including weekends for the students. NLIP Student Support Workers The student support workers provide assistance and support to students in accessing University services: Aboriginal Services, Library, Learning Assistance Centre, Health Services, Financial Aid Office, etc. They also support students regarding personal, social and cultural needs. Maintain liaison and communication with the students, children's programs, faculty and staff and work with NLIP student council regarding goals and activities. They encourage students to participate in the planning and organization of activities, maintaining communication links, scheduling and advertising of events. Aboriginal Education Counsellor may be available on-site, three days per week to provide social, cultural and academic support to students during the summer programs. �Lakehead University Native Language Teacher's Certification (NLTC) July 3 - July 27, 2012 Native as a Second Language (NASL) Diploma July 9 - July 27, 2012 Institute Courses July 9 - July 27, 2012 Native Language 2 711 Introduction to Native American Linguistics A survey of the Native languages of North America: present situation, historical relationships, sound systems, grammatical structures, geographic and social variation, writing systems and language maintenance. The basic principles of descriptive and historical linguistics will be introduced. Native Language 3811 Special Topic I A half course on a selected topic. (Possibly an Immersion course.) Second Language Courses Ojibwe July 3 - July 19, 2012 Ojibwe 1013 Part I Introduction to basic Severn Ojibwe phonetics, grammar and conversation. July 23 - August 9, 2012 Ojibwe 1015 Part II Developmental of conversational skills and practice in writing. Cree July 3 - July 19, 2012 Cree 1010 Part I Introduction to basic Severn Ojibwe phonetics, grammar and conversation. July 23 - August 9, 2012 Cree 1012 Part II Developmental of conversational skills and practice in writing. �™� Ani$hinaabemowin-Teg Inc. Presents 0 March 28th to April 1, 2012 l<Gw�dln C�1tno ;md Convctntlon Centre Saull St•. M,uht, Mich,tffan R�lttrotlon f.1,&,,,dOo.odt,,.,•-­ Dotc_, IS 2'0111<: V$Ot m•oo .a«n ,,oo 1'!000 E-..:�• 0 00 �'l'o./11 This is a Drug and Alcohol Free Event Please Koop Conforoncc Aroa Smoke F roe $t-nd l'•1mitnt .end ff�••trJtton to 0t•tr-.iN- C tunJ fc:unc:t� •H.....,, S61, P o na 1"Ch� 011 POP IC.0 f•• ,�, lf7-64at morv lnformotlon phNISV vmoll Nortlna Osowomldc ot mortl1<1omlk@hotm"Gll.com or Jonis Fairbanks ot foirbonksj hotmoil.com or check out oor wetbsltv www.ateg.<<1 for ... 19th Annual Stablllzlng Indigenous Languages Symposium Thompson Rivers University, Kamloops, British Columbia, Canada, May 17-19, 2012 For more information contact Jack Miller at JamiUer@tru.ca Click here to see Tim on youtube: Tjm speaks Ojibwe[Tim ojibwemo http:/Jwww.tr:.u.ca/sils,'1tml �New Release Are you returning for NLIP 20 12 Summer School? If you were an NLTC (Year 1 , 2 and 3) student last summer, you may proceed to register on-line for the NLTC summer courses. Year 3 NLTC students who wish to do an additional year for year 4 or NASL Diploma program may also proceed to register on-line. Since many of you were able to register your courses on-line last year, this should be a little bit more easier. If you are unsure which courses you should register, please refer to your transcripts. The "ALGO" year 1 and 2 courses are a bit tricky as you will need to know which section of the ALGO course you took last year and must register the same section for second year students, i.e. for Cree speakers you took ALGO 1 21 2 AC and can register for ALGO 1 232 AC; for western Oji-Cree speakers; ALGO 1 21 2 AA for 1 232 AA; eastern Ojibwe speakers AB; and for western speakers AD. For returning first year NLTC students, ALGO 1 232 AA/AD sections of Western Ojibwe and Western Oji-Cree may be combined for the 201 2 Summer session as is the first year ALGO 1 21 2 AA/AD sections. All others, new first year NLTC applicants and Institute Courses applicants MUST apply through Lakehead ADMISSIONS office. If you require assistance or need more information, call Diane Maybee or Bruce K. Beardy at 1 -807-343-8542 or 1 -807-343-8003; E-mail: dma bee@lakeheadu.ca or bbeardy@lakeheadu.ca. Nenapohs Legends Memoir 2 Margaret Cote ISBN: 978-0-88977-219-9 Series: University of Regina Publications 25 Year: 2011 Pages: 1 1 2 Binding: Paperback $19.95 Seven traditional stories of the Saulteaux trickster. Nenapohs. In both Standard Roman Orthography and Syllabics, with English translation and a glossary of Saulteaux words. Shop on-line at WWW.CPRCPRESS.CA For returning NLTC students, using your Mylnfo (WebAdvisor) go to htt!UL howtoregister.lakeheadu.ca/ for registration instructions. PLEASE read and follow the instructions. If you are having a difficult time, call Diane or Bruce at the NLIP office. Bring your Lesson Plans The summer NLIP Practicum Planner is encouraging all returning NLTC students to bring their Lesson Plans that they used for their classes over the school year. Please review your lessons carefully and identify what worked best and how they can be improved. Bring all, if you have available, your worksheets, exemplars and rubrics that go with the lessons. With this idea, you will have all your resources to use for your practice teaching next summer. You will be required to teach a minimum of three practicums during the summer. For Ontario Ministry of Education Native Languages resources, visit the website at: hUp://www._edu_.gov.on.caLeng/ For Ontario College of Teachers, visit the website at: b_ttp;//�o_ct.ca/ � 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 Instructor's Program Newsletter January 2012 Subject The topic of the resource Universities Description An account of the resource 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 2012-01-01 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/bf9c68ad3bd52092a7d2df878eda8a79.pdf 3449f4576c0c9de40b129fb613efd8be PDF Text Text Native Language Instructors' Progran1 News Boosho, Aani, Tansi, Greetings Can you believe it, NLIP 2008 has come and gone. It was an exciting and challenging summerfor all of us and WE OVERCOMED all things. Hats offto everyone!!! Kichi Miigwech to all NLIP faculty and staff Your loyalty to NLIP is SO appreciated KichilCh-Miigwech! Again. .The dates for Summer 2009 are listed on page four so check it out and we shall see you next summer. I've enjoyed working with and for you this summer. Feelfree to email Diane and myselfthroughout the year (check our email addresses on Lakehead website). We are available to meet your needs while away from campus. Jfyou want to contribute any teaching ideas, resources or a lesson plan, yourfavourite recipe, upcoming conferences send it to us via email. We would like to print at least two newsletters per year and your contributions will be appreciated. This last paragraph was in our last issue sent to you in February, we would like to keep a list of NLIP students who are looking for employment in the city of Thunder Bay or elsewhere in Ontario or Manitoba. Our office receives telephone calls from school boards looking for Native Language teachers. Leave your name and contact number with Diane@ 807-343-8542 or myself@ 807343-8003. May the Guidance of the Creator be with you as you forge on teaching the Native Languages. ��vy Charlotte Neckoway, Coordinator, NLIP P.S. All the best from Diane andfrom Charlotte's angels:) Inside this Issue: Message from your Coordinator 1 NLIP 2008 collage 2 Recipes 3 Job Hunting?, 2009 Spring and Summer Courses, Language books 4 Technology-websites and search engines 5 �Out and About- Summer 2008 Native Language Instructors' Program Page2 �Spinach-rice casserole Amount ., by D. Wolfman Ingredients 1 Cup Serves 6 Milk 4 Eggs 1 tbsp Workhorse Sauce 1/4 C Yeast l/4c Chopped Green Pepper 1 lb Grated Cheese ( Cheddar, Jack, Swiss) Blend Liquids. Stir in remaining ingredients except seeds and 4c Cooked Brown Rice nuts. Pour into oiled casserole. Top with seeds and nuts. Bake at 10 oz Chopped spinach, steamed 1/2 to 1 c Seeds and Nuts Preparation Method 375 degrees for 35 minutes. ·································································································································· Blueberry Peach Upside down Cake Amount Topping 1/4 Cup 1/2 Cup 1/2 tsp 2 Cake Ingredients 1/2 Cup Butter (Melted) Lightly Packed Brown Sugar each cinnamon and ground ginger Ontario Peaches, peeled, pitted and cut into 1/2 inch wedges Ontario Blueberries 1 1/2 Cups 2 tsp 1/4 tsp 1/2 cup 2/3 cup 2 1 tsp 1/2 cup All purpose flour Baking powder Salt Butter at room Granulated Suga Eggs Vanilla Milk Topping In small bowl, stir together butter, brown sugar, cinnamon and ginger; spread over base of pan. Top with circles of peach wedges, leaving a little space between peaches. Sprinkle blueberries be­ tween peach slices. Cake In small bowl, stir together flour, baking powder and salt until well combined. In large bowl and using an electric mixer, beat butter with sugar and lemon rind until light and creamy. Add eggs one at a time, beating well after each addition. Beat in vanilla. Gradually beat in flour mixture with milk until well blended. Spoon batter over fruit, spreading to edges. Bake in centre of 350 ° F (180 °C) oven 55 to 60 minutes. Cool on rack 15 minutes. Run knife around edge of cake, then carefully invert onto platter. Spoon any juices on platter back onto cake. ·································································································································· Pot Roasted Partridge with Cabbage and Chesnutt's by Rick Stein from Food Heroes Serves 4 Ingredients 1 tbsp olive oil 4 small or 2 large prepared partridges 150g/5oz smoked streaky bacon lardons 25g/1oz butter 16 small shallots, peeled and left whole 2 carrots, cut into batons 2 bay leaves 150ml/5ft oz good quality chicken stock 1 Savoy cabbage, outer leaves removed, then cut through the core into 8 wedges 200g/7oz cooked, peeled chestnuts salt freshly ground black pepper boiled or mashed potatoes to serve Method 1. Preheat the oven to 160C/325F/Gas 3. 2. Heat the oil in a flameproof casserole, add the partridges and brown them lightly all over. 3. Lift the partridges onto a plate, add the bacon lardons to the pan and cook until lightly golden. 4. Add the butter, shallofs, garlic, carrots and bay leaves and cook over a medium heat until lightly coloured. 5. Return the partridges to the casserole with the stock, one teaspoon of salt and plenty of black pepper. Cover with a well­ fitting lid, transfer to the oven and cook for 20-30 minutes, depending on the size of the birds. 6. Meanwhile, drop the wedges of cabbage into a pan of boiling salted water and blanch for 2-3 minutes. Drain, refresh under cold running water and drain again. Set to one side. 7. Remove the casserole from the oven, take out the par­ tridges, cover and leave to rest in a warm place. 8. Add the cabbage and chestnuts to the casserole and turn them over once or twice in the cooking juices. Simmer on the stove for five minutes until the cabbage is cooked. 9. Divide the cabbage, chestnuts and braised vegetables be­ tween four warmed plates and palce the birds on top. 10. Serve with boiled or mashed potatoes. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Page3 �Job hunting hmmmmmm? Maybe this can help ........ Fantastic teaching resources incorporating Native language can be hard to find. I have come across a couple of really helpful sites for classroom resources. Try the following sites: Various teaching positions may be found online. Elementary Teacher- Native Language Program (Ojibway) www.tdsb.on.ca www.chiefs-of-ontario.org Or contact www.7generations.org or Kathy Ranney@ ranneyk@rainbowschools.ca http://www.uleth.ca/edu/currlab/handouts/aboriginaI.html ative Language Institute courses offered for summer term 2009 Institute courses for 2009 NL 3251 Translation NL 3711 North American Applied Linguistics Native Language Teacher Certification (NLTC) 2009 July 2 - 24, 2009 lnstitute/Year 4 July 6 - 24, 2009 Ojibwe OJI 1013 Part I July 6 - 23, 2009 OJI 1015 Part II July 27 - August 13, 2009 Cree CR 1010 Part I July 6 - 23, 2009 CR 1012 Part II July 27 - August 13, 2009 Language Resources in stock at the Bookstore The following is a price list of the language resources that can be found at the Lakehead Bookstore, Intro to Ojibwe Pt.I ISBN: 8800000826 Author: Tom Beardy On Hand: 5 On order: I 00 Price: $69.95 Literature ISBN: 0887551599 Author: Ellis, Douglas On hand: 10 on Order: 0 Price: $75.00 Oral Algonquian Structure pt.I ISBN: 88800000420 Author: Fiero, C.E On Hand: 31 Price: $21.95 Intro to Cree Native Languages ISBN: 0919143423 ISBN: 88800002124 Author: Ahenakwan, Freda Author: NLIP On hand: 5 On Order: 0 On hand: 0 on Order:0 Price: $13.95 Please visit the Lakehead Bookstore website for more information at: http://bookstore.lakeheadu.ca Page 4 �Teaching Our Nation Through the Use of Technological Equipment A Primary Tool During the School Year and Everyday Life As technology advances, it is incorporated more and more into our learning strategies as a time saving device for accessing the information we need. Professors and students alike make use of electronic mail for saving and sending our work. We need to be familiar with a few of the most commonly used programs and services in order to meet the demands of our professors and strengthen our skills for our future careers. Some programs and services include Microsoft Word, Microsoft Outlook, Microsoft Paint, Hotmail, Internet Explorer, Moxilla Firefox, APA formatting, search engines, and various upload tools/add-ons (Java, Adobe, etc.). Some beneficial sites include: http://www.bcschools.net/staff/MicrosoftOffice.htm Microsoft virtual tours http://www.google.ca & http://www.yahoo.ca & http://www.askjeeves.com Search engine http://www.hotmail.com & http://www.yahoo.ca & http://www.knet.ca Electronic mail http://www.microsoft.com/windows/ie/ie7/tour/fre/default.mspx Internet Explorer tour http://www.apastyle.org/ & http://www.library.mun.ca/guides/howto/apa.php Some sites to avoid include: APA examples http://www.wikipedia.org/ This site allows input from any computer user and is an illegitimate source. Page 5 � 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 Instructor's Program Newsletter Vol 2 Summer Issue 2008 Subject The topic of the resource Universities Description An account of the resource 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 2008-08-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/973d526294bbf5c14d5799409088726f.pdf 8f006bbafa4697368ff13e88b2c0b6e0 PDF Text Text Native Language Instructors' Program News Boosho, Aa11i, Tansi, Greeti11gs I trust that everyo11e is doi11g well. Hopefully everyo11e had a cha11ce to get some rest after the program. Dia11e a11d I are well o,i our way in making pla11s for the summer of 2009. We want to say how muchf1111 it was working with all of you this summer. We appreciate all of the staff who were i11volved with NLIP and for you coming to NLIP. It's challe11ging to be here but after all when it is all said and done, I know everyone feels successful a11d more competent for the upcoming school year as 11ew skills and ideas that have been gained from the summer classes a11d from each other are applied. If you would like to contribute any teachi11g ideas, resources or a lesson plan, eve11 your favorite recipe(s). upcoming conferences that you are aware of, Please send them to us via postal service or email Charlotte Neckoway, Coordinator, NLIP Native Language Instructors' Program Lakehead University, 955 Oliver Road Thunder Bay, Ontario P7B 5El IA Message from tl1e Principal As the principal and teacher ofNLIP, I have seen many rewards from the students. The children of the program enjoyed themselves dearly. I love teaching students and children. The co­ ordinator, CharloneNeckoway and Administrative Assistant, Diane Maybee of theNative Lan­ guage Instructors' Program are always hard at work when students and children come every sum­ mer in July. I really enjoyed my time working with these two. They kept me on my toes. I would like to say Kitchi Meegwetch to both of them and also to the teachers ofNLIP. I would like to say Meegwetch to the summer camp and the residence staff. Kitchi Meegwetch to the Elders that helped us. Kitchi Meegwetch to theNative Language students for keeping our FirstNations' Lan­ guages ALIVE! I appreciate your time and listening to your First Nation's language. "Speak your Native Language; It's music to our ears, and love every second and minute of it!" Respectfully, Florrie Sutherland,NASL principal Inside this issue: Message from your Coordinator and Principal 1 A History of NLIP 2 Recipes 3 Job Hunting?, 2009 Spring and Summer Courses, Language books 4 Native Crafts-Dream Catcher and Mini Native Headdress Pin 5 Joke Page and Happy Holiday greeting 6 �A History of NLIP Nlll (Native Language Teacher Training) began as an experimental program in Fort Francis Ontario in 1973. Within the next two years It expanded and developed into what became I.A.B's- On­ tario Regional NA<>L training program for Iroquoian and Algonquian second language teachers. In 1977, the first seven graduates received NLTT certification from the Minister of D.I.A.N.D. in Ottawa. In 1978 a second experimental program was undertaken In Thunder Bay to pilot the training program for teachers of Native Language Arts for "First Language" communities. In 1981 both programs (second language and language arts) moved to Lakehead University to become diploma programs of the faculty of education with the name changing to our present NLIP (Native Language Instructors' Program). The institute began in 1980 as a directed studies program for NLTT/NLIP graduates, has become a part of University life, and institute courses are now offered by Lakehead's Faculty of Education. In July 1984 the Ministry of Education for the province of Ontario announced Its new policy re­ garding Native Language Education. Through the winter of 1984 and 1985 Ministry officials met with Lakehead University personnel to establish a Native Teachers Certification program leading to a letter of standing after three summers of work. In the summer of 1985, the first "certification· program began with the Algonquian group continuing at Lakehead. The Iroquoian group joined Lakehead In 1991. July 1986 saw the first 23 students receive their permanent letter of standing from the Ontario Ministry of Education as certified Algonquian Second Language Teachers. In July 1991 the first graduat­ ing class of the AQ Program for the holders of an Ontario Teaching certificate consisted of 9 teachers. By 1991 enrollment in the various NLIP programs has soared to 227. NLIP, while now an established and well regarded school continues to grow in quality as each year the best suggestions of student body and faculty continue to shape the curriculum. Over the years, NLIP has come to enjoy a reputation for the quality of its training. Although designed and oper­ ated for Ontario's Native people, students from other parts of Canada and from the United States have come to us for training. We have appreciated the contribution they have made to our broadening understanding of Native Language education. It is our hope that both NLIP and the Institute will continue to grow and prosper and that they may become Increasingly a source of practical assistance to Native Language Education in Ontario and beyond. Native Language Instructors' Program Newsletter �' <f1e.om t/,,e C/(Jtcken. to t/,,e tal,le ... ....................•......................•...••...•.............................•••••••••••........................•• , Wild Rice and Turkey Patties I cup cooked wild rice. cooled Served with a lime mayonnaise I lb turkey meat. ground 3 med eggs Directions 1/2 cup rainbow peppers. diced fine In a bowl, mix turkey, wild rice, eggs, and fresh herbs. Mix well, add pep­ pers, onions, salt and pepper with bread crumbs, blend well. Form into six even size patties. In a saute pan heat oil and brown patties on both side, place on a baking sheet and bake in a preheated oven of 350° F for12 minutes. Mix Mayo, dill and zest of lime, serve with patties l /2 bunch green onions, diced fine I sprig fresh rosemary, chopped fine I sprig fresh thyme Salt and pepper to taste 1/2 cup bread crumbs 2 tbsp olive oil 1/2 cup low fat mayonnaise hllp://www.cookingwiththewolfman.com Apple Crumble Bannock Bannock (see below for filling) Ingredient -- Preparation Method Amount 7 1/2 cups cake flour 2 cups vegetable shortening 2 cups water 1 Tbsp. salt 2 1/2 Tbsp. brown sugar Mix flour and shortening and rub until mealy or pea size nuggets Mix in cold water, and blend, let rest dust with hard flour Roll out dough and let rest before filling Once filled bake at 4oo*F until brown 2 tsp fresh dill chopped Apple filling for Crumble Amount Ingredient 8 1/2 cups 2 Tsp. 3/4 cup 3/4 cup 1 teaspoon 1/3 cup 2 1/2 Tbsp. 1/2 cup 1/3 cup 2 medium apples -- spy lemon juice brown sugar sugar cinnamon butter brown sugar oat flakes cornstarch eggs -- for eggwash Peel and slice apples add lemon. Blend sugar starch and cinnamon add to apple mixture. Fill shell and mix butter oats and brown sugar, top. Fold over edges and bake with an egg wash at 4oo*F or until golden brown . •••••••••• Buffalo Egg Rolls Ingredient cooked Buffalo meat 1/4 lb 2 garlic cloves, chopped 1 tsp Soya sauce 1 med onion, chopped fine 1 can sliced water chesnutts bean sprouts 1/4 lb flour 2 tbsp 1/4 cup water 1 sprinkle chili flakes 10 egg roll wrappers 4 oz vegetable oil Salt and pepper to taste Directions http://www.cookingwiththewolfman.com In a saute pan, cook onions and garlic in1 oz of vegetable oil, add chestnuts, cooked buffalo meat, bean sprouts, soya sauce and chilies, cook for1-2 minutes, add salt and pepper. Prepare a slurry with the flour and water. Place the filling in the center of the wrap, fold over using slurry to bind the edges. Pan fry until golden brown with the remaining vegetable oil and serve with your favorite sauce. (e.g.. Plum) Page 3 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• �Job hunting hmmmmmm? Maybe this can help...... .. Various teaching positions may be found online. Those who are looking for positions in language and for those who are interested in teaching in First Na­ tions may want to check out the following link. www.jobsineducation.com or www.educationcanada.com Fantastic teaching resources incorporating Native language can be found at these sites: http://www.rlnn.cqrn/gjihws;mowin.ht ml http://www.,mi)-hina;1hc111d:1a.com/ hnp:1/w,, w. n:ui,c.:.la11gu;1!'.!\!�.org/ojihwc.htm h11p://www.njihwc111owin.com/ Native Language Institute courses offered for summer term 2009 Institute courses for 2009 NL 3251 Translation NL 3711 Nonh American Applied Linguistics Native Language Teacher Certification (NLTC) 2009 July 2 - 24, 2009 Institute/Year 4 July 6 - 24, 2009 Ojibwe OJI 1013 Part I July 6 - 23, 2009 OJI 1015 Part II July 27 - August 13, 2009 Cree CR 1010 Part I July 6- 23, 2009 CR 1012 Pan II July 27 - August 13, 2009 Language Resources Anishinaabewibii'igewin Ojibwe Writing For Language Teacher ISBN: 88800002765 Author: Nichols Price: $4.00 Spoken Cree: Level One ISBN: 0888643470 Author: Ellis, C. Douglas Price: $56.25 Ojibwe Syllabics ISBN: 88800000420 Author: Fiero, C.E. Price: $21.95 Ojibwe Structure Reference Booklet ISBN: 88800000303 Author: White, Lena Price: $4.00 Alberta Elders' Cree Dictionary ISBN: 0888642849 Author: LeCiaire, Nancy et al Price: $62.44 Please visit the Lakehead Bookstore website for information about the books they have in stock, at http://bookstore.lakeheadu.ca Page4 �To keep busy on those cold winter days! Di-earn Catcher h11p://www.1eachcrsfirs1.com/summer/dreamcmcher.htm# Materials: Thin, round, basket-weaving reed string or twine. beads, feathers. and yarn. Directions: Step 1: Take a length of reed (26 inches), form into a circle and secure by overlapping and bending the two loose ends around the edge of the circle. The circle width should be 5 to 5 1/2 inches. To strengthen the circle and prevent it from coming undone, you may tightly wrap the entire circle with a length of colorful yarn. Step 2: For the "web," tie one end of the twine to the circle you have formed in step one. Tie 9 "hitch knots" around the ring, spacing them approx. 2 inches apart. Keep the string snug when going from one knot to the next.. See diagram to the right: Step 3: The next row of the web- begin tying hitch knots in the middle of the string already attached. Continue tying hitches in the same way until the opening in the center is the desired size. To end the web, tie a double knot in the twine and cut off any excess. See diagram to the right: . ''!ti.,,:.. •�-i - ' _j;;!#f:-;/ . �-1,.I .- :_:;;.· � f• I,,. , Mini Native Headdress Pin Finished Product = 2" big. hup://makingfriends.com/na/swap_headdress.hlm Materials: Safety pins (size 2), red and turquoise pony beads, spaghetti beads, feather charms, 5mm silver round beads, metallic silver pipe cleaner, and scissors. Directions: Open up 9 safety pins. Slide on a spaghetti bead then a turquoise pony bead. Close the pin. Cut two 5" pieces of pipe cleaner. String one small 4mm silver bead on one piece of pipe cleaner. Bend the end to keep it in place. String on a red pony bead, then on go through the head of a beaded safety pin, then a red pony bead, then through the head of a beaded safety pin. Continue until you have strung on ten red pony beads and all nine beaded safety pins. Make sure all the pins face the same way. Finish with a small 4mm round bead. Twist pipe cleaner to secure in place and trim. Using the other 5" pipe cleaner piece, string on a small 4mm round bead, then go through the coiled loop at the end of the first beaded safety pin. Continue alternating small 4mm round beads with the beaded pins pushing the whole group to the middle of the pipe cleaner. String a feather charm on each side and a final 4mm small round bead on each side. Bend pipe cleaner in a small loop at each to secure. Trim If making a pin, carefully open the middle pin in your headdress and slide on an empty safety pin (through it's coil). Close the beaded pin. Page 5 �i Bo!PPY B 8 L iN«yS A little boy returned from the grocery store with his mom. While she put away the groceries, he opened his box of animal crackers and spread them all over the kitchen table. "What are you doing?" asked his mom. "The box says not to eat them if the seal is broken," replied the young lad. "I'm looking for the seal." You might be a Redskin ... If you use your bingo dabber as lipstick, blush and eyeshadow so you won't have to bring your makeup bag with you to bingo nights. Robin Cambell (April, 2008 winner for Redskin Joke Contest on www.donburnstick.com) Dry Bones STQANGE WHITE I/EN IN AJM.JY CLOTHES Pl.ANTING CROPS?.' TIE Ae5T THAM<SGIVING i You're Drinking Too Much Coffee When ... You get a speeding ticket when you're parked. You answer the door before people knock. You grind your coffee beans in your mouth. You sleep with your eyes open. You have to watch videos in fast-forward. You haven't blinked since the last lunar eclipse. You spend every vacation visiting "Maxwell House." You chew other people's fingernails. The nurse needs a scientific calculator to take your pulse. You've worn the finish off your coffee table. Starbucks own the mortgage on your house. Your life's goal is to amount to a hill of beans. You go to sleep just so you can wake up and smell the cof­ fee. You introduce your spouse as your Coffeemate. Instant coffee takes too long. You don't sweat; you percolate. You might be a Redskin.. . If your personalized license plate reads "NOTEVEN." Lynn Martel (October, 2007 winner for Redskin Joke Contest on www.donburnstick.com) The Lone Ranger and Tonto Go Camping The Lone Ranger and Tonto went camping in the desert. After they got their tent all set up, both men fell sound asleep. Some hours later, Tonto wakes the Lone Ranger and says, "Kemo Sabe, look towards sky, what you see?" The Lone Ranger replies, "I see millions of stars." "What that tell you?" asked Tonto. The Lone Ranger ponders for a minute then says, "Astronomically speaking, it tells me there are millions of galaxies and potentially bil­ lions of planets. Astrologically, it tells me that Saturn is in Leo. Time wise, it appears to be approximately a quarter past three in the morning. Theologically, it's evident the Lord is all-powerful and we are small and insignificant. Meteorologically, it seems we will have a beautiful day tomorrow. What's it tell you, Tonto?" Tonto is silent for a moment, then says, "Kemo Sabe, you dumber then buffalo chip. Someone has stolen tent." Page 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter Vol 3 Winter Issue 2008 Subject The topic of the resource Universities Description An account of the resource 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 2008-12-01 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/ca2bcd66767a1ce16f18208ea0513f1c.pdf 87ad867402422a245bf621df5d9218fd PDF Text Text ..:, Volume 4 Fall Issue September 2009 Native Language Instructors' Program News Boozhoo Well folks! Another summer has come and gone. What a busy summer it was and enjoyable. I trust that everyone is off to a great start for the school year. I have full confidence that you will do AWE­ SOME in whatever it is you set to do this year at work, community and home. Be sure to apply what you have learn this summer and BE SUCCESSFUL. --=�����=---E l! ea. Cl l! A u 0 •- 2 • C Cl Cl :::, Cl C !I •z ·-i This year planning for the 25th NLTC celebration was worth it. The events of the day on July 10th were successful. Kichi Miigwech to Helen Roy for her wonderful Ojibwe tunes and John Fletcher and friends who had us square dancing. Miigwech to the guys who carried the boxes into the ATAC building and got the giveaways organized on the table and my Miigwech goes out to the faculty lecturers who facili­ lated the workshops and to everyone else who was involved. Kichi Miigwech to the student support workers, student council representatives, associate teachers, fac­ ulty and to all who contributed to the graduation dinner and dance fundraising. This year was the most we've fundraised for the event and we have some money remaining to make a deposit for the NLIP 2010 hall rental. BRAVO!!! In closing, I want to acknowledge my honouring ceremony at the graduation dinner. It was a surprise and it's been my pleasure working for NLIP and to have worked with/for the staff/faculty and students. God bless you as you endeavor to save the Native Languages and may our paths cross someday. Again I ask if you would like to contribute any teaching ideas, resources or a lesson plan, even your fa­ vorite recipe(s) or NLIP memory, upcoming conferences that you are aware of, Please send them to the NLIP office via postal service or email to dmaybee@lakeheadu.ca. Sincerely, Charlotte Neckoway, Coordinator, NLIP IA Message from the Principal It has been awesome and rewarding for the Faulty to see students and our children graduate from NLIP. It was so beautiful to see many students stay behind to receive their certificates. I have asked the Year 1 students to listen and write down five expressions example: what'z up, cool, right on, high five, as if , etc that they hear from students in school or in their community. Write down the expression in English and translate in the Native Language. When they return to Lakehead University, we will write them and have a discussion about the expressions. I would like the Year 2 students to do the same. I will do the same here in my school and community . Students that are not employed with the school and want to do their 20 hours, please contact the school and show them the paper of your 20 hour contact days. The copy of the 20 hour contact days are in the blue student handbook. Students that may have any questions may contact me through my work email: florrie.sutherland@clfn.on.ca Have a wonderful summer and winter. I had a wonderful time teaching the students. Taking one step at a time in my grieving of my Dad and I thank everyone for their support in my time of need. Kitchi Meegwetch, Florrie Sutherland Inside this issue: Message from the NLIP Coordinator and Principal 1 NLIP's gratitude to the organizations that contributed to the 25th celebration 2 Recipes 3 Job Hunting?, 2010 Summer Courses, Language books 4 Native Crafts-Pinch Pots and Clay Beads 5 Joke Page/2009 NLIP Photos and Class Photos 6/7 �The Native Language Instructors' Program would like to thank the following organizations for their generous contributions to the 25th Year Celebration. I. Northern Nishnawbe Education Council 2. Matawa 3. Aboriginal Culture Support Services 4. LUNSA-Lakehead University Native Student Association 5. Alumni Board of Directors 6. Seven Generations 7. Aboriginal Initiatives 8. Anishnabek Employment and Training Services Kichi Mligwech Native �J ,.. Cook me up a VeciPe! � ........•...•........................ .........••........•.......•.•••••••.•.••...•.•••..•••.•••••.....•....•••....••....•........•.. Ingredients - 1 Can Chickpeas -­ - 1 drained Cup Bulgur -- soaked for mmutes 2Medium Onion -- finely chopped - 4 Cloves Garlic -- finely chopped 1/4 Cup Cilantro -- finely chopped - 1 Teaspoon Baking Pow­ der - 1 Teaspoon Baking Soda 1/2 Teaspoon Cumin 1/2 Teaspoon Allspice 1 Pinch Cayenne - Salt And Pepper -- to taste 1 Cup Flour s 14 Minute Maple Fudge Directions Ingredients 1.Starting cold, cook maple syrup, cream and butter together at a gentle boil for 9 minutes after boiling point is reached. - 4 cups maple syrup - 1 cup whipping cream - 1/4 cup butter - 1 cup chopped nut meats - 1 tsp lemon extract Directions 1.Place all ingredients but flour and oil in food processor. 2. Blend until thoroughly ground. 3. Transfer to mixing bowl. 4. Add flour and mix well. 5. Form into walnut sized balls then flatten into patties about 1/4 inch thick. 6.Heat oil in frying pan, fry patties until they turn a golden brown on both sides about 10 minutes per side. 2. Remove from heat, add nut meats and lemon, stir vigorously with wooden spoon for 5 minutes. 3. Pour into buttered pans. 4. When cool cut in squares . •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Wajapi Directions Ingredients - 1 Bag (5 ib) frozen berries 8 cups of Water 2 cups of Sugar - Cornstarch 1. To a 5 quart pot add all the berries and smash them use a food processor. Stop short of puree, you want fine pieces throughout. 2. Add the water and sugar. Boil this mixture lightly until everything is cooked. (Approximately 15 to 20 mins) Thicken to desired thickness with corn­ starch that has been dissolved in cold water. Serve warm and eat with lndian Fry Bread. P!ige 3 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• �Job hunting hmmmmmm? Maybe this can help ...... .. Various teaching positions may be found online. Those who are looking for positions in language and for those who are interested in teaching in First Na­ tions may want to check out the following link. www.jobsineducation.com or www.educationcanada.com Fantastic teaching resources incorporating Native language can be found at these sites: http://www.native-languages.org/ http://www.knet.ca/dictionary.html http://www.onionlake.ca/Language-Keepers/Introduction /Introduction.html Native Language courses offered for summer term 2010 Institute courses for 2010 NL 3813 Special Topics II NL 2713 Algonquin Linguistics Native Language Teacher Certification (NLTC)- 2010 July5 -30, 2010 Institute/Year 4 - 2010 July 12- 30, 2010 Ojibwe OJI 1013 Part I July 5 - 22, 2010 OJI 1015 Part ll July26-August 13,2010 Cree CR 1010 Part I July S - 22,2010 Language Resources Explore Ojibwe ISBN: 88800000540 Author: White, Lena Price: $11.45 Cree Legends & Narratives From West Coat ISBN: 0887551599 Author: Ellis, C. Douglas Moons of Winter & Other Stories Concise Dictionary Of Minne­ sota Ojibwe ISBN: 08 I 6624283 0816624283 Author: Nichols, John ISBN: 88800005789 Author: Quill,Norman l __ 1 Price: $7 .50 Ninootaan I can Hear It ISBN: 0921064144 Author: O'Meara Price: $34.95 Price: $56.25 Please visit the Lakehead Bookstore website for information about the books theyhave in stock,at http://bookstore.lakeheadu.ca Page4 �Pinch Pots Materials: • self-drying clay (no firing or baking needed) • a small container of water for each students • butcher paper to cover tables • damp paper towels for each students • assorted shells, sticks, stones, etc., for etching designs in the pots. Directions: 1. Take a small handful of clay and shape into a round ball. 2. While holding the ball in the palm of one hand, take the thumb of the other hand and make an indentation in the center of the ball. Keep turning the ball of clay and pressing down with the thumb to within 1/2 inch of the bottom. 3. When the pot is the desired depth, rotate while pinching the sides with the thumb (inside} and fingers (outside). 4. Work from the bottom up until you have achieved the desired shape. As the clay dries it may begin to crack. Keep dipping your fingers in the small container of water and wipe the surface of the pot frequently with damp pa­ per towels. 5. When the pot is finished, used small objects that would normally be found in nature, to etch designs in the pot. Make sure each students etches their initials in the bottom. 6. Allow several days to completely dry. Caution: These pots will break if not treated gently and they are not water resistant. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Clay Beads Materials: • Clay • Paint • Yarn Directions: I. Make many sizes and shapes of beads. 2. Use a toothpick or straw to make a whole in the bead for stringing. 3. Paint them, and use yam or string to make fashionable jewelry. Page 5 �An eccentric philosophy professor gave a one question final exam after a semester dealing with a broad array of top­ ics. \. 'l \ The class was already seated and ready to go when the pro­ fessor picked up his chair, plopped it on his desk and wrote on the board: "Using everything we have learned this semes­ ter, prove that this chair does not exist." Fingers flew, erasers erased, notebooks were filled in furious fashion. Some students wrote over 30 pages in one hour at­ tempting to refute the existence of the chair. One member of the class however, was up and finished in less than a minute. Weeks later when the grades were posted, the rest of the group wondered how he could have gotten an A when he had barely written anything at all. His answer consisted of two words: "What chair?" www.ebaumsworld.com/j okes/read/5 195 You might be a Redskin lfyou know how to filet bologna www.donburnstick.com 'to) E,<� � l 7 r / I (. :t' y I II\ \l,, (0-. .tr'o -=- (o,. + =� ({>\ '1 "' ') b}V) \:, � L vi 'b ') e,,k_ ..... You might be a Redskin ... If you use your son's hockey bag for a bingo bag www.donburnstick.com 2009 Summer Photos Page 6 �Year One Year Three Year Two Year Four Institute Page 7 � 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 Instructor's Program Newsletter Vol 4 Fall Issue September 2009 Subject The topic of the resource Universities Description An account of the resource 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 2009-09-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/3e37d66ea2ef94f7247b2b9f29a8d1f2.pdf 0f119cb53f0e214bb5fdf701eef07ec8 PDF Text Text _.,, -Volume 5 Spring Issue March 2010 Greetings Everyone, I am so thrilled that at this coming spring convocation (May 2010) we shall see a record number of possibly 47 NASL Diploma graduates. Isn't this exciting news! I want to encourage each potential graduate to complete all assignments by April 1, 2010. Call our office or email Diane or myself if you need assistance. The registration forms for all years are coming in quite quickly now, so please send in yours if you have not. We still want to use paper registration so our office has access to number of students so we can decide how many classes we are going to schedule. You are able to start registering online now from home or work, if you required assistance phone me at 807-343-8003 or Diane at 807-3438542. To check the dates for the summer courses for 2010, see page 4. The N.L.I.P. faculty lecturers are returning and so are the elders, Ron and Gloria. If you would like to contribute any information to the next newsletter, email Diane at dmayee@lakeheadu.ca or call her. Gidaa miigwechiwendam ekashkitooyan chi anishinaabemoyan (Be thankful you can speak your Native Language) Kichi Miigwech, Charlotte Neckoway Native Language Instructors' Program Lakehead University, 955 Oliver Road Thunder Bay, ON P7B 5E1 IA Message from tbe Principal Good Day to all Teachers, Don't forget to bring your lessons and visual aids that you have already done in your classroom, for those that are not teaching to begin writing their lesson plans and making visual aids. July is coming around and before we know it we are all meeting and having to do what we do best; teaching and speaking our Native languages. Also please don't forget to start asking your students what are the main slang words/sayings. E.g. cool man, high five and so on. Write them out in your Native language and we will share them in our classes in July See you all there in July, Meegwetch, Florrie Inside this Issue: Message from your Coordinator and Principal 1 Upcoming Conferences 2 Recipes 3 2010 Spring and Summer Courses, Language books 4 Native Crafts-Hoop Drums and Arrowhead Necklace 5 Joke Page 6 �I C t! .!C Antshinnnbomowtn An ond Ortuno Anlsh1naobo�n Ro?Ourco Oovak>pmont Amshlnn.nbomowfn Storie� on<I Musk: AddJo ond Stop Oonce Nl!)hl Sc.holarthrp Award.sand Bnnquot OorfUc Storlighl. Puppor En1orto1nor Anrshloaat>omowfn BlllQO Fun Night P,ooorv;-iUon l1111L,ttvoG Ch11drnn's Activttlos Fonst ond Socml Cmlt WOfkahops Country and Wostom MurJc Youth WorkShops ones Evening Socials l:cJucnlkm and t loallh Work.a.hops Roolstor for tho Conforonco .:md hoar Anlshlnnabomowln for 4 doysl 0 (.) ·E- D) C 8a. :, The web site for the 17th Annual Stabilizing Indigenous Languages Sympo­ sium "Indigenous Languages Across the Generations - "Language and Place" to be held June 25-27, 2010 at University of Oregon - Eugene, Oregon, USA is now accessible at http://www.uoregon.edu/~nwili/SILS/SILS.html The 6th Giving the Gift of Language Symposium and Workshop on Native Lan­ guage Instruction and Acquisition held on April 17-19, 2010, is now accessi­ ble at http://www.nsilc.org/private/GTOL1.htm Native Language Instructors' Program Newsletter Page 2 �_... Cook me up a VeciPe! ........................................................................................•..••••..................................... ...._,, ' Ingredients Directions Calabacitas (Skillet Squash} 5 cubed small summer squash 1 diced large onion 2 roasted peeled green pep­ pers or 1 small can diced green pep­ pers 1 tablespoon shortening or oil 3/4 cup shredded longhorn cheese Saute onion in shortening or oil until soft. Add squash and stir until almost tender. Add peppers; simmer briefly. Sprinkle on cheese and stir until melted. From: Dove Yield: 5 servings 7. Drain and eat like hamburgers. Chicken and Ramps with Sweet Potatoes Ingredients 2 tbsp olive oil 2 tsp chopped fresh sage 2 tbsp Dijon mustard 2 tsp grated lemon rind 2 tsp chili powder 4 boneless, skinless, chicken breasts salt and freshly ground pepper 2 sweet potatoes cut into I inch cubes 4 ramps or 2 leeks, white and light green part only, sliced I cup chicken stock 2 tbsp balsamic vinegar Directions Preheat oven to 400F Combine I tbsp olive oil, sage, mustard, lemon rind, and chili. Reserve I tbsp of mixture, and brush the rest over the chicken breasts. Season with salt and pepper. Heat remaining I tbsp oil in a large oven proof skillet over medium heat. Add chicken breasts, and cook 2 minutes per side or until browned. Remove from skillet and toss in sweet pota­ toes. Saute for I minute, add ramps or leeks and saute for 2 minutes. Add stock, reserved mustard mixture and balsamic vinegar and bring to a boil. Reduce heat, return chicken breasts to skillet and place over vegetables. Cover skillet. Place in oven and bake for 15 to 20 minutes, or until chicken juices run clear. Slice chicken breasts and serve over vegetables. Drizzle over the pan liquid . •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Grilled: Lemon, Butter, \Vorcester­ shire Planked Salmon Ingredients 4 salmon 6-8 oz fillets, about I inch thick, skin-on I cedar plank, soaked under water for at least I hour Lemon-Pepper dry seasoning I /3 cup melted butter or margarine 1/3 cup fresh lemon juice I /3 cup Worcestershire sauce 24 drops Tabasco sauce Basting Sauce: Melt butter in a sauce pan on low heat, add lemon juice1 Worcestershire sauce, and Tabasco ana heat through. Seasoning: Sprinkle fillets on all sides with lemon­ pepper dry seasoning pressing the season- i�fo the nesh and place in the refrigerator for 30 minutes. Directions Preheat grill to medium low heat, about 350 degrees, place soaked plank on grill rack, close lid, and heat for 3 minutes. Using tongs, nip plank and place salmon skin side down on heated side of plank. Baste fillets with prepared sauce. Close lid and grill for 12-15 minutes until done and salmon is opaque in the center and nakes easily with a fork. Baste a few times with basting sauce during cooking. Remove plank and salmon from the grill and serve. Garnish with lemon wedges, and goes well with sides of broccoli and parsley boiled new potatoes. Page 3 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• �Job hunting hmmmmmm? Maybe this can help........ Various teaching positions may be found online. Those who are looking for positions in language and for those who are interested in teaching in First Nations may want to check out the following link. www.jobsineducation.com or www.educationcanada.com Fantastic teaching resources incorporating Native language can be found at these sites: http://snow.utoronto.ca/index.php?option=com-content&task =v1ew&id=24&Itemid=33 http://www.native-languages.org/ojibwe_animals.htm http://www.nativetech.org/games/index.php Native Language Institute courses offered for summer term 2010 r------------------------------------------------· Institute courses for 2010 NL 2713 - Algonquian Linguistics NL 3813 - Special Topics II Native Language Teacher Certification (NLTC) 2010 July 5-30, 2010 lnstitute/Y ear 4 July 12-30, 2010 Ojibwe OJI 1013 Pan I July 5-22, 2010 OJI 1015 Part II July 26 - August 12, 2010 Cree Language Resources Intermediate Ojibwe Advance Ojibwe Introductory Ojibway (Severn) ISBN: 88800002873 Publisher: Lu Printer ISBN: 88800003687 Author: Beardy ISBN: 88800000826 Author: Beardy, Tom Price: $69.95 Price: $69.95 Price: $69.95 Cree Legends & Narratives From West Coat ISBN: 0887 5 51599 Author: Ellis, C. Douglas Price: $56.25 Ninootaan I can Hear It ISBN: 0921064144 Author: O'Meara Price: $34.95 Please visit the Lakehead Bookstore website for information about the books they have in stock, at http://bookstore.lakeheadu.ca Page 4 �_.. e Materials: Hoop Di-um • A round metal cookie tin • A can opener • Self-sticking shelf paper • Scissors, a pencil and ruler • A piece of leather large enough to fit over the top of the cookie tin • A knife • 2.5 meters (8 ft.) of leather lace Directions: Have an adult remove the bottom of the cookie tin with the can opener. f Cut a piece of shelf paper the same circumference and width as the tin. Peel of the backing and stick the paper on the tin. Trace a circle about 2.5 cm ( I -inch) bigger than the tin. Cut out the circle. Mark 12 evenly spaced dots around the edge of the rough side of the leather, about 2.5 cm (I -inch) in from the edge. Use the knife to carefully poke holes in the leather at these dots. Cut the leather lace into six equal pieces. Soak the laces and the leather circle in warm water for about 15 minutes, until they soften. Take the laces and leather out of the water and pat them dry. Thread a lace through one of the holes in the leather. Double knot the lace, leaving a length hanging. Place the cookie tin on the center of the leather on the rough side. Stretch the lace across the bot1om of the drnm and thread it up through the hole that is across from where the lace is tied. Pull it tight and double knot it. Thread and tie the next three laces the same way, pulling the leather tight but being careful not to tear it. As you pull the last two laces across the bottom of the drum, wrap them around the other laces where they cross in the center. Tie the laces tightly. Set the drum in a wann place to dry for a few days. As the leather dries, it will shrink and tighten. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• An-owheac\ Necklace Use actual stone arrowheads to make a Native American necklace. You need: • • • Stone Arrowhead 30" Suede Cord Pony Beads Instructions: Wrap a 30" piece of suede around the arrowhead cross crossing as shown in the photo. Tie in the back. Push both ends of the cord through a pony bead. You'll need to cut the ends to a point to get them to fit through. Push the bead down to the arrowhead. Slide three more pony beads on each side. Tie ends together. Trim. Page 5 �COLD\\ INTER! The Blackfeet asked their Chief in autumn, if the winter was going to be cold or not. Not really knowing the an­ swer, the chief replies that the winter was going to be cold and that the members of the village were to collect wood to be prepared. Being a good leader, he then went to the nearest phone booth and called the National Weather Service and asked, "Is this winter to be cold?" The man on the phone responded, "This winter was going to be quite cold indeed." So the Chief went back to speed up his people to collect even more wood to be prepared. A week later he called the National Weather Service again, "Is it going to be a very cold winter?" "Yes," the man re­ plied, "its going to be a very cold winter." So the Chief goes back to his people and orders them to go and find every scrap of wood they can find. Two weeks later he calls the National Weather Service again and asks "Are you absolutely sure, that the winter is going to be very cold?" "Absolutely" the man replies, "the Blackfeet are collecting wood like crazy!" Dry Bones STRANGE WHITE I/EN TN AN./Y CLOTHES Pl.ANTING CROPS?! TIE ARST THAM<SGMNG "Youj11.�t sl,o,v 11p here i/legt1f�r t111d expect m to tell you 11bo11t com?" DON BURNSTICK JOKES YOU MIGHT BE A REDSKIN IF YOU> you have blankets for curtains ... your dogs look like their going on a hunger strike... you have more than 5 cars and only one of them works ... and that's only in the summer, because in the winter, its too cold for II to start up you use ketchup and water to fill your bingo dabber... you use a close hanger for a car antenna... your cars only alarm is the sound of it opening up a mile away and the hunger struck dog inside.... you can fit 16 Indians in a ford pickup or a Honda... you go swimming in your underwear .. . you go to AA meetings just for coffee... you hide your money in your sock, don't hide it in your bra, it'll be found anyway you go to KFC to celebrate thanksgiving you use your sons hockey bag for a bingo bag you bank at the money mart you ever skinned road kill.... "oh look at that deer...oh.... uh ... we'll come back when its dark you ever shot a deer or a moose inside your house "hey .... what is that... ... honey, bring me my .22!!!" the most confusing day in your community is fathers day ... you can properly execute the red river gig with rubber boots on .... if you carry a five gallon jug and a cut up garden hose in the trunk of your car... if you try to make dry meat out of baloney... if your pocket knife has ever been display as "exhibit A your honor" you use your probation officer as a reference... if your screen door has no screen on it... if people can hear your car long before they can see it... you been kicked out of several rehab centers for snagging... you met your current spouse in a AA rehab... your toolbox consists of duck tape and a butter knife... Page 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter Vol 5 (Spring Issue) March 2010 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty of Education Lakehead University Creator An entity primarily responsible for making the resource Native Language Instructor Program Date A point or period of time associated with an event in the lifecycle of the resource 2009-03-01 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/d8216f59859b5a4a40f3e7f94150eda9.pdf 092a73e6b6a15f396d9c49487db8409a PDF Text Text I NATIVE LANGUAGE INSTRUCTORS' PROGRAM NLIP Residence and Student Handbook 2007 D �I NLIP Residence/Student Handbook 2007 TABLE OF CONTENTS I I I I I I I I I I I I I I I I I MESSAGE FROM COORDINATOR 4 NLIP ADMINSTRATIVE FACULTY AND STAFF 4 TEACHING EXPERIENCE POLICY 5 A NOTICE TO ALL PARENTS (Curfew Policy) 6 NASL CHILDREN'S PROGRAM 6 ODAMINOWIN DAYCAMP 6 CLASSROOM DIRECTIONS 7 NLIP STUDENT COUNCIL 7 NEWSLETIER 7 EXTRA-CURRICULAR ACTIVITIES 7 BUDGETING YOUR STUDENT ALLOWANCE 8 HOUSEKEEPING AND MAINTENCE COSTS 9 NLIP RESIDENCE STAFF 10 TOWNHOUSE RESIDENCES 10 SMOKING POLICY 10 ALCOHOL POLICY 11 NOISE 12 GUESTS 12 KEYS 12 LOCK-OUTS 12 PERSONAL LAUNDRY 12 TELEPHONES 13 LONG DISTANCE PHONE CALLS 13 GARBAGE BINS/RECYCLING BINS 13 FOR YOUR SAFETY Where You Live Appliance And Electrical Equipment 14 14 CHECK-OUT 14 SECURITY 15 PARKING 15 LAKEHEAD UNIVERSITY LIBRARY 16 ABORIGINAL INITIATIVES 17 2 �NLIP Residence/Student Handbook 2007 DEPARTMENT OF INDIGINEOUS LEARNING 17 ABORIGINAL CULTURAL & SUPPORT SERVICES (ACSS) 17 ABORIGINAL RESOURCE CENTRE & LOUNGE 18 ABORIGINAL AWARENESS CENTRE (AAC) 18 LAKEHEAD UNIVERSITY STUDENT UNION (LUSU) 18 GENDER ISSUES CENTRE 19 PRIDE CENTRAL 19 OMBUDSOFFICE 19 COMPUTER LABS 19 CAMPUS TECH COMPUTER STORE 20 LU BOOKSTORE 20 JUNCTION AND INTERSECTION 20 FINANCIAL AID AND THE LEARNING ASSISTANCE CENTRE 20 CAFETERIA 21 HEALTH SERVICES 21 ONTARIO HEALTH INSURANCE PLAN 21 RESIDENCE DINING ROOM PHONE NUMBERS 22 USEFUL PHONE NUMBERS 23 CITY OF THUNDER BAY BUSINESSES & SERVICES ABORIGINAL ORGANIZATIONS BANKS OPEN ON SATURDAYS GROCERY STORES SHOPPING MALLS SECOND HAND STORES HOSPITAL CITY LIBRARIES PUBLIC TRANSIT-BUSES TAXIS CAR RENTALS CANADA GAMES COMPLEX MOVIES 24 25 25 25 26 26 26 27 27 27 27 27 CAMPUS MAP 28 NATIVE LANGUAGE RESOURCES AT THE CAMPUS LIBRARIES 29 CALENDAR 32 I I I I I I 3 I I I I I I I I I I I �I I I I I I I I I I I I I I I I I NLIP Residence/Student Handbook 2007 MESSAGE FROM THE COORDINATOR Boozhoo, Waaciye, Aniin, Dansi, Hello On behalf of the staff and faculty, welcome to the Native Language Instructors' Program (NLIP) at Lakehead University. I wish you an enjoyable and successful 2007 summer session. With the assistance of the staff and faculty, you will quickly adjust to your classes and life at campus. This handbook provides you valuable infonnation about the Native Language Instructors' Program and services available at Lakehead University, as well as business and services in Thunder Bay. I look forward to working with you. Again, I wish you success in your studies. Charlotte Neckoway Coordinator, Native Language Instructor's Program NLIPSUMMER2007 ADMINISTRATIVE FACULTY AND STAFF Dr. John O'Meara Dr. Stel6methet Ethel B Gardner Charlotte Neckoway Diane Maybee Florrie Sutherland Joann Lesperance Michael Maracle Kelly Diabo Michel Ishabid Joan Linklater Leona Morris NDean, Faculty of Education Chair, Aboriginal Education Coordinator, NLIP Administrative Assistant, NLIP Principal, Native As A Second Language Coordinator, Residence Assistant Coordinator, Residence Coordinator, Odaminowin Day Camp Assistant Coordinator, Odaminowin Day Camp Student Support Student Support BL-1016A BL-1021B BL-1017 BL-1017 BL-2003 Silver Islet 7 Silver Islet 7 BL-1012 BL-1012 BL-1012 BL-1012 4 �NLIP Residence/ Student Handbook 2007 TEACHING EXPERIENCE POLICY as Required in the Native Language Teacher Certification Program 1. The teaching experience must be obtained in (a) a school operated by a council of a band or an education authority where such council or education authority is authorized by the Crown in right of Canada to provide education for Indians, (b) a school operated by the Department ofindian and Northern Affairs, Canada, (c) a school operated by a board, or (d} experiences deemed to be equivalent by the Teacher Education section of the Ministry of Colleges and Universities. 2. The teaching experience must be certified by one of the following: (a} the Ministry for successful teaching experience gained in a school operated by a council of a band or an education authority where such council or education authority is authorized by the Crown in right of Canada to provide education for Indians, (b) an official of the Department of Indian and Northern Affairs, Canada for successful teaching experience in schools operated by that Department, (c) a supervisory officer employed by a board of education for successful teaching experience in schools under the jurisdiction of that board, or ( d) an appropriate supervisory official for successful teaching experience outside Ontario. 3. A candidate for admission to each of the second and third sessions of the program for the Native Language Teacher Certification Program must complete successfully a minimum of twenty contact days of practical experience in a teaching environment in order to fulfill the requirement of at least one year of successful teaching experience for entry to each of these courses. 4. The requirement of at least twenty contact days for admission to the second session of the program for the Native Language Teacher Certification Program may be waived for the transitional year 20062007 providing that a candidate who is admitted to the second session under the ..waiver clause" must complete a minimum of forty contact days of practical experience in a teaching environment before being admitted to the third session of the Native Language Teacher Certification Program. 5. A Provisional Letter of Standing, issued for the successful completion of either the first or the second session of the Native Language Teacher Certification Program, that has expired, or is about to expire, may be renewed for a period of one year provided that the holder submits evidence to the Teacher Education Section of the Ministry of Colleges and Universities that he or she has an offer of a placement for practical experience in: (a) (b) (c} (d) a school operated by a council of a band or an education authority where such council or education authority is authorized by the Crown in rights of Canada to provide education for Indians, a school operated by the Department of Indian and Northern Affairs, Canada, a school operated by a board, or experiences deemed to be equivalent by the Teacher Education Section of the Ministry of Colleges and Universities. * PLEASE NOTE: THE PRINCIPAL OF YOUR SCHOOL IS NOT A SUPERVISORY OFFICIAL AND THEREFORE SHOULD NOT SIGN YOUR TEACHING EXPERIENCE FORM. 5 I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I NLIP Residence/Student Handbook 2007 FOR ALL PARENTS (Curfew Policy): Please note that the City of Thunder Bay has a curfew of 10:00 p.m. for children less than sixteen years of age. This curfew is also in effect on the grounds of Lakehead University and will be enforced. A violation of the curfew by children between 12 and 16 years of age is punishable under the Young Offenders Act, 1992. A violation of the curfew by children 12 years of age and under is considered an act of omission and neglect by the children's parents/guardians and is an offence punishable under the Child and Family Services, 1984. Please ensure your children are in your residence by 10:00 p.m. and all younger children are properly supervised at all times. NASL CHILDREN'S PROGRAM The Native As Second Language program is offered at no cost in the morning for children aged five to sixteen wishing to develop communication ski11s in Cree, Oji-Cree and Ojibwe (Central Eastern & Western). For further information please call NLIP @ 343-8542, if you want to registered your child. ODAMINOWIN DAYCAMP The Odaminowin day camp is comprised of class time, outdoor activities and field trips. It is also designed to develop and enhance awareness of Native culture. Parents can register their children aged five to sixteen years old for an $80.00 fee that will provide a fun program for the duration of the NLIP program. 6 �NLIP Residence/Student Handbook 2007 CLASSROOM DIRECTIONS Your classes are scattered throughout the University so a map is enclosed to help you locate your classes. There are signs posted outside with arrows pointing to specific buildings. There is a campus map located at the very front of the University near the bus stop. Examples of room numbers: RB3025; the RB stands for Ryan Building, 3025 is the room number, BL 2001, the BL stands for Bora Laskin building, 2001 is the room number. We are positive that you will be successful in finding your classrooms. NOTE: If all else fails, just stop and ask someone for assistance. NLIP STUDENT COUNCIL During the summer session of NLJP 1998, it was decided that the NLIP Student Council continue to be active throughout the year so that planning can start as soon as NLIP begins. The NLIP Student Body will determine the process in the subsequent election of student council representatives. There is one representative for each class/section. One major activity of the council is to plan and fund raise for the graduation event. NEWSLETTER The NLIP newsletter will soon again be distributed to all Native students who are registered in the NLIP Program. The newsletter is a means to notify students of upcoming events, job postings, important information and issues. We are open for ideas and everyone is welcome to provide suggestions, poems, stories, and other material that they would like to contribute. Why not share your talent with everyone and submit something to us? EXTRACURRICULAR ACTIVITIES Extracurricular activities are incorporated to enhance your experience at NLIP. Long-standing events include potluck on Monday evenings and craft sale on Wednesdays. There will be additional activities depending on demand. A calendar is provided at the back of this handbook and notices will be posted. Have fun, but plan your time accordingly to allow sufficient time for your studies. 7 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I NLIP Residence/Student Handbook 2007 BUDGETING YOUR STUDENT ALLOWANCE The financial assistance received from your Band each month must cover your expenses. Living in Thunder Bay is expensive; therefore, it is very important to budget properly. Set aside money for rent, food, telephone, childcare, books/supplies and leisure activities. Save extra money for any emergency situation that may arise. If your Band gives a book allowance, try to remain within the amount they have given you. Always check to see if the book or manual is really necessary to purchase - is it a required reading or a suggested reading? Should you exceed your budget, check with your Band to see if you can provide receipts so they will reimburse you. An example of a budget would be as follows: REGULAR MONTHLY INCOME Salaries and Wages (take home pay) Your income Other Income Family Allowance TOTAL INCOME REGULAR MONTHLY EXPENSES: Rent Utilities (phone, heat, hydro) Food Clothing Transportation (bus, parking, gas, taxi) Child Care Personal Entertainment School Supplies, etc. Other TOTAL EXPENSES Total Monthly Income less Total Monthly Expenses _ _ _ __ _ __ _ _ __ _ _ __ _ __ _ __ _ Total surplus or (deficit) If you are experiencing financial difficulties, please contact the Financial Aid Office (SC0008) to discuss your situation with someone. 8 �NLIP Residence/Student Handbook 2007 Due to excessive housekeeping and maintenance costs in the past, NLIP students residing at Lakehead University residence will be billed for all housekeeping and maintenance expenses. I I THIS WILL AFFECT YOUR ELIGIBILITY FOR FUTURE ENROLLMENT IN THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM!! I I I There will be weekly inspections of residences in order to assign costs, if any. These will be done on weekends so the student may be present during the inspection. I I I Damages to individual rooms will be charged to the student responsible for that room. Expenses for housekeeping or maintenance to townhouse common areas will be divided between students residing in that unit. ANY OUTSTANDING CHARGES OWED BY YOU, THE STUDENT, MUST BE PAID IN FULL BEFORE YOU WILL BE CONSIDERED ELIGIBLE FOR FUTURE ENROLLMENT!! 9 I I I I I I I I �NLIP Residence/Student Handbook 2007 I I I I I I I I I I I I I I I I I I NLIP RESIDENCE STAFF NLIP has taken responsibility to aid the students in attaining a healthy living environment and give assistance to students who experience concerns in residence living. The NLIP Residence Coordinator is Joann Lesperance and the Assistant Residence Coordinator is Michael Maracle, they can be located at Silver Islet #7; if cal1ing from outside the university, phone 343-8888, ext. 5936, from within the university just dial 5936. NLIP students and faculty are provided with a Residence/Student handbook listing LU services and regulations. The NLIP Residence staff wi11 assist you during Lockouts, provide change for Laundry, enforce the noise and curfew policy, and investigate occurrences that require attention. Move-in and move-out assistance wil1 be available for the elderly and physica11y cha11enged students/instructors. At no time wil1 residence staff repair the te1ephone(s) or any other appliance(s) in the residence units. Lakehead University maintenance staff wi11 tend to repairs once the residence staff has submitted a work order. TOWNHOUSE RESIDENCES The phases are a row of typica1ly seven townhouses, which consist of three and four bedroom units. Each townhouse is fu11y furnished, complete with a full kitchen, storage room and patio. Each storage room is supplied with a vacuum, mop, bucket, broom, dustpan, snow shovel, and ironing board. Students must provide their own dishware and cooking utensils. NLIP students will be located in Phase III of the Residences (Bearskin Lake), near the Faculty of Education/Bora Laskin Building off of Balmora1 and Beverly Street. NLIP instructors and 51 students with medical conditions will be located in the South Residence- Schreiber- 1 • Floor. SMOKING POLICY Lakehead University has adopted a Policy on Smoking in the Workplace and Public Areas. There are designated smoking areas in parking Jots where smoking is permitted only. There is absolutely no smoking in any rooms or buildings including the Residences. Anyone caught smoking can be brought in front of the Lakehead University Disciplinary Board. Smoking exception may be made by the Vice-President (Administration and Finance): to accommodate the use of tobacco or related substances in connection to culturally significant celebrations forma11y conducted on campus by members of the Aboriginal community. Lakehead University will permit the on-campus use of the four sacred medicines, Tobacco, Sage, Sweetgrass and Cedar, in connection with Aboriginal spiritual practices at cultural and educational events, meetings and relevant c1assroom presentations. Aboriginal students, faculty, staff, Elders and cultural teachers are free to use tobacco or related products to conduct individual or group, traditional spiritual practices such as: Opening/Closing prayers, Individual or Group Smudging; Feasts; Sacred Circle Ceremonies; Pipe Ceremonies; Sweat/Moon Lodge Ceremonies; Powwows; Aboriginal Drumming/Singing, etc. 10 �NLIP Residence/Student Handbook 2007 ALCOHOL (Source: Residence Handbook, Alcohol Policy) Student Service groups on campus provide several avenues to educate students about drinking responsibly. At no time is excessive drinking condoned. Any students involved in alcoholrelated incidents may be required to attend a follow-up session with the Residence Life Coordinator and may be placed on probation, students may be requested to undergo an alcohol assessment and/or be referred to counseling. In addition to rules set by the Residence Life staff, the Ontario Liquor License Act (as follows) applies to all students. □ No person shall sell or supply liquor to any person in or apparently in an intoxicated state; No person shall knowingly sell or supply liquor to a person under the age of nineteen years; □ No person shall be in an intoxicated condition, in a place to which the general public is invited or permitted access; or in any part of a residence that is used in common by persons occupying more than one dwelling in the residence. □ No person under the age of nineteen years shall have, consumed, or attempt to purchase or otherwise obtain liquor: □ Every person who contravenes any provision of this act or the regulations and every director or officer of a corporation who knowingly concurs in such furnishings, failure or contravention is guilty of an offense and summary conviction. □ Violations of the Ontario Liquor License Act and/or inappropriate behavior resulting from alcohol use can lead to severe disciplinary action through Residence and/or legal system of Ontario. NLIP Residence staff that respond to complaints where the consumption of alcohol is involved will issue one verbal warning after which security will be called if any subsequent complaints are received. A written warning will be issued when security is involved and an NLIP meeting may be called to determine the disciplinary actions taken against the tenants not excluding eviction. If you suspect that alcohol is affecting your life in a negative manner, please se.e your NLIP Residence Coordinator/Assistant or the Residence Elders. A Counseling Centre will be made available during the program. ABRAHAM J. HESCHEL: Self-respect is the fruit of discipline; the sense of dignity grows with the ability to say no to oneself. WILLIAM J. H. BOETCKER: That you may retain your self-respect, it is better to displease the people by doing what you know is right, than to temporarily please them by doing what you know is wrong. J I I I 1 I I I I I I I I I I I ll �NLIP Residence/Student Handbook 2007 I I I I I I I I I I I I I I I I I NOISE Noise levels are to be kept to a minimum as students will be studying and children will be in bed in adjacent townhouse units. If noise levels are an issue the tenants of the unit in question will receive a verbal warning and then a written warning if noise levels are not adjusted. LU Security may be called to intervene and this infraction depending on severity may determine if the tenant(s) involved will remain in the residence. Bartley Residence will be notified of the final action taken. GUESTS Absolutely no unregistered guest(s) are allowed in the townhouses after 11 :00 pm. NLIP Residence staff will request unregistered guest(s) to vacate and Lakehead University Security will intervene if the unregistered guest(s) does not comply. KEYS NLIP residents will receive their own set of keys for their designated townhouse unit. Three keys will be issued to all NLIP students/instructors. One key will open the main door of the townhouse, the second key will open the door to the laundry facility, and the third key will open their designated bedroom door. In the event that a student/instructor misplaces their keys, there will be a charge for a lock change and key replacement. The charges for lost keys are as follows: $75 for a lock change (front door of unit), $15 for front door key, $15 for laundry room key, $15 for bedroom key, totaling $120. For security reasons lost keys must be reported immediately and the duplication of keys is not permitted. LOCK-OUTS In the event a student/instructor is locked out of their room please attempt to contact the Residence staff first, Joann or Michael @ Silver Islet #7, telephone number ext. 5936. If they cannot be reached then call Security Services at telephone number ext. 8569. PERSONAL LAUNDRY Coin operated laundry facilities are provided in all residences. Washers and dryers are available at a cost of $1.50 each with the larger front loaders in the townhouse laundry rooms (where available) costing $1.75. Students/instructors will be required to provide their own detergent, softener, etc. Ironing boards are provided for your convenience in all townhouse storage closets. Students/instructors, please note that the use of the laundry facilities is at your own risk. The Department of Residence or NLIP will not be responsible for damage, stolen or lost articles of clothing. Any items left abandoned in laundry rooms will be removed and placed in Residence lost and found at the Front Desk. Please notify the Residence Front Desk of any and all broken washers and dryers. All laundry machine refund requests are to be made through the Front Desk. Laundry change can be obtained from Joann or Michael at Silver Islet #7. ]2 �NLIP Residence/Student Handbook 2007 TELEPHONES Phones are placed in each student/instructor designated townhouse unit and are included in residence fees as part of the on-campus package. Each occupant is responsible for their phone and will be charged a replacement fee of $600.00 if the phone is irreparably damaged. If telephone problems are experienced NLIP residents can contact Joann or Michael at Silver Islet #7 and a work order will be placed with RezNet phone services. Students shall not change the locations of the phones since they operate on a network and internet based telephony system. Each phone is programmed for a particular room and will operate exclusively in that room. Students are requested to keep children from playing with telephones. In recent years, children have called emergency services which results in a $35.00 service call charged to the NLIP program by Security Services. Parent(s) will be responsible for any unnecessary incurred cost(s). LONG DISTANCE PHONE CALLS I I I I I I I Phones in Residence are restricted phones and therefore are not equipped to make long distance contacts. Phone cards can be purchased at any local convenience store. (i.e. Mac's on Beverly St.) The directions to use the phone cards are printed on the back of the cards; if you require assistance please contact Joann or Michael at Silver Islet #7, ext. 5936. I I GARBAGE BINS/RECYCLING BINS I A green garbage bin is located beside the laundry facility in Phase III. The current schedule for garbage pick-up is posted in the storage room of the residence. Bags of garbage are to be placed in the bins located outside. I Please do not leave bags of garbage outside your townhouse. There will be a charge of $25 per bag for removal of garbage left on the doorstep or in the yard. There are blue recycling boxes located in the storage room of the residences. These blue boxes are to be used for recycling materials only. The blue recycling bins are located at the end of the Phase III driveway between Ouimet and Rocky Bay Townhouses. The recycling bin is for the following items; glass, paper, cardboard, cans, and plastics. The recycling bins are strictly for recyclable materials and not for garbage. I I I I I I 13 �I I I I I I I I I I I I I I I I I I NLIP Residence/Student Handbook 2007 FOR YOUR SAFETY For your safety and the safety of others, the following policies and procedures were created. Failure to comply with these and other Residence Rules and Regulations wiil result in disciplinary action taken conditional on violation. WHERE YOU LIVE: • • • • • • Keep your room door locked at all times when unoccupied Do not allow strangers into your designated townhouse Keep radiators and heaters away from furniture and other flammable materials Equipment/appliances beyond that supplied (air conditioners, etc.) are not permitted Be vigilant when storing food items in your room as improper storage can attract insects and other pests Storage of empty cans and bottles on ledges are not permitted for pest control purposes APPLIANCE AND ELECTRICAL EQUIPMENT • • • • • • Frayed cords and defective appliances/equipment are not permitted in residence All electrical cords/equipment CSA approved Halogen lamps, immersion heaters with exposed elements, microwaves, and hot plates are not allowed in residence rooms The use of CSA Approved Surge Protectors(power-bars) are strongly recommended Be careful not to overload power outlets by running several electrical items at once Report all power outages to the Residence Staff at Silver Islet #7 who will inform Residence Front Desk *NOTE: The University does not hold insurance policies on the property of any student. The University is not responsible for lost, stolen, or damaged items, however caused. CHECK-OUT To check-out please fo11ow the following steps: J. Remove all food items from the cupboards and refrigerator 2. Thoroughly clean your units prior to leaving to ensure return of your deposit 3. Take the trash and recyclables to their respective bins 4. Ensure no personal belongings are not left behind as they will be disposed of 5. Drop off your keys and check-out at Silver Islet #7. Students who do not return their Residence room keys to the NLIP Residence staff, 24 hours after check out, will be charged $15.00 per key (normally 3-4 keys on a ring), and $75 per lock change, plus applicable taxes. 14 �NLIP Residence/Student Handbook 2007 SECURITY The Lakehead University Security Service provides 24-hour patrol and responds to security calls. The Security staff consists of 13 full-time officers, including patrol officers, communication officers, fire and safety officer, and parking officer. The Security office is conveniently located as you enter the main foyer of the University Centre (Main campus, UC-1016). Security Services telephone number is 343-8569. In case of fire or other emergencies, call Security at 8911. Complementing Security Service is the Emergency First Response Team (EFRT). The EFRT is dispatched by Security Services to all medical emergencies on Lakehead University property. EFRT responders can provide medical attention within minutes. In the event that you don't feel comfortable walking on campus make arrangements to walk in groups or call the Foot Patrol or the Security Services for an escort. Emergency call boxes are located at various sites on campus. Students should become familiar with the call box locations. The call boxes have a visible blue light on top of a tan blue steel pole; a can button will be located on the call box. When the emergency can button is pressed, it dials directly to the Security Services Communications Centre where the caner's location is displayed to the operator and Security is immediately dispatched. Emergency Call Boxes Locations Foot bridge Field House Lake Tamblyn Lot #10 Avila Pathway (by Reaume St.) Keewatin House (Phase One) Bora Laskin Pathway Avila Pathway by Bartley Circle Kakabeka House (Phase Two) Crosswalk by Lot #8 Avila behind Chapel/ Lot# 17 Sandy Lake House (Phase Three) PARKING If you brought your vehicle you will need a parking permit which allows you to park in the University lots for the summer. All residents are required to purchase parking permits from the University Security office for each vehicle parked on campus (including the Residence parking lot). Day passes are available for $4.00 which can be purchased at the Pay and Display machines. A summer pass is available for $38.50 which can be purchased from Security office in the University Centre Building. The summer pass covers the period of July-August, 2007 and can be used in the G-lots only. Please note that this pass does not cover Lot 6 located in front of the Bora Laskin building; it does cover the G-Lot that is not paved, located between the ATAC building and Bora Laskin building. Should you need parking for a week only you can purchase (with credit card or change) a weekly pass from the Pay and Display machines for a price of $16.00. **** L.U. Parking Passes Not Valid At A Parking Meter. Short Term Parking Only. YOU MUST FEED THE METER TO PARK HERE! **** Without a parking pass of some kind, you are likely to get a $15.00 ticket* - $ I 50.00 ticket for parking in a handicapped zone without a handicapped parking permit!! (ouch) I I I I I I I I I I I I I I I I •Should you receive a parking ticket and pay it within 48 hours the cost is $9.00. • I 15 �I I I I I I I I I I I I I I I I I I I NLIP Residence/Student Handbook 2007 LIBRARY There are two libraries available for resources on Campus. The main library Chancellor Paterson is located across from the Ryan and the Regional Center building. The Education library is located in the Bora Laskin Building. The following lists the library hours on campus during the duration of the NLIP program. Chancellor Paterson - Library Circulation Hours (July 4 - 28, 2007) IMonday to Thursday IFriday I Saturday ISunday II II II II 8:00 am to 10:00 pm 8:00 am to 5:00 pm 11 :00 am to 5:00 pm 12:00 pm to 6:00 pm I I I I Reference Desk Hours - summer hours not available at time of print - call 343-8302 IMonday to Friday II II 8:30 a.m. to 4:30 p.m. I Northern Studies Resource Centre Hours (July 4 • 28, 2007) I Monday to Friday I Saturday & Sunday I II 1:OD am to 4:30 pm Closed I I Bora Laskin - Education Library Hours (July 4 - 28, 2006) Monday to Friday II 8:30 am to 5:00 pm Monday, July 9, 16 & 23 II 8:30 am to 6:00 pm 8:30 am to 6:00 pm Tuesday, July 10, 17 & 24 Saturday & Sunday I I I 11 Closed I Books may be borrowed from The Chancellor Paterson Library for three weeks and from the Education Library for one week. Students are required to show their student card in order to borrow books from the Library. Each library has a number of photocopiers available for student use. Your photo ID card (student card) is your copycard. You can add money to your copycard using a dispensing machine in either the Chancellor Paterson Library or at the Librarian desk Bora Laskin Library. You can also purchase a separate copycard for $1.00 from the same machine. These cards are nonrefundable. To help students become familiar with using the Library, tours and training sessions are offered throughout the term. Library staff is available to answer any questions. Further information on the Library may be obtained at The Chancellor Paterson Library Information Desk (343-8225) or Reference Desk (343-8302), or the Education Library (3438718). Remember, the Library staff is there to help you. Don't be afraid to ask for help. )6 �NLIP Residence/Student Handbook 2007 ABORIGINAL INITIATIVES The Office of Aboriginal Initiatives mandate is to provide leadership in Aboriginal affairs and to advance, within the University community, an understanding of Aboriginal culture, heritage and language through activities which heighten the awareness of Aboriginal issues and identity. They also serve as a liaison between the Aboriginal community and the University and have responsibilities for Aboriginal initiatives in academic programming, Aboriginal academic support services, Aboriginal community relations, and fundraising Their office is located on the Main campus at UC2004 and their office hours are Monday Friday 8:30am - 4:30pm, telephone 766-7219. DEPARTMENT OF INDIGINEOUS LEARNING Interdisciplinary Cross-cultural Undergraduate Program: The Department of Indigenous Leaming at Lakehead University is committed to providing both Aboriginal and non-Aboriginal students with a fundamental understanding of Aboriginal history, culture and values. It subscribes to the concept that a well-rounded educational experience is acquired through a combination of traditional academic disciplines and culturally relevant/sensitive activities. The Department encourages students to consider both the interdisciplinary opportunities offered by Lakehead University as well as the knowledge shared by the Aboriginal community as the optimum means of furthering their understanding of Aboriginal Peoples. ABORIGINAL CULTURAL & SUPPORT SERVICES (ACSS) The Office of Aboriginal Cultural and Support Services is located in the "Tunnel" between the Ryan and Regional Centre Buildings, Room RC0002 of Lakehead University, right beside the Aboriginal Student Lounge. Regular office hours are between 8:30 a.m. and 4:30 p.m. The ACSS can be contacted by telephone at 343-8085, by fax at 346-7757, or visit their website at http://aboriginalservices.lakeheadu.ca. The Department offers a diverse range of services such as providing academic and social counseling, financial aid liaison office, cultural activities, tutoring, and Eider's Program. The staff and services are all flexible to accommodate the needs of each individual student as the school year progresses. More specifically, the components of the services include the following: student orientation study counseling personal & cultural counseling social support system cross-cultural awareness academic counseling career & employment counseling Native community liaison student advocacy The aim of Aboriginal Cultural & Support Services is to assist Native students by offering information on programs and facilities in the University or the City of Thunder Bay. They are there to promote your academic and personal success. 17 I I I I I I I I I I I I I I I �I NLIP Residence/Student Handbook 2007 ABORIGINAL RESOURCE CENTRE & LOUNGE I I I I I I I I I I I I I I I The Aboriginal Resource Centre & Lounge is located in the Tunnel in Room SC0004B and is open from 8:30 a.m. to 4:30 p.m. The atmosphere is infonnal and friendly. It is a place to go have coffee and meet with friends. There are tables to work on, couches for relaxing and a quiet study area. Some amenities include a microwave oven and refrigerator. A telephone is also available for local caHs and the telephone number is 346-7708. The Resource Centre is equipped with five computer workstations and a Pentium laser printer. Software includes Windows XP, MS Word, Word Perfect and Internet access. Students must provide their own diskettes and paper. Computer assistance is available through the Helpdesk at: 346-7777 or by e-mail: helpdesk@lakeheadu.ca Evening and weekend access to the Aboriginal Resource Centre & Lounge is available. Student security passes are available through the Secretary in Room RC 0002. ABORIGINAL AWARENESS CENTRE (AAC) The mandate of the Aboriginal Awareness Centre (AAC) is to provide '"an education, lobbying, support and referral service, which is open to all Lakehead University students regardless of ethnic background." The Centre acts as a resource for all students, staff, faculty and other members of the university community regarding Aboriginal issues, culture, histories, and contributions made by Aboriginal Peoples. The Aboriginal Awareness office is located just down from the LUSU office and across from Financial Aid - SC 0019. Telephone 343-8814. LAKEHEAD UNIVERSITY STUDENT UNION (LUSU) LUSU provides many services for the Students of Lakehead University. It also runs a number of Centres (Aboriginal Awareness Centre, Food Bank, GIC, & Pride Central) to serve the students. It organizes several committees as well, such as the Aboriginal Programming Committee, the Campaigns Committee, the Elections Committee and the Events Committee. As wen as the above LUSU operates the Study, a great place to relax. The Student Union office provides many practical services for students on a daily basis. Visit the office if you need to purchase a bus pass (20 ride, monthly, discount or semester) or pick up a bus schedule. There is a fax machine and a photocopier available for use for a minimal charge. There is also a telephone in the reception area if you need to make a caJJ and don't have a quarter. This phone is only available during office hours. LUSU's office hours during the summer are Monday through Friday 8:30 a.m. - 4:30 p.m., closed for lunch hour from 12:00- I :00 p.m. LOCATION: Across from The Intersection in the tunnels. Phone (807) 343-8259, Fax (807) 343-8598 l8 �NLIP Residence/Student Handbook 2007 GENDER ISSUES CENTRE J The Gender Issues Centre (GIC) is a location for all Lakehead students. It addresses issues and interest concerning women and men regardless of ethnicity, socio-economic status, age, religion, culture, family life, sexual identity or differences in physical or mental ability. Their services are used by students to spur communication, action, awareness, self-reflection and compassion. The GIC houses a resource library that addresses a variety of issues relating to academic, recreation and personal life. Books can be borrowed for two days, videos for three days. The GIC is located at SC0020 across from The Intersection in the tunnels. Phone 343-8259. I I I PRIDE CENTRAL Pride Central is for all, regardless of sexual orientation, gender, race, class, or political leanings. It is a centre that is open to everyone with an open mind. The emphasis is on supporting those facing intolerance and/or homophobia, and creating a safe space on campus. They offer support to students or members of the faculty on campus at Lakehead University, or part of in the wider community of Thunder Bay. They are a peer support centre for those in the bisexual, transgender, lesbian, gay, and queer community. Young or old, male or female, straight or gay, Pride Central is there for you. And as always, coming down is not coming out. Pride Central is also available to students, community/ program leaders, teachers, and others who are looking for resources and information regarding a variety of topics. They are located in UCO0 l 9C, telephone 343-8813. OMBUDSOFFICE The Ombudsoffice at Lakehead University is an impartial, independent and confidential support service provided to ensure that students and members of the University community receive fair and equitable treatment. The Ombudsperson deals with a variety of issues and complaints, and provides information for both academic and non-academic concerns. The primary objective of the Ombudsoffice is to ensure alJ University members' rights are protected and that all individuals are dealt with in a fair and equitable manner. Telephone: (807) 343-8061 or 343-8018 COMPUTER LABS There are a number of computer labs with printers available on campus to type assignments and internet use. I I I I I I I I I I There is a computer lab located past the cafeteria in room BL2001 of the Bora Laskin. There are also computer labs at A TAC, Chancellor Patterson Library, Braun Building, and Aboriginal Student Resource Lounge at University Centre. Check for hours of operation as they are limited during the summer months. I 19 �I I I I I I I I I I I I I I I I I NLIP Residence/Student Handbook 2007 NLIP faculty and staff often provide computer tutorials for those who need it. Be alert for announcements or postings for these additional lessons. Contact the Help Desk at 346-7777, or go to the ATAC building, 2nd floor, if you have difficulties logging in. Students can Jog onto their stonn accounts to access the internet and various software applications. Please see the CRTC He]pdesk for instruction to logon to your storm account. Every student receives a $3.00 printing balance after which students will have to return to the helpdesk to replenish their printing balance. CAMPUS TECH COMPUTER STORE Campus Tech Computer Store is a customer-oriented establishment, offering quality products and service at a low price. Campus Tech services all makes and models of PC's and can fix most problems in a fast and efficient manner. If your system is running slow they can tune it up for you. They can safely remove viruses and spyware while keeping all of your data. Campus Tech is located in the Braun Building Room 1070B at Lakehead University. They can be contacted by phone at 343-8770 or by email at campus.tech@lakeheadu.ca. LU BOOKSTORE The textbooks that are required for your courses wil1 be available for purchasing in the bookstore. Please be sure you have your letter of sponsorship if you are not buying your books yourself. The Bookstore is located in the University Centre Building, UC I 020 (Downstairs from Security). The hours of operation are: 8:30 a.m. - 4:30 p.m. Monday to Friday. The main telephone number is 343-8314, for textbooks contact Cheryl Balacko at 343-8335. The Bookstore will, when possible, accept books for a cash refund. To receive a refund for course textbooks, please contact the Bookstore as soon as possible. For ..general interest" noncourse materials, there is no refund policy. JUNCTION and INTERSECTION Clothing and other LU retail can be purchased at the Intersection located at the Student Centre, SC0002 of the Main campus, right across from the LUSU Office. Postal services are available at the Junction Store located at the bottom of the stairwell, right of Security Services. FINANCIAL AID AND THE LEARNING ASSISTANCE CENTER For those students requiring financial assistance, the Financial Aid office is located in the basement tunnels of the Regional Centre, Rm. 0008, of the Main campus, telephone 343-8206. The Leaming Assistance Center is also located in this area at SC0003, telephone 343-8047. The services provided by the Leaming Assistance Centre are academic support for all of Lakehead University students and services for students with disabilities. They help students to succeed in their academic studies at Lakehead by complementing the lectures, tutorials, laboratories, practical sessions and personal help provided by Lakehead University professors. 20 �NLIP Residence/Student Handbook 2007 (CAFETERIA) ARAMARK FOOD SERVICES The main food service location at Lakehead University is located in the University Centre Building 2nd floor. The Main Cafe is the largest dining facility on campus with variety to match. You have the choice of national brands; Pizza Pizza and Freshens Smoothies as well as home style meals and quick to go options for students on the move. Summer hours of operation are 8 a.m. - 4 p.m., Monday to Friday. There are also Tim Horton's outlets located in the Agora of the Main campus and one located on the main floor at the ATAC building. There are numerous vending machines at various locations on campus too. HEALTH SERVICES A health fee is charged to each student which is incorporated into your tuition, in order for the student to use the services at the Health Centre. The Health Centre is located in the University Centre, UC 1007A, telephone 343-8361. Their summer hours are (May I - August 31, 2007): Monday - Friday 9:00 a.m. - 4:00.p.m. Closed for lunch hour 12:00 - 1:00 p.m. Clinic days and hours are Tuesday and Thursday mornings, by appointment only. Registered nurses staff the Health Centre full-time and both male and female doctors offer daily clinics but there are limited hours for appointments. A psychiatrist is in attendance once a week upon request. The Public Health Department has recently issued new guidelines concerning the prevention and treatment of tuberculosis. Because of the increase in the prevalence of tuberculosis, and as a requirement of the Ontario College of Teachers, you must have a TB skin test/chest x-ray within the last 12 months of applying to the College of Teachers for certification. Your test results must be on a doctor's letterhead and you must send the original document to the Ontario College of Teachers. Ontario Health Insurance Plan (plastic card) Ontario Health Insurance pays the cost for services at Lakehead University Health Centre, hospitals and private doctor's appointments so it is very important that you have this card, or an equivalent insurance plan. Application fonns for Ontario Health Insurance are available from the Health Centre. There is no premium in Ontario for health insurance. 21 I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I NLIP Residence/Student Handbook 2007 I I RESIDENCE DINING ROOM PHONE NUMBERS - PHASE III From inside the University - Dial the four digit extension# only UNIT TOWNHOUSE PHONE# I I I I I Ext. 5375 5 I 343-5377 6 II II 343-5378 7 (NLIP Staff) TOWN HOUSE 11 3 Silver Islet II I Ouimet 11 UNIT II II II l II II II 2 I 3 PHONE# 4 343-5383 I 343-5910 I I I I I II 343-5379 343-5380 343-5381 343-5382 I I Lansdowne I II 3 343-5903 4 343-5904 5 343-5905 6 343-5906 l Kakabeka 3 4 I 343-5907 7 I I 5 I 343-5913 6 7 II II 343-5914 I 343-5915 I 11 I II I I 11 343-5388 4 343-5389 5 343-5390 343-5391 I II 343-5398 11 1 II I I I II 3 6 7 I 343-5912 11 1 Oi oki I I I I I I I 11 11 1 2 3 4 Rocky Bay I II 343-5392 II I I 343-5393 343-5394 I 343-5395 5 343-5396 6 343-5397 I 11 From outside the University dial 343-8888, enter ext. # when prompted 22 �NLIP Residence/Student Handbook 2007 USEFUL PHONE NUMBERS WHO llrELEPHONE # IITITLE JlorHER TEL.# Native Language Instructors' Program Charlotte Neckoway NLIP Coordinator 343-8003 Diane Maybee Admin.Assistant 343-8542 Joann Lesperance Residence Supervisor Silver Islet #7: 343-5936 Michael Maracle Residence Assistant I Kelly Diabo Odaminowin Day Camp Silver Islet #7: 343-5936 343-8722 Michel Ishabid Odaminowin Assistant 343-8722 I I I Student Support Worker II Joan Linklater 343-8722 II Student Support Worker 11 343-8722 Ron and Gloria McGregor II Elders II Silver Islet: #7 343-5936 Leona Morris I I Lakehcad University - 343-8110 Bartley Residence - Guest Services Front Desk Residence Front Desk 343-8485 HelpDesk 343-7777 Counseling Centre 343-8018 Health Services 343-8361 Aboriginal Cultural and Support Services Lisa Dawn Wabange 343-8084 Ombudsperson 343-8061 Campus Security Emergency 343-8911 l 343-8612 Non-Emergency 343-8569 Thunder Bay Emergency and Transit Emergency 911 Thunder Bay Police I Emergency I 911 Thunder Bay Fire & Rescue Service Ambulance Service II I Non-Emergency 684-1200 Non-Emergency 625-2103 Emergency 911 Crime Stoppers II Thunder Bay Transit II 684-3744 623-8477 I I I I I I I I I I I I I I I Taxi Companies Diamond-Lacey's II Roach's (Accessible Taxi) II 344-8481 or 345-7721 II 345-8595 Superior (Accessible Taxi) 623-3423 or 622-6001 I 23 �I I I I I I I I I I I I I I I I I I I NLIP Residence/Student Handbook 2007 CITY OF THUNDER BAY BUSINESSES & SERVICES ABORIGINAL ORGANIZATIONS Anishinawbe Mushkiki Health Centre 29 Royston Court Clinic Telephone: 343-4843 345-0627 Beendigen Incorporated Native Women's Crisis Home Telephone: 346-4357 Department of Indian and Northern Affairs 300 - 100 Anemki Drive Telephone: 623-3534 Kinna-Aweya Legal Clinic - Native Legal Services 86 Cumberland St. S.. Telephone: 344-2478 Native People of Thunder Bay Development Corp. Telephone: 343-9401 230 Van Nonnan St. Thunder Bay Indian Friendship Centre 401 N. CumberJand St. Telephone: 345-5840 Wequedong Lodge 189 N. Court St. 228 S. Archibald St. 104-100 Anemki Orive Telephone: 345-1375 Telephone: 623-1432 Telephone: 622-2977 Mahmowenchike Family Development Centre and Daycare 229 Pacific Avenue Telephone: 623-9580 Nanibijou Childcare Centre 855 Oliver Road Telephone: 343-8369 BANKS OPEN ON SATURDAYS CIBC Memorial & Harbour Expressway, 832 Red River Road 127 West Arthur St. RBC Royal Bank 504 N. Edward St. Toronto Dominion County Fair Plaza 595 W. Arthur St. 1039 Memorial A venue 24 �NLIP Residence/Student Handbook 2007 GROCERY STORES LOCATIONS: A&P 505 Arthur Street W. 1101 Arthur Street W. 640 River Street (Grandview Mall, open 24 hrs.) Northwood Foods 425 Edwards St. N. Quality Market 1020 Dawson Road 146 Centennial Square Renco Foods 161 Court St. S. Safeway 115 Arthur St. W. 70 Court St. W. 1015 Dawson Rd. Superstore 600 Harbour Expressway SHOPPING MALLS/STORES Arthur St. Market Square - Arthur Street (Across from Valhalla Inn by the Airport) Hours of Operation: Mon. to Fri. 9:00 a.m.-9:00 p.m., Sat. 9:00 a.m. - 6:00 p.m., Sun. 12-5 County Fair Plaza - 1020 Dawson Rd. Hours of Operation: Mon. to Fri. 9:30 a.m.-9:00 p.m., Sat. 9:30 a.m.-6 p.m., Sun. 12 -5 p.m. Grandview Mall Hours of Operation: 640 River St. Mon. to Fri. 9:00 a.m.-9:00 p.m., Sat. 9:00-6 p.m., Sun. 10:00-6 p.m. Intercity Shopping Centre - 1000 Fort William Rd. Hours of Operation: Mon. to Fri. 9:30 a.m.-9:30 p.m., Sat. 9:30 am-6:00 pm., Sun. 12 -5 p.m. Northwood Park Plaza - 425 Edward St. N. Hours of Operation: Mon. to Fri. 9:00 a.m. - 9:00 p.m., Sat. 9:00 a.m.-6 p.m., Sun. 12 - 5 p.m. Victoriaville Centre - 500 Donald St. near Transit Hours of Operation: Mon. to Sat. 9:30 a.m. - 5:30 p.m. Wal-mart 777 Memorial Ave. Hours of Operation: Mon. to Sun. 7:00 a.m.-10:00 p.m. I I I I I I I I I I I I I I I I I 25 �I I I I I I I I I I I I I I I I I I I NLIP Residence/Student Handbook 2007 USED CLOTHING/FURNITURE STORES There are plenty of these around Thunder Bay. For the best bargains it is best to look around. There are several bargain stores along Simpson and Cumberland Streets. When buying used furniture make sure all pieces are there, check it out thoroughly and make sure it all works first. Most people are generally approachable so try to bargain with them a little bit (It doesn't hurt to try). Following are some locations you may wish to check into: See the Yellow Pages phone directory if you want more listings. 1. MARCH OF DIMES (MOD SHOP) Location: 140 S. Syndicate Ave. Hours: Mon. to Sat., 9:00 a.m.-5:00 p.m. Telephone: 622-5281 2. SALVATION ARMY Telephone: 767-7768 Locations: 915 Memorial Ave.(near Value Village), 870 Red River Road Hours: Mon. to Fri. 9:30 a.m.- 9:00 p.m., Sat. 9:30 - 6:00 p.m. 3. VALUE VILLAGE Telephone: 345-3232 Location: 915 Memorial Ave. Hours: Mon. to Sat. 9:00 a.m.-9:00 p.m., Sun. 10:00 a.m.-6:00 p.m. HOSPITAL Thunder Bay Regional Health Sciences Centre is the major hospital for your emergencies or other medical purposes. Location: 980 Oliver Road, right across the road from LU's C.J. Sanders Fieldhouse. Telephone: (807) 684-6000 CITY LIBRARIES Call ahead for the summer hours. Waverley Resource Library 285 Red River Rd. 344-3585 Brodie Resource Library 216 Brodie St. S. 623-0925 County Park Branch Library l 020 County Fair Plaza 768-9151 Mary J. Black Library 151 Brock St. W. 475-5906 Virtual Library www.tbpl.ca 26 �NLIP Residence/Student Handbook 2007 l The costs for using Thunder Bay Transit service are as follows: - one way fare is $2.25 - an unlimited ride monthly pass is $ 65.00 for adults, $55.00 for children 9-12 years old, high school students, disabled, and seniors - 20 ride pass is $30.00 - 10 tickets for $17 .00 I I I PUBLIC TRANSIT - BUSES Telephone: 684-3744 or visit their website at www.thunderbay.ca/transit/. J TAXIS I I Another source of your traveling need is using the city's various taxis. This service may be faster but is costly. When traveling try to do so in groups and split the cost of taxi fare. The following is a list of Taxi companies and phone numbers: Diamond-Lacey's Roach's Superior Accessible Taxi 622-6001 or 623-3423 344-8481 345-8595 I I I CAR RENTALS A Avis Car & Truck Rental 345-2847 (Prince Arthur Hotel location) 473-8572 (Thunder Bay Airport location) Budget Rent A Car 622-3366 (Downtown location) 473-5040 (Thunder Bay Airport location) Enterprise Rent-A-Car 344-2800 (Central at Balmoral location) 622-1222 (2841 Arthur St. location) I CANADA GAMES COMPLEX Location: 420 Winnipeg Ave., 684-3311 Facilities include: Squash and racquetball courts, indoor track, weight room, hydra gym equipment, pool, whirlpools, waterslide, and saunas. Please phone 684-3311 for summer rates. I I MOVIES Thunder Bay Movie Theatres and Movie Rentals (on Campus): Cumberland: located at 115 Cumberland St. N . Famous Players Silver City: located across from the Intercity Mall Movie Rentals (with Student ID): located at Bartley Residence I PH: 344-3451 PH: 628-8445 PH: 343-8485 I 27 �- --------------n > "' 4'1MCtnrrt Al Ad,-,d IN""°""1, • .,_,,_ C...trt l.'f4C) 81 ,..,. !Mld,r,q El kfoLIIMI~ IW lo,lct"9Mllffl.,._t u c..1. ....i "'4.._, ~I f•••I c ,Nt41 Sa.!- ~•lhrtn ([ot,y,!anfinHtth- c.,,._,. CH H~ "r<holtcJl'J"hwl Ari 1,1n HR la,t,ll)Anoott Ht ~ -c:, 'f llullil,n!I Leycr.d ~ (/l I ~ Ent,...ce u.1wn11, """9Nortll AccnsllllQty @- -: ....... ....... lntrance AeoraCln:Se 1J·, ,r, .......... tl>iWrlO IIAdal.u,nll ,..hlpttloolN..d1 IC I& IC IN ,.,.h..., INHrJi Lib T1"""'9 Ltbol'1CI) (tl.nttlot P,ttt"'4 Utlrf11, S<-olMo,Mnt Mo!l< •Vl<•al-'tt,C- • P.i..-ON4 hi_,,.,1,1N0Ttl "°"""OUM lpnl~ •-·DNA ......, - li.90 ! 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J ._, . . - ·......... wri,l• 1. ,,_... ......... ......... l)wln AM,.,..., ..,..., .~ : Htttf' '-?i.llt.. ¥11 IMq,< In Entrance 0 -, -- • Im- t-,ft.,.u ·-· ....,_ ~,... ....,._ Let1 , \ ~""" &4•1111l~u.- ~ ,-+ ~-C•ntnl an"" iJ (/.) [ -:g:c § §: 0 0 ;o;N 0 N o:i 0 -.I �NLIP Residence/Student Handbook 2007 NATIVE LANGUAGE TEACHING RESOURCES LAKEHEAD UNIVERSITY LIBRARY Summer 2007 In this guide you will find a selection of materials related to learning and teaching Native Languages. These books and other materials may be found in the Education Library (Bora Laskin Building) and also at other libraries on campus including The Chancellor Paterson Library and/or the Northern Studies Resource Centre (5th Floor, The Chancellor Paterson Library). The location and call number for each item is listed by each title. A list of useful websites is also included in this guide. DICTIONARIES Alberta Eider's Cree Dictionary edited by Earle Waugh ED REF 497.3 L42 I I I I I I I Ojibway Language Lexicon for beginners by Basil Johnston ED REF 497.3 J75, Paterson PM 852 J75 Ojibwewi-ikidowinan: An Ojibway Word Resource Book edited by John Nichols and Earl Nyholm ED REF 497.3 041 1979 Paterson REF PM 853 041 1979, Paterson REF PM 852 J75 A Dictionary of Cree Language by R. Faries and E. Watkins ED REF 497 .3 W3 1938 A Dictionary of the Otchipwe language. By Friedrich Baraga ED REF 497 .3 B28, 1973, Paterson REF PM 853 B22 1966· An Ojibwa Lexicon edited by G.L. Piggott and A. Grafstein ED REF 497.3 04 Eastern Ojibwa: Grammatical Sketch, Texts and Word List by Leonard Bloomfield ED REF 497 .2 B6 Eastern Ojibwa-Chippewa-Ottawa Dictionary by Richard Rhodes ED REF 497.2 R48, Paterson REF PM 853 R48 1985 Concise dictionary of the Ojibway Indian language Paterson REF PM 853 C74 (2 vols) NATIVE LANGUAGE COURSES Introductory Ojibwe: Parts One and Two in Anishinaabemowin (Western Ojibwe). ED LIB KIT 497 .3 161 Introductory Ojibwe: Parts One and Two in Severn Dialect (with five audio-cassettes). By Tom Beardy. ED LIB KIT 497.3 164; NSRC UNIV PM 854 29S423 1996 I I I I I I I I Intennediate Ojibwe: Parts One and Two in Severn Dialect (with five audio-cassettes) edited by Tom Beardy. ED LID KIT 497.3 166; NSRC UNIV PM 854 Z9S424 1996 I I Advanced Ojibwe: Parts One and Two in Severn Dialect (with six audio-cassettes). By Tom Beardy. ED LIB KIT 497.3 168 ; NSRC UNIV PM 854 29S425 1997 29 �I NLIP Residence/Student Handbook 2007 CURRICULUM DOCUMENTS AND RESOURCES I I I I I I I I I I The Ontario Curriculum, Grades 1-8. Native Languages ED CURR 375.009713 CG5 Gr 1-8 NAT The Ontario Curriculum, Grades 9 and 10, Native Languages. ED CURR 375.009713 CG5 Gr9-10 NAT (Also available on Internet) The Ontario Curriculum, Grades 11 and 12: Native Languages. ED CURR 375.009713 CG5 Gr 11-12 NAT (Also in ED REF and on Internet) Native Languages: Primary, Junior, lntennediate and Senior Division ED CURR 371 .97970713 N37 (1987 Curriculum Guideline) The Ontario Curriculum, Grades 1-12: N alive Languages : a support document for the teaching of language patterns: Ojibwe and Cree 2002 Resource Guide ED CURR 375.009713 0555 Resource Guide Native Lang. Gr 1-12. (Also in ED REF and on Internet) The Ontario Curriculum, Delaware Resource Guide. Grades 1 to 12, 2003. ED CURR 375.00 9713 CG5 Gr. 1-12 NAT (Also available on Internet) BOOKS OF NATIVE STORIES AND FOLKLORE: Books containing native stories, legends and folklore can be found using the Online Catalogue, Basic Search. Select ..Subject heading" in the Search By box and enter any of these subject headings: Indians of North America Folklore Ojibwa Indians Folklore Cree Indians Folklore Ojibwa Indians-Juvenile literature. The Education Library has a "Children's/Young Adult Literature Collection" which contains many native children's stories and primary readers. BOOKS ON NATIVE LANGUAGE EDUCATION: Books on native language teaching can be found using the Online Catalogue, Basic Search. Select "Subject heading" in the Search By box and enter any of these subject headings: Native language and education Ontario. Ojibwa language Study and teaching Indians of North America Languages Study and teaching Ontario. Indians of North America--Ontario--Languages. Cree Langauge - study and teaching Cree Language - study and teaching as a second language Gwich'in Language MEDIA RESOURCES I I Native materials in other formats can be found in the Education Library's "Media Resources Collection". Examples of these items are listed below: Cree Language Lessons (twelve audiocassettes and booklets) KIT 497.3 CRE TOPONA: the original people of North America (game) GAM 970.1 T67 Circle Program: Grade 1, Grade 2, Grade 3 KIT 428.6 CIR Indians of Northwestern Ontario KIT 970.1 IND 30 �NLIP Residence/Student Handbook 2007 What do you have in your canoe? KIT 613 .8 WHA Bella's school: a curriculum guide for Grade 1 teachers of Cree/Oji-Cree as a second language kit (videorecording) VID 497.3 B46 The Education Library has a Picture File and Art Image Collection with many items related to native culture and teachings. USEFUL INTERNET SITES Native Languages of the Americas: Ojibwe (Ojibway, Anishinaabemowin, Chippewa, Ojibwa) http://www.native-languages.org/ojibwe.htm *This is an excellent site filled with links to many language teaching resources such as lesson plans, activities, pronunciation guides, glossary of animal words, stories and much, much more. K-NET: Native Language http://www.knet.ca/dictionary.html *Online resources for Native Language from K-Net Services, including syllabic fonts, legends and a prototype of an Oji-Cree online dictionary First Ojibwe Language and Culture Site http://www.first-ojibwe.net/index.html *This site includes English/Ojibwe translations as well as Gennan/Ojibwe, Ojibwe/Odawa translations. Also included are links to numerous sites with ojibwe resources and a bulletin board. NativeTech:Ojibwe links to Culture, Art, History, Language and People http://www.nativetech.org/shinob/ '''This is a good listing of ojibwe resources including an ojibwe language word list. Ojibwe Language Society: Tools and Resources http://www.homepagedesign.bi:zloj ibwemowin/aabaj ichigan.html *This site includes Ojibwe language, cultural and curriculum sites. An excellent starting point for language resources. Woodland Cultural Centre: A Native American Centre of Excellence (Aboriginal Languages) http://www.woodland-centre.on.ca/languages.php First People's Language Resources http://www.yvwiiusdinvnohii.net/language.html Cree Language (Nisto) http://www.nisto.com/cree/ Teaching Native Languages Homepage http://jan.ucc.nau.edu/~jar/TIL.html *See the ..Teaching Methods" and "Selected Resources" sections for excellent links and teaching resources. 3) I I I I I I I �I I I NLIP Residence/Student Handbook 2007 July 2007 I I I I I I I I I I I Friday Thursday Wednesday Tuesday Monday 3 Registration at Agora from 10 a.m. - 3p.m. Assembly at the Bora Laskin Auditorium 3 p.m. 4 5 6 Workshops Workshops Workshops 9 a.m. - 4 p.m. 9 a.m. - 4 p.m. 9 a.m. - 4 p.m. 9 10 11 12 13 Classes Start Faculty & Staff Meeting 5:00 p.m. Faculty Lounge Craft Night in the Agora 4:30 - 7:00 p .m. 16 17 19 19 20 Assembly @ Bora Laskin Auditorium 4:30 p.m. Faculty & Staff Meeting 5:00 p.m. BL 2031 Craft Night in the Agora 4:30 - 7:00 p.m. NLIP Potluck 6:30 0 .m. 23 24 25 26 27 Assembly @ Bora Laskin Auditorium 4:30 p.m. Faculty & Staff Meeting 5:00 p.m. Bl 2031 Craft Night in the Agora 4:30 - 7:00 p.m. Classes End Certificate Presentations 2 Canada Day NLIP Potluck 6:30 p.m. NLIP Potluck 6:30p.m. Graduation Dinner & Dance Oliver Road Community Centre Craft Night in the Agora 4 :30 - 7:00 p.m. 9:30 - 12:00 p.m. I I 32 �NLIP Residence/Student Handbook 2007 I I I I I I I I I I Enjoyyour2007 N.L.LP. atLakehead University in Thunder Bay! I I I I 33 � 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 Instructors' Program - Residence and Student Handbook - 2007 Description An account of the resource Native Language Instructors' Program - Residence and Student Handbook. Contains information on the program, and living on campus and in Thunder Bay. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 2007 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