819 10 13654 https://writingresources.lakeheadu.ca/files/original/55786c1e5d6c04d14b194747443f7d41.pdf c36d0daea2db1448f75ff37aff8fc907 PDF Text Text ��Order your examination copy today! A Concise Dictionary of Minnesota Ojibwe John D. Nichols and Earl Nyholm The most up-co-date resource for those interested in the linguistic and cultural heritage of the Anishinaabe, A Concise Dictionary of Minnesota Ojibwe contains more than 7,000 of the most frequently used Ojibwe words. Presented in Ojibwe­ English and English-Ojibwe sections, this dictionary spells words to reflect their actual pronunciation with a direct match between the letters used and the speech sounds of Ojibwe. It contains many ancient words and meanings as well as language added in the twentieth century. This book is an expansion and complete revision of Ojibwewi-lkidowinan: An Ojibwe Word Re.source Book published in 1979. Most entries give several sample inflected forms such as the plural, diminutive, and locative forms of nouns and first person and participle forms of verbs. The basic patterns of Ojibwe word structure and the organization of the dictionary entries are clearly explained in the introduction. The most widely used modem standard writing system for Ojibwe Is used throughout, and some of the key objects of Ojibwe life are authentically illustrated by coauthor and artist Earl Nyholm. Acknowledged as one of the three most widely spoken Native Amerlcan languages, Ojibwe appears in many local varieties in the Upper Midwest and across Central and Eastern Canada. Minnesota Ojibwe is spoken in Central and Northern Minnesota, and is very similar to the Ojibwe spoken in the Ontario-Minnesota border region, Wisconsin, and Michigan's Upper Peninsula. A Concise Dictionary of Minnesota Ojibwe is an essential reference for all students of Ojibwe culture, history, language, and literature. PAPER $9.95 ffl CLaTII $19.95 320 PAGES 23 LINE DRAWINGS At bookstores or from University of Minnesota Press 111 Third Ave. South, Suite 290 Minneapolis, MN 55401,2520 Toorder, call Please send books to: To examine for classroom adoption: Please fill out this fonn or send your request on departmental letterhead to the above address. Paperback books are avail­ able for a $7.00 processing fee per copy (that includes shipping and handling). Payment must accompany request (credit cards not accepted for examination copies; no phone orders, please). Only paperback copies of the Concise Dictionary are available for examination. 1.-800.-388.-3863 Name______________________ Address ____________________ City _________State ____ Zit-------- Nichols/ N-yholm Concise Dictionary paper (2428-3)@$9.95• ___ __ Nichols/ N-yholm Concise Dictionary cloth (2427-5)@$19.95 = --Subtotal ___ MN residents add 6.5% sales tax: Mpls. 7% ___ Canadian residents add 7% OST ___ Shipping: $3 first book, 50¢ each add'tl book ___ Shipping outside US: $4 first book, 50¢ each add'tl book ___ TOTAL ___ All pc,ym,n, -« b. in U.S. dollars 0 Check or money order enclosed Course Name __________ Enrollment ___________ Date offered ___________ Code: 474/378 Printed on recycled txiPer D Mastercard/VISA (please circle) No.----------------------Exo. Date----Si1mature------------- ·. �OJIBWEMOWIN Ojibwe Language Publishing 6205 114th Place North Champlin, MN 55316 612-427-3777 fax: 612-427-3988 ORDER FORM (All prices are in U.S. Funds) PRICE Text (series one) $45.00 Workbooks (3) $45.00 Student Activity Tapes (3) $25.50 QUANTITY SUB-TOTAL $25.50 Student Package flashcards (3 sets of 7 categories) $45.00 Teacher Package flashcardsNAI verb rule/teacher manual/student activities/cultural content information/VAI bingo/ animal bingo/number bingo/animal cards TOTAL term: net 30 days upon delivery Name: __________________________ Address: _________________________ Organization: _______________________ Date: _______ Purchase Order#__________ Money Order enclosed (U.S. funds) Amount _________ Special instructions: -------------------------�- Native Language in Ontario Vol. 10. No. 2 Page 19 �NEW RELEASE from Ojibwe Language Publishing OJIBWEMOWIN Ojibwemowin is a highly functional study series designed to develop Ojibwe language skills. This program combines text, workbook, and oral studies for an extensive learning expenence. Features of the program include: - A focus on culture with language study. - A chapter by chapter building block approach to learning the Ojibwe language. - Charts, maps, illustrations, and photographs that help link culture, history, and language together. - Activities, exercises, and review in each ell.apter. - Activity and audio tapes reinforcing oral skills. - A supplemental CD ROM interactive computer software package. OJIBWEMOWIN teacher package The following are included in the teacher package. Flashcards: Flashcards are separated by the following colours; VAi (cherry), NA (canary), NAO (green), VII (blue), NI (salmon), NID (white), PC (grey). Student flashcards are divided into three sets; chapters 16, chapters 7-12, chapters 13-18. Animal Cards: Consist of 40 drawings of animals, birds, and fish. VAi Verb Rule: 1 master transparency and 106 verb sheets. Verb sheets may be made into transparencies. If transparencies of verb sheets are made, they may be laid on top of the master sheet. This shows students how the verb is used in 1st, 2nd, and 3rd person singular/plural form. It also shows verb use with tense markers. Verb rule may be used as an overhead. Verbs may be written on the master instead of making individual transparencies. Teacher Manual: Included are cuts of the from and back cover of the textbook. They may be inserted in the plastic (front and back) of the teacher manual. Inserts on brown pages include cultural content and classroom exercises. They are found throughout the teacher manual. Bineo Cards: There are 3 sets of bingo cards. One set is delivered with each student workbook, The 3 categories of bingo are: VAI, animal, and number. Teacher should use coloured flashcards as bingo call cards. Cherry flashcard- VAI, canary flashcard- animal. Additional bingo call cards will be delivered with their respected bingo packages. Page 18 Native Language in Ontario Vol. 10, No. 2 �ANNOUNCEMENT The Native Language Instructors' Program is pleased to announce that the 1995 Application Packages will be available in January. If you do not receive your package by January 31, 1995 or you would like additional packages, please contact Sonya Bruyere at (807) 343-8542 RESOURCES Manitoba Association for Native Languages, Inc. (MANL) 119 Sutherland Avenue Winnipeg, Manitoba R2W 3C9 Telephone #204-943-3703 Fax #204-947-6564 The following is a list of some materials available from the Native Language Development Centre. To acquire a complete resource list, please contact MANL. Anishinaabernodaa, Becoming a Successful OJIBWE Eavesdropper, with tape. $16.05 Ininimotan, B ecoming a Successful CREE Eavesdropper, with tape. $16.05 Syllabic Book Markers $ 2.72 Ojibwe Christmas Songs, by Lawrence "Teddy Boy" Houle. Tape, $16.05 K.I.M. Aboriginal Language Materials Kit (make cheque payable to KJ.M. Aboriginal Language Maicrials, Inc.) $330.00 Other materials available are Kindergarten and Grade One Workbooks (Cree and English), Grad� Two Readers (Cree and English), Grade Two Workbooks (English), Grade Three (Cree and English), Science (Cree and English), Social Studies for Grade 4 (Native Education Material ... For more information on these books, please call MANL. Native Language in Ontario Vol. 10, No. 2 Page 17 �Taking Charge of Change A Conference on First Nations Education March 7, 8 & 9, 1995 London Ontario First Nations are taking responsibility for providing quality community education. Steps toward self­ governance are guided by a vision of education which shows respect for the relationship between the individual, the community and the environment. This Journey toward self-determination requires planning, a commitment to service and wise resource management. This conference - Taking Charge of Change - is designed to support First Nations in effective educational governance, resource management and programming. The journey towards taking control of First N,,tions education can be a struggle At this conference both the benefits and limilat1ons of strategies will be presented by peci;,le who are struggling every day to make excellence in Frrst Nations education a reality. A case· study approach will be followed when appropriate. Personal stones; personal journeys will explore the link between quality education and the he;ilth of the community. T..1(11'() CHAAOE a OuRSn'IES MAHI.GlNO OuR RESOURCES WISELY Pv.NNINO FQn THE Fun.me Hu.P1HO EACH OrtteR PAOVlDING SERVICE Sfl.FlESSl.v -<?- Educational Governance For those pet30ns involved in educational governance the conference will provide information that will assist in: • determining community expectations, needs, resources; • setting direction and poUcy; • formulating short and long range plans; • evaluating progress; • communicating with the school and community; • information management; • interacting with second level service agencies and other educational organizations; • financial management -<?- -<?- Ecological Healing Excellence in education is achievable when the community is healthy, when the community is able to maintain a balance o( peaceful relations between its members . This concept of ecological healing is a major concern of the conference. Healing strategies will include the following: • conflict resolution strategies; • interpersonal skills development; • the healing of Mother Earth as an aspect of healing the individual and the community; • community healing; • healing the healers. PLAN NOW TO ATTEND Taking Charge of Change A Conference on First Nations Educatio,i March 7, 8 & 9, 1995 • London Ontario Details on Specific Workshops and Seminars and Registration Information will be sent lo you in the next few months. 17iis conference is optn to all orgrtnizatio11s dtdicated lo quality in Nativt £d1m1lion (e.g. First Nations Community Schools, Provincial School Bonrds, Comnumity Colleges, Universities.) Mark your calendar and check your budget{ Programming For those persons given the responsibility of program delivery, support and supervision, the conference will provide information that will assist in: • curriculum development and evaluation; • designing Native Language/Cultural programs; • staff supervision and development; • meeting the special learning needs and strengths of students; • effecth·e teaching in communication, the arts and science/mathematics/technology; • developing problem-solving skills; • recognizing and dealing with stereotypes in the classroom and in the media EARLY BIRD PRE-REGISTRATION • Daily rate of $100 per day • 30% off regular rate of $300 for three days For further information, direct correspondence to: Steering Committee, Taking Clrarge of Clrange, c/o 65 Mtridcne Cres., Lo11don. ON, N5X 2M2 Convtntr Romain,: Bombcrry, Special Educ.iion Co,onlina1or (n:timl) Six Nations Rc:serve Advlso., Gc<lrgc Hunter, Education Din:cror. Wccnusk Fir,1 Nation, Fran Tabobondung. Curriculum Co,ordin,tor, Parry l•l•nd Fir,! Nation, J•mcs Cutrc,:I, lntcriovemmtnt•I /I IIairs OlfiCt'r, IN/IC, Stou, lookout IJi,tri<l, Morxorcl i\ngmincb, i\ssislanl Dirttlor, Windigo Educorion i\utholity, Vera Styrts, Registrar. Gnr11$ River Polytcchnic,d tn,1.. Si,; Nations Rcscrvc, Ro>c John, Ch•lrptr$0n. Walpnlc t,land rirst N•tion &.rd ol r;duca�on, F.d Conno,., rsycholo�i,1, I lea hh Centre. Chirrcw•• or Rama Reserve Transfonning Vision into Reality for First Nation Education �We received a "Thank You" card from Rose Nadjiwon. Cape Croker, Ontario with a note dated September 22, 1994. Her message says, "Staffand NL.I.P. Facuity and Fellow Students Once again I would like to thank Lena White, Virginia Henry, Randy Valentine, Isadore Toulouse and to all the N.L.I.P. student body, and my student neighbours on Isl and 2ndfloor of Terrace Bay and Sioux Lookout.for your comforting words and donations of money, at the loss of our dear brother. Your kindness will never beforgotten. Ifthere are others I may have not included, you know who you are, I also "Thank You" . Your support is very much appreciated. May the Creator God bestow on all ofyou His many Blessings. All Our Love, from Rose Nadjiwon & All Our Families" Gchi-Miigwech sa!" This article was taken fonn Anishinabek News, November, 1994 New Treaty Research Coordinator Introduced Aaniin. Ernie Sandy ndish nekaaz. The purpose of this brief letter is to introduce myself as the Treaty Research Coordinator for the Union of Ontario Indians. Some of my duties and responsibilities include consultation with First Nations, coordination of services, advice and technical support, assisting in the development and submission of claims, sharing knowledge on federal policies and the application of them towards the advancement of claims and aboriginal rights. In short, to keep you as up-to-date on the latest treaty developments as possible. A quick note on my background. I was born and raised on Beausoleil First Nation and currently reside with my wife and four children at Chippewas of �-------------------. Rama First Nation. I am a graduate of the University of Western Ontario in Canadian History and Politi­ cal Science. I have been incolved with Native issues and concerns for over ten years. I will be visiting with First Nations who are interested in pursuing treaty issues. My goal is to spend more time amongst our people to allow for personal interaction. Miigwetch! Ernie Sandy Note: Some ofyou may recognize Ernie from our Program. He has helped many of our students get into our Program and has been here himself. The Native Language/nstructors'Program wouldlike to congratulate Ernie on his success. Native Language in Ontario Vol. 10, No. 2 Page 15 �l v � � -....,,,-- � T T h e Earth lore Wood l an d F i rst L a n g u age Learn i n g Se ri es'"' ? Classroom Kit PROMOTES LEARNING Sl<I LLS AND ENTERTAINS STUDENTS - IN YOUR LANGUAGE. > \ ( }. - - � - • • • • 1 0 Schoolbooks of your choice 20 Name Cards 20 Body Chart Handouts 1 Classroom Body Chart / ., ,.:.;µ-. l"' � I'....,,,,\ ......,.... ..._........... EAATHLC>RE WOODCAND CULTURAL CENTRE l ---,j I .. --� \\ Y,J/ -�,. '� •�Y:.,,_ . �y � . )' J-'15- ...; , � t � 1s:.:-'9';1 ]b.; , """"'"· ........., "'-""' - ,,. � � ..._ -- ,' \. ; C ·\ , ' - / is: ,· . .. t- I \ ...� - _, J . ;::.°',:) J• '<.0,_; TIIE LITnE - - SONG BOOK '""'°"' o,.,rlo Woodland Cultural Centre, 1 84 Mo�; �, 06 ; _se;:� �-��:��:11B PS � I ;' ��•.•.;; ...- i ...,;, /t,_ , 't _ . n_ · / 1:/f.(, '•'.\ L �, �.J. 'f" .� .':'f.$,=', �'.. ---..-. . �7fJ0:f ' ;. ,, , ; N i! '"'l:.f'f..lQ. ( ·- /, ,1 • ..� .... -� OUR NEW HOUSE . . '�, II,,,_ � ...'\,.. , U1\ . ,'\: •.•,.._ ..,;; 'l 20 Pocket Syllabary Charts 1 Classroom Syllabary Chart 1 Set of Numbers Flash Cards l Tee Shirt for the Teacher ----,,...........�•- .....-----.;:;.�'c,/- �- NUMBERS, NUMBERS � • • • • For information on costs and ordering please call: Additional story books may be ordered separately, minimum quantity 20. . (�w·) » p� Each EarthLore Woodland Teacher's kit contains: NUMBERS, } �---0 he EarthLore Classroom kit contains 7 professionally designed and illustrated teaching aids which promote, imaginative, fun and constructive learning in the classroom . Each kit contains easy to use, student friendly, teaching aids for learning essential life skills - such as comprehension, number recognition, vocabulary and reading. Your classroom kit also includes, a choice of 3 story book titles from the EarthLore Story Teller Series or the popular Book of Songs. - TIIE WANOERIN PEOPLE .. -J NJT 5V6 Tel : (519) 759-2650 Fax: (5 1 9) 7S9-89 1 2 Tel : (61 3) 596-6SB6 fax: (61 .l) 59 •0.,, _. .... .,. , - - �This article was taken from Daily Miner and News, Kenora, Ontario September 27, 1994 By Jacqueline Louie, Miner and News Staff Parents key to education, says speaker In 1 5 years of teaching. Sherry Peden has found there's nothing better for children than to know their parents are interested in what they do in school. Their parents' interest shows youngsters that education is worthwhile and important, according to Peden, keynote speaker Monday at Bimose Tribal Council's third annual education conference in Kenora. Her dream for education is that schools will become the heans of their community, with everyone working together to achieve that goal. "If we want our kids to do good, we have to pitch in," she told the audience of 1 50 people, from First Nations across Ontario and Manitoba. "When parents and the community are involved with schools, everybody wins." Peden is centre coordinator for Brandon University Northern Teacher Education Project in Norway House, Man. Her topic during Monday morning's session at the Lakeside Inn dealt with building pannerships. "Research shows when parents and the community support each other, children have higher grades and test scores and a positive attitude about themselves - 'I can do it.• Schools with high community and parental involvement are generally more successful, and a greater degree of parental involvement leads to a greater degree of success in students, according to Peden. "Parents are their children's first and most important teachers," she said. She defines a pannership as a relationship in which people share, work together and support each other, where there's mutual respect, appreciation and caring, full commitment to make the pannership work, and honest and open communication. In any partnership, people also need to be able to say, Tm sorry, I was wrong, forgive me,' she told the audience. "We have to be able as human beings to say, 'Let's try again.• That's what we in education must set up so our children will succeed." In her grandparents' time there was no formal school. Instead, children learned within their surroundings, with learning taking place everywhere: on the trapline, fishing, berry picking and in the home. Everyone was a panner in education because everyone contributed. "Ask what happened when you got in trouble. It wasn't one person giving you heck, everybody gave you heck," Peden said with a smile. That community partnership changed when the government opened residential schools. Some native children as young as six had to leave their reserve in order to attend school, and parents became silent bystanders, she said. But now reserves have their own schools, and communities can once again be equal partners in education, according to Peden. Native Language in Ontario Vol. IO, No. 2 Page 1 3 �This article appeared in Wawatay News, November 3, 1994 Elders share rich vocabularies for Native dictionary project by Bryan Phelan A Native language development project in the Sioux Lookout District is trying to capture the rich vocabularies of First Nations elders in dictionaries and grammar books before they are lost forever. A project report released last spring warned that once the current generation of elders is gone, the remaining adults won't be speaking their Native languages consistently enough to create the environment necessary for younger generations to learn the languages. Pat Ningewance, who wrote the report based on a 1992-93 language study of the 23 First Nations involved in the project, notes that sadly, there have been several deaths of district elders in recent months. "It makes (this project) that much more urgent," she says. "We should have done it 20 years ago, but betternow than never." Ningewance, of Lac Seul First Nation, has worked on native language development projects for the past 20 years and is one of three linguists who have been travelling to First Nations in the Sioux Lookout District since July, to srudy and record tenninology and fonns of grammar. The infonnalion gathered by the I inguists will be the basis for Ojibway, Oji-Cree and Cree dictionaries and grammar books, expected to be ready for publication by the end of December and distributed to First Nation schools in 1995. Ningewance is the project field worker assigned to the district's Ojibway First Nations. It's an experience she has found rewarding. "Personally, it's been a very educational experience even though I've grown up with parents who were fluent (in Ojibway) and knowledgeable," she says. In her first community visit to Mishkeegogamang (Osnaburgh), Ningewancc met with about 10 elders. "Being exposed to these elders was just amazing," she says. "I found that once I explained what I was doing and what the material was going to be used for, they were extremely helpful and enthusiastic to share information." While in Mishkcegogamang, Ningewance collected a range of Ojibway tenns, ranging from modem tools and appliances to constellations. Sometimes she uses posters, illustrated books and picture dictionaries to encourage elders to identify words. But in Mishkeegogamang, her research also took her to the bush, where elders named the surrounding grasses, shrubs and plants. As an added benefit, Ningcwancc learned a few recipes from 90-ycar-old cider James Masakcyash. "he told me how to cook with mushrooms... how they can be added to moose stew or dried fish flakes," she says. Mishkecgogamang elders also named 65 different types of birds and ducks. "A lot of these names are very specific, describing either the bird's appearance, sound or characteristics," explains Ningewance. "For example, one bird with a very repetitive tweet has a name that means 'the one who makes you lazy.• "A lot of these birds don't exist because of hydro flooding 30 years ago," she continues, adding that Lac Seul was similarly affected. "Maybe half of these varieties have gone, but elders like James remember them from a long time ago." Ningewance adds that the ciders often related stories to go with the different species of birds they were identifying. "I hope we can include extra infonnation (like recipes and stories) in the dictionaries," she says. "I want them to be interesting reference materials, not just a bunch of words." Some of the words included in the planned Ojibway dictionary will include references not found in any English dictionary, including tenns of respect, kinship and clan membership specific to Ojibway people. To record all of these words, Ningewance uses a tape recorder, but also truces notes in Ojibway, using an English alphabet system. All of the infonnation is then stored in the laptop computer that accompanies her on her travels. It wasn't until Ningewancetravelled to Pikangikum that she discovered an Ojibway word forcomputer, one of her favorite terms among the thousands she's collected - "Mamaandaawaabik" or "magic rock" as they say in Pik. Page 12 Native Language in Ontario Vol. 10, No. 2 �This article appeared in Wawatay News, November 3, 1994 Native language dictionaries developed for Sioux Lookout District by Bryan Phelan Native language dictionaries and grammar books are being prepared for use in Sioux Lookout District First Nation schools by next year. Plans call for the reference books to be ready for publication in Ojibway, Oji-Cree and Cree by the end of December, as part of a Native language development project for the district The project is managed by a steering committee including representatives from the district's four First Nations councils, Northern Nishnawbe Education Council, Sandy Lake First Nation, Slate Falls area school board, and the Ministry of Education and Training. Now in its second phase, the project first produced a repon called Dreaming in a Strange Language, based on a 1992-93 survey of 23 of the First Nations involved in the project The repon warned that ifcurrent trends continue, "Once the elders are gone, Ojibway and Oji-Cree will no longer be spoken languages in our North." But project participants hope that producing Native language dictionaries for elementary and high school teachers and students will help prevent that from happening. The dictionary and grammar book project is being funded by the provincial Ministry ofEducation and Training, and Indian and Northern Affairs Canada. Randy Valentine, who learned to speak Oji-Cree while living in Kingfisher Lake during the 1980s, is the linguist who coordinates the dictionary and grammar phase of the project, which began in July. He has spent the past l O summers as a teacher at Lakehead University's Native language instructors program. Valentine is joined by three other linguists who are serving as field workers. They include Lac Seul's Pat Ningewance (Ojibway), John Nichols (Oji-Cree) of the University of Manitoba, and Marguerite MacKenzie (Cree). The field workers are in the process of visiting the First Nations in their language groups to study and record tenninology and forms of grammar. "For the Sioux Lookout district, I see this as the basis for Native language for the coming years...(so) there's pressure to do a good job," says Ningewance. She hopes the Ojibway dictionaries will include not only the thousands of words and meanings she's collecting, but also footnotes ofstories, recipes and humor to go with them. "I want the kids to enjoy the books as much as possible...(and) to be proud of their language." Valentine notes that most of the resources now used in First Nation language classes are locally produced. "That puts a huge burden on the teachers, who must not only teach but continually develop their own materials." Pikangikum elders, students, and school staffhave successfully shared that burden, working together to produce about I 00 of their own Ojibway syllabics books. An elderJames Strang, who works full-time at Pikangikum 's Eenchokay Birchstick school, sometimes brainstorms with a local Ojibway language commiuec to come up with vocabulary lists. Still, "There's a limit to how much one group, in one school, in one community can do," says Ewa Or;,echowsa, the curriculwn coordinator at Eenchokay Birchstick. She calls the planned dictionaries and grammar books "a wonderful idea," especially since the Dictionary of the Ojibway Language now used in Pikangikum was first published way back in 1853. Elsie Sakalcecsic, a language project commiucc member and chair of the Slate Falls area school boan1, says the new resources will not only help students, but also young adults who already speak the language but often mispronounce words. "There's been a gradual loss of the language," says Sa1ca1cecsic, 39. "The Ojibway l speak is different from the Ojibway my I IJ-year-old niece spcaks... My kids don't speak the language." Valentine doesn't expect the dictionaries and grammar books to have all the answers for those trying to develop their language skills. "We're limited by our budget and by the time we have available," he explained. "There will probably be things that we miss ...(but) these can be pointed out, and later editions of the dictionaries can include them." When the dictionaries and grammar books are finished, the next step for the Native Language Development Project is to develop a Native language policy and curriculum guidelines for First Nation schools in the Sioux: Lookout District. "If we look at successful First Nation language programs in other places, we find that generalized and standardized curricula and materials are central to the programs," says Valentine. For him, the best example of such a program is one being carried out by the East Cree in Quebec. Valentine says the foundation for the East Cree program was the development of a dictionary and grammar. "We arc seeking to provide the same foundation for northern schools in Ontario," he says. Native Language in Ontario Vol. 10, No. 2 Page 1 1 �Anishinaabeg Onkwehon:we Language Consultants of Southern Ontario Woodland Cultural Centre Brantford, Ontario BACKGROUND In 1987 the Consultants Program was initially established by the Department of Indian Affairs in cooperation with the Ministry of Education. The program offers and provides assistance and support in the implementation of the Ministry of Education's Native as a Second Language Program policy. The Consultants Program has since been transferred to First Nations Cultural Education Centres in Ontario. MISSION STATEMENT The Language Consultant Programs' mission is to assist with the preservation, revitalization, and maintenance of all First Nations Languages. PROGRAM DELIVERY • implements usage of the Ministry of Education 1987 NSL Guideline, its philosophy, content and elements. • Provides and assists with the development of sample courses of study which include themes and units, in consultation with B oards of Education, Federal and Band operated education authorities. • Provides a listing of language resources available for the language groups served. • Provides and organizes in-service training. • Encourages the use of current teaching methods in the classroom. • Assists with and encourages language resource material development. ASSISTANCE TO THE NSL TEACHER Includes: • Classroom program observation • Consultation and demonstration • Identification of resource materials • Establishment of networks among schools offering NSL programs and colleagues who teach NSL. ACCESSED BY • Directors of B oards of Education, and principals of Provincial and First Nations Schools • Simply contact the appropriate Anishinaabeg or Onkwehon:we Consultant. FEE FOR SERVICE As this is a First Nations Program there is no fee to First Nations schools on reserve. Consultants fees to other agencies are at the rate of $ 150.00 per day or $75.00 per half day or any part thereof, plus travel, accommodation and meals. For more information Contact: Language Consultants Program Phone: (519) 759-2650 Fax: (519) 759-8912 Anishinaabeg Consultant Ext: 229 Onkwehon:we Consultant Ext: 236 or write to: Woodland Cultural Centre Consultants Program P. 0. Box 1 506 184 Mohawk Street Brantford, Ontario Pal!e 10 Native Lan_gua_ge in Ontario Vol. 10, No. 2 �"The Little Pile of Wheat" - (p. 4 of 4) Lesson 4: Focus on ant and wheat. Read the story in Ojibwe. Seat three children behind a divider with one of each animal. As you read the story the animal comes up. The child holds up the animal after the story is finished. Teacher pulls out bag with the plastic ant hidden inside. Each child may peek to see what the ant looks like. Music; "Ants in Your Pants" and dance. Use egg cartons, cut in halves. Use three sections. Colour black. Paste legs and antenna. Have rice pudding with raisins (ants) for snack. Lesson 5: Review the story. - children sit in a circle; - read story in Ojibwe with children helping with words; - use flash cards to help them. Evaluation Assessment of students' progress in meeting the objectives of the unit. - understanding and use of the language taught; what kind of responses students are able to make; - observation and listening to students during group activity; - participation; - discussion with students. Materials and Resources Flash Cards: 1. rabbit looking at wheat 2. mouse looking at wheat, rabbit and mouse 3. duck looking at wheat 4. rabbit, mouse and duck laughing and seeing tiny ant 5. tiny ants, rabbit, mouse and duck laughing 6. army of ants carrying one grain of wheat each; rabbit, mouse and duck surprised 7. one ant Puppets: rabbit, mouse, duck, ant Other: wheat (grain - 1 bag) wheat flour salt milk measuring cup mouse in jar yarn string rice baking powder sugar pan paper plates wheat crackers felt board felt cutouts with glue raisins flour oil spoons ant farm display music water colours To Make Wheat Pile: - cut out bottom of margarine tub and slit to the rim all around - tape together to make pointed form - use masking tape with sticky side out all over - dunk the whole thing in wheat bag; wheat will stick - wheat will look like pointed pile. Native Language in Ontario Vol. 10, No. 2 Page 9 �"The Little Pile of Wheat" - (p. 3 of 4) waabooz - rabbit waabgonoojiinh - mouse zhiishiib - duck enigoons - ant mzimncns - wheat kwasing- pile waanzhing- burrow zasaan - nest miishkoonsing- pond / marsh endaayaan - my home maajiidoon - he/she is tiling there giinwinendamoog - they wonder (what to do) bi-dgoshing - he/she arrives niizhoobiwag - two sitting together nisobiwag- three sitting together zaagewed - someone showing up ganaajiwan - it is nice naadmaage - he/she is helping gchi-baabaapwag- they have a big laugh gaachiinyi - tiny wiijkiwenyan - his/her friends bagamawnidwaad - they come marching waabshki-waabooz - white rabbit zhiibinga-waabgonoojiinh - gray mouse zaawi-zhiishiib - yellow duck mkade-enigoons - black ant Teachin2 Activities Lesson 1: Focus on rabbit and wheat. Have students sit in a circle. Introduce the story. Have the children get excited for this new story they never heard before. and tell them they will learn many new Ojibwe words from it. - read in Ojibwe; - use flash cards as each animal is inttoduced; - repeat the word showing the card; - play rabbit hop with the children. Precut paper rabbit. Paste white fur pieces on it. Paste wheat on paper plate. Make pile. Colour yellow. Put in a big jar with little soil to sprout wheat, so children can keep an eye and make sure the seeds are on the sides, add water to dampen the soil. Lesson 2: Focus on mouse and wheat. - students sit in a circle; - read story in Ojibwe; - use puppets; - "Hickory Dickory Dock" recited in English and Ojibwe; - have everybody "squeak" like a mouse. Create paperplate mouse faces. Make mouse using play dough. Make wheat flour scone. Lesson 3: Focus on duck and wheat. - students sit in a circle. - read story in Ojibwe; - with animal cutouts and felt wheat. have each child put them on the felt board; - each child has one yellow grain and each will make a pile; - do the "duck walk" and quack. To make paper plate duck bill. cut half of paper plate. Glue together cut side. String approximately 6 inches each side so the child wears the beak. Colour yellow or orange. Have wheat crackers for a snack. Page 8 Native Language in Ontario Vol. 10, No. 2 �"The Little Pile of Wheat'' - (p. 2 of 4) "The Little Pile of Wheat" by John Ca/am In a big red barn there was a little pile of wheat. One day, a white rabbit came along • hop, hop, hop. He saw the wheat. "Oh, how I want this /iule pile ofwheat," he said. "But how can I take it home to my burrow?" And he sat and looked at the little pile of wheat. Soon, a gray mouse ran up • squeak, squeak, squeak • and he saw the wheat too. "Oh, how can I take it home to my nest?" And he sat by the white rabbit, and they looked at the little pile of wheat together. Then a big yellow duck came • quack, quack, quack. He saw the wheat, and he saw the white rabbit and the gray mouse. "Oh, how I want this little pile of wheat," he said. "But how can I take it home to my pond?" And he sat by the white rabbit and the gray mouse, and they looked at the little pile of wheat together. Then a wee black ant ran into the big red barn. "Oh, what afine pile of wheat," said the wee black ant. "I will help to take it home to our hill." When the rabbit and the mouse and the duck saw the wee black ant, they laughed. "Look at the wee black ant," they laughed. "He thinks he can take the little pile of wheat home to his hill. He is so little. Why does he think he can do something that we cannot do?" But the wee black ant ran away to find all his friendsfrom the hill. All hisfriends came back with him to help. Each black ant pulled and pushed his grain ofwhat along the road to 1he ant hill. The wee black ant came last with the last grain of wheat on his way home to the hill. The rabbit looked at the mouse and the mouse looked at the duck and the duck looked at the rabbit. "Why did we not think of working together?" they asked with surprise. InIroductioo This story is suitable for day care children, first grade and up to first time adult beginners. This unit has five lessons, with approximately twenty (20) minutes for each lesson. Moral ofthe Story: - to learn to help one another and accept differences. Obiectjye Students will develop listening and speaking skills, recognizing colours, wild animals and emotions. Content Vocabulary: giitaabig- sit in a circle bizindmoog • listen bekaa nmadbig- sit still gnawaamdaan - looking at something gnawaamdaanaawaa - all looking at something miswendaan • he/she likes it nmadbi • he/she is sitting Native Language in Ontario Vol. 10, No. 2 Page 7 �"THE LITTLE PILE OF WHEAT" The following is one of the ED 1599 Practicum Assignments submitted by Mary Assinewe last winter 1994 which is being shared with you as one of teaching ideas in using a story. This particular story which Mary translated into Ojibwe is called "The Little Pile of Wheat" by John Calam, as follows: Acknowledgements (by Mary Assinewe) I would like to acknowledge the writer of the "The Little Pile of Wheat" by John Calam. Also, my family and friends who took the time to support my efforts in becoming a proficient teacher. I would also like to acknowledge all the young children that I have had the honour to spend time with, teach and learn from. Miigwech. Translated into Ojibwe by Mary Assinewe (you can adapt and translate to your dialect) "Mzimnens Kwasing" Ngoding giizhgak waabshki-waabooz gii-bi-kaakaashkwani - hop, hop, hop. Mii gii-waabandang mzimnens kwasing. "Oh, Oh, Aabdeg go nga-giiwewdoon ndoo-waanzhing," kida waabooz. Gii-waamdaan kwasing mzimnens. "Aaniish iidog waa-zhi-giiwedooyaan." Wiiba go mii gewiin waabgonoojiinh gii-bagambatood - siik, siik, siik - bi-kida. Aapji go miswendaan mzimnens, nmadbi maa. Ganwaamdaan yiw mzimnens kwasing. "Nga-maajiidoon ndoo-zasaaning." kida. Gii-wiidibindwag waaboozoon miinwaa waabgonoojiinyan. Giinwinendamoog waa-zhichigewaad. Mii gewiin gchi-zhiishiib gii-bi-dgoshing- quack, quack, quack, kida. "Aaniish iidog waa-zhi-maajiidooyaan oodi ndo-miishkoonsing," kida gewiin zhiishiib. Mii sa gii-niso-biwaad dash ganwaamdamwaad kwasing mzimnens giinwinendamoog. Waabshki-waabooz, shiibinga-waabgonoojiinh miinwaa zaawi-zhiishiib. Mii gewiin mkade-enigoons gii-zaagewed. "Geget sa naa ganaajiwan mzimnens kwasing," kida gewiin. "Nga-naadmaage ji-giiwedooyaan endaayaan." Gchi-baabaapwag. Waabooz, waabgonoojiinh miinwaa zhiishiib. Gchi-gaachiinyi mkade-enigoons. "Aaniish wiin ooshme ge-zhi-gshkitoodji-maajiidood yiw eniginod?" Enigoons gii-maajaad, gii-naanaan wiijkiwenyan wii-naadmaagwad. Mii gii-gchi-bagamawnidwaad enigoonsag, gii-bi-naadwaad kina mzimnens. Gchi-gnawaamdiwag miinwaa maamkaadendamoog. Waabooz, waabgonoojiinh miinwaa zhiishiib. "Aaniishji-gii-mkwendmangji-gii-naadmaadiying gegiinwin." kidwag. Pa�e 6 Native Language in Ontario Vol. 10, No. 2 �SHARING SECTION The following information and ideas have been submitted as part of the ED1599 Practicum Assignments done by students who were registered in this course in 1993-94 school year. These were taken from the "Sharing Section" of the assignments. Thanks to the students who willingly shared their ideas and experiences. We cannot include all the ones submitted but here are a few selections. by Brid1:et Stevens; a) The students I teach like finishing shape books that I start for them after a theme has been finished. I do a lot of the preparation in putting the books together so that the emphasis of students' work will be more in the reading and recognizing words. For example, using a computer, I print out pages with text that we used in the theme. I cut out the pages into shapes. I include the vocabulary (for the student's parents), the credits and copyrights. Then the students match, cut and paste the pictures which I have photocopied for them. They are very proud of these books which they can read in the Native language and they are very glad to take them home right away after a theme is finished. I found this to be a good motivator for reading at school and the students also read the books at home as well. b) Some students with behaviour problems have told me that they think Native language is fun ... At the present time I am trying out contracts with them. They tell me why they misbehave and then we discuss it. Then I tell them what I expect from them for leaming the Native language, and ask them how they can be more aware of their behaviour to help make Native language learning better. I write down their suggestions and we agree on their being reminded of them in the next classes. by Sonya Geon:e; Situation: Grade One - Noisy and Restless/Not Paying Attention. "Marble Jar" - designed to prevent above. Use 2 jars, one bag of marbles, and one chart (weekly) laminated for re-use. Mark one as the "Oo-oo" Jar, and the other as the "Mmm" Jar. All th� marbles start in the "Mmm" Jar. Each time a student disrupts teaching time, a marble is put very simply into the "Oo-oo" Jar. The student docs not need to be told or reminded. A quick and easy way to keep the children disciplined without intcrfcring with lesson, unnecessarily. Each day, the "Oo-oo" marbles arc recorded on the chart and totalled on Friday. If on Friday there are more "Oo-oo marbles than "Mmm , the students must use the amount of time wasted to sit and slowly count the "Oo-oo" marbles back into the "Mmm" Jar instead of some fun or special activity. If the students do well and there are more "Mmm" marbles, they use the class time to work in a fun or special activity, e.g. painting, centres, game, bingo, etc. Note: Teacher can use variations and comparisons to challenge any Grade level, or raise success rate. by Marv Assiuewe Always walk into the classroom enthusiastically, and tell the class that you have an exciting lesson, story to tell, song or activity to do. The eyes and ears will sharpen! • Feltboard Teaching: Allow each child to touch, feel and position the felt piece on the feltboard. • Allow a child to teach with you, e.g. when using flashcards, each has a tum to show the card to others. This promotes concentration and great cooperation, besides learning fairplay. I always praise the children how they will be good teachers someday, then everyone wants to teach. • The children enjoy taping their participation and learning on a tape recorder, especially at week's end or during review time. Also a sticker is presented for great listening, and cooperation. • When teaching colours, focus the colours of the children's clothing. They are eager to find the colours and show appreciation of learning the colour words. Native Language in Ontario Vol. 10, No. 2 Page 5 �5'Lcceptance " J'lcceptance is the answer to a{{ my pro6{ems. fi _ ; 'When I am clistur6ecl it is because Ifincl some . person; pCace1 tfiing or situation - some fact of my {ife - unaccepta6{e to me, ancl I can fincl no serenity unti{ I accept that person1 p[ace1 tfiing or situation as 6eing e;r_,act{y the way it is supposecl to 6e at this moment. g{pthing, a6so{ute{y notfiing happens in (jocl's wor{d 6y mistakf,. CUn{ess I accept {ife comp{ete[y on {ife's terms1 I cannot 6e fiappy. I neecl to concentrate1 not so mucfi on what needs to 6e changecl in the wor{cl as on what n.eeds to 6e changed in me and in my attitudes. �·�; �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 1995 READ THIS INFORMATION CAREFULLY BEFORE COMPLETING APPLICATION FORM NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 6 - August 2) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 6 - July 26) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 6 - July 26) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. ADDITIONAL QUALIFICATION - SPECIALIST CERTIFICATE IN NASL PART I (July 6 - July 26) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe II (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2001 Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduction to reading materials. (July 6 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 2711 Linguistics - Introduction to Native North American Linguistics The basic principles of descriptive and historical linguistics will be introduced. (July 6 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.) NL 3531 Composition Expository and creative writing, research and guided project. (July 6 - July 26 Monday to Friday 1 :30 p.m. - 3:30 p.m.) CREE 1010 Introduction to Cree I Introduction to basic Cree phonetics, grammar, and conversation. (July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.) CREE 1012 Introduction to Cree II (Pre-requisite: CREE 1010) Development of conversational skills and practice in writing. (July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) Native Language in Ontario Vol. 10, No. 2 Page 3 �CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLW 1994 NLTC-Year One Provisional Letterq[Standini Beardy, Lucy Benson, Monica Bouchard, Charlie Bouchard, Stella Bourgeois, Lilly Brunton, Donna Commanda, Jeannette Corbiere, Corella Dokis, Katherine Dokis, Mary Enriquez, Laura Eshkawkogan, Bernadette Eshkawkogan, Bonita Henry, Jennifer Kakegamic, Joan Kimewon, Daniel King, Jackson Kwandibens, Josie Lavallee, Joan McCue, Irving (Hap) Mishibinijima, Dorothy Moonias, Eli Morgan, Dianne Morin, Mary Nadjiwon, Hilda Nahwegahbow, Monica Parenteau, Dorothy Peltier, Genevieve Poile, Myrna Proulx, Ernestine Recollet, Frederick Recollet, Viola Roy, John Sakanee, Mary Shawanda, Teresa Shawnoo, Dorothy St. Pierre, Helen Swain, Ina Turner, Monica Wabasse, Barbara Wassegijig, Frank NLTC-Year Two Provisional Letter ofStanding Jacob, Kathleen Johnston, Archie Keogh, Carrie King, Ada King, Donna Lawson, Margaret Louttit, Gloria Mamakwa, Rachel Mason, Joanne Matthews, Phyllis McKay, Marlene McLeod, Marie Michano, Myra Millette, Isabel Anderson, Sheila Belmore, Irene Marie Boyce, Elaine Brant, Elaine Buswa, Kathleen Cada, Gene Cada, Isabel Cameron, Dorothy Edwards, Micheline Fiddler, Ida Gelinas, Martha Gilbert, Mary Jane Gonawabi, Sara Hardwick, Verna Moses, Rose Neganegijig, Thecla Nestrovich, Ruth Odjick, Suzanne Oshag, Victoria Pangowish, Theresa Paul, Vernon Peltier, Stephanie Ritch, Caroline Roundhead, Viola Shawinimash, Lydia Wawia, Ange Whitehead, Sammy NLTC-Year Two Provisional Letter ofStandini Angees, Mary Atchitawens-Roy, Sally Baldwin, Ernestine Bois, Martha Boissoneau, Doris Bombay, Mary Cockerham, Hilda Hardy, Agnes Hookimaw, Miriam Page 2 Hyacinthe, Deanna Iserhoff, Nancy Jamieson, Myrtle Knott, Robert Koostachin, Adelaide Logan, Rose McCue, Beatrice McCue, Eldon Moose, Donald Norton, Emily Nummelin, Alice Osawamick, Elizabeth Oskineegish, Annie Peters, Dean Roy, C. Helen Shawanda, Gordon Walser, Nancy Winter, Fanny Native Language in Ontario Vol. 10, No. 2 �Coordinator's Message Aanii I Boozhoo! Aaniish naa kina wiya? Gdoo-gchi-nokiim na go. Aapji go naa pane ndamtaam kinoomaageng Anishnaabemwin. Znagaangzhem go memdige go naa nongo naangodnong wii-bzindmowaad binoojiinyag. Aapji dash wii go nishin enokiiyeg naadmawdwaa wii-gkendizwaad yaaw'waad wii-mno­ bmaadziwaad. How is everyone? I am sure you are all very busy. It is challenging teaching the Native language, especially today it seems. It's hard to motivate the children to learn the language when there are other distractions and interests. But it is a good thing because our Native children need to know their identity, have self-esteem, so they can become healthy individuals. We wish to extend our congratulations to all the students who successfully completed their program this past summer. Best wishes in your endeavours. A reminder to the students who need to do their "teaching experience" and practicum ED 1599, if you have not yet made arrangements with a school, you should start seeking for an opportunity soon. If you have any questions concerning your practicum, do not hesitate to call. Our planning is underway once again for the summer session 1995. It is a bit more challenging this year as we look at scheduling because the Bora Laskin Building is going through a major renovation. The plan is that all the portables, where we had practicum sessions, will be removed which means that we will have to schedule some classes across campus. We will do what we can so that the schedule is manageable for everyone. Dates for the 1 995 NLIP session are July 6th to August 2nd. Monday, July 3rd will be considered "Travel Day"; Tuesday, July 4th will be Registration Day; and July 5th will be "Assembly and Orienta­ tion Day". Classes begin Thursday, July 6th at 8:30 a.m. We are back to the old schedule which is nice. Everyone will have adequate time to prepare, get oriented, meet other requirements (l.D., health fonns, parking pennits, etc.), do shopping for school supplies, L.U. bookstore visit, and residence needs. Stu­ dent evaluation of the program conducted in July 1994 indicated that students really needed to have more time for preparation. We are able to do that this coming session. Last year, we had no choice due to the Civic Holiday weekend falling at the end of July. Some preliminary information about courses and programs for summer 1995 is included in this newsletter. We wish everyone a pleasant holiday during Christmas and the New Year. Gdinmikaagoom! (Seasons Greetings!) ---;P T �� Lena Odjig White Native Language in Ontario Vol. 10, No. 2 Page 1 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (2), November 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1994-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/f2a13603d0d7364e59bdc060fd7af8b3.pdf 9efc839a0847fc657957e243c119e8ab PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <lo-Sa..VJ�·' pp..o<l ln�•br' N.L.I.P. Volume 10, No. 3 February 1995 �Volume 10, Number February, 1995 General Editor: Lena Odjig White Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator............................................../1 Sharing Section by Virginia Henry......................................../2 Inventing New Words by Lena Odjig-White ........................./6 Feature Profile - Shirley Williams-Pheasant ..........................n Resources .............................................................................../8 Conference Info...................................................................../10 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an anicle *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any oflhcsc, pleasccall citherLenaOdjigWhitc at(807)343-8003orSonyaBruycrc at (807) 343-8542. Native L&o&uaee in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February 1995 �Coordinator's Message Aanii I Boozhoo! How is everyone doing lately? As for us at NLIP, the momentum is building up as we begin organizing and planning for the summer session July 1995. Mailing of NLIP 1995 application packages has started. If you know of anyone who is interested in teaching a Native language. please give them our telephone number 807-343-8542 for further information. Also anyone who is presently teaching and holds an Ontario Teaching Certificate (O.T.C.) and is fluent in a Native language, will have the opportunity to take an Additional Qualification course ED 4743 Native as a Second Language (Algonquian) - Part I. As I mentioned in the last newsletter, dates for the NLIP 1995 session is from July 4 to August 2, 1995. Registration Day is on Tuesday. July 4th, Orientation and Assembly is on Wednesday, July 5th. Students will have time to prepare, shop for school supplies, ID sessions, obtain parking permits and attend to other needs. Classes begin on Thursday. July 6th at 8:30 a.m. Periodically we get calls from our colleagues, student teachers who need to find a place to do their teaching experience , graduates looking for a teaching position, regarding Native language programs that are being offered. Presently, we do not have any data as to how many Native language programs are being offered in Ontario and elsewhere, or where they are being offered. It is with this kind of repeated requests we get from our educators that gave us impetus to start gathering information on Native language program offerings. This is being done in a two-page questionnaire format that is being sent to all Native language students, graduates, teachers, school boards and First Nations communities. If you have not received this questionnaire, please let us know and we will send you a copy. Your participation and cooperation in gathering this statistical data would be much appreciated. Once again, we were able to get some information on upcoming conferences and available resource materials which are included in this newsletter. If you know of any resources that would be very useful for a Native language teacher, or for students' use, whether they be puppets, games, experience charts, posters. big books, picture cards, songs, tapes, plays, board games, etc., please let us know so we can inform the Native language teachers through our newsletter. We wish everyone a pleasant and enjoyable winter season as we all look forward to the activities for spring and summer. In the Spirit of the our Native Languages! Le11a Odjig White Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 10, No. 3 Page I �SI/ARING SECTION The following is one of ED 1599 Practicum Assignments submitted by Virginia Henry last winter 1994 and is being shared with you as a teaching activity. This panicular one is Assignment #2: "Project Plan". Introduction This "Project Plan" will benefit and enhance the beauty of a language that was almost extinct in a Native Community. Students will be given the opportunity of observing the process of growth, and will be­ come aware of the importance of looking after a plant and watch it grow. The Native language will become more alive and stimulating by using this approach. THEME: SUB-THEME: UNIT: TIME: DIVISION: Nature Outcome of Seed Planting "I Am a Little Seed" One Week Primary Objectives Students will: - learn the language through sight, sound, smell and feeling; - learn to have respect for Nature and the Native language. Content Lan�ua� patterns - nouns and verbs - diminutives - prenouns/preverbs - singular and plural - demonstrative pronouns vocabulacy - planting - seed, little/big seed - apple/ apples - apple tree - plants/ fruit - earth/ water / stones - root - body parts (reinforcement) Communicative Concepts - identification and description - respect Page2 Native Language in Ontario Vol. 10, No. 3 � �"I Am a Little Seed" (p. 2 of 4) Lan�ua�e Functions - giving and receiving information - directions - planning - explaining how to do something Aspects of Culture - promote respect for nature - promote respect for the elements that make plants grow including the sun. Jeacbim: Activities Activity #1 - Day 1 Students have a choice of what they wish to plant. l)The teacher will draw a big seed on the blackboard. She will explain and tell the students what it is used for and why as little children they are like little seeds and can grow to be big beautiful plants. Just like what they are going to see. 2)She gives the word for seed, then she allows the students to take turns in saying the word as they point to it. 3)The teacher will have apples on hand and she will gather the students around a table. There she will sit down on a chair by the table and cut the apple in half. The students will see a real seed. The teacher will explain how the seed got into the ground to form a tree so that we could have apples. 4)If time permits, then she will draw an apple tree on the blackboard with coloured chalk, making it look inviting and scrumptious. The teacher will ask the students to bring an apple to school for the next day. If someone forgets, the teacher will have apples on hand. Asking the students to bring apples will enhance the concept of empowerment and will have a variety of shapes, sizes and colour. Activity #2 - Day 2: 1)The teacher will have on the blackboard a big red apple, an apple cut in half with seeds showing and also a drawing of the apple tree with many red apples. 2)Review vocabulary associated with seed, apple and apple tree. 3)Then sing or chant a short song, such as; Niin maaba mitgoons Niin maaba omiinkaan Niin maaba mshiimin Niin omiinkaan. As they sing, one student will be pointing to the words while the rest point to themselves. 4)Before they leave, cut everyone's apple in half and place the seeds on a napkin to dry and store them away on a shelf with labels of students' names. They eat the apple. Native Language in Ontario Vol. 10, No. 3 Page 3 �"I Am a Little Seed" (p. 3 of 4) Activity #3 - Day 3: l)Review words and sing a song. Students check the seeds. 2)The teacher will ask the students what other plants, fruit and vegetables have seeds. 3)The teacher will have seeds of different sizes. She will have soil and water on a table covered with newspaper. The students will learn the vocabulary associated with earth and water. 4)The students feel and smell the soil. They taste the water which is in a clean container. They will each use a spoon to do this. The teacher explains and tells why it is necessary to have these elements. 5)1 lave the students bring a can to class so that they can plant. If students forget,the teacher should have some on hand. Activity #4 - Day 4: 1)The teacher will add another picture on the blackboard and that is a root. She explains that hair begins to grow on the seed after it is put in the earth/soil. Students learn the word for root. 2)Explain the procedure of planting. 3)Prepare the cans for planting and decorate them with eyes, nose, mouth, and earswhich they will glue on after the cans are wrapped with colourful constructionpaper. 4)The teacher will have a variety of pre-cut ears, eyes, nose and mouth. Students will make a selection. As they do this, it will reinforce the words for body parts which they have already learned. Activity #5 - Day 5: l)Review vocabulary as they prepare for this lesson. 2)For planting, new vocabulary on stones is learned. Stones are needed to drain thesoil when it is watered for moisture. It reinforces the need to have waler with earth and we place the finished product near the window then we know the sun - Giizis is also needed for growth. 3)This project is on-going until school is out in June. The classroom will be filled new plants. Evaluation Assessment will be measured on students' growth in knowledge and skills in thecontext of the stated objectives. Ongoing day-to-day assessment will be done whether remedial or enrichment activi­ ties are necessary. (see "Note" below re Assignment #6 - comments on evaluation of this project.) Materials and Resources - apples, knife, earth, water, stones, cans, - construction paper, scissors - prints of facial parts, glue - seeds, grass, flowers - beans, pumpkin and apple seed - blackboard and chalk - napkins, newspaper - water container and spoon - flash cards Page4 Native Language in Ontario Vol. 10, No. 3 �"I Am a Little Seed" (p. 4 of 4) Note: Assignment #6 is the Evaluatiun of Assignment #2. The following arc comments from the Practicum Course Supervisor... "Your evaluation of the project summarized everything in good order. Your language learning goals were achieved. Your positive outcome indicated that your students learned more than the Native language. They learned the values pertaining to environment, plants, science, appreciation and awareness of gifts of the Creation and much more. The negative aspects was a lesson children learned - acceptance of "time" and understanding that resources are sometimes minimal and must work with what we have available. Your overall evaluation indicated that this teaching unit was worthwhile and an exciting project for everyone. This project gave the parents a chance to visit the classroom because they went to the school to pick up the plant. A great way to invite the parents to visit. A job well done by everyone involved." A SAMPLE OF WHAT THE PROJECT WILL LOOK LIKE Native Language in Ontario Vol. 10, No. 3 Page 5 �Inventing New Words Have you coined a new word? How do you say it? What does it mean? Some new words as shared by various speakers of Ojibwe: naagodoowe 'chigan ekinootamoomagak - tape recorder - tape recorder kinawaajbii 'igan mzinaakshkojigan - photocopier - photocopier waasmoobizigan - microwave oven mzinaazgan mzinaazwin - camera - photograph mzinaatesijigan - video recorder giigdooyaabiignigan giigdobiiwaabkoons - telephone - telephone giziibiiginigemkak bengwaasjigan - washer - dryer aazhiwe-daabaan bimizhiwe-daabaan - bus - bus - apartment building maamwigegamig bimisgaag - apartment floor (dbishko: eko-niizhing bimisgaag as in: 2nd floor) shiibaawsag - hall/ hallway tractor - bemboodenh Mdwewechigan: Musical Instrument Page6 Violin: Mdweyaabiigi 'gan Naazhaabiigigan Zheyaabiigigan Madweweyaabiigigan Word used in this community: - Walpole Island - Wikwemikong - Georgina Island - Curve lake Guitar Madweweyaabiigibijigan Kamidewaabigmijigaadeg -Curve Lake -Eagle Lake Native Language in Ontario Vol. 10, No. 3 �FEATURE PROFILE - SHIRLEY WILLIAMS-PHEASANT Shirley Williams-Pheasant is a member of the Bird Clan. She is a descendant of the Odawa and Ojibwa First Nations. She was born and raised in South Bay, known as part of the rural area of Wikwemikong, Manitoulin Island. She attended St. Joseph's Residential School, in Spanish, Ontario. She considers herself as a drop out but later returned to finish her education. She at­ tended Trent University and received her Bachelor of Ans in Native Studies and later went on to graduate in the Native Language Instructors' Program, receiving her Diploma, at Lakehead Uni­ versity. She also has Life Skills Coach certificate from George Brown College. She teaches at Trent University, after doing program development at Niagara College and Fort Erie area, and taught Life Skills at a Native Women's hostel in Toronto. She is now an Associate Professor at Trent University, teaching Ojibwa Languages and related courses. In her busy schedule, she sits as an Elder and consultant to Sweetgrass First Nations Language Council at the Woodland Cultural Centre in Brantford, Ontario. She has been very active in doing workshops about language issues and culture around Ontario and Canada. She has published several articles about language issues and women's issues. She published a book called Aandeg, meaning "The Crow" for those who are learning the language. For the past three years, Shirley has been doing research on Ojibwa and Odawa words, and putting them into a dictionary form for students and teachers for the future, as part of her Master's thesis. She is not only doing nouns but adding the word format as to how the word changes from prefixes to suffixes, from plurals to preterits. She has been writing and doing the research since she started at Trent. When she started, there was a lack of materials for her and students to use in her courses. In fact, there was nothing at the time. She got her incentive from knowing that there was a lack of materials for teacher a to use, and students to learn from. Shirley will be defending her Master's thesis next term if everything turns out well in her life. Native Language in Ontario Vol. JO, No. 3 Page? �CREE RESOURCES Available from DUVAL HOUSE PUBLISHING 18228 - 102 Avenue Edmonton, Alberta T5S 1S7 Telephone (403) 488-1390 Fax: (403) 482-72 13 Cree Language Cultural Linguistic Unit MY IM MEDIATE FAMILY Co-Publisher: Lesser Slave Lake Indian Regional Council Unit contains: Dialogues, Echo-Acting, Activities & Games, Flashcards, Teacher's Guide, Audio Tape. $49.95 This Cultural Linguistic Unit has been designed as a teaching unit of Cree language instruction. Designed and developed by elders from the Lesser Slave Lake Regional Indian Council. The unit is made up of dialogues and echo-acting routines, flashcards and playing cards and contains exercises and activities for the teacher. Of special interest is the game "My Immediate Family" that accompanies the unit complete with a full-colour gameboard. The unit has been beautifully illustrated by Cree artist David Kakeesim. Cree Language Learning Series: Level 1 By: Julia Cardinal Illustrations by: David Kakeesim Co-Publisher: Saddle Lake First Nation This level contains: Student book 1 (5 copies), Student book 2 (5 copies), Book of Old Stories (5 copies), 200 flashcards, I - 240 page Unit Plan Guide, 2 Audio Tapes Authorized as a basic resource by Alberta Education $325.00 per level If a child can once again be brought up speaking and understanding their own tongue, the beliefs and values system of the old people will be transmitted to the young and the system will survive. This language learning series has been developed by the Saddle Lake First Nation for use in schools. The series may be used in school program and by various groups interested in learning the Cree language. This level is the first of 3 levels being developed with Saddle Lake. Level 2 will be available in February, 1995 and Level 3 will be available in April, 1995. Level 1 contains a wealth of activities for the teacher and over 200 original illustrations by Cree artist David Kakeesim. Individual Price List: Student Book l Student Book 2 Flash Cards Unit Plan Book Legends Audiocassettes Page 8 $9.95 $9.95 $39.95 $79.95 $ 19.95 each $5.00 each Native Language in Ontario Vol. 10, No. 3 �N.S.L. RESOURCES AVAILABLE FROM SIMCOE COUNTY BOARD OF EDUCATION Three Audio Tapes & Teacher Guides a) Ojibwe Language Through Song - Primary Division b) Ojibwe Language Through Song - Junior Division c) Ojibwe Language Through Song - Grade 7/8 Each tape contains different songs with accompanying ideas for teachers. Cost: $60.00 for the set of tapes & teacher resource. Three curriculum binders. Each binder contains a year long curriculum organized by monthly themes. Each theme unit contains: - objectives - knowledge, skills and values to be taught in the unit . teaching strategies . evaluation ideas - resources needed to teach the unit i) Curriculum Binder #1 - Level I & Level 2 ii) Curriculum Binder #2 - Level 3 & Level 4 iii) Curriculum Binder #3 - Level 5 & Level 6 Note: Each level represents a year of N.S.L. instruction i.e., Level 1 is for students with no N.S.L. experience. Level 6 is for students who have five years of N.S.L. instruction. Cost: $50.00 per binder. Copies can be obtained by calling: Sue Kuikman Telephone (705) 728-7570 Ext. 3 18 NEW RELEASE NISHNAABE BIMAADZIWIN KINOMAADWINAN Teachings of the Medicine Wheel - Junior Sponsored by: Ojibwe Cultural Foundation and Kenjgewin Teg Cost: $25.00 To order, call: Ojibwe Cultural Foundation (705) 377-4902 P.O. Box 278 Manitoulin Island, Ontario POP IGO Native Language in Ontario Vol. 10, No. 3 Page 9 �CONFERENCES ANISHINAABEMOWIN A Conference on lhe Anishinaabe Language March 30, 3 1 and April 1, 1995 Ramada Inn Sault Ste. Marie, Ontario Hosted by the anishinaabe people Algoma University Sault College Ministry of Educaton and Training Pre-registration $ 100.00 For further information contact: Howard Webkamigad Telephone: (705) 949-2301 Ext. 2 15 AWASIS CONFERENCE '95 CALL FOR PRESENTERS AWASIS, the Saskatchewan Teachers' Federation Special Subject Council for Indian and Metis Education, will be hosting an educational confer­ ence on March 30 & 31, l 995 (registration the evening of March 29). The conference theme is: MAKING THE SPIRIT DANCE WITHIN The conference will offer the majority of its sessions as half day or whole day workshops, with a limited number of shorter sessions. ICC LIAISON CALENDAR "AFN - National Conference on Education" From March 28, 1995 until March 31, 1995 Place: Convention Centre, Winnipeg, Manitoba Host: Assembly of First Nations 55 Murray Street Ottawa, Ontario Phone: (613) 241-6789 MATAWA FIRST NATIONS is presenting Professional Development Conference for Educators February 2 1 - 23, 1995 Airlane Hotel Thunder Bay, Ontario The conference will include: A full day session for Native Language Teachers, workshops for Education Authority Members, Chiefs and Councillors, plus 12 other workshops, classroom management, special education, student retention and retrieval and parental involvement in the schools. For more information, contact: Frances Wesley Matawa First Nations Development (807) 344-4575 For further information and details contact: AWASIS '95 c/o Kevin Pilon 9 19 Broadway Avenue Saskatoon, Saskatchewan S7N 1B8 Phone: (306) 668-7490 Fax: (306) 668-7488 Page 10 Native Language in Ontario Vol. 10, No. 3 �CONFERENCES Visions and Realities: Preparing First Nations for the Next Millennium March 7 & 8, 199 5 Ramada Hotel Regina, Saskatchewan A Training Session for Professionals Concerned with Preparing First Nations for the Future Presented by the Saskatchewan Indian Federated College And Industry Canada Registration: $225 .00/person Limited to200 participants For further information & registration forms contact: VISIONS OF THE FUTURE TAKING THE CHALLENGE; FACING TOMORROW February20-23, 199 5 Regina Inn Hotel Regina, Saskatchewan Host: Saskatchewan Indian Federated College Students' Association Registration Fee: $100.00 OBJECTIVES The needs of today's First Nations society are changing and student's need the knowledge and tools to stay aligned with these changes. It is with this idea that the conference is based on. Myrna LaPlante, Coordinator Saskatchewan Indian Federated College 1 1 8 College West University of Regina Regina, Saskatchewan S4S OA2 Telephone: (306) 779 -6300 Fax: (306) 5 85 -1289 The "Visions of the Future" conference is geared towards post-secondary students by students to address the issues that affect First Nations people today. Our goal is to seek new ideas and implement changes in our legal, educational and health care systems. ABORIGINAL TRAINING EVENT "ACQUISITION AND DEVELOP­ MENT OF LANGUAGE: LITERACY IN ABORIGINAL CANADA" First Nation students are connected to their communities and are not divorced from the issues that affect them. They bring these concerns with them to the classrooms and are able to expand on them. This conference will give First Nation students a forum to poise these concerns at a national level. For further information, contact: Kelowna, B.C. June 8 - 1 1, 199 5 Call for Conference Papers and Workshop Proposals The 199 5 Aboriginal Literacy Event is co-spon­ �ored by the K'noowenchoot Centre for Aboriginal Adult Education Resources of Okanagan College, and the Prince George Native Friendship Centre with support from the Association of Aboriginal Post Secondary Institutes (AAPSI) of British Columbia. Arlene Cote, Conference Assistant Curtis Standing, Public Relations Danielle Woodward, Chair, Conference Committee Telephone: (306) 779 -6206 Fax: (306) 5 85 -0047 • •• • • • • • • • • • • • • • • • • • • • • • • • • Native Language in Ontario Vol. 10, No. 3 - - Page 1 1 �LAKEHEAD UNIVERSITY NATIVE STUDENTS ASSOCIATION 4� ANNUAL ELDERS CONFERENCE MARCH 3 - 5 , 1995 at the Agora and Regional Centre Lakehead University Sunrise Ceremony: 7:00 a.m. (Sat. & Sun.) Keynote Speakers: 7:00 p.m. (Fri.) Workshops: Sat., March 4th, 9:00 a.m. - 4:30 p.m. Sun., March 5th, 9:00 a.m. - 12 :00 noon Social Gathering: Fri., March 3rd 7:00 p.m. - 12:00 p.m. Sat., March 4th, 7:00 p.m. - 12:00 p.m. Sun., March 5th, 1 :00 p.m. - 6:00 p.m. Traditional Feast: Sat., March 4th, 5 :00 p.m. For information, call 807-343-8085 807-346-7708 Page 12 NativeLanguagein Ontario Vol. 10, No. 3 �Taking Charge of Change A Conference on First Nations Education March 7, 8 & 9, 1995 London Ontario First Nations are taking responsibility for providing quality community education. Steps toward self­ governance are guided by a vision of education which shows respect for the relationship between the individual, the community and the environment. This Journey toward self-determination requires planning, a commitment to service and wise resource management. This conference Taking CJrarge of CJ1a11ge - is designed to support First Nations in effective educational governance, resource management and programming. The journey toward5 taking control of First Nations education can be a $truggle.At th is conference both the benefits and limitations of strategies will be presented by people who are struggling every day to make excellence in First Nations education a reality. A case­ study approach will be followed when appropriate. Personal stories; personal journeys wil explore the link between quality education and the health of the community. TAKING CHARGE OI' OURSELVES MANA<l1NO OvR RESOURCES WISELY Pu.NNING FOR Tl<E FIJTURE HEu>INO EACH 0n<ER POOVIOINO SEFMCt SEI.Fl.ESSI.v � Educational Governanc£ For those per5ons involved in educational governance the conference will provide infonn.ition that will assist in: • detennining community expectations, needs, resources, • setting direction and policy; • fommlating short and loni; range plans; • evaluating progress; • communicating with the school and community; • infonnalion management; • interacting with second level service agencies and other educational organizations; • financial management � Ecological Healing Excellence in education is achievable when the community is healthy, when the community is able to maintain a balance of peaceful relations between its members. This concept of ecological healing is a major concern of the conference. Healing strategies will include the following: • conflict resolution strategies; • interpersonal skills development; • the healing of Mother Earth as an aspect of healing the individual and the community; • community healing, • healing the healers. PLAN NOW TO ATTEND Taking Charge o�f Change A Conference on First Nations Education March 7, 8 & 9, 1995 • London Ontario Details on Specific Workshops and Seminars and Registration Information will be sent to you in the next few months. 77ris conference is open to all organizations dedicated to quality in Nalive Education <e.g. First Nations Community Scl1ools, Provincial School Bonrds, Conmumity Colleges, U11iversilies.) Mark your calendar and check your budget! � Programming For those persons given the responsibility of program delivery, support and supervision, the conference will provide information that will assist in: • curriculum development and evaluation; • designing Native Language/Cultural programs; • staff supervision and development; • meeting the special learning needs and strengths of sludenli;; • effocth·e leaching in communication, the arts and i;cience/ mathematic"/ technology; • developing problem·soh·ing skills; • recognizing and dealing with stereotypes in the classroom and in the media EARLY BIRD PRE-REGISTRATION • Daily rate of $100 per day • 30% off regular rate of $300 for three days For further information, direct correspondence to: Steering Committee, Taki11g Charge of Change. c/o 65 Mcridcne Cres., Lc11don, ON, NSX 2M2 Convtnu Romain,• llombcrry, Srecial l:duc,lion <:o-ordin•tor (ITtircdl Six Nations Rcscr"c Advlton Grorgc: Huntrr. l!r1ucation Dirt'C'lor, Wttnu�\. Firs1 Nation, Fran T11N>bondung, Curri(olum Co-ordin,1tor. Parry l.�l.\nd fi"I N.uior, Jam� Cu1!«1. lntcr1:ovcrnmcnt,11l /\,t..1n Orne-er. ,NAC. 5tou.11 t..ookoul Oi�1rkl M.-r,:Mcl Angcconcb, l\�(1ct.-nl Oircclor. Wind go F.ciuc.11ton Authorit) Vcr.1 �tyres. Rrgi.ur-11r, Gr.ind Rwtr Polytrchn1(c\l ln!U . � , Nahon.c Rt!liC-1vc, RCttc J0hni. Chairr('f�n. Wat po,r f!,l.,nd n"1 NJ1l1()r'l l1nMd n( fduc.1rion� l:.d Cunnc,r�. r;\ychl\lor,•!IC I {(',11th CtnlrC'. (.hirf'"(w.11� nr R.-m,"I R('$('n't Transforming Vision into Reality for First Nation Education For more informa t ion ca l l : S t eve Manlow ( 5 1 9 ) 642- 1 9 1 5 �PUBLIC SERVICE ANNOUNCEMENT JANUARY 27, 1 995 The 1 995 National Aboriginal Achievement Awards Secretariat is pleased to announce the creation of a new category - the Youth Award. This award will be bestowed to one young person of Inuit, Metis, or First Nations ancestry (including non-status), to honour their outstanding achievements. The recipient will be awarded a $5000.00 educational scholarship by the Minis­ ter of Canadian Heritage at the National Aboriginal Achievement Awards gala ceremony on March 3 1 , 1 995 at the Queen Elizabeth Theatre in Vancouver. This event will be televised by the CBC as a national television special on April 6, 1 995. Any Aboriginal or Canadian is invited to nominate an Aboriginal Youth, be­ tween the ages of 1 5 and 2 1 , for their outstanding achievements in any of the following categories: Arts and Culture, Academics/Education, Business, Com­ munity Development/Public Service, Environment/Land Management, Healt/ Medicine, Heritage and Spirituality, Law, Media and Communications, Sci­ ence/fechnology and Sports. To nominate a youth achiever, please write a 2 to 3 page letter strongly articu­ lating the specific achievements of the youth nominee. The letter should clearly illustrate the creativity, innovations, dedication and diligence which has enabled the nominee to successfully carry out and attain their goals, along with the nominee's name, address, telephone number, date of birth, and Aboriginal affiliation (Inuit, Metis, First Nations). Mail, FAX or courier the nomination to : National Aboriginal Achievement Awards - Youth Award Suite 508, 77 Mowat Avenue Toronto, Ontario M6K 3E3 or FAX (416) 588-9198 Nominations must be received by Wednesday, February 22, 1995 For further information, please call Cheryl L'Hirondelle at the National Abo­ riginal Acheivement Awards Secretariat at: (416) 588-3941 Page 14 Native Language in Ontario Vol. 10, No. 3 �JOB OPPORTUNITY NATIVE LANGUAGE CONSULTANTS Ojibway and Cree Cultural Centre requires (3) Native Language Consultants in the following dialects: 1 Cree, 1 North Western Ontario Ojibway and 1 Oji-Cree. The candidate should possess the following: - Ontario Teacher's Certificate or a Provincial Pennanent Letter of Standing or equivalent - Must be fluent in one of the following: Cree, Ojibway, or Oji-Cree - Must have thorough knowledge of different Syllabic Writing Systems - Must have classroom experience - Must have organizing, planning and research skills in curriculum development - Excellent written and oral English communications skills - Ability to take initiative and work independently - Some computer skills required • Must be willing to travel - Salary to commensurate with qualification and experience - Starting date to be determined - Location to be detennined - Deadline for application: Friday, February 17, 1995 Fax or mail your resume to the following address: Ms. Esther Wesley or Ms. Kim Piche Ojibway and Cree Cultural Centre 43 Balsam Street South Timmins, Ontario P4N 2C7 Telephone: (705) 267-79 11 Fax: (705) 267-4988 TRENT UNIVERSITY 12th Annual Elders and Traditional Peoples Conference Theme: "Family Growth Through Our Elders" February 1 7, 1 8, and 1 9, 1 995 Opening & Closing Ceremonies/Social at Memorial Centre Workshops at Trent University For further information, contact: Kathy Fife at (705) 748- 1 443 Native Language in Ontario Vol. 1 0, No. 3 Page 15 �TORONTO INTERNATIONAL POW WOW MAY 6th and 7th, 1995 The Toronto International Pow Wow to be held at Toronto's spectacular Sky Dome stadium will be one of the most exciting First Nations events in Canada during 1995. The Pow Wow will offer Indian dances and drummers more than $75,000 in prize money. Admission: One day pass: Adults • $11.50 Children under 1 2 - $7.00 Two day pass: Adults - $19.50 Children under 1 2 - $ 12.50 For tickets please call: 1-416-870-8000 Host Drum - White Tail Singers M.C. - Thurman Bear Co. M.C. - Allan Manitowabi Head Dancers - Youth Representatives Head Judge - Amos Key Jr. Drum Judge - John Snake Arena Director - Alan Manitowabi Coordinator - Ron Robert Administrator - Catherine Cornelius Grand Entries are scheduled for 1 p.m. and 7:30 p.m. Saturday, and 1 2 noon Sunday. All dancers must participate. Points awarded on each Grand Entry. Limited number of chairs available. Please bring your own lawn chairs. Other elements include Arts and Crafts/Market area and Food Booths. ..,,- ,. ,.,. . j. -f t � tf./�� " �f.f- • ' _✓,.tf,f-:1 , _,,.-......_ For more information contact: Indian Art-I-Crafts 10 Woodway Trail Brantford, Ont. Tele: (519) 751-0040 Fax: (5 19) 751-2790 .,. .;� '� �- ­ \�: �� � ;.�• .:::l Page 16 Native Language in Ontario Vol. 10, No. 3 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (3) February 1995 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1995-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/2bdb3048be048ff20b60cd5c7bc30d83.pdf 3705eb693fe2e73cfaf268b42fa1c5c0 PDF Text Text 1 l NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <lcrSa...VJ.6· ) pp..o<l Ln-6.•brb N.L.I.P. 1 Vc,Iume 10, No. January 1996 �PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 10, Number 4 January,1996 General Editor: John O'Meara Copy Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................. ./1 NLIP Summer Courses 1996................................................./2 Elders...................................................................................../4 A Message From Sally Atchitawens-Roy............................../5 The Pow Wow: The Heartbeat of the Indian Movement.. .... ./6 Conference Info...................................................................../8 Publications/Rewsources...................................................... ./10 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call Sonya Matson at (807) 343-8542. Native Lan&ua&e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead Ur iversity, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February 1995 �Acting Co-ordinator's Message Many of you know by now that Lena Odjig White has resigned as Co-ordinator of the Native Language Instructors' Program. Lena is currently living in Manitoba, where she continues to funher the develop­ ment of Native Languages by offering consulting services in her many areas of expertise. I know that you will all wish to join me in wishing her well in her new endeavours. We are happy to say that she will be returning t<, Lakehead this summer to teach some courses for us! The search for a nt w Co-ordinator is currently underway. We are including a copy of the job advertise­ ment in this issue < .f the Newsletter. If you think you might be interested in this position, or know of someone who might be, please be certain to read the advertisement carefully and think about submitting an application. In th.! meantime, Sonya and I are preparing for the summer 1996 version of the Native Language In•• structors' Program. H you are intending to come back this summer we'll be very glad to see you, and encourage you to submit your application as soon as you can. The application packages are currently being prepared. You can get in touch with me at 807-343-8054 or Sonya at 807-343-8198 if you have any questions. For students who are returning for the second and third years of the Native Language Teacher Cenifica­ tion Program please be certain to have your practice teaching forms filled in and signed by the appropri­ ate school official and send the form into the NLIP office. Your teaching contact days are an important part of gaining professional experience and are part of the requirements for being awarded a Permanent Letter of Standing. We encourage all students who have been awarded the Permanent Letter of Standing to come back for the fourth year so that they can obtain the Native As A Second Language Diploma. This is a valuable way to round out your training and also to meet up with your classmates and share your teaching experiences. Students who have already taken Year 4 should be certain to complete the assignments for the Education 1599 winter practicum as soon as possible and send them into the NLIP office. In order to receive the Native As A Second Language Diploma at the Spring 1996 Convocation you need to get the assign­ ments into the office and marked. Thanks! We also offer 'Institute• courses for students who have completed the diploma and who wish to take further University courses in Native Languages. This summer we will be offering two such courses, with one to be taught by myself, and the other by Randy Valentine. This is a great opponunity to learn more about advanced topics in native languages and to add to your knowledge. This summer we are also offering Part II of the Additional Qualifications course for Native As A Second Language. Teachers with an Ontario Teaching Certificate (OTC) who have already taken Part I are eligible to take Part II. This is a great opportunity for certified teachers to upgrade their qualifications. I'm looking forward to seeing all of you this summer. NLIP is a success because of the great faculty, staff and students who come together to learn about, promote and teach Native Languages. Everyone of us has an important contribution to make, and your help is greatly appreciated by everyone who cares about Native Languages. -John O'Meara Native Language in Ontario Vol. 10, No. 4 Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 1996 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 4. 26) This program is for students wishing to teach an Algonquian language as a second language in the prov­ ince of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Pennanent Letter of Standing upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 8- 26) This program is for students wishing to teach Native as a second language. This is a four summer pro­ gram leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 8-July 26) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). ED 4744 ADDITIONAL QUALIFICATION · SPECIALIST CERTIFICATE IN NASL PART II (July 8-July 26) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetic�, grammar, and conversation. (July 3 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe n (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 17 - July 31 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2001 Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduc1ion to reading materials. (July 3 - July 31 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 2713 Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. (July 8 - July 26 Monday to Friday 1:00 p.m. - 3:30 p.m.) NL 3511 Literature: The O ral Tradition (Pre-requisite: One of Ojibwe 2001 or 3001, Cree 3001, or Algonquian 2231) Problems and methods of collection analysis. Research and guided proj< cts in oral literature. (July 8 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.) Page 2 r Native Language in Ontario Vol. 10, No. 4 �ANNOUNCEMENT The Native Language Instructors' Program is pleased to announce that the 1996 Application Packages are now available. If you have not received your package or you would like additional packages, please contact Sonya Matson at (807) 343-8542 CAREER OPPORTUNITY The Faculty of Education at Lakehead University invites applications for the contract position of Co, ordinator, Native Language Instructors' Program. The Native Language Instructors' Program is a teacher training program for Native language teachers of Ojibwe and Cree requiring three or four summer sessions and supplementary student teaching in schools. Students in the program are drawn from Ontario and other parts of Canada. Candidates should hold as a minimum,, Masters degree in a relevant discipline, be fluent in an Algonquian language, especially Ojibwe or Cree, have qua ifications and experience in second language education, hold a teaching certificate, and be sensitive to the cultne of Native peoples. This initial appointment, to March 31, 1997, and any subsequent renewals are all contingent upon targeted government funding. Duties will include an appropriate combination of administration, student teaching supervision and schol;,rship. Salary will commensurate with qualifii ations and experience. Applicants should submit a curriculm v tae and the names and addresses (with telephone and/or fax numbers) of three references to: Professor D. Bates Dean, Faculty of Education Lakehead Univerity 955 Oliver Rd. Thunder Bay, Ontario This position will be filled early in 1996. Applications will be accepted until the position is filled. AN EQUAL OPPORTUNITY EMPLOYER 1'."ative Language in Ontario Vol. 10, No. 4 Page3 �The history, laws, and customs ofIndian people were handed down by the elders of the tribe when they told stories. It has always been the role ofIndian elders to be the "keepers" of culture. They ·ve kept traditions alive and passed on all the small things that help people remember the old ways. ELDER.S What do you think of when you hear the word "elder"? Do you think of an old person sitting in a wheelchair? Do you see an old man shuffling down the street? Is he all bent over and talking to himself? Do you think of "old people's home" when you hear the word "elder"? Well, some of those things are true in tod Ly's society. Many elders today are forgotten people. They are not considered important because they seem to have nothing to do in our busy world. It hasn't alway� been that way. Elders have been the center ofNative American cultures. They were the people who passed on impor­ tant traditions and knowledge. Without their wisdom and long memories, the people would not have sur­ vived. Grandmothers told stories that wove the gen­ erations together like a huge quilt.Grandfathers told stories that kept the old ways fresh and alive in the minds of their people. In Indian tribes, old age meant a person was full of experience and had grown wise. Elders were treated with great respect. And thy kept very busy. Elders did whatever jobs they could. Just "growing old" was out of the question for a woman who had worked hard all her life. She wanted to be useful to those around her. She wanted to continue to be a helpful member of the family for as long as she could. The same was true of elder men. Older women took care of babies and children. That gave the young mothers time to work in the fields, pick berries, or hunt game. Grandmothers taught traditional values through stories. They taught the children of the tribe the right way to live. In the Gros Ventre tribe, grandmothers took over the teaching and training of their granddaughters when the girls were about seven years old.This lasted until the granddaughters married. The girls made life easier for their grandmothers by bringing water, ch :>p- ping wood and helping with other difficult chores Among the Papago, grandmothers were the leaders of the family. An elder woman would direct all the work of her daughters-in-law. She made many of the decisions for the family. She took care of the children when their mothers were busy doing something else. In many fanning tribes, elders spent much of their time guarding the crops from hungry birds. The Hopi people built brush shelters around their fields. These shelters provided shade for the elders while they protected the crops. Even though some elders were too weak to do hard work, they could still be of use to the tribe. When it was time to harvest, some Hopi families invited old women to help shuck com and dry peaches. These women had no sons to support them, so the family would pay the elders by giving them food in return for their work. Mandan people believed that if you neglected the old people, you would not live very long. They believt d that sacred beings were sent to earth pretending to be poor or old people. These sacred beings wanted to find out which families were being unkind. If a family was mistreating an elder, the members of the family were punished by the sacred being. The Kiowa believed that parents must treat their children well and gibe them the best training in all ways. They didn't believe children should be Native Language in Ontario Vol. 10. No.4 �overworked. Everything possible was done to see that nothing bad happened to them. Grandparents would say. "Our children are dear to us; but when we have grandchildren, they seem to be more dear than our children were." Grandmothers played a very important role in teaching children the skiHs they needed as adults. They showed the children how to make things and watched them practice for lon g hours. Even a young child was soon able to weave a warn rug or make a basket that didn't leak. Grandfathers taught young boys to track an hunt animals. They taught the young boys the values they would need to become useful members of the tribe. They showed the boys how to strengthen their bodies so they could run long distances or move quietly upon an enemy. They taught young children how to handle the bow and arrow. They made stick horses for little boys and then taught them to ride real horses when they were old enough. They told stories that reminded the children of who they were, where they came from, and \\-here they were going. At night the elde1 s told -.tories to the children. Some stories were funny and others were sad. The stories told many things about how people should act towards one another and what would happen if they didn't. Sometimes children would pretend to be asleep. They would close their eyes and listen. Even when they fell asleep, the children still heard the words. The stories and legends slipped into the child's memory and stayed there forever. As they grew. they would remember the lessons they had learned. If we are lucky enough to still have grandpar­ ents, we should hug them and say "thank you". We should listen to what the elders have to tell us. We should try very hard to hear the lessons our elders have to teach. One day, they will be gone. Some day, we will be grandparents. We will want our children and grandchildren to remember our lessons and feel our love. IF THE VERY OLD WILL REMEMBER, THE VERY YOUNG WILL LISTEN. Article taken from: Daybreak Star ''the herb of under­ standing", January 1989 - pgs. 3 - S To all NLIP Students: Aanii, boozhoo! Aaniish naa? Miigo aanwi genii! Kwezens sa ngii-disig 8 pounds, 4 ounces gii­ piitnoogzi. Mnidoo Mnising Health Centre gii-jindaadzi, Mnoomni-Giizis 4, 1995 at 10:09 gaa•kizhebaagang pii �ii-daadzi; Vanessa Nicole Ursula zhinkaaza. Naano-giizhgadoon mnik aakizii-g 1mgong gii- yaami zaam jaundice; mii dash go aanwi gii mna-yaad. gchi miigwech kwewag ndinaag kina binoojiins shower gaa toojig miinwaa gaa miigwejig wiikwejiipnigaansan. Aapijigo ndoo mno waabijitoonan. Thanks to all. Aapijigo ndoo-gchi-nendam! Yours Sincerely Sally Atchitawens-Roy Native Lang11age in Ontario Vol. 10, No.4 Page5 �The Pow Wow: The Heartbeat of the Indian Movement The pow wow has become the heart beat of our Indian movement. Every weekend throughout the summer, the pulsing te npo of drum groups reverberates across North America. Men, women and children gather in reserves across the continent, in intense celebration of what it means to be one of us • to be Indian. What is a pow wow? The word itself comes from the old Algonquian word for "medicine man" "Pauwow'', "he dreams". And a pow wow is still a ceremony that sets a man to dreaming . ..of the old ways, but most of all, of the future. A pow wow calls up the tempo of times past. In the summer, tents and tipis converge on one campground. And for two to four days and nights, the pow wow gains momentum, just as it did in the old days. Like the ceremonies performed by the ancient medicine men, the pow wow is a healing, unifying ritual. It is a time of singing and dancing, sharing and laughing, crying and teaching, learning and loving.And by remembering the past, we celebrate our future thus not losing our sense of identity! We celebrate with dancing and singing, the singers singing songs passed down through generations, songs about nature, dreams healing or of experiences worthy of sharing with all. The dancers, of many different s1 yles and tribes such as men and women traditional, grass dancers,jingledressdancers, fancy bustle and fancy shawl, all share the dancing circle. They dance as individuals and they say not two outfits are the same. The dancing is an expression of individuality and a part of a Nation that respects individual ; as well. The pow wow begins with the dancers gathering in full regalia. The singers then sing a Grand Entry, a Flag Song, and a Veterans Song. Each song has a specific purpose. A prayer is said by a respected Elder and then the Intertribal chanting and singing begins. The pow wow has become a Pan•lndian Festival where not very much difference between the Tribes is sometimes hard to notice.This resulted from the important concept of sharing and adopting ideas from others as a gesture of respect. - _, .=-_ ,., ,/ !'l� s� � :� Lcokfor more segments to the Pow wow including The Grand Entry, The Singers, The Dancers, and The Drum infollowing issues ofNazive Language i1t Onrorio Newsleuer. Page 6 Native lang uage in Ontario Vol. 10, No. 4 �NEW PUBLICATON Available in late February in the Lakehead Uni 1ersity Bookstore: This textbook will be used to teach Ojibwe to University level students, and can also be used for high-school students. The book is a revision of the Introductory Ojibwe book which was written by Mary Mitchell in 1 987. The new text comes with a set of 6 audio cassettes. It will be available in the Lakehead University Bookstore by late February. For further information or to place an order, contact (807) 343-8335. The Native Language Instructors' Program would like to congratulate Tom Beardy on his latest accomplishment with this project. Be on the lookout for his next textbook, Intermediate Ojibwe. Native �anguage in Ontario Vol. 10, No. 4 Page 7 �ANISHINAABEMOWIN CONFERENCE MARCH 28, 29, 30, 1996 WA fER TOWER INN, SAULT STE. MARIE, ONTARIO The second annual Anishinaabemowin Conference, a conference on the anishinaabe Language, will be held at the Water Tower Inn in Sault Ste.Marie, Ontario, Canada. The Conference will feature a play done by a Native theatre group, in the language after the banquet on Thursday evening. At the General Assembly on Thursday morning, Mr. Ovide Mercredi will give an address. Mr. Merg-edi is the National Chief of the Assembly of First Nations. Some of the sessions will cover topics such as, Curriculum issues Writing systems and problems How a non-speaker learned to speak the language Teaching the Adult Leamer Role of the Elders Curriculum Development-Elementary Grades Story Telling Language Structure Dialects Computers and Language Confirmed Speakers: Mr. Basil Jonhston Dr. B. Ramirez-Shkwegnaabi Ms. Pat Ningwance Mrs. Violet McGregor Mrs. Barbara Nolan Mrs. Doris Boissoneau Ms. Nancy Debassige Mr. Howard Webkamigad We are awaiting confirmation from several other speakers. T 1e Conference was well attended last year. There were over two hundred participants at the conference la ;t year. REGISTRATION FEES: INDJ VIDUAL: $150.00 plus 7% GST ::$160.50 GROUP RATE: $125.00 plus 7% GST =$133.75 * ELDERS/STUDENTS: $50.00 plus 7% GST =$ 53.50 ** *The Group Rate is for Organizations, First Nations, etc. **Students are those whc are considered full time students by their institutions. Native Language in Ontario Vol. 10, No. 4 �"Listening to Our Grandparents' Voices" 15th International Native American Language Institute April 4 - 6, 1996 Mille Lacs Ojibwe Reservation, Onamia, Minnesota The Native American Language Institute (NALi) is pleased to announce it 15th International Native American Language Institute. The conference, recognired internationally as one of the premier symposiums dedicated to Indigenous languages, travels this year to the Great Lakes region. The three day event will focus on the protection, preservation, and promotion of the right to use, practice, and develop Native American languages. The 1996 Insitute will be held ont he Mille Lacs 0jibwe reservation, located in north central Minnesota along Lake Mille Lacs. About the NALi Insitute The Native American Languge lnsitute is a non-profit organization established in 1980 which examines Native language and cultural concerns, provides a recogni2 ed forum for the exchange of ideas, and advances the C< mtinual development, education, and research of Native languages and cultural issues in the Americas. NALI's annual institutes bring together traditional language practitioners and language professionals to explore the relationship between traditionalways of teaching the richness of the indigenous languages and cultures with modem approaches to education. NALI's membership is composed primarily ofNonh American Indian people and is governed by a Board of Directors. This Year's Conference People from all walksoflife from across the United States, Canada, and the world will gather to participate in this year's Institute which focuses on strengthening the satus of 'lative languages through listening to the voices of our ancestors. The 1996 conference is co-hosted by the St. Cloud University American Indian Center and the Mille Lacs Band of 0j ibwc Indians. The conference will begin with an opening ceremony at 5:00 p.m. on Thursday, April 4, and will conclude at 3:00 p.m. on Saturday, April 6. Presemations at this year's Institute will focus on such imponant topics as current and pending legislation affecting Indigenous languages, curriculum development, teaching methods and American Indian languages, successful approaches 10 language preservation, producing teaching tools, and incorpo­ rating technology into language learning. Registration The following registration fees include: all assemblies and workshops, exhibits, cultural events, receptions (except the Friday banquest), most meals, and administrative cost. Lodging in not included. Early registration must be postmarked by March 15, 1996. General Elder (65 or older) Student (I.D. required) Early Registration $175.00 $100.00 $100.00 After March 15, 1996 $200.00 $100.00 $100.00 There is an additional fee of $25.00 for the NALi banquet held Friday evening. The cost of the banquet covers food, entertainment and a copy of the conferencejproceedings. Registration materials will be mailed early February. Full registration refunds will be granted to requests received in writing by March 15, 1996. After March 15, administrative costs will be assessed. For registration forms and further infonnation, please phone the SCSU American Indian Center at (612) 654-5449 Native Lang Jage in Ontario Vol. 10, No. 4 Page 9 �NATIVE VISION PRODUCTIC•NS PRESENTS: AANII: An Introduction to the Central Ojibwe Language Videotapes AAND: AN INTRODUCTION TO THE CENTRAL OJIBWE LANGUAGE VIDEO SERIES was produced with the assistance of Native language consultants familiar with the Ontario Native as a Second Language (NSL) program. These videotapes take you step-by-step through the Ojibwe language as it is used in everyday situations. You can easily learn as you listen and repeat the dialogues of the Ojibwe speakers. We follow Helen as she visits her friend, Cecile, with various simple conversations and vocabulary exercises. Some ofthe scenes were shot on the Wikwemikong Uneeded Reserve with the assistance oflocal language teachers, and many adults and children who participated on-camera. We visit such places as the grocery store, the senior's quilting group, and on Georgian Bay with fishermen from the community. - See and hear simple conversations - Ojibwe and English subtitles for each phrase - A pause allows you to repeat and learn - Additional vocabulary applies phrases to new dialogues - Includes booklet with dialogue script Parts 1 & 2 --25 minutes each Individuals $34.95 each or $59.99 for both tapes Institutions $59.95 each or $99.99 for both tapes For further information contact: Native Vision Productions 8-7058 Notre Drune Street Orleans, Ontario KlC 1H9 Ph: (613) 834-3410 Fax (613) 834-7691 Page 10 Native Lan�uage in Ontario Vol. 10. No. 4 �New From Anishinaabe Kendaaswin Publishing: Newly Published Books Teaching Wigwams Author: Ron Common and Lorraine Frost A0027 Teaching Wigwams is a comprehensive and informative book for those interested in issues surrounding First Nations education. Governance, student's needs, curriculum, special education, and counselling issues are addressed. Much of the research and data included in this book was obtained from the Anishinabek First Nations. $35.00 339 pp . The Caregiver Mdimooyenb Ngaa-Zbaadaayaang by Rhonda Fox Artwork by Frank King and Daanis A0025 (English) A0028 (Ojibwe) This inspiring new book g<:ared for all levels of learning is written in both Ojibwe and English languages. It tells an adventurous story ofyoung children that plan to outwit their caregiver in a playful scheme that reveals a variety of emotions. An Elder, such as the Caregiver, demonstrates the devotion and responsibility to other peoples' children while in her care. The love displayed by the Caregiver made it much easier not to be lonesome while mom and dad were away. 13 pp . $6.98 The Creators Gift Debenjiged Gaashi-Miigwed by Rhonda Fox Artwork by Daanis c,rr THE,CWTOR'S . - A0026 (English) A0029 (Ojibwe) The Creator· s Gift provides the reader with an understanding of some of the Anishinaabe teachings. A woman receives a gift from the Creator, brought from the ezgle, a messenger. This gift enables the woman to conceive and the life cycle begins. Gratitude is shown as the key element in receiving such a g ft. This book is available in both English and Ojibwe languages. 19pp. $9.98 Na:tive Language in Ontario Vol. 10, No.4 Page 1 1 �Upcoming Publications Our First Family Circle is a delightful story for all ages. Set on Christian Island, it tells about the first family gathering of a family from the Otter Clan. The author shares some of the teachings involved in the preparation, carrying out, and experiences of a Clan gathering. The Clan system is an important part of the Anishinaabek culture as it provide!. unity, harmony, and security among the Anishinaabek. Each clan is characteristic of different traits and gives identity to it's people. The reader experiences a variety of emotions and images as Our First Family Circle unfolds. A Teacher's Guide is available to complement Our First Family Circle. It is a unique guide that takes a holistic approach in working with children. It accounts for the mental, physical, emotional, and spiritual needs of the child and conveys Anishinaabek values, teachings, and a great deal more about the Anishinaabek culture. The Guide will assist the teacher, who may not be fully aware of some of the Anishinaabek culture, by providing a closer look at the cultural concepts introduced in the book. The Clan System, Oral Storytelling, the Circle, and Thunderstorms are among many of the concepts explored. Miijim Mazinigan is an Ojibwe language resource book on various foods. Ziigwan, which is an Ojibwe story, has two young girls exploring the signs of spring. A third upcoming publication, Understanding Treaties, provides the reader with a basic understanding of treaties including their historical origin, the rights originating from them, and the m isunderstandings that arise from them. A simple and informative book to read. Teacher's Resource Material Classroom materials that promote everyday usage o f the Ojibwe language art! available in sets or individually. Three different styles of bookmarkers, nine different ink stamps, eg., Miigwech, Chi-nokii, Aapji-nishin/Really Great, etc., and three different Ojibwe greetings on red, whitt!, or yellow pencils that would make excellent gifts ih the classroom. The 1995 Calendar; a hands-on teaching tool unique in it's circular and colourful design, can assist the teacher when discussing the four seasons, the four directions, the four stages of life, etc. Page 1 2 Native Language i n Ontario Vol. 1 0. No 4 �aANISHINMBE !Y'I KENDMSWIN �PUBllSHNC MATERIALS ORDER FORM QUANTITY CODE A0027 A0025 A0028 A0026 A0029 DOOi RO l O RO I i RO l2 R0 1 3 R0 l 4 R0 l 5 R0 l 6 R0 l 7 R018 R0 l 9 R030 R040 R04 1 R042 Ro43 ROSO R05 1 R052 R053 BOOKS & MATERl,U Teaching Wigwams The Caregiver Mdimooyenh Ngaa-Zl aadaagyaang The Creator's Gift Debenjiged Gaashi-M gwed 1995 English/Ojibwe < alcndar STAMPS & PADS Miigwech Miigwech/Thank you Aapji-nishin! Aapji-nishin!/Really G ·eat! Chi-Nokii Chi-�okii/Hard Worker! Mii-Yiw! Mii-Yiw(That's It! Aahaaw Set of Nine (one of each above) Ink Pads in red, blue, green, purple, and black PENCILS with Ojibwe greetings Gchi-\1iigwech! (in red) Aaniish na Gegiin? (in white) Gchi-nendam Dbishkaayin! (in yellow) Set of all three (one of each above) BOOKMARKERS in Ojibwe & English Shkenaa! Gindaasan Giizhoozi Gizis Giizhooyaa Ki Miinwaa Gigiin Gdo-giizhoo Bmaadiz Miigwech! Ntaa Gindaas na? Set of 1 5 Book.markers Allow 2-5 weeks for delh·ery All prices subject to chilnge without notice. PRICE $35.00ea. $6.98ea. $6.98ea. $9.98ea. $9.98ea. $3.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $40.00set $3 .00ea. .50ea. .50ea. .50ea. $ 1 .00set TOTAL I .50ea. .50ea. .50ea. $5.00set Total Please make Cheque or vloney Order payable to Anishinaabe Kenda:l!m rn Publishing Please add 6% to lhi: tot.ii cost of yo, r order to �-o,•cr shipping & handling charges for On1ano residents only, outside or Ontario sh pping charges may vary. Total ______________ Add 6% shi pp in g charges+ Total Amount Due ________ Call, Fax, or Mail your Order to: Your Name: ____________ Organization: ____________ Address: _____________ Postal Code: ____________ Tel.: _______________ Fax.: _______________ PUBLISHING R.R.#1 , Jubillre Road, Side Road 4, Muncey, Ontario "I0L I YO, Tel.(519) 289-2421 Fax.(519) 289-5200 Native Language in Ontario Vol. 10, No. 4 Page 13 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (4), Jan 1996 Subject The topic of the resource Universities Description An account of the resource ​Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. ​ Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Source A related resource from which the described resource is derived Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1996-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/b05274570a216e3e57dc92547a38dbda.pdf 8b955aed2a37b102dcc2e4385e0f547d PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..VJLl· ) PP..o<JLn�•brb N.L.I.P. l l Volume 11, No. September 1996 �PLEASE NOTE: Native Language Education in Ontario will now be pubUshed only two times a year. Volume 11, Number 1 September, 1996 General Editor: John O'Meara Copy Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator............................................./1 Information for NLIP students............................................../2 Chief Wins another First ( a write up on Lorraine McRea)../3 Williams gives new life to dying language ........................../4 Conference Info ..................................................................../5 Publications/Resources........................................................../6 The Pow Wow: The Heartbeat of the Indian Movement......./9 Anishinaabe Kendaaswin Publishing Questionnaire This issue and beyond . . . More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call Sonya Matson at (807) 343-8542. Nativ e Lanilla&e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El September 1996 �Coordinator's Message This was my first summer as coordinator of the program and I've enjoyed the challenge and opportunity this position has given me. Another great summer, NLIP 1996 has come and gone. The four weeks went by fast because of the intensive courses and a very busy schedule. Everyone became involved quickly without any complaints. I extend my sincere thanks to John O'Meara and Sonya Matson for their hard work and dedication in preparing for the 1996 NLIP Program. We wish to extend our congratulations to all the students who successfully completed their program this past summer. We wish you all a great and an enjoyable year. A reminder to the students who need to do their "teaching experience", if you have not made arrange­ ments with a school, you should start seeking a placement soon. Don't forget to get your practice teach­ ing forms filled in and signed by the appropriate school official and send the form in to the NLIP office Students who have received their Permanent Letter of Standing are encouraged to come back and take the fourth year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete their assignments for Ed 1599 winter practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 1997 Convocation exercises. NLIP is a well established and well-regarded school. It continues to grow in quality as each year the suggestions of student body and faculty continue to shape the curriculum. The work of our school is truly important. The qualities of loyalty, hard work and dedication are helping us to retain Native Language for future generations. I look forward to the challenges this coming year has in store for me and look forward to meeting all of you students again next summer. Good luck in your future endeavours. Giga-waabimigoom miinawaa. Wanda White Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 11, No. l Page I �Congratulations to all NLTC and NASL students for their successful completion of their courses this summer. For those NASL Year 4 students who are eligible to graduate in May of 1997, please ensure with Sonya Matson that all of your requirements have been met. If you have not completed your ED 1599 Winter Practicum, please send in your registration forms which were distributed to you during the summer session or contact Sonya. For all NLTC students, please ensure you are teaching the Native language in any Ministry run or band run school to fulfill your 20 contact days in order to be accepted into the next year level. Just a reminder that day care teaching and adult teaching do not count as teaching experience. Your contact days must be teaching children from Junior Kinder­ garten to Grade 12. Only a supervisory officer can sign your teaching experience forms - another Native language teacher is not a supervisory officer unless assigned by the Ministry of Education. If you are unsure of who must sign the form, please contact our offices and we can assist you with the listing of eligible officers. 1997 applications will be available in January. These will be mailed directly to all returning students. If you do not receive the package by mid-January please let us know. NLIP Contacts: Wanda White, Coordinator (807) 343-8003 Sonya Matson, Secretary (807) 343-8542 John O'Meara, Linguist (807) 343-8054 (For ED 1599 enquiries) Page 2 Native Language in Ontario Vol. 1 1, No. 1 �Chief Wins Another First by Cathy Carter The Packet & Times, May 9, 1996 Chief Lorraine McRae has added another first to her life last night. The first female chief of the Chippewas of Rama First Nation won the Nelle Carter Woman of the Year Award, presented annually by the Orillia Business Women's Association. She is the first native woman to receive the award. "It truly is a great honor," said McRae in the modest, soft-spoken, confident manner that belies her strength as a leader. "It's incredible, a wonderful feeling. rm not sure what I did to win this award," she said. Three separate groups submitted individual nomination papers for McRae, each listing page after page of McRae's accomplishments, achievements and abilities. "We understand there may be more than one nomination filed for Lorraine," Sherry Lawson wrote to the judges. "These were done independently of each other and we did not paln it this way at all. We hope you'll look at it as it really is, not as poor communication but rather as various people from different walks of life and backgrounds, being of the same mind." "She's just one of the kindest, most competent women I know. She is a great problem-solver," Lawson told The Packet & Times. Lawson, an Ontario Justice of the Peace, said she would not be the person she is today doing what she is doing for a living were it not for Lorraine McRae. "People don't know the half of what she's been through, what she's encountered and how she has maintained her poise, dignity and continued to excel," said Ted Williams, coordinator of the Casino Rama project. "She obviously is a person who is an excellent role model for young women and people in the community, not just aboriginal people," Williams said. McRae spoke to the audience of about 2 10 people at the award dinner at the Fem Resort. "When I was running for chief, it took a lot of courage, a lot of strength, believe me, and one of the gifts that a very dear elder shared with me when I was making my decision was, she said that the love that you have in your heart for the people is what will carry you through every day. She said that outweights any fear that you will have, and she was so right," McRae said. McRae joins a distinguished list of winners of the annual award. Past winners are Pat Hehn, Audrey Rodger, Lucy Stewart, Phyllis Roberts and Sandi Johnson. The other nominees this year recognized as women of distinction, were Fran Dale, Toni Worrall, Linda Crawford, Marilyn Hanson, Sharon Turner, Dr. Nancy Harris, and Isabelle Thiess. McRae was nominated by Mary M. Rose, women of M'njikaning First Nation (Sherry Lawson, Hilda Cockerham, Mary-Anne willsey, Annette Sharpe), and the Rama United Church (John Wesley Oldham, Marlene Oldham, Harvey Anderson and Sue Anderson). Native Language in Ontario Vol. 1 1, No. 1 Page 3 �Williams gives new life to a dying language In Algonkian dialects Odawa and Ojibwa, appending "ba" to a noun signals that that person, place or thing is dead, gone, kaput. If Trent native languge instructor Shirley Williams had not spent the last nine years recording the vocabulary of her native tongues, they might well have become Odawa-ba and Ojibwa-ha. The spectre of death of her languae and, with it, the dying of her culture, spurred the high school dropout to return to night school. Her personal mission became clear - to resurrect the Odawa dialect (considered extinct) as spoken by her father and preserve Ojibwa used by her mother and extended family. "everyone of us when we are born is given a mission in life and the most important one is what you have done to help your community." says Williams. Hers became apparent in mid-life, after years of working in a Manitoulin hospital and translating for the doctors and nurses treating native people. An elder in her community approached her after a 1974 meeting to deal with an alarmingly high suidide rate among the young people in her community. Parents had complained that their children could not speak their native language, did not know traditional values and no longer respected their elders. "You are a fluent speaker," the elder said to Williams. "What are you doing about your language and culture?" Williams began upgrading courses at night, earned her high school certificate and enrolled in native studies at Trent. She graduated with her BA in 1983. In 1986, she took a native language instructors program at Lakehead University and was subsequently hired by Trent to teach native languages. Starting from scratch, she developed a curriculum and teaching materials. They form the basis of a 16,000-word Odawa/Ojibwa dictionary she is publishing - with the help of Trent's design staff - and has successfully defended as her master's project at York University. She convocates June 11. Williams had more of a grounding in her parents' language then other children her age. her father refused to send her away to a residential school in Spanish, Ont. at the age of seven with the rest of her peers. He kept her home until she was IO and in those three extra years made a concerted effort to teach his daughter everything he knew about his language and culture. Sometimes, says Williams, he would say, "You do not know why I am saying this. Some day you will know and understand." And, says Williams, "now I understand." When he finally had to relinquish her at age 10, he told her, "Do not forget your language." The dictionary is the first to transcribe Odawa and Ojibwa dialects in a lexicography designed by Chuck Fiero, a linguist at Lakehead University. Missionaries attempted to translate the oral languae using Arabic symbols and phonetics, said Williams, but Fiero's writing system captures more precisely the glottal stops, nasal sounds and other unique characteristics of the dialects. Williams undertook the project largely to provide a tool for native language teachers fluent in Ojibwa. It begins with a history of the Odawa and Ojibwa languages and their decline with the advent of European immigrants and government policies of assimilation. She explains the relationship between language and culture and acknowledges previous efforts to transcribe Ojibwa. And she provides instruction on grammar and pronouciation. The words are listed under five environmental headings with subheads - Nature (birds, fish, trees, animals), Time (days, weather, numbers), Family (sickness, food, aboriginal regalia), Community (geogra­ phy, holidays, chores, buildings), and Recreation (sports, toys, music). "When I look at it now, it is a relief to finally accomplish something. I wanted to give back something to my community, to native people." Her work is not complete. Williams, 58, plans to expand the dictionary. And she has started to write Ojibwa stories that can be used in teacher education and native language classes. Page4 Native Language in Ontario Vol. 1 1, No. 1 �28th ALGONQUIAN CONFERENCE WE/GANf,ASIN�W/IGWAAS TORONTO, 25-27 OCTOBER 1996 FIRST CALL FOR PAPERS • Aboriginal An, Crafts and Clothing • Home and Factory Tanned Moose and Deer Hide • Orders taken for special items The 28th Algonquian Conference will take place from 25-27 October 1996, at the University of Toronto, Toronto, Ontario. The orgainzers welcome topics from all disci­ plines relating to the Algonquian-speaking peo­ ples. Papers may be delivered in English or French. Speakers will be allowed 20 minutes for presentation and 10 minutes for discussion. Regis­ tration fees are $40 Can. for non-student, $25 for students before Oct. 1; $45 for not-students, $30 for students after Oct. 1. Contributors should send title and abstract by September 1, 1996 to Deborah James Division of Humanities University of Toront, Scarborough Campus Scarborough, Ontario MIC 1A4(Canada). If sending abstract by e-mail, please send it to Krystyna Sieciechowicz at sieciech@epas.utoronto.ca Deborah James Krystyna Sieciechowicz E-mail: james@lake.scar.utoronto.ca E-mail: sieciech@epas.utoronto.ca Tel.: (604) 465-6466 (before Aug. 15), Tel.: (4 16) 978-6273 (4 16}-694-6276 (after Sept.I) Fax: (4 16) 97 1 -2027 Fax: (4 16)-287-7 1 16 Ange.Aimee Wawia Box 1066 (807) 886-2168 Nipigon, Ontario POT 2JO A N N O U N C E ME N T APPLICATIONS FOR THE 1997 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY WIL L BE AVAILABLE FOR NEW A PPLICANTS IN MID-JANUARY. IF YOU WOULD LIKE TO BE PUT ON THE LIS T FOR THIS MAILOUT, PLEASE CONTACT SONYA MATSON AT (807) 343-8542. IF YOU REQUIRE MORE DE TAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATION OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, P LEASE CALL US BEFORE REGISTERING IN A SIMILAR PROGRAM Native Language in Ontario Vol. 1 1, No. 1 Page 5 �NOW AVAILABLE DELAWARE-ENGLISH/ ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7 100 Delaware words, and includes example sentences, exam­ ple fonns, usage and grammatical notes, cross-references, and infonnation about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes al) Delaware words and example sentences found in the Delaware-English section. Publisher: University of Toronto Press 10 St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $75.00 To Order: Phone Toll-Free 1-800-565-9523 OR 4 16-667-7791 Fax Toll-Free 1-800-22 1-9985 Or order through any bookstore Page 6 Native Language in Ontario Vol. 11, No. 1 �FORTHCOMING PUBLICATION er..DC :, I Ninoontaan / I Can Hear It Ojibwc Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O'Meara Published by: Algonquian and Iroquoian Linguistics Fletcher Argue Building 28 Trueman Walk WINNIPEG, Manitoba R3T 2N2 This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House, Ontario. These traditional stories are well-known to Ojibwe-speaking people in northern Ontario. Each story is presented in the Ojibwe syllabic writing system. as well as in the Roman writing system and English translation. There is an Ojibwe-English Glossary. an English Index to the Glossary, as well as a detailed Introduction. This book will be a valuable resource to anyone wishing to have syllabic and Roman reading versions of these Ojibwe stories. **************************** This book will be available in late October 1996 and can be ordered from the Lakehead University Bookstore at the following address: Lakehead University Alumni Bookstore 955 Oliver Road THUNDER BAY, ON P7B 5El Telephone: 807-343-83 14 Fax: 807-343-8158 Native Language in Ontario Vol. 1 1, No. 1 Page 7 �NEW PUBLICATION Dear Native Language Supporters: I am pleased to announce the completion of my second textbook, " Intennediate Ojibwe: Parts One and Two in Severn Dialect. I would like you to join me to say "Kihci-miikwehc" to the professional team who worked with me to make this project possible: Verification and Editing: Typing and Graphics: Graphic Artist: Audio Tape Production and English Voice: John O'Meara Sonya Bruyere-Matson Bruce Beardy Ken James We wish to acknowledge the financial assistance provided by Ministry of Education and Training, Aboriginal Education and Training Strategy through the Aboriginal Management Committee of Lakehead University. Once again, "kinanaahkomin". Although it is written in Severn Dialect, everything in this book is translated into English. Therefore, it can be easily translated into different dialects. I invite you to check it out. Aahti hsa maamawi-anohkiitaa anihshininiiwi-ishikiishwewinik (Severn dialect). Daga sa maamawi-anohkiidaa anishinaabe-izhigiizhwewining (Western dialect). Tom Beardy Page 8 Native Language in Ontario Vol. 1 1 , No. 1 �The Pow Wow: The Heartbeat of the Indian Movement The Grand Entry The Grand Entry signals the start of the pow wow and brings together the singers, drummers, and dancers who participate in the celebration. It sets aside a special time for showing respect to the various dancers and and their styles of dancing and is a time for remembering our values, our country and our Creator. The eagle staff is the oldest of the Indian symbols, hearkening back to the day of the famous dog soldiers, the most valiant warriors of the plains. Only the dog soldiers, and only the highest ranked among them, were originally allowed to carry the staff. This tradition of valour remains even today. The eagle staffs are the flags for the Indian nation( s) and receive the same degree of respect that war veterans accord tp the American and Canadian flags. Today the staffs are carried into the pow wow by one who has earned the right in battle (war veterans), by one, who has earned the honour in the eyes of the pow wow committee, or by an owner of an eagle staff. though the feathers of the eagle are often unavailable these days, the eagle staff is made according to the old traditions. "Eagle" feathers are attached singly to a long narrow strip of felt or thong. the strip of feathers is then affixed at both ends to a slender pole. The magnificent result is the eagle staff - a fitting flag for our Indian nations. A special song is used by the host (or designated) drum to bring in the dancers in the Grand Entry. The dancers are expected to carry themselves proudly, with dignity, and respect for the eagle staff, the flags and the war veterans that they follow. After all the dancers are in, the flags are raised or lowered (depending on the time of day) to the accompaniment of special songs i.e., the Indian National Anthems (the American and Canadian flag songs). At times, Veteran or Air Force songs may also be called for after the flag songs. Most pow wows maintain the following order of entrance: the eagle staff together with the American and Canadian flag leading the procession, Indian princesses and braves (representing different reservation/ organizations), the traditional dancers, grass dancers, fancy dancers, shawl dancers, juniors and tiny tots categories. In some instances, the order may be shuffled to highlight certain categories i.e., children, but generally the order is maintained. An honourable Elder speaks the prayer for the day . . . and the pow wow begins. Native Language in Ontario Vol. 1 1, No. l Page 9 �Announcing the Fourth Annual Stabilizing Indigenous Languages Symposium: Sharing Effective Language Renewal Practices, duBois Conference Center, Northern Arizona University, Flagstaff, Arizona, May 2-3, 1997 Below is information on the4th Symposium, a call for presentations, and a registration information. Northern Arizona University's Bilingual Multicultural Education Program and Navajo Language Program are pleased to announce the4th Annual Stabilizing Indigenous Languages Symposium. The Symposium is designed to allow preschool, K- 12, college, and university American Indian language educators and activists through panels, workshops, and papers to share ideas and materials for teaching American Indian languages. The results of the conference will be shared with a wider audience through a monograph. About the Stabilizing Indigenous Languages Symposiums Despite tribal language policies and the 1990 Native American Languages Act passed by Congress and signed by then President Bush, fewer and fewer children are speaking Native American languages. While the legal right to maintain tribal languages has been obtained, the effective right has yet to be achieved. More needs to be done to disseminate effective native language teaching methods and materials. For example, Dr. Richard Littlebear, participant in all three previous symposia and one of this year's keynoters, notes that the ability to speak an Indian language is often incorrectly seen as all that is needed to teach that language in schools. The first Symposium, held on November 16, 17, & 18, 1994 at NAU, featured some of the leading figures in the field of minority language preservation. The second symposium, held on May4, 5, & 6, 1995 at NAU, also included many tribal educators from throughout Arizona. The third symposium was held in Anchorage, Alaska, in February 5 & 6, 1996 and brought together mostly Alaskan Native educators. Goals of the Fourth Symposium * To bring together American Indian language educators and activists to share ideas and experiences on how to effectively teach American Indian languages in and out of the classroom. * To provide a forum for the exchange of scholarly research on teaching American Indian languages. * To disseminate, though a monograph, recent research and thinking on best practices to promote, preserve, and protect American Indian languages. Registration Information Registration Fee: $ 100 prior to April I, 1997; $ 125 after April I, 1997. (Includes reception, luncheon, banquet and shuttle to AmeriSuites.) Cancellation Policy: Requests for cancellations must be in writing and postmarked before April 1 1 , 1997. A $25 processing fee will be deducted from your refund. We recommend making reservations early. For further infonnation or questions, contact Dr. Jon Reyhner, Center for Excellence in Education, NAU Box 5774, Flagstaff, AZ 860 1 1 (520) 523-0580; email: Jon.Reyhner@nau.edu Page 10 Native Language in Ontario Vol. 1 1 , No. 1 �'ANISH I NAABE IN KENDAASW_______ _ P U B LISH I NG R.R.# 1 , Jub1llee Ro;id, Side Ro;id 4, Muncey, Ontario NOL 1YO Tel . : (51 9) 289-24 2 1 • Fax . : (51 9) 289-5200 Native Language Teacher Certification Program Native Language Instructor's Program Native Language Materials Assessment Dear Anishinaabemwin Educators, Anishinaabe Kendaaswin Publishing is an aboriginal pre-production publishing house. AKP is committed to the preservation of language and culture ofthe Anishinaabe people. Anishinaabe Kendaaswin Publishing is situated on the Munsee-Delaware First Nation, in southwestern Ontario. A non-profit publishing house and is an initiative of the Union ofOntario Indians. AKPfocuses on the publishing quality educational materials for Aboriginal educators and students. Through the publishing process ofmaterials, we, also, hope to encourage the non-aboriginal people to utilize our books in providing an understand and sensitivity of the aboriginal language and culture. In this cause, we are inviting teachers ofAnishinaabemwin to assist us in filling out an assessment questionnaire. This questionnaire is to priorize materials to be developed by AKP. Please .fill out this questionnaire as concisely, as possihle. Fillmg out this questionnaire will assist us in 4 areas. I. A priority list ofmaterials to be developed an published will be established. 2. The needs ofour educators and students. ANISHI N/\ABE KENDAASWIN PUBLISH ING Mum,ee - Delaware Nation • Chippewas of the Tham<.>s • Chippl'was of Ketlh· &. .Stonev Point • Chippc-,\·d'i of Sarnia �'/"\NISHINAABE KENDAASWIN PU B LISH I NG R. R.# 1 , Jubillee Road, Side Road 4, Mumcy, Ontario NOL lYO Tel . : (51 9) 289-2421 • Fax . : (51 9) 289-5200 3. This assessment will verify the need to continue to have our own Aboriginal publishing house. 4. Anishinaabe Kendaaswin Publishing willfulfill the need ofteachers for quality competitive teaching materials, based on aboriginal content. You have an option to sign andprovide your address/or AKP, as we may call on you to work with us on your ideas. Should we decide to carry out your idea AKP will be please to accredited you on the finished product. Miigwech, for your cooperation and your deep commitment to the language the Creator has given us, to pass on to our people. ANISHINAABE KLN D/\.-'\ SWIN Pl JB LISHINC Mun see · Delaware Nation • Chippewas of lhe Thamec; • Chippewas of Kctlle 8:. Stn1wv Point • Chipp('\\ a� 0f Samia �Native Language Teacher Certification Program Nati.ve Language Instructor's Program Nati.ve Language Materials Assessment l. At the present time, what types ofmaterials do you use to teach students in your classroom? 2. This is what I need the most 3. What improvement would you suggestfor the current materials you are using? 4. Do you see a needfor Aboriginal culturally designed curriculum by Aboriginal people? 5. What would you like to see incorporated into a culturally relevant curriculum? Anishinaabe Teachings? Wholistic Methodology? Outdoor based? Arts (ie music, dance, drama)? I. �Native Language Teacher Certification Program Native Language Instructor's Program Native Language Materials Assessment 6. Wouldyou be willing to include traditional teachings in your classroom? 7. Would you like to see languagelculture in software programs? 8. Where do you currently access your language materials/resources? 9. How competent are the students in the language, you have taught them? Why? 10. In your opinion, what is the greatest downfall to why students cannot attain fluency? 11. What teaching tools or materials interest your students the most? 2. �Nati.ve Language Teacher Certiflcati.on Program Native Language Instructor's Program Nati.ve Language Materials Assessment 12. What topics interest most language learners? 13.a) What grades do you teach? Adult learning? Daycare? Literacy groups? Post-secondary institutions? b) What are the needs ofthe group(s) you teach? 14. Do you traditionally or culturally practice methods in the language? 15. What themes/topics do you use to teach? Comments: Opti.on: Name: Address: ------------ Postal Code: 3. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 11(1), September 1996 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1996-09-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/6dd593476583e347760ed4c99a81087b.pdf 193161aeaa3e96b6562a9ad5f10ad5a2 PDF Text Text .I NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..VJ�·' PP.!><I LnA•br b N.L.I.P. ' I I 1 Volume 12, No. 1 April, 1999 �PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 12, Number 1 April, 1999 General :Editor: Wanda White Copy :Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................./1 Information for NLIP students............................................../2 Announcement & Conferences............................................./3 Publications................................................ ........................../6 Teaching Unit by Lena White ............................................../11 Cree Dictionary Clipping....................................................../13 Sharing Section...................................................................../14 This issue and beyond ... More teachers are beginning to contribute to Native Language :Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re• vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a confer­ ence? If the answer is yes to any of these, please call Wanda White at (807) 343-8003. Native Lant:uat:e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B SE1 April, 1999 �Coordinator's Message Plans are now underway for the Native Language Instructors' Program (NLIP) for 1999. The Native Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFU NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies("Institute" courses) for fluent speakers, grads and students who meet the admission requirements. Additional Qualifications (AQ) ED 4743 Native As A Second Language, Part I will be offered this summer. The dates for the NLTC is Monday,July 5 -July 30 and Diploma(NASL) Program is Monday,July 12-July 30. Registration will be Monday, July 5, Orientation will be Tuesday, July 6 and Workshops will be held Wednesday, July 7 and Thursday, July 8 and a General Asembly will be held on Friday July 9, 1999. Application packages were sent out inJanuary. The packages include all the forms that need to be filled out and include information on residences and meal plans. The deadline for applications is May 30, 1999. Applications received after this date will be considered only if there are spaces available. To avoid disappointment, send in your application as soon as possible to the NLIP office. We encourage you to share any information you may have on Native Language Education. It can be an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find useful. Please submit it to us and we can include it in our next Newsletter. A reminder to the students who need to do their "teaching experience", if you have not made arrangements with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official(NOT the principal) and send the form in to the NLIP office. Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and take the 4th year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 1999 Convocation exercises. Special thanks go out to Sonya, my secretary, for her commitment and devotion to the Program. I look forward to meeting all of you students again this summer. Good luck in your future endeavours. Giga-waabimigoom miinawaa. Wanda White, Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 12, No. I Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER1999 NLTC - NATIVE LANGUAGE TEACHERS' CERTU'ICATION PROGRAM (July 5 - 30) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 12 - 30) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 12 - July 30) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). ED 4743 ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July S-July 30) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect) Introduction to basic Ojibwe conversation, pronunciation, and grammar. Time: 5:00- 7:30 p.m. Monday thru Thursday Date: July 5 - 22, 1999 OJIBWE 1012 • Introduction to Ojibwe D (Severn Dialect) Development of conversational skills and practice in writing. 5:00 p.m. - 7:30 p.m. Monday thru Thursday Time: July 26- August 16, 1999 Date: CREE 1010 - Introduction to Cree I Introduction to basic Cree conversation, pronunciation, and grammar. Time: 11 :00 a.m. - 1:30 p.m. Monday thru Thursday Date: July 5- 22, 1999 CREE 1012 - Introduction to Cree n Development of conversational skills and practice in writing. Time: 11:00 a.m. - 1 :30 p.m. Monday thru Thursday Date: July 26- August 16, 1999 NL 2713 • Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. 10:30 a.m.- 12:30 p.m. Time: July 12- July 30, 1999 Date: NL 3251 - Tramlation Specific problems of translation. 1:30 p.m. - 3:30 p.m. Time: Date: July 12- July 30, 1999 Page2 Native Language in Ontario Vol. 12, No. 1 �A N N O U N C E ME N T APPLICATIONS FOR THE 1999 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATION OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, PLEASE CALL US AT (807) 343-8003 BEFORE REGISTERING IN A SIMILAR PROGRAM. LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS. *Indigenous Peoples' Conference on Education (Hilo, Hawaii, August 1-7) Pleasejoin us for the 5th triennial World Indigenous Peoples' Conference on Education (WIPCE HAWAri), to be held in Hilo, Hawai'i, from August 1 to 7, 1999. Na Po'e Hawai'i, the indig­ enous people of Hawai'i, invite you to participate in this unique assembly, dedicated to learning by tradi­ tional methods and stimulating discussions. Indigenous educators, artisans, political activists, healers, and community members are invited to propose presentations. Each presentation must have a cultural base, show how the past is bridged into the present, and have a proven impact on the presenter's people. We ask presenters not to rehash the validity of indigenous learning structures or philosophy. Instead, we wish to focus on past, present and future projects - ideas that strengthen beliefs and prac­ tices and offer direction and guidance as we enter the new millennium. Presenters are encouraged to de­ liver their presentation in their native tongue (please be ready to interpret). The deadline for proposals is December 31. The fee for participants who register before Decem­ ber 31 will be $295. After January I it will be $400, and no registrations will be accepted after April 30. For further information visit the conference website: http://wipcehawaii.org Or contact WIPCE HAWAI'I by e-mail at <Wipc@hawaii.edu>; by phone at: 808/934-7722; by fax at: 808/974-7692; or by regular mail at P.O. Box 6159, Hilo, HI 96720-8923. Native Language in Ontario Vol. 12, No. 1 Page 3 �Conference Announcement and CaU for Papers 31.., AJYrtUAL ALGONQUIAl'I COrtFBREJYCE neld In Co,uunctlon With The 9"' Annual Woodland JVatlonal nl5torg Conference of the Prophetstown Council for Preservation of Great Lalce5 /Yatfue American Culture October 28 to 31., 1.999 Vnwersfty Inn Lafayette, Indiana Any lndMdual who wishes to deliver a paper relating to Algonquian-speaking peoples lndudlng but not limited to language, history, art, archaeology, ethnography, and anthropology ls Invited to do so. Papers may be delivered in ingllsh or l'rench. Speakers will be allowed 20 minutes for presentation and 10 minutes for discussion. Papers must be presented In tngllsh or French. Please Indicate any additional equipment needed for the presentation. Contributors should aend tltleJ and one page abstracts by September l., J.999 to: IYk:how L. Clarlc, &ecutlN Director 7'lae ,......,,.. At Proplaetalolon, Inc. 22 IY. Second St. Lafayette, lndlana •7901. 7&5-t23-t6J.7 - Ofc 765-423-U95 - Pax nclarlc@prop11e1atou,n.org (Registration materials will be available by August 1, 1999.) Page4 Native Language in Ontario Vol. 12, No. 1 �Stabilizing Indigenous Languages (Tucson, AZ, June 3-5) AAAAAAA/\AAAAAAAAA/\AAAAAAAAAMAA/\AAAAAAAAAAAAAAAAAAAAAAAA The 6th annual Stabilizing Indigenous Languages Conference (Sll..C) will be held at the University of Arizona. Tucson, in conjunction with the 20th annual American Indian Language Development Institute (AILDI). It will take place June 3-5, 1999, and is being co-sponsored by SSil..A. The conference will produce strategies for heightening awareness of the importance of indigenous languages, extending existing language environments, and creating a new generation of speakers. The goal is to inspire indigenous communities to continue to develop and expand the circle of native language speakers. Proposals are being accepted for workshops, panels, paper presentations, roundtable discussions and policy planning groups promoting the theme "One Voice. Many Voices: Recreating Indigenous Language Communities". Possible topics include (but are not limited to): l) Workshops/Panels/Presentations -Model activities for reversing language shift -Technology in language transmission -Developing community- and family-based language teaching strategies and materials -Using multi-media language teaching techniques -Teaching strategies -Documentation of indigenous languages -Indigenous literacies and literatures 2) Roundtables -Creating and recreating language communities -Orthography issues and development -Curriculum and language materials development -Language immersion programs -Language planning and policy development -Language variations -Community-based programs -Language surveys and assessments -Grant proposal writing For fonns and guidelines on submitting proposals, contact All..DI by phone at 520/626-7555, or by e-mail at <Sll.C@u.arizona.edu>. The deadline for submission of proposals is January 15, 1999. The registration fee will be $125 (if received by March 31). and $150 after April 1. Registration fee for students (with proof) is $50. More detailed information will be posted shortly. If you have any questions, contact Alcira Yamamoto (akira@ukans.edu), Ofelia Zepeda (zepeda@linguistics.arizona.edu), or Teresa McCarty (tmccarty@mail.ed.arizona.edu). Native Language in Ontario Vol. 12, No. 1 Page 5 �Announcing publication of "Teaching Indigenous Languages" "Teaching Indigenous Languages" is a 323 page selection of 25 papers from the Fourth Annual Stabiliz­ ing Indigenous Languages Symposium •·sharing Effective Language Renewal Practices" held in �ay 1997 at Northern Arizona University in Flagstaff. Arizona. The conference brought together nearly three hundred indigenous language experts. teachers. and community activists to share information on how indigenous languages can best betaught at home and at school. The papers listed below represent theexperiences and thoughts of indigenous language activists who are working in the United State�. Canada. New Zealand. and Mexico. Copies can be purchased from the Division of Educational Services, Center for Excellence in Education, P.O. Box 5774, Northern Arizona University. Flagstaff. Arizona, 86011-5774. Phone 520 523 2127. Checks, money orders. and purchase orders should be made out to "Northern Arizona University." Credit card orders are also accepted. Individual copies cost $6.95 each plus postage and handling ($3.00 within U.S.• $5.00 international surface mail, $10.00 overseas Air Mail). Bulk discounts are available. The proceedings of the 1st and 2nd Symposia titled "Stabilizing Indigenous Languages" and edited by Dr. Gina Cantoni is also available from the same source at the same price per copy. Teaching Indigenous Languages, edited by Jon Reyhner Table of Contents: Tribal and School Roles 1. "Keeping Minority Languages Alive: The School's Responsibility" by Gina P. Cantoni 2. '•A Tribal Approach to Language and Literacy Development in a Trilingual Setting" by Octaviana V. Trujillo Teaching Students 3...Going Beyond Words: The Arapaho Immersion Program" by Steve Greymorning 4. •vreaching Children to "Unlearn" the Sounds of English" by Veronica Carpenter 5. "Leaming Ancestral Languages by Telephone" by Alice Taff 6. "Coyote as Reading Teacher: Oral Tradition in the Classroom" by Armando Heredia & Norbert Francis 7. "Revemacularizing Classical Nahuatl Through Danza (Dance} Azteca-Chichimeca" by Tezozoµioc, Danza Azteca Huehueteotl, & Danza Azteca Tenochtitlan 8...The KinderApache Song and Dance Project" by M. Trevor Shanklin, Carla Paciotto, & Greg Prater Teacher Education 9. "School-Community-University Collaborations: The American Indian Language Development Insti­ tute" by Teresa L. McCarty, Alcira Y. Yamamoto, Lucille J. Watahomigie, & Ofelia Zepeda 10. "Language Preservation and Human Resources Development" by Joyce A. Silverthorne Curriculum and Materials Development 11. "Issues in Language Textbook Development: The Case of Western Apache" by Willem J. de Reuse 12. "White Mountain Apache Language: Issues in Language Shift, Textbook Development, and Native Speaker-University Collaboration" by Bernadette Adley-SantaMaria 13. "Science Explorers Translation Project" by Dolores Jacobs 14. "Incorporating Technology into a Hawaiian Language Curriculum" by Makalapua Ka'awa & Emily Hawkins 15. "It Really Works: Cultural Communication Proficiency" edited by Ruth Bennett Page 6 Native Language in Ontario Vol. 12, No. I �Language Attitudes and Promotion 16. "Marketing the Maori Language" by Rangi Nicholson 17. ''Tuning in to Navajo: The Role of Radio in Native Language Maintenance" by Leighton C. Peterson 18. ''The Wordpath Show" by Alice Anderton 19. ''The F.chota Cherokee Language: Current Use and Opinions about Revival" by Stacye Hathorn 20. "An Initial Exploration of the Navajo Nation's Language and Culture Initiative" by Ann Batchelder & Sherry Markel Summing Up 21. "Four Successful Indigenous Language Programs" by Dawn B. Stiles 22. "Language of Work: The Critical Link Between Economic Change and Language Shift" by Scott Palmer 23. ''The Invisible Doors Between Cultures" by Robert N. St. Clair 24. "Personal Thoughts on Indigenous Language Stabilization" by Barbara Burnaby 25. "Stabilizing What? An Ecological Approach to Language Renewal" by Mark Fettes •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ANNOUNCEMENT: VISIT THE NATIVE LANGUAGE INS TRUC TORS' PROGRAM AT OUR WORLD WIDE WEB PAGE. THE UNIFORM RESOURCE LOCATOR (URL) IS: http://www.lakeheadu.ca/-facedwww/FacEd/nlip.html Check us out for information on our Program. Native Language in Ontario Vol. 12, No. 1 Page 7 �NOW AVAILABLE DELAWARE-ENGLISH / ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7 100 Delaware words, and includes example sentences, exam­ ple forms, usage and grammatical notes, cross-references, and infonnation about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes all Delaware words and example sentences found in the Delaware-English section. Publisher: University of Toronto Press 10 St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $7S.OO To Order: Phone Toll-Free 1-800-565-9S23 OR 416-667-7791 Fax Toll-Free 1-800-221-9985 Or order through any bookstore Page 8 Native Language in Ontario Vol. 12, No. l �a-�C�I Ninoontaan / I Can Hear It Ojibwe Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O' Meara This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House. Ontario. These stories are well-known to Ojibwe-speaking people in northern Ontario. These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay ­ were written in Ojibwe syllabics and are here presented both in their original syllabic form and the standard roman orthography with the English translation on facing pages. This volume also provides a detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words which appear in the texts. This is the first collection of narratives from a vast region where upriver Ojibwe communities border on downriver Cree communities to the north and east. The narratives in this book both types of northern Ojibwe texts. The tipaatisoohkan ('legends') tell about the mythical past. in the time before the earth and creatures on it were fully fonned. The tipaacimowin ('stories') range from personal experiences to historical accounts. This collection of stories will be of interest to students of Ojibwe language and literature, as well as to educators seeking materials produced in and about the Ojibwe language. ****************************** Ordering Information Available From: Lakehead University Alumni Bookstore Lakehead University Thunder Bay, ON P78 5El Canada Phone: 807-343-8335 Fax: 807-343-8 158 E-mail: lori.fleming@lakeheadu.ca Cost: $35.00 (includes applicable taxes plus shipping/handling) Make cheques payable to ..Lakehead University Bookstore" We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order infonnation if paying by one of these methods. Native Language in Ontario Vol. 12, No. 1 Page 9 �<<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< MIDEWIWIN LANGUAGE CAMP of The Three Fires Society Introductna the Mtdewtwtn Lan&uaae Camp Book, Volume 1 The Ojibwe language camp course book and two audio tapes were prepared to assist the studl•nts who attended the language camp hosted by Wausauksing First Nation at Parry Island, Ontario on August 14 - 18, 1995. For others who want to learn Ojibwe, these resources will facilitate learn­ ing of Ojibwe. The topics and activities contained in this curriculum are what were taught dur­ ing the sessions. Also included are instructional expressions and other related vocabulary. Teachlng Master: Edward Benton Banai Co-Teachers: Charlie Nelson Edna Manitowabi Willie Trudeau Lena Odjig White Lily Bourgeois The Midewiwin Language Camp Book was compiled and edited by Lena Odjig White. The accompanying audio tapes were also produced by Lena. Published by: Gene and Gerri Boubard of Eagle Bear Ventures, Winnipeg, Mani­ toba. Language Package consists of: 40-page book (including full colour cover) two 60-minute audio tapes, and a "see through" envelope ORDER FORM Title: Midewiwin Language Camp, Vol. 1 Ship to:_____________________________ (Name) (Address) Cost per book: $30.00 Canadian $20.00 U.S. MAIL ORDERS: Add $4.00 per copy - shipping and handling (Canadian) Add $3.00 per copy - shipping and handling (U.S.) Please make cheque or money order payable to Lena White. Lena White Order from: Box 242 Letellier, Manitoba ROG lCO OR: Phone 204-427-2800 Fax 204-427-2655 <<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< Native Language in Ontario Vol. 12, No. 1 �ENGODOOSIGIN KINOOMAAGEWNAN TEACHING UNIT 1. Inaakoni&ewin: Introduction (Rationale) Wiindmaageyan enaakonigeyan miinwaa ezhi-piitendaagok waa-kinoomaageyan. Introducing what you plan to teach and why it is important. 2. Zhichiaewin: Objective Ezhi-ndawendaman ekinoomaagaazjig waa-zhi-shki,ewziwaad. What you want the students to be able to achieve. 3. Kinoomaa1ewnan: Content (a) Ezhi-naabiisigin Kidwinan: Language Patterns - ezhi-kidong nooj gegoo kidwinan how words are expressed in different ways • ezhi-naabiisidoong kidwinan how words are put together (b) Kidwinan: Vocabulary - waawiinjganan nouns • zhichigewnan verbs • aankobjigaansan dbishko go: for example: inflections (prefixes, suffixes) - ziindaakojiigaansan particles (c) Nsastamawkiiwin: Language Concepts - weweni nsastamawkiing kinoomaagewnan ensuring students understand what you are teaching (d) Ezhi-naabdakikin Kidwinan: Language Functions - ezhi-naabjitoong kidwinan how people use the language Native Language in Ontario Vol. 12, No. 1 Page 1 1 �(e) Anishnaabe'aadziwin: Aspects of Culture - Anishnaabe bmaadziwin Anishnaabe way of life - Anishnaabe kendaaswin Anishnaabe knowledge - Anishnaabe kinoomaadwinan Anishnaabe teachings and values 4. Waa-naakimi2zin2: Teaching Activities Nooj gegoo waa-nakimiziwaad ekinoomaagaazjig wii-nishnaabemwaad. What students will learn through various activities. Ekinoomaagaazjig weweni wii-kendmawaad... bzindamawin giigdowin ginjgewin zhibiigewin The students will know well (the skills)... listening speaking reading writing 5. Nda-kenji2ewin: Evaluation Waa-zhi-ndakenmadwaa ekinoomaagaazjig mnik gaa-zhi-shki'ewziwaad wii-anishnaabemwaad. Tofind out how much students achieved in learning Anishnaabe language. 6. Nakaazwinan miinwaa Aabjichi2anan: Materials and Resources Mkawaataagzing waa-zhi-zhiitaayan kinoomaageyan A reminder of what to prepare and what you needfor your teaching. - ka-zhibii'aanan list them by: Lena White with assistance from co/leag11es, Shirley Williams & Reta Sands July. 1998 Page 12 Native Language in Ontario Vol. 12, No. l �Cree dictionary aims to preserve language by Bob Weber The Canadian Press Edmonton - After 12 years, Earle Waugh finally has an answer for the spirit of a feisty, Cree-speaking nun from Hobbema, Alberta. "It's done," says Waugh, a University of Al­ berta professor who's just edited a new authoritive dictionary of the Cree language that was begun by the late Sister Nancy LeClaire back in the mid-'60s. "She knew she was dying," says Waugh of LeClair, whose name appears on the cover of the newly published book from the University of Al­ berta Press. "She said to me, 'Dr. Waugh, you know you have to finish this and I'll be looking over your shoulder to make sure that you do."' "The Cree concept of pawakan (spirit) is very strong. She was there. there's no doubt." The 577 page Alberta Elders' Cree Dictionary is the most complete, up-to-date Cree-English re­ source ever published, says Waugh, who worked on the project for 22 years. It includes different dialects and slang. There's a whole section of words that would mystify the language's original speakers - such as cashmere (manitowekin, or God's cloth") and VLT (soniyaw kasiwepayit, or the "machine that spits money"). Cree grammar makes it flexible enough to welcome new words. As in German, words can be combined to create neologisms. "English likes to have a single word that stands for a particular concept," says Waugh. "Cree is quite happy to link several words together." "What's neat about this is that it means that Cree is adaptive. It's also very colourful and very vivid." The dictionary is a cultural document as well. It defmes manito as "the basic mysterious quality in the universe," rather than the usual defini­ tion of "God". It provides an oath for use in court that is culturally meaningful, since Cree bas little concept of guilt. 11 The work draws from sources diverse as the Cree-French lexigon written by Father Albert Lacombe in 1865, previous works on the language and the living vocabulary of up to 100 native Cree speakers from across the Prairies. George Cardinal, who grew up in northern Alberta with Cree as his first language, took over from Sister LeClaire as principal author. - reprinted from the Chronicle-Journal Sunday, January 10, 1999 ••••••••••••••••••••••••••••••• NLIP Faculty, Staff and Student updates: Several NLIP faculty members gave papers at the recent Thirtieth Algonquian Conference, which was held in Burlington Massachusetts, October 23-25, 1998. John O'Meara (Lakehead University) gave a paper entitled "Preliminary Observations on Some Ojibwe Place Names in Northern Ontario." Helen Wassegijig (Carleton University) gave a paper entitled "What is Ojibwe Art and Lan­ guage?" J. Randolph Valentine (University of Wiscon­ sin-Madison) gave a paper entitled "Aspects of Style in Ojibwe Narrative." Native Language in Ontario Vol. 12, No. 1 Page 13 �SHARING SECTION NGD-WONMOOM NA EZHI-ZAAGl'NAAN NGII-WIINMOON NA EZIIl-ZAAGl'NAAN? GDAA-WIINMOON NA GWA MIINWAA NGODING? NGII-WIINMOON NA PANE NMAKENDMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO­ WIINMOON. NIIN MAANDA N'DEH DABilKSE, AANWEN-ME-YIN. GYE WIYA NDOO-AAWSII ME-WII­ JllWSEWAN.NGII-WIINMOONNAEZIIl-ZAAGI'NAAN? "NWIIJKIWENH"NOONGWASAGDOO­ WIINMOON. NGII-WIINMOONNA EZlll-ZAAGl'NAAN?GDAA-WIINMOON NA GWA MIINWAA NGODING? NGII-WIINMOON NA PANE NMAKWENMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO­ WIINMOON. Written by: Virginia Henry July 29, 1998 Tune is to the tune of "Have I told you Lately?" •••• •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• AABDSH GE-YI-NDAAYAAN NIGDWEYAAN? AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN DEBENDAMAA. 011-DEBWE GAA-KIDAD, GIi-DAWENDAANG NWII-NBWA-YAAN. AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? LAKEHEAD UNIVERSITY NGII-NJI-KINOMAAGO. NGII-NDA-WENDAAN, NWII­ KENDAASYAAN. MAABA DASH KIWENZil'ISH GAAWIIN GII-NENDZII. GIi-KiDA, 'GEGWAA BI-BSKAA-BIIKEN'. AABIISH GE-YI-NDAAYAAN NI-GII-WEYAAN? KIWENZII'ISH GII-ZAAGil-WEBINAAN NDEBENDMAAN. GII-DEBWE GAA-KIDA, Gll-NDAWENDANG NWII-NBWAYAAN. AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? NISHNAABEG BAATIINOWAG, MAA LAKEHEAD. NOOJ GEGOO YI-NAADZIWAG. AANIND PANE GCIIl-NOKIIWAG MIINWAA AANIND GCIIl-GII-BAADZIWAG. AABilSH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN NDEBENDMAAN. GI-DEBWE GAA-KIDAD GII-NDA-WENDANG NWII-NBWAYAAN. AABIISH GE-YI-NOAAYAAN NI-GIIWEYAAN? To the tune of "Where am I Going to Live When I Get Home? R. Travis Submited by Virginia Henry Page 14 Native Language in Ontario Vol. 12, No. l � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 12 (1), April 1999. Subject The topic of the resource Universities Description An account of the resource ​Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. ​ Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1999-04-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/bcb92cbf49768a488e058d7d37b33287.pdf 94f615cc4c06f3300538c1aac8a03af0 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <Ja-Sa..VJ�· ) PP..o<JLn�•brb N.L.I.P. Volume 12, No. 2 February, 2000 �' I PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 12, Number 2 February, 2000 General Editor: Wanda White Copy Editing Diane Maybee Native Language Education in Ontario Table of Contents Message From the Coordinator------------------------ /1 lnfonnation for NLIP students-------------------------/2 Announcements------------------------------------------ /3 Obituary - Lena White-----------------------------------/4 Publications--------------------------------------------- /6 Announcements------------------------------------------ /8 Conferences---------------------------------------------- /9 This issue and beyond... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information abour a conference? H the answer is yes to any of these please call Wanda White@ (807) 343-8003 Native Lan�ue inOntario is published two times a year by the Native Language Instructors' Program, Lalcehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February, 2000 �Coordinator's Message Plans are now underway for the Native Language Instructor's Program (NLIP) for 2000. The Native Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFL/NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies ("Institute" courses) for fluent speakers, grads and students who meet the admission requirements. Additional Qualification!-. (AQ) ED 4743 Native As A Second Language, Part I will be offered this summer. The dates for the NLTC is Tuesday, July 4 • July 28 and Diploma (NASL) Program is Monday, July 12-July 28. Registration will be Tuesday, July 4, Orientation will be Wednesday, July 5 and Workshops will be held Thursday, July 6 and Thursday, July 7 and a General Assembly will be held on Friday, July 7, 2000. Application packages were sent out in January. The packages include all the forms that need to be filled out and include information on residences and meal plans. The deadline for applications is May 30, 2000. Applications received after this date will be considered only if there a.re spaces available. To avoid disappointment, send in your application as soon as possible to the NLIP office. We encourage you to share any information you may have on Native Language Education. It can be an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find useful. Please submit it to us and we can include it in our next Newsletter. A reminder to the students who need to do their "teaching experience", if you have not made arrangements with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official (NOT the principal) and send the form in to the NLIP office. Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and take the 4111 year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 2000 Convocation exercises. Special thanks go out to Diane, my new secretary, for all her hard work and devotion in putting together this newsletter. It is with great sorrow that I announce the passing of one of our instructors, Lena White. Lena had been with the program since its inception in 1981. Lena will be missed by all who knew her. I look forward to meeting all of you students again this summer. Good luck in your future endeavors. Giga�waabimigoom miinawaa. Wanda White, Coordinator Native Language Instructors' Program Native Language in Ontario Vol.12, No. 2 Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 2000 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (Julv 4 - 28) This program is for students wishing to teach an Algonquian language as a second l�nguage in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma. issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three wee!-; program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma. issued by Lakehead niversity, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certificate. (This program does not include the workshops from NLTC). ED 4743 ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July 4 · 28) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect) Introduciton to basic Ojibwe conversation, pronunciation. and grammar. Time: 5:00 p.m. - 7:30 p.m. Monday thru Thursday July 4 - 24, 2000 Date: OJIBWE 1012 - Introduction to Ojibwe II (Severn Dialect) Development of conversational skills and practice in writing. Time: 5:00 p.m. - 7:30 p.m. Monday thru Thursday July 26 - August 16, 2000 Date: CREE 1010 - Introduction to Cree I Introduction to basic Cree conversation, pronunciation. and grammar. Time: 11 :00 a.m. - 1:30 p.m. Monday thru Thursday July 4 - 24, 2000 Date: CREE 1012 - Introduction to Cree II Development of conversational skills and practice in writing. Time: 11 :00 a.m. - I :30 p.m. Monday thru Thursday July 26 - August 16, 2000 Date: NL 3811 - Special Topic I Prerequisite permission of the Department 10:30 a.m. - 12:30 p.m. Time: July 10 - 28, 2000 Date: NL 3813 - Special Topic II Prerequisite permission of the Depaitment I :30 p.m. - 3:30 p.m. Time: July IO - 28, 2000 Date: Page 2 Native Language in Ontario Vol. 12 No. 2 • �ANNOUNCEMENT APPLICATIONS FOR THE 2000 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATON OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, PLEASE CALL US AT (807) 343-8003 BEFORE REGISTERING IN A SIMILAR PROGRAM. LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS. LAKEHEAD GRADUATES FRANCES HARDING IS LOOKING FOR STORIES ABOUT ABORIGINAL GRADUATES WHO ARE DOING INTERESTING AND IMPORTANT WORK, AND WHO COULD BE FEATURED IN UPCOMING ISSUES OF THE NOR'WESTER. IF YOU ARE A STUDENT WORKING IN: 1. 2. 3. ON THE INTERNATIONAL SCENCE IN NORTHWESTERN ONTARIO IN CANADA PLEASE FORWARD THOSE STORY IDEAS TO THE NLIP OFFICE OR CALL DIANE @ (807) 343-8542 Native Language in Ontario Vol. 12. No. 2 Puge 3 �LENA WHITE (WAABI-OJIIG) June I, I 940 - January 28, 2000 Peacefully, after a short battle with cancer, Waabi-Ojiig walked into the spirit world. Lena grew up on Wikwemikong Unceded First Nation on Manitoulin Island, Ontario. She resided at Roseau River Anishinabe First Nation since 1995. Lena was the daughter of the late Dominic Odjig and Lucy Odjig. She was the beloved wife of Charles Nelson of Roseau River. Lena also leaves two sons to treasure her memory, Stanford and Shannon White, both of Walpole Island, Ont., their father David White and Charlie's children Zongidaya, Jodee, Anna, Bawbee and Kirby of Roseau River. Also left to mourn her passing are brothers, Frank, Wilfred (friend Denise), Ronnie (Maiy Lynn), Gordie (friend Annette) and Clayton (friend Maryann), all of Wikwemikong: sister, Marcella Clarkson (Chuck) of Millgrove, Rose Marie Trudeau of Wikwemikong and Page 4 Patricia of Toronto. Lena wa1s predeceased by her sisters. Rita and Lorraine. Lena was also a dear si1ster to Don (Mary Agnes) of Wikwemikong. Stanley Fisher (Boot:,; of Sault Ste. Marie, Daphne Beauon (Chester) and Winnie Christian (George) of British Columbia. Glover, Margaret In-laws, Larry Jackson, Alanis King-Odjig as well as many nieces, nephews, relatives. godchildren and friends will miss Lena. Lena's passing will be keenly felt by the Nelson family and her sisters and brothers of the Midewiwin Lodge. where she was a First Degree Midewiwin-quay. Lena never hesitated to stand up and do the work that she had committed her life to. Lena was well known for her work in the area of Native Language Education and participated in the development of the Native Human Services Programme (Hons B.S.W.) at Laurentian University. She was a teacher of Native Language courses in the Native Language Instructors· Program at Lakehead University. Lena attained her Masters Degree at York niversity in the Canadian Relations Theme Area in the Faculty of Environmental Studies focusing on human environment and relationships, culture and languages. Lena was uncomplaining to the end. She will be remembered for her energetic and helpful nature. She generously shared her many gifts with members of her community and Mide Lodge. A traditional community wake took place on January 29 with Mide Teacher, Lawrence Henry at the Roseau River Anishinabe Community Hall. The first water drum teachings in memory of Waabi-Ojiig, as instructed by Mide Grand Chief Eddie Bento Benai, began at sunset on Sunday, January 30. Final preparations and teaching ceremonies began at .sun.set on Monday. January 3 I and the burial ceremony was held on Tuesday. February I at 10:00 a.m. followed by a feast at noon. Megwetch, Lena. Until we meet again in the spirit world. Native Language in Ontario Vol. 12, No. 2 �,· .. .i SERENITY :PRAYER •. ·. '. 0(}-bend:ji.ged · .•.•. ant me Gii bi--gid-na-maa, Be-kaa-dend...mo ccept the things Gesh�toos.wanh ,, �- �;_ \·�- '. Wii anch-too-wa '•\� Ji m'shka-wend� '/l Ji gwek-si--donh .· .;�:�·- ., - . . �,·,. Gesh-toon j Miin-waa 1?'i-b �;;'}�' �-'f -•. iJ�i,�: A-jig-kenct7fuaa·-.::·..... • ·'. :-� . ·:_\i/j' ,.. .....� ••• ·�c iiiti��'.)J � :·/-;A.�, · ·' i. • han the things ow the differenee /· Native Language in Ontario Vol. 12. No. 2 Page 5 �STILL AVAILABLE DELAWARE-ENGLISH/ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7100 Delaware words, and includes example sentences. exam­ ple forms, usage and grammatical notes, cross-references, and information about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes all Delaware words and example sentences found in the Delaware-English seciton. Publisher: University of Toronto Press l O St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $75.00 To Order: Phone Toll Free 1-800-565-9623 OR 416-667-7791 Fax Toll Free l -800-221-9985 Or order through any bookstore Page 6 Native Language in Ontario Vol.12, No. 2 ' • �Ninoontaan / I Can Hear It Ojibwe Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O'Meara This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House, Ontario. These stories are well-known to Ojibwe-speaking people in Northern Ontario. These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay were written in Ojibwe syllabics and are here presented both in their original syllabic form and the standard roman orthography with the English translation on facing pages. This volume also provides a detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words which appear in the texts. This is the first collection of narratives from a vast region where upriver Ojibwe communities border on downriver Cree communities to the north and east. The narratives in this book both types of northern Ojibwe 1exts. The tipaatisoohkan ('legends') tell about the mythical past, in the time before the earth and creatures on it were fully formed. The tipaacimowin ('stories') range from personal experiences to historical accounts. The collection of stories will be of interest to students of Ojibwe language and literature, as well as to educators seeking materials produced in and about the Ojibwe language. ************************************** Ordering Information Available From: Lakehead University Alumni Bookstore Lakehead University Thunder Bay, ON P7B 5E l Canada Phone: 807-343-8335 Fax: 807-343-8158 E-mail: lori.fleming@lakeheadu.ca Cost: $35.00 (includes applicable taxes plus shipping/handling) Make cheques payable to "Lakehead University Bookstore" We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order information if paying by one of these methods. Native Language in Ontario Vol.12, No. 2 Page 7 �ANNOUNCEMENT VISIT THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT OUR WORLD WIDE WEB PAGE THE UNIFORM RESOURCE LOCATOR (URL) IS: http:www.lakeheadu.ca/-facedwww/FacEd/nlip.html Check us out for information on our Program LAKEHEAD GRADUATES AT TIMES WE RECEIVE PHONE CALLS FROM VARIOUS SHOOL BOARDS WHO ARE LOOKING FOR NATIVE LANGUAGE GRADUATES FOR POSSIBLE EMPLOYMENT BECAUSE OF THE FREEDOM OF INFORMATION ACT WE CANNOT RELEASE ANY NAMES WHAT WE CAN DO THOUGH IS PASS THE INFORMATION ON TO THE GRADUATE STUDENTS IF YOU ARE INTERESTED IN RECEIVING INFORMATION ABOUT THE VARIOUS POSITIONS PLEASE CALL OR FAX THE NLIP OFFICE AND SUBMIT YOUR NAME AND ADDRESS PHONE: (807) 343-8542 OR FAX: (807) 346-7746 Page 8 Native Language in Ontario Vol. 12, No. 2 �White Mountain Academy of the Arts in collaboration with the Anishinabek Educational Institute is pleased to offer Traditional Native Arts Summer School for Elementary School Teachers WHEN? July 3 to 2 1 , 2000 WHERE? White Mountain Academy of the Arts, Elliot Lake COURSE CONTENT? The content of this intensive 3-week course will include working in a studio to produce a hand drum, a birchbark quill basket, and beaded moccasins. Participants will: ◊ ◊ ◊ learn skills which they can transfer to their own classrooms receive teachings and stories which accompany the use of these materials, and become familiar with resources and techniques to complement their teaching INSTRUCTORS? This course will be taught by practitioners from regional First Nations ADMISSION REQUIREMENTS All certified elementary, secondary school teachers and NSL teachers. MORE INFORMATION If you would like information about cost, registration etc. Please call White Mountain Academy of the Arts at (705) 848-4347 or toll free at (800) 368-8655 �, .i.. �Seventh Annual Stabilizing Indigenous Languages Conference "Language Across the Community" May 1 1 - 1 4, 2000, The Toronto Colony Hotel. Toronto, Canada The Ontario Institute for Studies in Education of the University of Toronto For six years now this conference has provided a unique opportunity for people world-wide to come together to work on practical issues, problems, and solutions to the challenges facing all indigenous languages. Elders, other community leaders, front-line workers, researchers, administrators, educators. students, media specialists, and advocates are invited to come and meet fellow workers.and take part in plenary sessions, workshops, and presentations about many kinds of action to promote, preserve. and supports indigenous languages. There will be hands-on workshops, descriptions of educational projects of many kinds, demonstrations of materials that have been produced, and talks by experienced leaders in the field. This year's theme is "Language Across the Community", which will emphasize the many ways in which all community members can become involved in indigenous language activities. As always, it is expected that SCHOOL PROGRAMS will play an important part, with discussions and demonstrations related to various roles that the indigenous language can play in the school, such as subject of instruction. immersion programs, dual education and professional development. and materials and activities development. Special issues of administration for schools in which an indigenous language plays a role will come up. We expect to have a whole section of the program devoted to immersion programs. COMMUNITY INVOLVEMENT is essential. not only to support school programs (recrnit teachers. support teachers. involve parents, make materials, link language and culture. and so on) but also create and celebrate real language use in all aspects of life. So. topics like language camps. language in sports and other community recreation, language at work, language in religion and culture. language and the media, and language in the community historical and cultural research can be discussed with examples. Adult literacy in the indigenous language, for example, is a growing activity. SUPPORT RESEARCH will be covered in workshops and talks by people who are making dictionaries, studying effective ways of teaching indigenous languages, linking history and culture to language, planning policies and good administrative practices, and creating centers for language research and promotion. Conference goers can make their own contacts with people they would like to learn more from, and information will be available about organizations which help link people involved with indigenous language work. We also hope that you will be attracted to the opportunity to visit beautiful Toronto. with our attractive exchange rates, breakfast with the Mayor, and excellent entertainment by local Aboriginal groups. Timetable Thursday, May 1 1 . 2000 7 p.m. Opening reception and plenary Friday, May 1 2 8:30 a.m. - 5 p.m. Plenaries, concurrent sessions, luncheon Saturday, May 1 3 8:30 a.m. • 9 p.m. Plenaries, concurrent sessions, banquet Sunday, May 1 4 8:30 a.m. - I p.m. Plenary, concurrent sessions. closing Presentation Formats - Presentations - 45 minute time block to present information about any issues related to the conference topic, leaving about 1 0 minutes for audience questions - Workshops - 90 minute time block to talk about some indigenous language related project with activities to involve the audience in learning about or how to do the project - Roundtables - 45 or 90 minute blocks for facilitators of panels to lead discussion with the audience on a relevant topic - Poster Sessions · 90 minute time block in which presenters can display vi�uals and/or materials about their project and conference participants can circulate and ask questions individually. �Registration Form Seventh Annual Stabilizing Indigenous Languages Conference May 1 1 - 1 4, 2000, The Toronto Colony Hotel Ontario Institute for Studies in Education of the University of Toronto Registration Rates: $ 1 00 U.S. before March 3 1 , 2000 $ 1 25 Canadian after March 3 1 , 2000 $ 150 Canadian $ 1 25 U.S. Student rates (with proof of full-time enrolment) $50 Canadian $40 U.S. Payment by cheque or money order payable to Stabilizing Indigenous Language Conference - credit card _ Mastercard; __ Visa; card # __________; expiry date___ signature________________ Name: First Nation/Tribal Affiliation: Title: Department: Organization: Address: Province/State, Country, and Postal Code: Phone: Fax: E-mail address: Proposal for Presentation Deadline for submission: March 3 1 , 2000 Please Submit: ( 1 ) a completed registration form (a-; above) (2) title of presentation (3) a 250 word abstract of the presentation for inclusion in conference program (4) a 25 word summary for conference publicity (5) a 50 word biographical sketch of (all) presenter(s) (6) check one: presentation _; workshop _; roundtable _: poster session (7) will this presentation be in a language other than English: yes _; no _ Submit All Forms to: Barbara Burnaby, Modern Language Centre OISE/UT 252 Bloor Street West Toronto, Ontario, Canada M5S 1 V6 Fax: (41 6) 926-4769 E-mail: silc@oise.utoronto,ca Check our website http://www.oise.utoronto.ca/MLC/silc �Anishinaabemowin-Teg hosts its Annual Language Conference -------The m e ------- Bigiiyedodaa Gdinweni naa (Let's bnng our language home) March 30, 3 1 , April 1 and 2, 2000 at the Kewadin Casinos Hotel and Convention Centre for Further Information and Registration Contact· Jeanette McQuabbie - Project Coard nator (705) 674-44 1 2 Sam Senecal - Co Coordinator (705) 759-2554 Ext. 761 Isadore Toulouse - (905) 722-3281 Ext. 134 Mart na Osawamick ~ Vendor Information (705) 566-6357 Master of Ceremonies - Chief Glen Hare (West Bay) Book your room early at 1-800·KEWADIN . Sault Ste . Marie, Michigan �I ... ANISHINAABEMOWIN TEG INC. 'S TH 6 ANNUAL ANISHINAABE LANGUAGE CONFERENCE VEGAS KEWADIN HOTEL AND CONVENTION CENTER MARCH 30T" - APRIL zN°, 2000 REGISTRATION FEES EARLY REGISTRATION: March 1 st, 2000 Regular - $ 1 75.00 Elders & Students - $ 75.00 Those registering by March 1st, 2000 will be eligible for a FREE ONE NIGHT PAID ACCOMODATIONS Draw for each night of the Conference. We will be holding three (3) draws. LATE REGISTRATION: AJi'TER MARCH l sT, 2000 Regular $250.00 Elders & Students - $ 75.00 Mail registration forms to: Or fax to: ATTN: Sam Senecal Sault College P.O. Box 60 443 Northern Avenue Sault Ste. Marie, ON Sam Senecal Fax # 705 - 759 - 0 1 75 P6B 5L3 �SAULT STE. MARIE, ONTARIO MOTELS/HOTELS You must reserve your room prior to March 1, 2000 in order to be guaranteed a room at Vegas Kewadin Convention Centre. You must also reserve your room using a major credit card, unless your Tribe or Band is paying. PLACE RATES Ramada Inn 229 Great Northern Rd. (705) 942 - 2500 $80.00 + taxes -Single $80.00 + taxes - Double Watertower Inn 360 Great Northern Rd. I - 800 - 46 1 - 0800 $73.00 - Single $89.00 - Double Quality Inn 1 80 Bay St. (705) 945 - 9264 $69.00 - Single $69.00 - Double Travelodge Suites 332 Bay St. (705) 759 - 1 400 Continental Breakfast included $79.00 - Single $89.00 - Double $99.00 - Triple $1 09.00 - Quad Days Inn 320 Bay St. (705) 759 - 8200 Hot breakfast included for two $59.00 - Single $69.00 - Double $69.00 - Triple $69.00 - Quad SAULT STE. MARIE, MICHIGAN MOTELS/HOTELS For reservations at additional Hotels/Motels located in Sault Ste. Marie, Michigan please call: 1 - 800 • 799 - 7779 Vegas Kewadin Hotel and Convention Center 1 - 800 - Kewadin (539 - 2346) - (906 - 632 - 0503) $60.00 - Single $60.00 - Double �REGISTRATION FORM nd 11 March 30 \ 3 J SI , April 1 SI , and 2 • 2000 Please print and Answer all Questions Name: -----------------------------Given names Surname Organization Represented: (First Nation, School Board, Education Authority, etc...) Home Address: Street or P.O. Box City Apt.# Province/State Telephone Postal/Zip Code Fax # Will you be attending the Opening Ceremony, Thursday March 30, 2000? --- Yes --- No Will you be attending the Closing Ceremony, Sunday April 2, 2000? · --- Yes Please mail registration form to: Or fax to: Sam Senecal Fax # 705 - 759 - 0 1 75 --- No Attn: Sam Senecal Sault College P.O. Box 60 443 Northern Ave. Sault Ste. Marie, ON P6A 5L3 ��R E G I S T R AT I O N Please complete this registration form and send along with your registration fee to: Vision Quest 2000 do Dakota Ojibway Community Futures Lower Level 340 Assiniboine Ave. Winnipeg, MB R3C OY1 2 0 0 0 REGISTRANT INFORMATION (please print) Name(s): ------ ..·····-·-·---- ------- For further information on the conference, please contact: Joy Dornian Conference Coordinator Stone Pine Management 224-22nd Street Brandon, Manitoba R7B 1R7 Phone: 1-800-557-8242 Fax: (204) 728-0010 E- mail: dornianj@techplus.com Dakota Ojibway Community Futures Lower Level, 340 Assiniboine Ave. Winnipeg, Manitoba R3C OYl Phone: (204) 988-5396 Fax: (204) 988-5365 E-mail: docfdc@docfdc.mb.ca Website: www.vqconference.com Hotel Accommodations Special conference rates are available at many downtown Winnipeg Hotels Place Louis Riel All Suite Hotel is about three blocks from the Convention Centre at 190 Smith Street. Phone 1-800-665-0569. If you mention that you are attending Vision Quest, you will receive the special conference rate of $90 plus taxes. The Crowne Plaza is connected to the Convention Centre via a walkway at 350 St. Mary. Phone (204) 942-0551. The con­ vention rate is $109 plus taxes for Vision Quest registrants. The Charter House Hotel is just two blocks from the Convention Centre at the corner of York and Hargrave. Phone (204) 942-0101 and mention that you are attending Vision Quest and you will receive a conference rate of $72 plus taxes. . Organization: Address: Phone: Fax: Email: REGISTRATION FEE 0 Early Bird Rate - Payment must be received before April 1 4, 2000: $280 + $19.60 GST = $299.60 $ $ 0 Regular Rate - $315 + $22.05 GST = $337 .05 0 Youth / Student Rate - $ 1 50+ $ 1 0.50 GST = $ 1 60.50 $ (25 and under; proof of age or copy of student card enclosed.) Less: 5% Discount is available for organizations with 5· or more prepaid registrations 0 •$ I require __ Additional Banquet Tickets at $37 .45 each ($35 :+- $2.45 GSTI $ TOTAL (includes GST) $ Registration includes attendance at all conference presentations; a conference information package; an evening reception on Tuesday, May 16; lunch on Wednesday, May 17; and an evening banquet with entertainment on Thursday, May 18. Cheques should be made payable to Vision Quest Conferences Inc. C O N F E R E N C E l♦I -- ----··········------ S P O N S O R S ECONOMIC DEVELOPMENT Indian and Northern Affafrs Canada Affaires indiennes et du Nord Canada MTS U. W e s t e r n E c o n o m i c: Oiversific.auo" Ca.nada Winnipeg Canada ROYAL BANK Aboriginal Business Canada Entreprise /JUtochtone Canada f �The 21 st Annual American Indian Language Development Institute Mfradltlans and.Innovations In Indigenous L11nguaoe Teach/no" The University of Arizona .. Tucson, Arizona June 5 - 30, 2000 The University of Arizona, Departments of Language, Reading and Culture and American lndl.m Studies, wfll host the 21st Annual American lndlan Language Development Institute (AILDI). This year's AILDI wlll focus on speclftc teaching methods for maintaining and revltallzJng Indigenous languages In both the community and the school. AILDI participants enroll In six graduate or under.gracwate. er.edit hours, working. with llngulsts, tribal elders, bilingual/ESL speclallsts, teachers, aides end sehool administrators In an Integrated, holistic leamlng experience. All courses lead toward regular degree programs and toward blllngual and ESL endorsements. C Course topics Include: • Foundatk>ns.o[Blllnguat Education • Creative Writing for Native American Communities • Linguistics for Native American Communities • Media, Reading end Language Arts for Native American Communities • Blllngual.Methods.and.Meterfals • Bilingual Education Practicum • Hopi Language and Culture • Linguistics Workshop • Native American Language Immersion • language and Culture In Indigenous Education Approximate Costs and Housing Accommodations: • Tuition = $730 for six credit hours • Books and Supplies = S150 • Meals = on your own • Housing • varies from $400-$700. Campus residence halts and apartments with coolclng facl/lf!es can be arranged. Financial Assistance Is available, but limited. Earty revlstratlon Is encouraged. To receive • registration and ttnanclal aid eppllcatlon, please complete and return the form below. Matertals wlll be malled February 2000. m The Unlverstty ofArizona An Equal Employment Ol)portunlty/ Afflnnatlve �on Employer ff£TllBNFQIM OflQW AILDI The University of Arizona For additional lnfonnatlon, contact: Karen Francis-Begay, Associate Director (520) 621-1068 EMAIL: ldbegay@u.artzona.edu College of Education, Room 517 P.O. Box 210069 Tucson, AZ 85721-0069 FAX: (520) 621-8174 01T ON DOTTID LINE D e p a r tm e n t o f � a n g u a g e , R e a d i n g and Cult, •••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Name______________________,Daytlme Phone_.__..i....------------Malllng Address (P.O. Bo�ute/5treet, etc.) ---------------------------Cl�______________tate___ ______ _Country:_____ ._.ZIP________ Your place of employment and position_____ ---------------------------Electronic Malling Address CE-Mall), If appllcable__ --------------------------2 1" Annual American lndlan un11u11fe DevelopmMt Institute <AILDIJ • June 5-30, 2000 1be Un/vers/ty•!JfArizona � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 12 (2), February 2000. Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. ​ Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2000-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/2ae838f75f9aec9f3febf3e61a32d3e9.pdf 5998d0b65e660ac1c2c7b12563d4112b PDF Text Text ��Coordinator's Message Aanii/Boozhoo! Aaniish naa? Gdoo-gchi kinoomaagem na go aanwi? Mii go pane ndamtaang kinoomaageng Anishnaabemowin. Znagaangzhem go memdige go naa nongo wii bmi zhitoong waa nokaazang kinoomaageng Anishnaabemowin. Mii dash go naa bemi piichtaaying gegii nwi. How is everybody? I am sure you are all very busy teaching Anishnaabemowin? It is challenging and hard today to teach Anishnaabemowin when there are so few curriculum materials and resources out there for our native language classrooms. When we look back we can see how far we've come and see the amount of work our Native Language Instructors have produced! We just need to keep doing what we are doing with our Native languages. We wish to extend our congratulations to all the students who successfully completed their program this past summer. Best wishes in your endeavors. ,, A reminder to the students who need to do their ''teaching experience , if you have not yet made arrangements with a school, you should start seeking a placement soon. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official and send the form in to the NLIP office. Students who have already taken Year 4 should be certain to register and complete their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 2002 Convocation exercises. If you have any questions concerning your practicum, please to not hesitate to call. Our planning is underway once again for the summer session 2002. Dates for the 2002 NLIP session are July 2 to July 26, 2002. Student evaluation of the program conducted in July 2001 indicated that students requested names and addresses and phone numbers of fellow NLIP students for sharing purposes. We are unable to provide these because of the Freedom of Information Act, which prevents us from divulging such information in this newsletter. Some preliminary infonnation about courses and programs for summer is included in this newsletter. We wish everyone a pleasant holiday during Christmas and the New Year! Gdinmilcaagoom Miinwaa! -- ... :..--< ' . �--/4�- � (Season's Greetings Once Again!) .- , , "-.Jl' �/ I' �, / ,., u� / _ ,,Helen Wassegijig, Coordinator v/ _ Native Language Instructors' Program Native Language in Ontario Vol. 12, No. 3 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 2002 NLTC - NATIVE LAN6UA6E TEACHERS' CERTIFICATION PR06RAM (July 2 - 26) This progrom is for students wishing to teC1Ch an Algonquian language as a second la nguage in the province of Ontario. This is a three-summer program It.a.ding to teacher certification in tt.a.ching an Algonquian language GS a second language. The Ontario Coll• of Teachers issues a Certificate of QualifiC4tions (Restricted) upon successful completion of the program. This progra,n is four weeks in duration, which includes one week of workshops. NASL - NATIVE AS A SECOND LAN6UA6E DIPLOMA PROGRAM (July 8 - 26) This program is for students wishing to teach Native as a second language. This is a four-summer program leading to a diploma for Native la nguage instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second la nguage. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NI.IP practicum requirement. This program is a three-week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LAN6UA&E DIPLOMA PR06RAM (July 8 - 26) This program is for students wishing to teach Native as a first language. This is a four-summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic litel'ClC)' and Native language arts. This program is a three-week program and does not lead to Ministry Certificate. (This program does not include the workshops from NLTC). Et> ◄743 At>t>ITIONAL QUALIFICATION-SPECIALIST IN NASL PART I (July 2 - 26) SUMMER CREDIT COURSES IN LANGUAGES ANt> Et>UCATION OJIBWE 1010 Introduction to Ojlbwc I (Severn Dialect) Introduction to basic Ojibwe conversation, pronunciation, and grammar. Time: 5:00 - 7:30 p.m. Monday thru Thursday Date: July 2 - 22, 2002 OJIBWE 1012 Introduction to Ojibwe II (Severn Dialect) Development of conversational skills and practice in writing. 5:00 - 7:30 p.m. Monday thru Thursday Time: Date: July 24 - August 14, 2002 CREE 1010 Introduction to Cree I Introduction to basic Cree conversation, pronunciation, and grammar. 11:00 o.m. - 1:30 p.m. Monday thru Thursday Time: Date: July 2 - 22, 2002 CREE 1012 Introduction to Cree II Development of conversational skills ond practice in writing. 11:00 a.m. - 1:30 p.m. Monday thru Thursday Time: Date: July 24 - August 14, 2002 NL 2711 Introduction to Native American Unguistics A survey of the native languages of North America Time: 10:30 a.m. - 12:30 p.m. Date: July 8 - July 26, 2002 NL 3551 Children's Utcroturc In response to issues of language teaching/learning pedagogy. (as a language learning tool). Time: 1:30 p.m. - 3:30 p.m. Date: July 8 - July 26, 2002 Native Language in Ontario Vol. 12, No. 3 2 �OBITUARIES Biidowe'aanmido-Kwe GIZAAGIGOO MAA PII KA WAABMI60O IN LOVING MEMORY Lillian Roberta (Osawamick) Bourgeois March 4, 1961 - March 01, 2001 Lilly (Osawamick)Bourgeois, 3rd Degree Midewiwin kwe of the Bear Clan, passed away at Sunnybrook Health Science Centre, Toronto, on Thursday March 1, 2001 at the age of 39 years. Lilly was born in Little Current, daughter of John Osawamick and the late Florence {Neganigwane) Osawamick. Lilly was a teacher of the Ojibwe language in Peterborough for the past two years. She also enjoyed teaching traditional customs such as jingle dress dancing, drum making and strived for the wellness of all who knew her through health and fitness workshops. Lilly was the Chief Jingle Dress Dancer of the Three Fires Midewiwin Lodge. Beloved wife of Paul Bourgeois of Peterborough. Dear mother of James {Giizhigaatemonidoinini), Alexander (Wassaygezik) and Marion (Pizhiiskwe),. Loving sister of Barbara (Tom), Martina, Stan, Gert (Max), Bev (Louis), Pat, Ann-Marie (Patrick), Joseph(Clara), Darlene (Randy), Elizabeth (Gerard), Predeceased by a sister Jean and a brother Johnny, Dear niece of James (predeceased) wife Celina, Lavina (predeceased) husband John Lewis, Eva Cywink (husband Nick Predeceased), Jerome (predeceased) wife Theda, Agnes Webkamigad husband Henry, Shirley Williams, Isadore wife Verna and Rosella Kinoshameg husband James all of Wikwemikong, Christine Osawamick and great uncle Hector Shigwadja. Also survived by many nieces and nephews. Friends were received at Wasse Abin High School, Wikwemikong on March 3, 2001. Funeral Service was held on Monday March 5, 2001 at Wasse Abin High School with Lee Staples officiating Native Language in Ontario Vol. 12, No. 3 3 �IN LOVING MEMORY Justin Thomas James Alexander Gunner July 18, 1985 - October 03, 2000 Justin Gunner passed away at the Thunder Bay Regional Hospital, McKellar site on Tuesday October 03, 2000 at the tender age of 15 years. Justin was born and raised in Moose Factory, youngest son of N.L.I.P Administrative Assistant Diane Maybee (Phillip Nakogee) and oldest son to William Gunner (Sheila Wapachee) of Moose Factory. Justin relocated to Thunder Bay to attend High School in September 1999. Justin was a very unique individual who always had a heart for others and was not afraid to let people know how much they meant to him. All that came to know him during his short time with us sadly misses him. Loving brother of Sean, Miranda and Dwayne, and stepbrothers Colin, Stephen and Michael. Proud uncle of Trae and Teara. Predeceased by his grandparents Alex and Clara Gunner. Also survived by his grandparents Raymond and Marion Maybee and several Aunts, Uncles, cousins, and several friends from Moose Factory and Thunder Bay. Friends were received at Jenkins funeral home in Thunder Bay on Wednesday October 4, 2000. Funeral was held at the St,. Thomas Anglican Church in Moose Factory on Sunday October 8, 2000 with Wayne Macintosh officiating. Native Language in Ontario Vol. 12, No. 3 4 �REMEMBERING Ellen (Cub-dee) Mathilda Migwans nee Corbiere November 16, 1941- September 20, 2001 0 Great Spirit Whose breath gives life to the world and whose voice is h£ard in the soft breeze We need your strength and wisdom May we walk in Beauty May our eyes ever behold the red and purple sunset Make us wise so that we may understand what you have hidden in every leaf and rock Make us always ready to come to you with clean hands and straight eyes so when life fades. as the fading sunset our spirits may come to you without shame. IN LOVING MEMORY Ellen (cub-dee) Mathilda Migwans Predeceased by her parents Paul & Mabel Corbiere, husband Joseph Migwans, infant son Michael. Dear Friend of bill Ferguson of M'Chigeeng. Beloved mother of Fred (Leah), Sylvia (Bernard) Ense, Lealand, Russell (Beatrice) all of M'Chigeeng. Clyde (Colleen) of Wikwemikong, Lorraine of Sault Ste. Marie, Rhoda (Jeremy) Epp of Calgary, Joe (Marge) of Whitehorse. Loving grandmother of Ryan, Sage, Wasnode, Adam, Vince, Tashina, Marlon, Marshall, Nathan, Joseph, Jordan, Neil, Brooke and Russell Jr. Sadly missed by brothers and sisters Archie (Hilda) Corbiere, Alvin (Angeline) Corbiere, Veronica Corbiere, Shirley (Klaus) Kaiser, Nancy Corbiere (Eric), all of M'Chigeeng. Rosalind (Andrew) Shigwadja of Orillia, George Corbiere of Orillia, Sylvia Shawanda (Edward) of Birch Island, Caroline Corbiere of Sudbury, Orien Corbiere of Thunder Bay. Remembered by many nieces, nephews and friends. Friends were received September 21, 2001 at M'Chigeeng Community Complex. Funeral was held at the Immaculate Conception Catholic Church in M'Chigeeng with Father Foliot officiating. Native Language in Ontario Vol. 12, No. 3 5 �ANNOUNCEMENTS APPLICATIONS FOR THE 2002 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU HAVE NOT RECEIVED YOUR PACK.AGE OR IF YOU WOULD LIKE ADDITIONAL PACK.AGES, PLEASE CONTACT DIANE MAYBEE AT (807) 343-8542 LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS NLT C GR A D U A TE S AT TIMES WE RECEIVE PHONE CALLS FROM VARIOUS SCHOOL BOARDS WHO ARE LOOKING FOR NATIVE LANGUAGE GRADUATES FOR POSSIBLE EMPLOYMENT BECAUSE OF THE FREEDOM OF INFORMATION ACT WE CANNOT RELEASE ANY STUDENT NAMES WHAT WE CAN DO THOUGH IS PASS THE INFORMATION ON TO THE STUDENTS IF YOU ARE INTERESTED IN RECEIVING INFORMATION ABOUT THE VARIOUS POSITIONS PLEASE CALL OR FAX THE NLIP OFFICE AND SUBMIT YOUR NAME AND ADDRESS Native Language in Ontario Vol. 12, No. 3 6 �A N OTE FROM T HE N A TIVE LANGUA G E IN S TRU C TORS 'PROG RA M If you are a recent NLIP Graduate and you would like to remain on our Newsletter mailing list, or you know someone who would like to receive this valuable resource, Please contact Diane Maybee at the N.L.I.P. office At (807) 343-8198 FU LLY FURNI S HE D A C A DE MY SU I TE S Poli-Rentals #12 - 144 Academy Drive Thunder Bay, ON P7B 5J2 Comfortable Furnished Accommodations At Affordable Prices Ap� Towntff,Qt#et' Weekly $450.00 Weekly $500.00 Bi weekly 800.00 Bi weekly 800,00 Monthly 1,400.00 Monthly 1,400.00 Long Term - On request For your convenience we offer: Clean, comfortable, spacious units. Kitchen with fridge and stove, 4-piece bath, Utilities included, Cable T.V., Parking, Weekly cleaning. Apartments - large storage area, some have-balconies & walkups. Townhouses - storage in basement area. And so much more... Centrally located to: Lakehead University, Canada Games Complex, Thunder Bay Community Auditorium, Thunder Bay Charity Casino, Confederation College, Superstore, Intercity Shopping Center. For more information or for reservations Call: 1-807-474-7472 or Fax: 1-807-345-6343 Native Language in Ontario Vol. 12, No. 3 7 �EMPLOYMEN T OPP ORT U NITY N ATIVE LAN GUAGE I N STRUCTO R AT Awashaishuck 1296 Weston Road Toronto, O N M6M4R3 Phone: (416) 242-12 64 Fax: (416) 242-9929 Liz Hammond Assistant Executive Director Clo Anduhyaun Inc. BOOK LAU N C HIN G AT WALPOLE ISLAND HERITAGE CENTRE DECEMBER 20th , 2001 OF NISHNAABEMOWIN REFERENCE GRAMMAR BY: J. RAN D OLP H V ALEN T INE UNIVERSiiY OF TORONTO PRESS Native Language in Ontario Vol. 12, No. 3 8 �TO ALL NLIP/NLTC STUDENTS THE OFFICE OF THE REGISTRAR WOULD LIKE THE NLIP DEPARTMENT TO INFORM ALL OF OUR STUDENTS THAT THEY WILL NO LONGER BE DISTRIBUTING ANY OFFICIAL OR UNOFFICIAL TRANSCRIPTS TO ANY STUDENTS UNTIL THEY RECEIVE A FEE OF $8.00 EFFECTIVE IMMEDIATELY STUDENTS WILL BE RESPONSIBLE FOR RETREIVING THEIR MARKS FROM THE OFFICE OF THE REGISTRAR THE CONTACT NUMBER FOR THE ONTARIO COLLEGE OF TEACHERS HAS CHANGE[) TO (416) 961-8800 EXT. 330 IF YOU NEED TO INQUIRE ABOUT YOUR RECORDS WITH THE ONTARIO COLLEGE OF TEACHERS ANY ADDITIONAL QUESTIONS IN REGARDS TO THE PROGRAM YOU CAN CONTACT THE NLIP OFFICE DIANE MAYBEE (807) 343-8542 - (dmoybee@mist.lokeheadu.co) HELEN WASSEGIJIG (807) 343-8003 - (hwassegi@mercury.lakeheadu.ca) Native Language in Ontario Vol. 12, No. 3 9 �Me"JJ cb;stmas aHJ HO/ll'JJ Nell' Year to all St11�11ts 1mJ su,lfof� Native LIIHg,tllffC .Pl'DpAffl. 11,,e, � � are,, r-etur� to- � Ncxt:"we,, L� I n.m-uctor1 Pr�a,,m, CU'l.d,, lf yow are,, lf\l the,, t� field., prepare,- yO'Uf"' � tnat"e.r� Yow Ca..11 hr-�YO'Uf"' materla,w, i.te.nw, CU'\d,, objec.t},foy v� � 1rli4,; w� yow haNe,, yOU¥ mater-£.a.4, read.:Y CU'l.d,, � onfy to- bet wr-itt"et1.t o«t: for � year two- CU'l.d,, three--�� wai be, �the,ir pr-act:u;,uwi,, waL be, �to-�the,,year one,,� If eteyone, ha¼- q�� or co-ncer� for n.e.-,a- yea,,- for the,,� ofJ� yow 00-r\lco-n:ttu:t" �ate� La]c,e,, SchcoL � p'h<m,e,, � (705) 463 -4101 (lea.>ve- at � CU'l.d,, I waL calL yow back,, c,.fte.r work,, at 3:30 p. mt. or�� (705) 463-4124. w florrie/ SutherlaruL Ncxt:"we,- L� I n.m-uctor1 Pr�a,,m, Staff Native Language in Ontario Vol. 12, No. 3 10 �UPDATE: THE PROPOSED ONTARIO TEACHER QUALIFYING TEST AND YOU If you recall, last July we mentioned that the Ontario Government wanted to pass legislation called the Quality in the Classroom Act that would require all new teachers seeking certification from the Ontario College of Teachers to take the " Ontario Teacher Qualifying Test''. At that time we told you that we would update you on the situation if and when we heard anything. While the news is that there is no news, here is what we know so far. According to Dr. Anthony Bartley, our Lokehead University Faculty of Education representative to the Ministry of Education meetings on Teacher Testing, there is not much to report because there has been a news blackout on this issue until the legislation is passed sometime in January of 2002. Dr. Bartley says, however, that the focus of testing will probably be on teachers seeking regular certification and not teachers applying for "restricted certificates" such as the ones for teaching the Native languages as a second language. But he goes on to warn that this is his opinion and that nothing has been said directly or officially to support or refute it. We have since learned from Lucy McCartney, an Ontario Ministry of Education (OME) employee who sits on the Ontario Teaching Testing Project Advisory Committee, that the bill is in its 3rd reading and testing will definitely take place in Spring 2002. McCartney also said that they have not yet defined which categories of student teachers the legislation will affect. When we consulted with Keith Lickers, an Education Officer in the Curriculum and Assessment Policy Branch of the OME, he could not say whether or not NLIP students will have to take the test, but he did provide details on the test itself. Here is what he said: Native Language in Ontario Vol. 12, No. 3 11 �ONTARIO TEACHER QUALIFYING TEST IT'S PURPOSE: It will test student teachers skills in classroom management, teacher strategies, and problem solving. WHAT IT WILL INVOLVE: It is a 3-hour test comprising scenario and multiple-choice questions. Test will be marked by Ontario teachers and faculty staff. The test is not focused on specific subjects. WHAT HAS HAPPENED SO FAR: It was pilot tested in October 2001 and will be field-tested with volunteers in December 2001 and January 2002. The first real tests will be administered April 27, 2002. FOR MORE INFORMATION: A backgrounder on the legislation is available at the Web site: http://mettowas21 . edu. gov. on. ca/eng/document/nr/01 . 1 0/bq1 0 1 5 . html Native Language in Ontario Vol. 12, No. 3 12 �NATIVE LANGUAGE RESOURCES Eshkintam Nishinaabemang Mzinagan Introduction to Nishnaabemwin Author: Professor Shirley Ida Williams 2001/2002 Native Studies Department Trent University NEW Weshki-Bmaadzijig Ji-Noondmowaad (a series of short stories by Andrew Medler in Anishnaabemowin) Edited and Annotated 'By: J. Ra+'ldolpJ-\/ v�� NISHNAABEMWIN REFERENCE GRAMMAR 'By;J. 'Ra+'\dolpJ-\/V�� University of Toronto Press Will also be at the Book Launching Walpole Island Heritage Centre December 20th , 2001 Native Language in Ontario Vol. 12, No. 3 13 �The Ontario Curriculum Grades 1 -8 Native Languages 2001 This publication is available on the Ministry of Education website at http ; //www . edu . gov . on . ca The Ministry of Education is developing three Native Language resource guides on grammar for 1) Ojibwe and Cree Languages; 2) Delaware; and 3) three Iroquoian languages - Cayuga, Mohawk and Oneida. The first two are virtually complete and ready for printing. The third is currently being developed. It is the intent of the Ministry to have them printed and distributed this school year. The resource guides are supplementary and complementary to the Native Language policy documents for Grades 1 to 12 that have already been released to schools. The resource guides are an effort by linguists and fluent speakers of the Native languages to produce a significant resource for language development. The Native language program, as outlined in the curriculum policy documents, focuses on the communicative aspect of language. Effective communication depends on accuracy and clarity of expression. Therefore, grammatical accuracy is emphasized which makes the new resource guides an important support of the program. This project has presented a real challenge in that no grammar publications for any of the Native languages taught in Ontario are available - which partly explains why the project has been so long in development. The release of these resource guides will complete the Native Language program as part of the new Ontario curriculum Native Language in Ontario Vol. 12, No. 3 14 �IMMERSION PROGRAMS Boozhoo aaniin, Sam Senecal ndiznikaaz, Bakting doonjibaa, Ojibwe Cultural Foundation naakiiyan as the Anishinaabemowin Program Director. I've spent the last six years employed by Sault College of Applied Arts and Technology as the Ojibwe Language Initiatives Coordinator. My position is funded through INAC and is a partnership between Anishinaabemowin Teg Inc. and the Ojibwe Cultural Foundation. My job duties at the Ojibwe Cultural Foundation will be to coordinate and implement Immersion programs for the OCF's 16 member First Nations. I will also be updating and implementing the language component of the OCF website. The address is www.ojibwe.on.ca but please be patient it's going to take a little time. I will also be planning and coordinating the annual language conference hosted by Anishinaabemowin Teg Inc. The tentative dates for the conference are March 27 - April 1, 2002 and will take place at the Vegas Kewadin Convention Center located in Sault Ste. Marie, Michigan. So make plans and arrangements to attend this conference. I can be reached through email sam . senecal@onlink.net or telephone (705) 3TT-4902 or fax (705) 377-5460. Naahow, baa maa pii ga-gii-ginoomin miinwaa Native Language in Ontario Vol. 12, No. 3 15 �IMMERSION WORKSHOPS Approval to print from the Newletter of the Walpole Island Heritage Centre. Anishinaabemowin Program Up-date (�by: Mar�P�J-i C� Ve-velopmet1.t0{f(,ce,r) The Tuesday night Anishinaabemowin Language Classes are doing well. Our instructor Dorothy Cameron is receiving a warm welcome from the participants. Classes run from 6:00 to 8:00 p.m. at the Walpole Island Elementary School Library. Light refreshments are provided. Classes are FREE to all community members. Our average number of participants each week is 25-30 community members some parents are even bringing their children. Future plans are being made to offer a 2nd class for beginners only. Watch for more information about the •Beginners" class. Come join us! Two Anishinaabemowin Immersion Workshops were. held on Saturday October 27 and Sunday November 18, 2001 at the United Church Hall. The. immersion workshops involve the recruitment of various experts in the language and also skilled artists, craftsmen, cooks, etc. leading the sessions. The Workshops provide hands-on activities and learning the Ojibwe words associated with that activity. October's topic was Halloween and November's topic was Quilting and Remembrance Day. The December Immersion Workshop will take place on Saturday December 15, 2001 with the topic of "Preparing Christmas Dinner". Workshops are free to all community members. The Aamjiwnaang (Sarnia) First Nation has invited our community members out to their Anishinabe Language Class, which take place on Wednesday evenings from 6:30 to 8:30 p.m. at the Community Centre. Also, we are invited to their next Immersion program on January 18-20, 2002 at the Community Centre. If you have any questions about any of the above, give me a call at (519) 627-6072, ext. 224 or email me at_petersmk@kent.net Miigwech Coming soon to a Walpole Island Heritage Centre near you! THOUSANDS OF YEARS IN THE MAKING J. Randolph Valentine's NISHNAABEM WIN REFERENCE GRAMMAR University of Toronto Press Watch for more info at the book launch Dec. 20th , 2001 Native Language in Ontario Vol. 12, No. 3 16 �SHARING SECTION Native Language in Ontario Vol. 12, No. 3 17 �MONTHS OF THE YEAR: GIIZISOOG Words for these calendar expressions will differ according to a geographical area as they relate to seasons and activities of that location. There may be some variations in spelling. Write them that way they are expressed in your dialect and community usage. Here are some: Southwestern Ontario Northwestern Ontario JAN. Mnidoo-giizis FEB. Mkwa-giizis MAR. Naabdin-giizis APR. Poopoogami-giizis MAY Nmebne-giizis JUNE Waabgonii-giizis JULY Miini-giizis AUG. Mnoomni-giizis SEPT. Waababagaa-giizis OCT. Bnaakwii-giizis NOV. Baashkaakodin-giizis DEC. Mnidoo-giizoons Chi-biboon-giizis Mkwa-giizis Ziisbaakodike-giizis Waawaaskone-giizis Gtige-giizis Ode'mini-giizis Miini-giizis Datkaagminani-giizis Mdaamnike-giizis Bnaakwii-giizis Gshkadni-giizis Shki-biboon-giizoons Lake of the Woods Biji-biboon Migizi-giizis Aandego-giizis Maango-giizis Gitigewi-giizis Ode'imini-giizis Aabita-niibini-giizis Miini-giizis Waatebagaawi-giizis Binaakwewi-giizis Kashkadino-giizis Moojigiziwi-giizis by: Anishnaabe language Teachers of Manitoulin & North Shore Source: Walpole Island 1978 Calendar by: Irene Scott Whitedog, Ontario Manitoulin/Central Ontario THE •TEN COMMANDMENTS" FOR NATIVE LANGUAGE TEACHERS THESE ·coMMANDMENTS" WERE RECOVERED FROM OUR ARCHIVES AND WE WOULD LIKE TO SHARE THEM WITH YOU: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Prepare your lessons well beforehand so you know exactly what to do and what to take with you. Keep a daily record of your lessons. Call the Principal in plenty of time if you are going to be absent or late. Cause respect to fall upon your program in everything you do. t>on't waste class time in translating, or using English Don't teach lists of words, teach whole ideas: sentences, paragraphs. Don't concentrate on individual children while the rest of the class gets out of hand. Don't gossip about any child, member of staff, or school policy. Respect the principal, ask him or her for help and advice when you need it. Teach your classes not only to know their language, but also to •1ove" it. Native Language in Ontario Vol. 12, No. 3 18 �NATIVE CALENDAR ( Cree) .. JANUARY FEBRUARY - HICKED··• HONTH KISE P ES IN . EAGLE MONTH HIKISIW PESif1 HARCH GOOSE MONTH APRIL FROG_ HONTH NISKI PESIH r p r' o c,- np j\ r'" I\ ,.ic:.. AYEKI 0ESIH LAYING MONTH HAY P INIWAWE PESIH JUNE HATCHING MONTH PASKAWE PESIM MOULTING MONTH PUSKO P ES IH AUGUST FLYING MONTH OHPAHOO PESIM -0 .a, ,.. II- SEPTEMBER . OCTOBER �i>, • J:l NOVEMBER ···················· ·· ···· ·· ***•• 11ATING HONTH NOCHIHITOO PESIH ..or,�::, /\ �c. FREEZING HONTH KUSKUTINO- PES IH ..........•! ...... ��···�······· FOGGY MONTH - - - YEKOP EW P ES IH a, DECEMBER DRIFTING HONTH.. PAW.AS TUN PES IM Native Language in Ontario Vol. 12, No. 3 19 �LANGUAGE ANV LEARNING REFLECTIONS BY: Ar-n,ol.d;p. I�� August 1992 The following essay is a reflection on the nature of language and the nature of the learner. In the process I collected on the experiences I have encountered throughout my lifetime and what I have had the pleasure of discovering in my linguistics classes at Lake.head University in the summer of 1992. As an Ojivway from the Rama First Nation, I spent the first years of my life on an Indian reserve along with my own nationality. I can remember those days as a child with my family and community members speaking and playing in the native tongue. My grandmother would always speak to my brother and I using the Ojibwe language. She would use it in everyday life, with legends and stories during the winter months and before bedtime. To me, it was the most beautiful and descriptive language I had ever heard. I am sure that my person from another nationality would say the same thing about their language. Anyway, this would not be hard to understand as it is my first language and the only other language I had to compare it to was English, which I understand is a borrowed language. It was not until the early sixties that I was ushered off to a non-native School and environment in the nearby town of Orillia, Ontario, which at the time had a population of about 13,000. I was not totally foreign to the new language, but now I was learning and doing everything in English for the better part of every day. Suddenly things were different, structured, not as much fun. Physical punishment was now the new way of doing business and it was not uncommon to see the native youngsters lined up outside the Principal's office waiting to get the strap for being ourselves. After a few years, I began to realize that we were using less and less of the Native language. It was not up until 1984 that we as a community started to do something about the problem by sending people to Lake.head University to receive some learning and training skills. I was the first person from our community to take the course. Then the following year, another three came as well, all of who are working with the language in some form or another today. There was and is a real feeling of loss of identity and heritage within us. I was one of those people who was genuinely concerned and who took a positive step to rejuvenate the language, not only by increasing any knowledge of the language, but by encouraging others to speak and learn to teach. Also, it was through my initiative that a language program was in the daycare center. I believed the language had to be protected from the outside world; it had to be pure again. I also knew that the words were different from how they m must have been in the time of our forefathers. I felt those words had to be recaptured and preserved to rekindle our identity and pride. I always believed there was a proper way of using words. I knew not the evolutionary processes of languages. I did not want to share the language with other nationalities for fear of further loss and bastardization. I also believed that if I wasn't totally fluent with my first language, I would never be whole. I would feel awkward around the Elders and people who were well versed in the language and had a tendency to withdraw from a lengthy of full conversation. I knew there were other First Nations like the Cree, Micmac, and Mohawk, but I knew practically nothing of dialect. I believe dialect and the lock of its knowledge contributed to my feelings of inefficiency with the language. I used to believe that the language was dying. Native Language in Ontario Vol. 12, No. 3 20 �I feel very fortunate to have been able to attend Lakehead University this year, predominantly because of my education in the Linguistics classes. Our instructor, Mr. R.M. Agnihotri, has opened my eyes and renewed my hope and faith that we as native people belong with our languages, will survive! Now I have a more positive and optimistic outlook for the future. I have learned to appreciate the finer points of the language and learner processes. Instead of isolating ourselves with the language from the outside world, I now believe that languages and people grow, learn and flourish from exposure to each other. The only things constant is •change". New languages are coming into being all the time because of interaction. Our language will change but it will live on. I see now how languages are both highly structured and variable, and how with time and patience, any language can be broken down and understood. I have always heard that children can learn a new language faster than adults. Now I learn that both can learn equally as well and fast in regards to the structure and words, but when it comes to pronunciation, the children have a slight edge on adults,. I am also aware of the influences that the geographical location and environment con have on a language. For instance, in Native country, if you live near a river, body of water or any Island, the language will have a lot of •shhh" sounds because of the water washing up against the shore line. If the Tribe is in the extreme north, then the language will be harsh like the weather. I used to think that linguistics knew several languages but now I am aware that it is a study of the structure and not the language itself. It is these kind of peoples that con preserve and enhance heritages. They can capture a language and record it on paper for the benefit of future generations and cultures. Some suggestions to ensure the continuity of the language was not to focus all our energies and efforts on the day-to-day fights like the realization of a language facility in the community, but rather to attack the Big Picture. Concentrate at the National level to have a Native language policy, fight for more capital and operational dollars, fight for equality. Go to the grass roots level - politicians, and have them lobby the governments for the community and its members. Have them institutionalized the language in the workplace and service centers, encourage them to use it in the Council and public meetings. We have also learned about the nature of he learner and the learning process. For example, we find in the learner that it is perfectly natural to make errors. In fact, this may ever be desirable as now there is a method of comparison between right and wrong, good or better. It is not a negative aspect of learner development it is what makes us human, approachable and unpredictable. Languages are what separate us from animals. For the longest time it was believed, maybe even before the manifestation of record keeping and language structure development, that the learner received comprehension and retentions through the five senses. This is what we are putting in, this is what will be learned. In fact, this theory holds true to this day. There have been numerous studies conducted by countless professionals and human behaviorists about the theories behind the learning process. Now we find out that the learner is at the center of the learning process and that there are several factors which influence his learning and what he learns. Society, for example, teaches in the language of the dominating majority, which, in Canada, is the English language. Social and economic conditions are also prevalent and contributing factors because not everyone can go to say Yale University, because of unwritten restrictions imposed by society. Maybe there are sociably acceptable criteria for entry or the restrictions may be confining because of financially embarrassing reasons. The individual may also have factors such as age, attitudinal problems, motivational deficiencies, linguistic sensitivities and attitudinal qualifications holding him back. Native Language in Ontario Vol. 12, No. 3 21 �The teacher and the types of material used to teach also have a bearing on what the individual learns. Does the tmcher hove the qualifications, what sort of attitude does she display. is she linguistically sensitive, is she sensitive to cultural differences. Does she present materials that are interesting, pleasant and contributing to the crmtive instincts of the lmrner? What tmching style is being used in the classroom? Is it tmching style being used in the classroom? Is it Behaviorism?, where is it believed that the mind is a blank space to be filled? Is it the (L.A.D.), Language Acquisition Device, where the person is believed to be starting our knowing very little? Or is it through the General Cognitive Structures theory. It was not until fairly recently that a new theory was conceived whereby it was believed that the child was born with the knowledge of a universal language, a sixth sense. They said that the infants brain must be preprogrammed to a certain extent, it was not any empty basket as previously assumed. To my thinking this is the most logical of the theories. I cannot believe that the brain is empty upon birth...I distinctly remember when my own son was born and how he rmcted to his new environment. I could see the intelligence instantly. He felt the cold and reacted appropriately, he could not see clearly but he was able to focus on the overhmd light. This was the fist thing he sow in this life and for the longest time, for a period of about three ymrs, he was still compelled by light and would look right into a burning light bulb. In my mind, I could make him our as saying, • Where the heck om I, what's happening, what's that?• I told his mother, he's a food one, Deb. I believe that a newborn is innate, meaning that both parents genetically transferred the preprogramming previously mmtioned. It is quite conceivable to me that the chromosomes of the parents carry not the characteristics of the parents but also a kind of collective memory. This memory is then constantly developing in the ovary, in the womb and right on through the individual's lifetime. Even while the fetus is developing. it hos the ability to comprehend the outside world through the five senses and analyze with the sixth. It can hear noises such as language while still in the womb and recognize the smell of its mother even when it is separated for periods of time. This is memory at work, analytical thinking. Furthermore. studies have shown that the human brain uses no more than 5 to 10 percent of its power. Why is this? It is protecting us from ourselves? Will there come a time when we no longer require a shell, and will the next form be energy matter? If the brain only used the 10 percatt that we can measure, then surely the other 90 percent must be doing something. I refer to the unconscious of the sixth sense. I believe there is more going on that meets the eye and I will refer to it as "automatic learning• or self-preservation. Even during the silent years, from birth to soy abo,µt three years. the individual is still lmrning and developing the confidence to try new things. like speech. Remember, you can learn more by listening all the time than you can be speaking all the time. Learning is more that a one way street, there are so many variables associated with it that no two people see the some thing exactly the same way. In conclusion. I would soy that any tmching professional that takes the time to understand his subject, his pupils' individuality, the external factors and the theories and learning techniques available to him, will do well in his or her chosen career. Native Language in Ontario Vol. 12, No. 3 22 �WHAT IS EVALUATION There have been many ideas shared and discussed, and methods developed on the topic of •evaluationH. The Ministry documents, Native Languages Guideline and Resource Guide - Support Document, provide detailed sections on evaluation. Still, we get questions on what is the best way to apply a method you select? Following is another contribution made by Adrian Peetoom. Here is some information and citations made from his publication •RefleXionsH. ...you rely on what your own mind and heart - and the hearts and minds of your students - tell you ... what's going on in our program, on your profession, in your own professional life. Genuine evaluating is built right into classroom practice. The trick is to recognize when and what and how you and your students are evaluating. s��m-pcmder. • Evaluation is first and foremost a celebration of what learners have learned. • Evaluation is a process, not a product. • The purpose of evaluation is not to measure, but to foster. • Evaluation depends on knowing the children and recognizing their gifts, learning styles and interests. • It is what people do together for the purpose of helping learning along and building confidence in the learner. The key to evaluation: Students are totally involved in the process. There is only working with the students (and their parents) to discover... - what they already know, - what they sti II need to know, and - how they can be helped to know. Like learning, evaluation happens every moment...The trick is to become more specifically aware of and reflective about what you see, hear, feel, think, decide, so that each bit you learn about your students' learning from them or from you own observations, affects what you say and do next and builds towards your common learning goals. Evaluation isn't something you do to students; it's something you do with them on an ongoing basis. Native Language in Ontario Vol. 12, No. 3 23 �Think of the on-going process as the "five R's": • Research: What have we done? ... when you gather information about what both you and the students did. You collect all kinds of data: about your instruction, the students' interactions, the process of their learning (observable behaviors), pieces of writing, completed tests, oral projects, drama, drawings, paintings, constructed models, audio and video tapes etc. • Reflection: What have we learned? •what do we know?• - applies to you as well as the students. From the research information and the materials you've collected, you arrive at some tentative conclusions about the learning process; not only of what of learning, but also the why, when, how, and with whom ...It's no longer simply what you value in your students' learning that's important, but what they value as well. Their own goals are what matter, and their recognition and understanding of how and how much they're moving toward those goals. • Response: Where will we go from here? Each •evaluation" you and your students make as you reflect on the learning they and you have done points to new goals that build on what has already been learned. • Reporting: What can we tell each other and others about our learning? -an ongoing sharing of thoughts and feelings about the process of learning and what is being learned. Also important is periodic communication between you and the parents - with the student - about what you saw, what you thought, what you wondered, what you decided. • Recording: What learning can we record as completed? If the first four •:steps" are in place and everyone has had an opportunity to contribute, then official records of your students' work and learning will be no big deal. Thinking about learning: Questions for evaluating yourself and your teaching ... 1. What did the students learn? 2. What did I learn about them 3. What did I learn about my teaching? Source: •Reflections" by Adrian Peetoom, pp. 156-173 Publisher: Scholastic Canada Ltd., 1992 (Information and citations from •Reflections" prepared by Lena Odjig White Native Language in Ontario Vol. 12, No. 3 24 �RESOURCES 0jibwe Cultural Foundation P.O.Box 278 M"Chigeeng, Ontario Manitoulin Island Canada POP 1GO (705) 3n-4902 Fax (705) 3n-5460 NISHNAABEMWIN - NAADMAADWINAN 1. RESOURCE BOOKS FOR TEACHERS a) b} c) d) e) f) 2. A Core Program for Grade Three (NSL) Nishnaabemdaa Pane - Let's Talk Indian Anishnaabe Kinoomagewin Teachings of the Medicine Wheel (Nishnaabe Bimaadziwin Kinoomaadwinan) Teachings of the Medicine Wheel (Junior) (Nishnaabe Bimaadziwin Kinoomaadwinan) Teaching of the Medicine Wheel Seatwork Activities $8.95 7.95 25.00 25.00 25.00 25.00 AUDIO CASSETTES a) b) Nishnaabemdaa (Let's Talk Indian) and Booklet (per lesson) Lessons 1 - 20 Lessons 21 - 40 9.00 Nishnaabe Songs with Words 3. ANISHNAABE BIMADZIWIN 4. STORIES : a) a) b) c} d) e) The Indian Way - Booklet 10 Illustrations by: Leland Bell 1.00 5.95 OJIBWE/DAAWAA BOOKLETS Aweseehnuk (Wesiinhik Medwewechgejik) Ginwbeg (Gnebik Ezhi - Bmaadzit) Migizeehns Matigwokeeng Gazhuwebzit (Mgizeegns Migwaakiing Gaa Zhiwebzit) Wabgunojeehns (Waabganoojiinhs) Nimkiin Native Language in Ontario Vol. 12, No. 3 25 �!S. (1) LEGENDS : OJ'IBWE/DAAWAA BOOKLETS: a) b) c) d) e) f) g) h) I) 6. Mkwa-e-Nji-Bookwaanwet Why the bear has a short tail Naabaa - Chaa/Ice Monster Nimosh MiinwaaJidmooh/The dog and Squirrel Oodenawi Nozwinan Maanpi Mnidoo Mnising (Some) Town Names on Manitoulin Island The Woy It Was (English Only) How the Bees Got Their Stingers (English Only) Dbaajmowaahsan: Little Stories Mooz Gaa - Nji - Debnaat Eshikanan Why The Moose. Has Antlers Ko - Ko - Ko/The Owl $2.75 2.95 2.95 2.95 3.75 3.75 2.95 2.50 3.75 POSTERS: 1 -SEVEN GRANDFATHERS - SEVEN TRADITIONAL VALUES/TEACHING by Leland Bell Set $50.00 or individual prices as listed (Full Color) a) b) c) d) e) f) g) Wisdom Love Hone.sty Humility Truth Respect OUT OF STOCK Bravery OUT OF STOCK $10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 2 - ENVIRONMENT SERIES - BY: IVAN SHAWANA Per Set $40.00 or individual prices as listed a) b) c) d) e) f) Medicine Wheel $10.00 (Poster) or $20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) The Eighth Fire Giving Thanks to Mother Earth 10.00 (Poster) or 20.00 (Matted) Vision of the Blue Man 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) Keeper of the Land 10.00 (Poster) or 20.00 (Matted) Seven Grandfathers 3 - MORE POSTERS: a) b) c) d) e) BY BLAKE DEBASSIGE Accept One Another Breath of Our Grandfathers Respect for All Things In Life Respect - Honor of Our Life The Voice of the Land is in Our Language Native Language in Ontario Vol. 12, No. 3 $6.00 6.00 6.00 6.00 6.00 26 �4 - POSTERS - INDIAN SAYING & PHILOSOPHY: KEN ENSE a) "Respect and Care For Your Elders" 6.00 6.00 "Be Kind To Your Fellow Man" b) c) "Work Together in Harmony" 6.00 d) "What You Are Born Into is What You Will Be" 6.00 "Take Time and Think Carefully" e) 6.00 $25.00 TOTAL PACKAGE 5 - MORE POSTERS: BY: LELAND BELL 6.00 A Child Will Lead the Way a) The Anishnabe Child is Born Into A Circle of Cultural Heritage. b) The Circle Contains All Traditions, Laws, Duties and Hopes of a People Children of the Seventh Fires c) 7. OJIBVE/Ol)AWA LANGUAGE LEARNING PACKAGES $3.00 EACH a) b) C) d) e) f) g) h) I) j) k) k) 8. Action Words Gwiwnan (clothing) Ahmbe (Let's Go) A Weewying (Body Parts) Bnesshiinhag (Birds) En Dahng (Home) En Kum Gak (Geography) Eshimiianc {Transportation) Giigoohn (Fish) Kinomagegumig (School) Maanwang {Fruit) Maanwang {Fruit) I) m) n) o) p) q) r) s) t) Meejim (Food) Minidoshenhnsuk (Insects) Mtig (Trees) Ne Tow Ging (Vegetable) Nokaazwinun {Tools) Okaanuk {Farm Animals) Wesiinhag (Animals) Ah Peesh Gauzhigehns (Where is Kitty?) N'do O Demuk Nengswewan Giz Jik {Family) COLOURING BOOKS: a) b) c) d) Gdoodemnaanik (Clan Symbols) Don Ense Colouring Books Blank Edition English Edition Ojibwe Edition Mishibinijima Colouring Bood Ojibwe/Odciwa Motif� Native Language in Antario Vol. 12, No. 3 $2.95 2.50 2.50 2.50 27 �9. OTHER RESOURCES : a) b) c) d) e) f) Anishnaabe Artists and Their Art Series 1 3.50 Series 2 4.75 Ojibwe/Odawa People- Yesterday & Today Verb-0-Game 29 Language Flash Cards (per package) 11.25 8 page Talking Book-Aapiish Gaazhenhs-Where is Kitty? 10.00 Art of Mishibinijima (8 1/2" x tr Cards) (Package of 19) 10. EXTRAS a) b) $1.75 Cook Books, Nishnaabe Delights 60 Miigwech Cards 60 Assorted 'By: S. P� N.E.G. Cards 'By: Ket'\lf� 1.50 Dream catcher 'By: Vcq:i� Od:fig, 3.00 Assorted Cards 'By: Lel,a,nd,'Bel.L � 3.00 - BOOKS THAT ARE AVAILABLE 1. 2. 3. Touching the Serpent's Tail - 'By. Michae.L-R� 14.95 The Earth & Dancing Man - 'By: Michae.L-R� Shingwauk's vision - A History of Native Residential Schools 4. The Chippewas of Lake Superior - 'By: f�Je,{fer� By: J.R. Mal.u- V�, JY. 5. As Long As This Land Shall Last - 'By: 'ReneJ fumcl.eaw, OMI 5.95 6. First People/First Voices - Edited 'By. P� PetYone, 20.95 7. The Ojibwe of Southern Ontario - 'By. P� S. S� 8. The Mishomis Book (The Voice of the Ojibwa) By. 'Ed.wCM"dt'B� - '8GU\.aV 30.00 9. Black Elk's the Sacred Pipe Re<:CYtiedt & fd..ii;ed;,'By: Jot,eph,Fpe.s-Broww The Star-Man - By: 'B�J� 10. Ontario History- 'By: 0�1i�Soclety 11. Canada's First Nation - By: OliN�Pcu:r-(,c,la,Vlc1<4,on, 12. 13. Eastern Ojibway Dictjpnary - 'By: Rlehat--dtA. 'Rhode.1t Native Language in Ontario Vol. 12, No. 3 28 �14. 15. 16. 17. 18. 19. 20. 21. 22. 23. Making It Their Own- Severn Ojibwe Communicative Practices 'By: L�Philip� V� Walking in the Sacred Manner 'By: 1',f(M"'/v St: PleYY� � Tilda, L� Soldie.,,,The Theft of the Spirit (A journey to Spiritual Healing) 'By: C(M"ltA. fla,wr,m.e,r� M.V. History of the Ojibway People - 'By: W� W. \.tJ{M"Ye+'\I The Sacred Pipe � 'By: JO$ep�'Epe4Y'BYOWY\I Indian Oratory- 'By: W. C. Vandenc.,erth/W�'R- C(M"m.adc., Atlas of Great Lakes Indian History 'By: tlele+'lltlor�T�/Mildo1,, P� Skyscrapers Hide The Heavens - A History of Indian-White Relations in Canada - 'By; J.'R. Male.,,,Amerindian Rebirth - Reincarnation Belief Among North American Indians & Inuit - 'fdae.<L by A � M ilM,, & 'Richard, Slobod.lw Voices of the Land - Document of the life histories & philoshophies of the Cree, Anishnabe & Iroquois Elders in Ontario/Ojibwe Cultural Foundation 10.00 Also available from the 0jibwe Cultural Foundation CASSETTE'S & BOOKLETS AVAILABLE Anishinaabemowin Beginning Odawa #2 Anishinaabemowin Beginning Odawa #3 Anishinaabemowin Advanced Odawa #1 Anishinaabemowin Advanced Odawa #2 Anishinaabemowin Advanced Odawa #3 Anishinaabemowin Advanced Odawa #5 Anishinaabemowin Advanced Odawa #6 Gaagiigidodaa (Let's Make Conversation) Anishinaabemowin Pow-Wow Talk "Jiingtamog" Kidwenan 20.50 20.50 20.50 20.50 20.50 20.50 20.50 30.00 20.50 16.99 (An Ojibwe language book with vocabulary and short sentence structure) Native Language in Ontario Vol. 12, No. 3 29 �OTHER BOOKS AVAILABLE 1. 2. 3. 4. 5. NOTE: Ojibway Language Course Outline for Beginners 'By: 'B�J� Quillwork - A traveling exhibition Or�'By: rhe,, 0.C.f. © �84 The Healing Tradition Cross-Cultural Insight (A Report) August 16 - 18, 1994 Exploring Manitoulin Third Edition By: ShelleyJ. pea,,-e,n,, Wiigwaaskingaa (Land of Birch Trees) Stories 'By: A�J. Mc.Gr-eg<w 10.00 10.00 10.00 22.95 ➔ ALL SCHOOLS, INSTITUTIONS, COMPANIES, ETC. REQUIRE A PURCHASE ORDER NUMBER FOR INVOICING. ➔ ALL PERSONAL ORDERS MUST BE C.0.D. ➔ P.S.T. & G.S.T. WILL BE APPLIED WHERE APPLICABLE ➔ PRICES SUBJECT TO CHANGE WITHOUT NOTICE ➔ BOOK DISCOUNTS 10 - 25 COPIES 25 COPIES OR MORE 1 5% 20% Native Language in Ontario Vol. 12, No. 3 30 �Ojibwe Cultural Foundation P.O. Box 278 M'Chigeeng, Ontario. Canada POP IGO (705) 377-4902 Fax: 3 77-5460 FAX#:.___________ PURCHASE ORDER t;,______ SHJP TO:,________..,_. INVOJCE TO:,.__________ NOTE: • AU. SCHOOlS, IN5lTIUJlONS, COMPANif.S, ErC. lfQlnE A PUROIASE 01tDER NUMBEll • ALL PD50NAL ORDERS MUSr IE chD� • P.S.T. AND G.S.T. WllL IE APftlED WHERE ' APPUCABLE. R>R JNVOlCNG. • PRICES ARESUBJECTTO CHANGE WITHOUT NOTICE • •Mai� phont £r nx ordffS aN subject to sh lpph\g and handUn� and C.O.D. charps when applicable- Native Language in Ontario Vol. 12, No. 3 31 �RETURN POUCY: Occasionally errors occur when orders are processed. If you have received items in your shipment that you did not order, please follow the steps listed below: • All returns must include a copy of the invoice, for each item being returned. • Items must be in their original packaging. • Return must be made within 30 days of purchase. • State your reason for return. • All returns must be sent via Canada Post (C.O.D.'s not accepted). * Credit will be applied to customer account unless otherwise requested. PLEASE REMEMBER: * Please note that any error made by the customer will have a 15% restocking charge applied. If the Ojibwe Cultural Foundation made error, include postage cost receipt for sending item back, and we will credit amount. • Do not send any other correspondence with your return. For your benefit, we suggest if value is over $100, have parcel insured. We cannot compensate for parcels lost by Canada Post. * Please report damaged parcels immediately, and sign for as Damaged. With your cooperation, we can ensure that credits are issued and any damaged items will be replaced. If you have further questions, please do not hesitate to call. OJIBWE CULTURAL FOUNDATION P.O. Box 278 M'Chigeeng, Ontario POP !GO NOTE: WEST BAY HAS BEEN CHAN&ED TO M'CHI&EENG Native Language in Ontario Vol. 12, No. 3 32 �Did you know... That Wanda White, former Coordinator for the NLI program, is supply teaching at Biinjitiwaabik Zaaging Anishnabek in MacDiarmid, ON POT 2B0. Wanda teaches Jk - Grade 8 - Special Ed & SK - Grade 8 - Ojibwe Language. Gilbert Deschamps, a former NLIP student in 1991 just graduated with his Law Degree. Gilbert attended the University of British Columbia (UBC) in Vancouver and completed his final year at the University of Ottawa. He has yet to write his bar exam. CONGRATULATIONS GILBERT!!! Mr. & Mrs. Brian Outinen who were united as ONE on November 17, 2001 in Sault Ste. Marie. Congratulations Brian & Michelle. . Gary Hannam is the Principal at Manawaki Woodland School in Manawaki, Quebec. The Education Libray in the Bora Laskin building donated 3 books in memory of Diane Maybee's late son Justin Gunner. Romfield guide to birds of Ontario 598.09713 H83 By: Janice M. Hughes History of the Native People of Canada Volume I & II 971.00497 W94 v.1, 2. By: J.V. Wright The books will remain in the Education Library for future reference. We would really like to know what all our students & staff are up to these days. Drop us a line and let us know Native Language in Ontario Vol. 12. No. 3 33 �C�ocat'LOYv M� 2001 Mona Cormiere Native Language in Ontario Vol. 12, No. 3 34 �Helen Wassegijig, Orien Corbiere & Susan Bebonang Orien & sisters Sylvia, Nancy & Shirley Native Language in Ontario Vol. 12, No. 3 35 �NLl'P 2-002. 'Potential G.raduates Native Language in Ontario Vol. 12, No. 3 36 �Year One Year Two Native Language in Ontario Vol. 12, No. 3 37 �Year Three Institute Native Language in Ontario Vol. 12, No. 3 38 �N.L.I.P Student Council Tammy Noble & James Shawana Native Language in Ontario Vol. 12, No. 3 39 �Native Language Publ ications available through the Lakehead U niversity Alumni Bookstore Introductory Ojibwe Intermediate Ojibwe Advanced Ojibwe Anishinaabemodaa Kedwenan: An Ojibwe language book Eastern Ojibwe-Chippewa-Ottawa Concise Dictionary of Minnesota Ojibwe From our eyes: Learning from Indigenous Funny, You don't look like one Further Adventures of Blue-eyed Ojibway Our Voices Little Voice A Long and Terrible Shadow Weesquachak Aboriginal Education First Nations and Schools In the words of elders The Mishomis Book Decolonizing Methodologies Teaching Wigwams Keepers of the Earth Keepers of the Night First Nations: Race, class & gender Children of the Dragonfly One Dead Indian A Feather not a Gavel: Aboriginal Justice First Nations Second Thoughts Ojibwa of Southern Ontario Teachings from the Longhouse Skyscrapers Hide the heavens Aboriginal Ontario Canada's First Nations Citizens Plus Imaginary Indian Our home or Native Land? Rediscovering the First Nations of Canada Surviving as Indians $54.95 $54.95 $59.95 $19.95 $19.95 $54.95 $16.95 $19.95 $ 14.95 $ 15.95 $29.95 $ 9.95 $19.95 $18.95 $29.95 $12.50 $30.00 $19.75 $29.95 $35.00 $19.00 $18.00 $24.95 $32.95 $34.95 $24.95 $24.95 $25.00 $17.95 $29.95 $30.00 $36.95 $39.95 $19.95 $ 19.95 $ 19.95 $20.95 Native Language in Ontario Vol. 12, No. 3 40 �Indian from the inside Justice for Natives Cree Language Structures Spoken Cree Teachings of the Medicine Wheel Aandeg The Crow Ojibwa Powwow World Two-spirited People: Native am. Gender Rediscovery Ancient Pathways Wisdom's Daughters Native Poetry in Canada Native Stories of Sweet Grass Cree That the People Might Live Voices under one sky Ad dressing our words Notes on Ojibwa Dialects Bilingual Dictionaries for Indigenous Lang. Native Language Instructors Program Ojibwe Syllabics Ojibwe Dialogues & Riddles Ojibwe Structure Reference Booklet Explore Ojibwe Let's Talk Indian Writing the Circle: Native Women Wst Can. $ 19.95 $27.95 $ 15.00 $45.00 $25.00 $ 6.95 $19.95 $32.95 $24.95 $27.00 $26.95 $ 17.00 $21.00 $3 1.20 $18.95 $52. 1 5 $21.75 $ 4.45 $16.70 $ 4.75 $ 3.05 $ 7.00 $ 7.95 $14.00 Note: The Lakehead University Bookstore has many other titles in stock that are not listed above. Keep in mind there are other Native Language Publications available that can be ordered in through our special orders service. Native Language in Ontario Vol. 12, No. 3 41 �N EW AT TH E LA K EH EAD UNI VERS I TY B O O K STO RE INTRODUCTORY OJIBWE PART ONE AND TWO IN ANISHINAABEMOWIN (WESTERN OJIBWE) $34.95 Native Language in Ontario Vol. 12, No. 3 42 �NIN-DA-WAAB-JIG WALPOLE ISLAND HERITAGE CENTRE Invites You to Our lath Annual OPEN HOUSE .j... I Ii �· r: !i H;; H � \, ;1 ,, I' ;; ,.i i p ;, 1!,: � � ,, I: "' 1, Thursday, Decem�er 20, 2001. 1 1:00AM - 4:00PM * Re.(rQhm.en.ts * Door Prl.za * Book Launch • Local Vendors * Shopping • Food • Broadband Intem.t Bmall .Demo�.stratf-,u Our Theme this Year "La.ngri.age and Communications" Come and Meet the Staff Everyone Welcome For More Information Please Contact ths Herit.age Centre 519-627-1475 Native Language in Ontario Vol. 1 2, No. 3 43 �CD $ 1 0.00 EACH FUNDRAISER FOR MICHi ANISHINAABEMOTA PROJECT (LtU��J Contact: Ron Kelly Sr. Onigam ing School (807) 484-2510 work Native Language in Ontario Vol. 12� No. 3 44 �/. ��JJ,-;: 4••-7 Wishing you Peace, Love ana !Happiness 'Tlirougliout tlie :J{o{iaay Seqson J'rom tlie g{fitive/Language Instructors ' Program //JU ' t .' :/7 '/'/" I·/ , i>1i- � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 12 (3) November 2001 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2001-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/5efcd8974453866774242f3c1468d7ed.pdf c43a9710569b7e8064580b4fbe5e50bd PDF Text Text PAGE 1 of 4 Vol ume Two, Number One - October 1986 NATIVE LANGUAGE EDUCATION in ONTARIO NEW EDITOR for NEWSLETTER NATIVE LANGUAGE NEWS With this issue Christine (Chris) Hardy begins her work as editor of the Native Language Newsletter. Chris has just begun working on her Master's Degree in Educational Administra­ tion here at Lakehead. She and her husband Tim are both teachers. They have four children, ages 8 to 15, and come from Rocky Bay Reserve (on the south-east shore of Lake Nipigon.) Chris brings a wealth of educational and practical experience to the task of editor, and is already working on a number of interesting ideas for future copies of the Newsletter. Welcome Chris! Again our thanks to Bette Ross, who got our newsletter off to such a good start last year. Bette is now in Moose Factory, where her husband works as an educational officer with IAB, and she plans to do some teaching in the new school there this winter. - The Ministry of Education has initiated plans for a three part A.Q. (Additional Qualifications) program leading to a specialists' certificate in Native Language teaching. This program is intended for teachers holding a regular Ontario teaching certificate. It is not yet clear when the first sunmer of the program will be offered. RESOURCES OJIBWAY and CREE Resource Centre 65 Maple Street South Tilllllins , Ontario P4N 1Y6 (705)267-7911, Telex 067-81595 They have books, periodicals, audio visual material, and vertical files dealing with Cree and Ojibway people and issues for Northern Ontario. Membership is free to Treaty #9 band members, and is $2.00 for non-band members. Some subject areas covered include: A. History and Archaeology B. Culture C. Technology (Applied Sciences) D. Religion and Philosophy E. Legends and Tales F. Literature and Oratory G. Language H. Music &Performing Arts J. Arts &Crafts K. History &Geography L. Current Government Relations & Attitudes M. Law N. Aboriginal Rights P. Social Development Q. Education R. Connunity Development (Human) S. Economic Development T. Housing &Co11111unity Improvement U. Health & Welfare V. Crim ' nal Justice System w. Sports &Recreation x. Pure Sciences Y. Biographies &Autobiographies z. Fict ~ on ~-·--CQ_~ - Certificates have now been mailed to successful candidates from this past sunrner's Native Language Teacher Certification Program. Third year and validation students received permanent letters of standing; first and second year students received interim letters of standing. All those receiving certificates are urged to register with QECO as soon as possible. - Three NLIP students are being reco11111ended to Senate for graduation this fall: Evelyn Baxter, NAFL; Nancy Jones, NASL; and Susan Sandau, NASL. Congratulations to all three of you! - Our NLIP secretary, Ann Guthmann, has just finished mailing out winter practicum. If you wish to do a practicum but have not received a form, get in touch with Ann, Just a reminder: (1) Those working toward a Lakehead University Diploma in Native Language are required to complete 2 practica before graduation. (2) Students working toward certification who do not intend to procede with diploma require­ ments do not need to enroll in any winter practicum. - Input from validators is now being reviewed and incorporated into what will become the "official" version of the Native Language Guideline, Ontario Ministry of Education. Publication date for this guideline is not yet known, but it is hoped that it will be out sometime this winter. A sincere "thank you" to all the NLIP students and faculty who worked on the validation of this document through the sunner. A special word of appre­ ciation too, to Marianna Couchie, the team leader for this project, who has worked so long and so hard to make its publication a reality. Upcoming Events: EIGHTEENTH ALGOtlQUIAN CONFERENCE The Eighteenth Algonquian Conference invites papers in either English or French (and no longer than 20 minutes) on any scholarly topic in the field of Algonquian Studies. Abstracts and enquiries: Arden C. Ogg, Coordinator, 18th Algonquian Conferenve, c/o Linguistics Program, University of Manitoba, Winnipeg, Manitoba. R3T 2N2 (204) 474-9472 TIME AND PLACE: October 24-26, 1986 Hotel Fort Gary Winnipeg , Manitoba �PAGE 2 OF 4 Some Ideas for Getting the School and Community Together Things the school can do: - send home a school or class newsletter - bring in elders to tell stories, legends, history, etc. - bring in local experts to demonstrate or instruct students (art, cooking, trapping, crafts, snowshoeing, traditional food preparation) - field trips (nature walks, camping, trapping, fishing, skiing, nursing station, band office, radio station, other near-by reserves) - "Helpers Week": students assist older people by doine chores or jobs for them (using native language) - "Invite-a-Carreer": bring people who have various jobs to talk with students about their occupations - special events at school (graduation, concerts, banquets, Christmas) - write to pen pals on other reserves and encourage students to visit them if possible - traditional' sports (lacrosse, snow-snake, etc.) - special days (Cultural Day, Elders' Day, Survival Day, Bush Day, Long Ago Day) - plays in native language - native language choir - visit students' homes - brin& in volunteer assistants for classroom and/or special events book/tape lending library available to school and community - special awards or scholarships supplied by community or band for achievement in native language - Parent-Teacher Association or Home and School - parent-teacher interviews at school - Indian frince and Princess Fageant (traditional dress and dancing with prizes for best dancers and outfits) - tape various community events and use in native language classes - tape student activities and loan out to parents or community groups - invite parents to participate in I'D days - display student work in prominent places in the community (band hall, clinic, store, church, bulletin boards) - weekly school radio program with news and recordings from the school Things the community can do : - participate in a committee to oversee school programs (including native language programs) - organize a pow-wow develop resource/support groups who would be available to the school - co~munity picnics, feasts, fish-fry, etc, supervise and/or provide lunch for students - church activities and services in the native language - day care provided in the native language - community members teach traditional activities (dancing, drumming, medicine, etc,) . - friendship or cultural centre - craft shop - traditional religious activities (such as a Sunrise Ceremony) - workshops (language , vision seeking, drug and alcohol abuse, etc,) - community youth worker - regular bingo in the native language (could include radio bingo) - native language choir - "bees" (quilting, sewing, building, beadwork, leatherwork) - host a native cultural conference - community research and development in the area of native language - community sports leagues and events held in the native language Treaty Day celebrations - develor ~d print local . books (recipes, legends, stories, family trees, history, local dictionary) Ojibwa Dyes long ago the Ojibwa woman mode dyes for clothing and other things from the plants, roots and bark which she found. Blueberries Sumoch bork Hazel burs ,•••r.,r .... = ~ \-.~ blue-purple lambs quarters ~ = yellow Maple wood <f1tlt:J = btack Chokeberries 1. Boil plants in water. 2. Allow to cool. 4. Add your material. 5. Simmer for one hour. = green I @) -.... = purple go<S' o SJ'ct co<f = red 3. Remove plants. - -t • _... 6. Rinse in cold, salt water. ..r • .._ c.. eAlt~ough ~OU can always buy .c~mmerclal dyes . ther~' is a sense of accomplish· ment tn making your own: Are you ~illing to tryi Be careh.~1.!'ot to s~aln things that you do ~ot want changed in colour,~l1ke a tab!~ ~i:your clotl1es I, Dyes0me cloth and then point or bead some pa~e~~·-~~~:~c~~a~tl~·~:~ ~~:~l. )),;..:~. J..:· '. ' �PAGE 3 of 4 ABSTRACTS Peer Involvement in Language Learning. Language in Education: Theory and Practice No. 60 Center for Applied Linguistics, Washington, D.C.; ERIC Clearing House on Languages and Linguistics, Washington. Report No. ISBN-0-15-599316-X Pub. Date 85 Contract- 400-82-0009 Note- 168p. Available form - Harcourt Brace Jovanovich, Inc., Orlando, Florida 32887. While not an instructional panac~a. peer involvement in second language learning can provide a rich and productive suppliment to the second language classroom experience. it casts learners and teachers into new roles that may lead to a variety of benefits, enriching the total educational and social environments. The systematic use of peer teachers and tutors is a much publicized practice in contemporary education, but informtion about it has not been widely disseminated. While peer involvment programs are often widely in response to practical needs, they also closely reflect current views about how a second language is learned best. It is widely applicable to learners of all ages and achievement levels and for a wide variety of instruction purposes. The potential benefits include increased individualiztion, intensified drill practice, and increased communication opportunities. Potencial socio--affective benefits include increased motivation, strengthen cross cultural understanding, self-concept and sense of self-direction, and reduced inhibition. To be successful , peer involvement programs must be thoughtfully planned, carefully structured and systematically monitored. If this is accomplished the situation may lead to a new teacher­ learner relationship an form the basis for more effective and meaningful second language learning. Workbook In Second language Acgujsjtjpn and Teachers Manual For Workbook in Second Language Acgyjsjtjon, Selinker, Larry and Gass, Susan. Pub. Date 85. Available from- Newbury House Publishers Inc. Rowley, MA 01969 This workbook with teachers guideprovides "hands-on" experienre for second language acquisition researchers in analizing second language data. The sample data is organized into language categories including morphology, lexicon, and phonology, syntax/semantics, spoken and written discourse, specific purpose acquisition, and a final section on methodology and research design. In each section various types of data are presented along with infonnation on the source of the data, educational level of the students (high school or college), and the native or target language of the speaker. The teachers manual provides material to supplement the text's series of 64 research questions in 8 problem sequences, ordered in such a way as to take students from the data to an analysis step by step ( or in some cases to approach the data from different perspectives), and is intended as aguide to issues and discussion of techniques. It is also intended that the limited data present in each problem will enable L2 acquisition students to consider what might be confirming or disconfirming evidence for the specific hypotheses created in each case. Lateralization of Auditory Language: An EEG Study of Bilingual Crow Indian Adolescents. Pub. Date-Nov. 83 Paper presented at the Annual Meeting of the Speech Communication Association, Washington, o.c. "Prevalence of Otis Media in Cree and Ojibway School Chil dren in Six Ontario Communities", Scaldwell, Uill iam A. Journal of American Indian Education. V25 nl pp. 1-5, Oct. 1985 Correlates high incidence of chronic middle ear infection in Ame dcan Indian children aged 3-16 with problems of 1anguage development, acquisition and use. 1eaningful Classroom Activities in Teaching :ngl i sh as a Second or Foreign Language". ~ng, Shuang-chu Chen. >ub. Date Dec. 83 taster of English Thesis Substitute, Arizona itate University. Teaching activities useful in enriching the :lassroom teaching of English as a second anguage are compiled from the relevant literature. 1any are adapted from sources concerned with the .eaching of languages other than English. Separate :ections present suggestions of specific group ictivities or games involving audiovisual material tiscussion techniques, interviews, question and 1nswer game s, physical response, problem solving, ·ole pl aying, and cultural material. Examples are irovided. A concluding chapter discusses adoption if the vari ous techniques in different teachinq ~nviro nments. Also a grid outlines appropriate ctivities for various combination of lesson plan :ontent {di alogs, grammar and vocabulary) and type 1f informat ion to be shared { facts, opinions, and magination ) . A study was undertaken to learn whether involvement of the brains right hemisphere in auditory language processing, a phenomenon found in a previous study of Crow-English bilinguals was language specific. Alpha blocking response as measured by electro­ encephalography (EEG} was used as an indicator of brain activity. It was predicted that (1) overall linguistic processing would be bilateral; (2) during the Crow language receptive condition, right hemisphere lateralization would occur; and (3) during the English language condition left hemisphere lateralization would occur for receptive language processing. Subjects were 11 Crow ··· Indians determined to be balanced Crow-English bilinguals attending high school on a Montana ­ reservation. The subjects listened to tapes of the same content in Crow and in English while ur.~ergoing EEg. Results showed no significant difference in lateralization for_r~ceptive , processing of English, but a highly significant left lateralization was found for Crow, contradicting other lateralization studies of Native American Stud ies. "Some Textbooks For Cree Language Teaching", Ahenakew, Freda Canadian Journal of Native Education, V 12 n3 pp. 51-55, 1985. Illustrates how major Cree language instruction books are not idiomatically and syntactically correct. Believes problems could be overcome if native speakers using spontaneous, everyday Cree would develop appropriate learning materials based on traditional and contemporary family life and conmunity activities. �.. I MORE ABSTRACTS A Model FLEX (Foreign Language Experience) Program for the Elementary School. Wiley, Patricia Davis. Pul. Date 85 Note· 8p.; Paper presented at the International Conference on Second/Foreign Language Acquisition by Children (Oklahoma City, OK, March 1985). Research has documented that the study of a second language in the elementary school may positively affect the young childs' general school achievement and linguistic progress, promote superior performance in high school language study, result in significantly higher mental maturity, make children more language aware and improve other cognitive skills. In respnse to requests from corrmunity for elementary school instruction the Foreign Language Education Department of the University of Tennessee at Knoxville developed a foreign language experience (FLEX) program for the kindergarten and first grades at an elementary school in 1982. Response to the program by parents, teachers and students has been positive and enthusiastic, and some interest has been expressed in expandine the program and making it an integral part of the elementary school curriculum. "Language Learning Motivation: A Descriptive and Causal Analysis", Ely, Christopher M. Modern Lan~uage Journal, v. 70 n. 1 p. 28·35 Sprrng 198 Describes a study of first year university students of Spanish done to discover their types of motivation for learning a second language and to investigate the relationship between type and strength of motivation. Findings indicate the existence of two types of motivation clusters that resemble the integrative and instrumental orientations. Motivations: course requirements, job qualifications, future careers, interests in culture, history, literature, wants more languages, converse with friends, well rounded educations, etc. PAGE 4 "Reclaiming a Part of the Micmac Heritage", Hamilton, W.D. Canadian Journal of ~ative Education v.12 n. 3. pp. 46·50, 1985 Describes a research project which resulted in publication "The Julian Tribe" and showed how lost Micmac tribal heritage was reconstructed from church, census, county, provincial, and federal records when no tribal printed or secondary accounts or oral tradition remained. This study helped form a foudation on which to rest their growing ethnic cornnunity and personal pride. "Culture Before Ethnicity", West, Betsy, Childhood Education, v. 62 n. 3 pp. 175·181. Jan.-Feb. 1986. Discusses some of the broader cultural influences that precede (and go beyond) ethnic influences in childrens behaviors and attitudes and teachers interpretations of them. Those influences that affect students as well as teachers behav1ors and attitudes include perpetuation of the conflicting values and individualism and cooperation, local and social class values. All children are different and need different motivation and reinforcement no matter what culture. We must see them as individuals. "Comprehension and Production in Interactive Language Teaching", Rivers, Wilga M. Modern Langua~e Journal. v. 70 n. l pp. 1·7 Spr1ng 1986 Rev ~ ews the theories which assert the necessity for prolonged intensive listening without expectations of production for some time in language teaching. Asserts that com· prehension and production are indissoluble partners in the two way process of convnunica­ tive interaction and that teacher·directed and dominated classrooms are not interactive class­ rooms. People are interactive human beings for better learning. Use action songs, repetitive choruses, acting out short situations, play games, anything that will motivate students to talk. "The Promise and Problems of Native American Students. A Comparative Study of Native High School Students on the Reservation and Surrounding Areas" Lin, Ruey-Lin. Journal of American Indian Education, v. 25 n.1 pp. 6-16, Oct. 1985. Compares attitude toward education of 64 male American Indian high school students and 354 male white students. Finds little statistical difference between the two groups in orientation towards education, but significant differences in world view, drug/ alcohol use, and perception of relevance of education. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (1), October 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-10-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/53a77337f65f62cc53739bc743b6cf87.pdf 6f4c09f157ab0f327640872579f9708f PDF Text Text .. PAGE 1 of 4 Volume Two , Number Two - December 1986 NATIVE LANGUAGE EDUCATION in ONTARIO JJfnr uuto us u .cqi!h i5 horn, ADVANCE NOTICE FOR NLIP ­ Three important notes concerning next su11111er's NLIP 1. Because of a sharply rising number of appli­ cants, it may be necessary to limit first year enrollment of NLTC in the sunmer of 1987. For this reason, it is strongly re­ commended that: (a) All sponsoring agencies and potential students be advised to decide early on their training needs for the summer. (b) Those desiring to enter year one of the program apply as early as possible. (c) All applicants read carefully and fully prepare their application forms before submitting them, incl uding any background or reference material that may be requested. Applications are not accepted until all information is complete. Students presently enrolled in NLIP are re­ quested to pass the above notice along to all who might be interested. Thank you! 2. "The Institute" is considering the possi­ bility of offering a course in (computer) word-processing in the sun111er of 1987. Preference would be given to those who already know how to type. If you are an NLIP grad, and are interested in taking such a course, do try to prepare yourself by learning the basics of touch typing (if you don't already know how). This course (if we are able to offer it) will be an i ~portant one for those interested in improving their skills in materials prepara­ tion, and would be well worth the extra effort involved. 3. NASL/NLI Diploma Students, please note: The fourth and final year of studies toward your diploma in a Native Language as a Second Language is-offered' only once every two years. It will be offered in the summer of 1987, but not, we expect, in the sunmer of 1988. Please make your plans accordingly. M.L.M. NLTC STUDENTS -- A7TENT10N Ann Guthmann recently contacted you by letter requesting that you submit your teaching time­ table for this year. If you haven't already done so, please send this in at your earliest con­ venience, or phone Ann between 9-12 or 1-4 any Monday or Wednesday at (807)345-2121, ext. 542. M.L.M. AND when we give each other Christmas gifts in Hi~ name, let us remember that He has given us the sun and the moon and the stars, and the earth with its forest~ and mountains and oceans-and all that lives and moves upon them. He has given us all green things and everything that blossoms and bears fruit­ and all that we quarrel about and all that we misuse-and to save us from our own foolishness from all our sins, He came down to earth and gave us Himself . �PAGE 2 of 4 • CREE AND OJIBW~ GRAMMATICAL TERMINOLOGY c. Douglas Ellis McGill University The stem classes call equally for a nomen­ clature and the following were put forward: Noun ~-w!htamak~akahk b ·ii•cL9Lb •• The "Native as a Second Language" program of the Ontario Ministry of Education has made apparent the need for clear-cut grammatical statements in the several native languages of the Province. This need became especially evident at the Native Language Instruc­ tors' Program recently held at Lakehead University, where Cree and Ojibwe speaking teachers were preparing for language teaching assignments by study­ ing, among other things, the structure of their own language(s). One of the first requirements for drafting such a statement is that of a native language grammatical terminology. In the course of discussing the struc­ ture of AJ.gonqui an a set of provisional grammatical terms was developed, - for the most part in Cree. These are sub­ mitted in the hope that discussion will lead to further and more useful sugges­ tions. Use of the syllabic system for purposes of instruction led naturally to consi­ deration of the nature of a syllable and its components. Tet1IIS developed for vowels and consonants were ­ Vowels ~-pay~htihtakwahki 'b ~"i • :-v· C· b • P - "pure VQ iced sounds" Consonants ka-wanahcihiw~a\cahki b • <J.;. Or I 6 •V\.... b Ip "interrupting sounds" since the latter characteristically interrupt or disturb any stream of the former. With a little apt illustration the terms are likely to be readily understood by the av e rage school child of an age appropriate to grammatical study. After reflection on the concept of the syllable and its composition, a useful term (and a reasonable Cree rendition of - ''that "which names" Verb ka-t~ciklltek b ::>r6u• - "that which is done": i.e., an action word. (This latter term was sug~ested by one of the teachers 2. While it has certain evident disadvantages, it appears to have gained a measure of currency.) Further terms proposed by the same teacher were for Pronoun kll-tapiskak!makahk b CA' b~Lb •• ­ "that which replaces" or ka-mlskocisk:.ik~akahk 6 r' dr'b9Lb •• - ''that which exchanges place With" The fourth of this set, suggested in class discussion, was Particle itw~winiS 6•U•6C'" - "a little saying, a little word". The three basic mechanisms of word building came in for discussion and ter111s proposed were ­ Inflection kisipahk ~-kw~skipaliki3 PJ'<. •• b · 'i ' P<,P ­ "what turns, changes about at the end". (An Ojibwe use for "inflectional ending" suggested by a class member4 embodies the notion of "bending": waki-iskw~p~kinan . <iP 6.' • qvPo... "inflectional endings", ­ the ending alone being iskw~pekinan. .6' . qypQ.. Composition ~niskwahikewin <fer'· b"6.q•6•- "joining" u11).;.1..,13.f in its grammatical sense) seemed to be ­ was represented in Ojibwe4 by Syllable !_- 'V or ~-m~mawihtakwahk b LL·6"C· b •• iinihkohik~win ­ <i(I'• d 1 A9 • .c.•, "which sounds together' ' . Since syllabic spelling spans and often obscures morphemic boundaries, an essen­ tial distinction is tha t between morpheme and syllable. The term suggested was ­ Morpheme ~-aniskohtaniwahki oc~pihkwa V' •r A' P ·Ca-·<J•• - "the separate piece which means (something)" • By using so-called " structural spel~ing" 1 a form such as kanawapahtam, bo.. · <l< •c1... becomes bo.. 0 • • • <I< •.• <l" <: ••• <l'-, and the distinc tion between morpheme and syl­ lable is clear. At this point the notion of "distinctive sound" is also handy to have. Suggested as a name for the taxonomic phoneme is ­ ka-nisitowihtakwahk "the sound which is distinguished, recognizable" t>'lN·b "joined' stems". A third proposal was that for derivation: Derivation e-ohcipaliki V' oc~pihkwa t>"r<,p t>1A"•b "stems coming from, stems deriving". Names put forward for the characteristic parts of a stem were ­ Root l @) -­ watapiy ·<JCA Medial ka-tastaw~palik b C.'C·V'<,• - "what stands in the middle" b 1rr'J· u "C·b"" ... <ia-'d"Ccr·<l"P ka-piskihc 1 tw~iwahk 6 Phoneme the Cree alternative suggested being Final ka-misiwehtamalcahk b r r' · v •Clb •• "what completes"; and for Stem ocepihk5 t>11\ ,. ALGONQUIAN AND IROQUOIAN LINGUISTICS 10:4 Reprinted with permission \ �.. • PAGE 3 of 4 acceptable usage seemed to be ­ An fo~ Dependent Ste111s ABSTRACTS Suggestopedia and Soviet Sleep-Learning Bancroft, W. Jane, Evaluative Report published 1981. uependent Stems lca-ohci-akot!ki oc!pihlcwa b C> 1 r <ldUP t> 11\ '·b "stems which hang frooi, depend". The notion is quickly clarified by illus­ trated explanation. No satisfactory term was arrived at for Gender. The two specific genders, however, are now widely rendered as kl-pimlltis!mak.ahk Anilaate b /\l...n/Lb" '!his paper examines the parallels between suggestopedia and Soviet sleep-learning for learning foreign languages. Both systems are based on the idea that the acquisition of infonnation can occur in states below the optimal levels of consciousness. Hypnopedia makes use of the period of paradoxical or light sleep that generally occu7s just as one is falling into a deep sleep and.Just before o~e awakens. '!he original suggesto­ ped1a class comprised a special two part relaxation session for memorization of the lesson material at an unconscious level. As initiated in the Soviet Union, sleep-learning was intended to be used in conjunction with regular daytime classes in foreign or U-pimatahk b Ille n "" . - la~uages and other academic subjects. Both suggesto­ ped1a and Soviet hypnopedia present lesson material in the form of paired associates and utilize repeti­ tion, rhythn, and intonation as aids to memorization. Also both make use of a two part session for memorization of previously studied materials-active concentration of the text in a state of relaxed alertness and passive absorption of the text in a state of light sleep or in a state bordering on sleep. Finally both claim that their respective systems have very positive effects on the memory and on the well being of the student. "what lives" Inanimate _!!! lc.ll-pimlltis!maltahk 'Vb b /\LnlLb •• oz> !kl lc.ll-pimlltahk Vb b /\Len - "what does not live, is not alive". A further fine distinction is made by Mrs. Angela Moore, a native speaker who also teaches Cree. This designates non­ living entities which are clas•ed gram­ matically as animate, such as emihlcwlln, 'Vr • ·\, .. , "spoon": lcll-pimltistwat~cikit!lti i:, lllnl·<Dri,up which might be paraphrased as "things which are talked about as living". I would like to thank the members of the class in the Structure of Algonquian III and especially Larry Beardy t Bertha Metat who were active in discussing the several possibilities recorded above, and Mrs. Angela Moore,. who acted as Teaching Assistant for the course in Spoken Cree. Game-Like Activities and the Teaching of Foreign Languages. Harper, Sandra N. Paper presented at the Great Lakes Colleges Association foreign Languages Conference, Albion, MI, April 10, 1981. - C. Douglas Ellis NOTES l. The term was supplied by John Nichols. 2. Mrs. Angela Moore of Calstock, Ont. 3. For the N-Dialect, read all !'a as E· 4. Larry Beardy of Muskrat: Dam, Ont. 5. This was proposed by A. Faries of Mooaonee and South SchU1Dacher, Ont. Sometiws actions speak loud.tr than words, especially whm the words do not flow easily. (Copy­ right 1972, United Feature Syn­ dicate, Inc.) WHAT I MEAN 15." WHAT I WANT TO SA'< JS••• HOW CAN I PU1' IT INTO WORDS? WHAT 11\t 1l'<IN6 10 SAi( l~L Among the justification for using games in foreign language teaching, one finds the theory that games play an important role in the instruc­ tional and learning processes and that they can be designed to develop linguistic skills and C011111Unicative abilities. A review of several authors not only suggests the value of games and game-like activities to relieve boredom and enhance learning, but also gives indications for a meaning­ ful progression of such activities. A large nl.lnber of of games and group activities are described. Each description includes the games purpose, the pro­ cedure, and some examples. 1he activities described are are appropriate for elemelllary and intermediate levels; some could be used in more advanced clas ses . RATS ! I WAS HOPlN6 SHE COOLO M IT INTO WOR~... �PAGE 4 MORE ABSTRACTS "Cultllt'e and Constructs: Coornunicating Attitudes and Values in the Foreign Language Classroom" Kramsch, Claire J. Paper presented at the Annual Meeting of the American ColXiCi.l on the Teaching of Foreign Languages(Oenver, Co. Nov. 1981). Cross-cultural comnunication cannot be achieved if students are only presented with cultural facts. Instruction must involve the affective and cognitive processes of the learner in interpreting these facts. Before students can understand the attitudes and values of a foreign cultur~they must be aware of their own attitudes and and values in interprting foreign events. The pap­ er discusses the design of classroom exercises and activities to clarify the attitudes and values underlying cultural facts. 'nte bridges for under­ standing other cultures do not exist at the level of one's personal constructs of those events. lhe teachers task is to make these constructs apparent and observable to students without putting them on the defensive or reinforcing stereotypes. One method of accomplishing this is through the use of repertory grid which shows how different people from different cultures construe the same events differently.Classroom exercises for establishing a conmon ground of shared experiences aim at construing the experiences of another person together with ones own. "Award-Winning Foreign Language Programs: Pre­ scriptions for Success." Sims, William D. and Hanrnond, Sondra B. American Council on tha Teaching of Foreign Languages. Hastings-on-Hudson,N.Y. Pub. date 81 lhe study reviews SO foreign langauge programs in the United States that are said to be both inspirational and useful for providing concrete information about the creation and preservation of successful language programs. The progr~ited are exemplary and can serve as models.for educators and administrators to study and visit. Program selection was based on the results of questionnaires and onsite visits. 'Ihe following variables are among those used as guides to success programs: overall enrollment in terms of the state average, rate of sequence completion (i.e. degree of attrition) scope of the program, and degree of proficiency as indicated by examination results. Each pro­ gram profile presents background information and dicussion and analysis of the features that make the program successful. The most outstanding general charactaristics of success observed were: (1) articulated curricullEl, (2) co- and extracur­ ricular activities that integrate language study with school life, (3) high incidence of target language usage, (4) good administ:ative support, (5) effective use of community resources, {6) ~cudy and travel abroad options and exchange pro­ l-ams, (7) a strong public relations effect, and (d) a resolve to connect language stu:ly with the f-actical and concrete. Christine Hardy Native Language Newspaper If you need more info rmation about Faculty of Education abstract &, please contact: Lak~head University Thunder Bay, Ontario P7B SEl "A Language Development Program for Yup' ii< Eskimo Children of Alaska." Dole, Janice A. Paper presented at the Annual Meeting of the National Association of Bilingual Education (Bos ton , MA, May , 1981) . A center was established in 1978 to develop a program of curriculum materials designed to enable the school districts in Alaska to streng­ then and improve the English and Native-language skills of Yup'ik children. The program is described here as well as its rationale and philosophical assumptions, t he materials that have been develop­ ed, and the implimentation of those materials in Alaskan school districts. ·1 materials known as the Development Languaqe Program, dra designed to in crease and expand upon the existing co1T111un 1 c~tion skills of Yup'ik students within the context of their Alas kan experiences. The OLP consists of cur­ ricular mat erials which infuse language activities and experiences into subject areas. Included is a description of the teachers handbooks, the setups of units and activities, a sample lesson plan consist­ ing of five modules, supplemental activities, and implimentation of the language units. The discus-. sion concludes with an outline of the teacher-training program and a sullfllary of initial feedback. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (2), December 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-12-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/06f9853ae9c0118a2ffa7d8f41b6d904.pdf 17f153bda4b82c699fa4d96140b08425 PDF Text Text Page 1 of 4 Volume Two, Number Three, Jan. 1987. NATIVE LANGUAGE EDUCATION in ONTARIO A Note from the Coordinator With this copy of the newsletter, you will find enclosed your copy of the application form for next summer's Native Language school. As men­ tioned in the last newsletter, we are anticipat­ ing more applications than we can handle this sul!'lller, and we recoanend that you return your completed form as early as possible. Please take care to fill in all pertinent information; failure to do so will""Cause unnecessary delay in processing your application. Upon receipt of your completed form. copies of the necessary back-up forms will be mailed to you. Your local Indian Affairs office and your local Ministry of Education office have additional copies of the application form. If you know of anyone interested in applying for the first year of the program, please advise them to pick up a form from one of these offices as soon dS possible. M.L.M. ATTENTION Ontario Teachers! We anticipate that the Ministry of Education will announce the provision of a 3 part "specialist" A.Q. program for certificated teachers to begin this su11111er. In the event that this is announced, the Faculty of Education at Lakehead University would like to offer part one in the surrmer of 1987. In order to do so, however, we would need a minimum of 15 applications from holders of the regular Ontario Teaching Certificate. If you are an OTC and would like more infonnation on this program, please drop us a line as soon as possible indicating your interest. ANNOUNCING-­ 7th Annual Native American Languages Issues Institute Saskatoon Inn Saskatoon, Saskatchewan, Can. May 19-22, 1987 Hosted by: Saskatchewan Indian Languages Institute Federation of Saskatchewan Indian Nations. The purpose of this International Institute is to examine indigenous language concerns, exchange ideas, and provide direction for continual developmentand research on indigenous languages. There will be an art and photography show and sale, tribal dances, workshop presentation, and display of teaching materials. ~ Autumn Grads Congratulations are in order tor 247 students who graduated at the end of the lell lerm. The Fell Convocetion is not as big a celebration as the spring event: instead of a ceremony, lhe graduates are given approval by the Sana1e. Bui all tall grads are aenl an invitation to auend thecerem­ ony in May. The number ol tall graduates has remained lairty constant. There are usu­ ally between 200 end 275 each year, so this year's figure is just slightly above average. Congratulations to all 247 graduetes for your academic achievementsl "Ontario's NSL Program" Teaching and Learning a Native Language as a Second Language, Ministry of Education. Language carries with it the spirit, culture, history and philosophy of a people. It is the principal means by which culture is preserved and transmitted from one generation to another. An NSL program will enable students to receive instruction in a N~tive language from Kindergarten to Grade 12 . School boards will be expected to provide an NSL program in the school year 1987-88 wherever : fifteen students have requested instruction in a Native language; and a qualified Native language teacher is available. Where a school board can organize a program with fewer than fifteen students, it may do so. Native languages have a l~gitimate place in the curriculum of Ontario Schools; Native languages will therefore, be taught during the regular school day. Grants and other financial incentives will be provided to assist school boards in the implimentation of the NSL program. Parents and other members of Native communities who wish local schools to offer an NSL program should contact their local school board. Additional information on NSL programs m;iy be obtained from th•: following sources: Regional Offices ofthe Ministry ofEducation Minisiry of Education Central Omario Rcgitm H.:ron's Hill Building Deadline- April 30, 1987 Sui1c3201 Please Contact: 2025 Sheppard NALI INSTITUTE '87 c/o Saskatchewan Indian Languages Institute 917 22nd Street West Saskatoon, Sask., Can. S7M OR9 Phonea~ 6306) 934-4444 \ A venue East Willowdale, On1ario M2J IW4 Phone: (416) 491-0330 Ministry of Education Eastern Ontario Region 1580 Mcriv ale Road, 41h Floor Onawa, Oncario K2G 4B5 Phone:: (613) 225-9210 Continued �... Page 2 of 4 • • Ministry of Education Midnorthern Ontario Region 199 Larch Street, 7th Floor Sudbury, Ontario P3E 5P9 Phone: (705) 675-4401 Ministry of Education Northeastern Ontario Region 447 McKeown Avenue Box 3020 North Bay. Omario PlB 8K7 Phone: (705) 474-7210 Ministry ofEducadon Northwestern Ontario Region 435 James Street South Dox SWO Thunder llay, Ontario P7C 5G6 Phone: (844) 475-1571 Ministry of Education Western On1ario Region 759 Hyde Park Road London, Oniario N6H 3S6 Phone: (519) 472-1440 Indian and Northern Affairs, Canada, Ontario Region Indian and Northern Affairs, Canada 25 St. Cfair Avenue East Toronto, Ontario M4T !M2 Phone: (416) 973-1274 Faculties of Education Involved in Native-Language Teaching Second Language Learning: A Remew of Related Studies. Izzo, Suzanne. InterAmerican Research Associated., Rosslyn, Va. Report No. ISBN-0-89763-058-0 Publication Date 1981. Available from - National Clearing House for Bilingual Education, 1300 Wilson Boulevard, Suite B211, Arlington, VA 22209. The fact thdt some people learn a second language more easily than others has prompted nunerous studies designed to link one factor or another with successful language learning. This work examines a large nunber of these studies to assess the importance of various factors involved in language learning. The influenc­ ing factors suggested are grouped into three categor­ ies; personal, situational and linguistic factors. Considered first is the particular set of personal characteristics each individual brings to the task of learning a second language. These include general intelligence, language aptitude, attitude and moti­ vation, Psychological traits, age, socioeconomic status, and sex. The variety of learning situations is then discussed. Situational factors include the set­ ting in which the language is learned and the amount and distribution of time devoted to it. In addition, if the language is learned formally, _ the~ l!Et.liaj used and the characteristics of the teacher must be considered. Finally linguistic factors are examined. These include both the differences between both the first and second languages and the characteristics of the second language itself. f·or tcacho.:rs of Algon4uian: Faculty of Educacion Lakd1cad University Thunder Bay, Ontario 1'7USEI For teachers oflroquoian: !'acuity of Education The University of Western Ontario London, Ontario N6G !G7 Cultural Education Centres Woodland lmhan Cultural and Education Centre Box 1506 Brantford. Ontario N3TSV6 OJ ibway-C rcc: Cultural Centre 252 Third Avenue Timnrn1s, Ontano P4N IE3 "Research on a Humanistic Language Teac;-hing Model." Knibbeler, Wil Journal of Applied Linguistics; nl p34-4S 1985. Defines and discusses the operating principles of the Explorative-Crea~ive ~ay of language teaching, an approach in which the teacher encourages the students to investigate the target langu~ge and to ~ap the linguistic resources available to tgem in order to produce a maximum number of new meaningful utterances. .. ~ LJkc of the Woods Ojibway Cultural Centre Box 1720 Kcnora, Ontario P9N3X7 Oiibwe Cultural Foundacion E~cclsior P.O. West llay. Ontario POP \GO North Amcrk~n Indian Travdling Colk g..: R.R . #3 Cornwall, Ontario K6H Sil? "Ghosts Demons and Chicken Bones: Dramatic Writing in the ESL Classroom." Peters, Bradley. TESL Talk, v16 nl p26-33 1986. Describes an experimental project implimented in a language school in Northern Italy in which students, using a poem as a basis created a caste of characters and expanded the poem's story line to cr~ate a world in which the characters could interact, Abstracts, Articles and Books "Don't Put Your Leg in Your Mouth: Transfer 1n the Acquisition of Idioms in a Second L<i nguage."Irujo, Suzanne, TESOL Quarterly. v20 n2 p287-304 June 1986. "The Problem With Grammar: What Kind can the Language Learner Use"? Garret, Nina Modern Language Journal; v 70 n2 p 133-49 Summer Describes an investigation into whether second language learners use knowledge of their first language to comprehend and ~roduce idioms in the second language: Results s howed id en Lical idioms ·were the easiest to c o ~ prehend, similar idioms we7e_comprehended almost as we ll, and different 1d1oms were the most difficult to comprehend and produce. This article (1) discusses the relationship between grammatical and communicative' competence~ (2) examines aspects of grammar theory; (3) discusses pedagogicalproblems inherent in traditional notions of grammar; and (4) summarizes the pedagogical and research implications of a new perspective on the role of grammar in f orQign language acquisition. 1986. �... ... ' Page 3 of 4 "Inuit Youth at lkpik: Heritage and Hope for the Future", Northline, v6 n4 pS October 86. "Heritage Research Centre at Waterloo," Northline, v6 n4 pS, October 1986. For the second year, a gr ~up of young Inuit from across Canada, Greenland and Alaska gathered for two weeks this summerat a small isolated camp of stone houses and tents by the shore of Ikpik Bay on Baffin Island's west coast. This camp was established and funded by the Inuit Tapirisat of Canada as part of their Youth Council's program. The 35 young men and women who attended the camp ate lots of caribou and char, listened to stories told by elders, listened to talks about how things were back in the so's and 60's, and discussed problems that they as young people face today. Daily workshops and group discussions focu~don topics such as living in a two culture world, family life, education, employment and unemployment, depression, drugs and alcohol and the factors eroding the use of traditional language. There were four Inuit elders at the camp, as well as ITC president Rhonda Innuksuk and David Owingayak, director of Cultural and Traditional Affairs at the Inuit Cultural Institute. (ITC has offices in Ottawa and Frobisher Bay; ICI is in Eskimo Point.) Traditional activities and learning about the past were a major part af the two weeks at the camp. Elders showed the youth how to build a kayak, how to make traditional seal oil lamps, how to play string games and how to skin and butcher caribou. As well, the youths hunted caribou and seal, and prepared traditional foods. For many of those at the camp, it was their first opportunity to meet young people from other Arctic countries. They soon found out that they had more in common than they realized. Markoosie Onalik of Frobisher Bay said he was surprised to learn that he and an Alaskan youth even shar~d ~ the same surname. Inuit Tapirisat was represented at the ACUNS meetings in Yellowknife last April,where they presented a paper and, among other things, discussed the Youth Councils and Ikpik camp. A paper, "Bridging the Gap: the Need for N~w 11 Approaches to Northern Research an~ E~ucat~on , by ITC special consultant Robert H1gg1ns w1ll be included in the Proceedings of the Yellow­ knife meetings. . An excellent series of illustrated articles on Youth Councils and Ikpik, including personal reflections by Deborah Evaluarjuk of Igloolik, appeared in ~he Fall 1985 issue (No •. 61) of Inuktitut magazine, published by Indian and Northern Affairs. Readers interested or involved in heritage research and preservation (natural and cultural) should be aware of the Heritage Research Centre at the University of Waterloo. This centre is designed to encourage heritage resources research, education and the exchange of informa­ tion among a wide range of participating universities, governments and private groups. Among its activities is an annual public lecture series, an occasional paper series, and programs of research and applied work conducted on a team and individual basis. ~Psearch is funded by Parks Canada, which has beeh a co-sponsor of the Centre since 1983, and by the Social Sciences and Humanities Research Council and other agencies. Areas of focus have included marine parks and conservation, climate change and heritage, natural science research in national parks, environmental assessment, and many aspects of park management as well as numerous other subjects. Student Heritage Internships also are awarded annually, with support from the University of Waterloo, Parks Canada and grant or contract funding. For more information on any of the above, please contact: Heritage Resources Centre, Environmental Studies 1, Room 345, University of Waterloo, Waterloo, Ontario N2L 3Gl. (519) 885-1211 (ext. 2072, 3066). JESUS 0 BIMADISIWIN For some native language students the name Baraga is a household name. A fresh reprint of a precious long-lost book by Frederic Baraga is making its way to the desks of such students. The original book was printed in Paris, France in 1837. Through the persevering efforts of a former Jesuit missionary of Northern Ontario and the very effective collaboration of a number of Anishinabeg of Thunder Bay Region, a short run of 1000 copies came off the printing press last spring in Penetanguishene, Ontario. . It is a lovely book in BxlO format of some seventy pages in a maroon flexi-cover embossed with a simple cross and the name Jesus. The full title of the book is Jesus 0 Bimadisiwin Oma Aking (Jesus' Life on Earth). and contains a superb collection of Gospel readings in Ojibway. Distribution has been undertaken by the editor Fr. A. Schretlen on a hand to hand basis. Fr. Schretlen is willing to demons trate the book and introduce future teachers of the Ojibway language to its treasures. Contact: Fr, A. Schretlen, SJ Box 38, Pickering, Ontario LlV 2RZ "Testing in Language Teaching". Ponterotto, Diane Rassegna ltaliana di Linguistica Applicata; vlS nl p87-95 Jan-Apr 1986 Discusses the problem of te s ting with particular regard to the evaluation of aural­ oral skills within a modern methodological context. The use of pictures paragraphs, and dialogutto test listening skills a nd of pictures and micro-dialogs to test speaking •kill• i• de•cribed.~ "A Case for Case Studies." Long, Donna Reseigh Foreign Language Annals; v.19 n3 p225-29 May 86 , Asserts that many aspects of the second language l earning and teaching process are not amenable to experimentation at the present time and that case studies, that is studies of the individual learner, teacher or classroom are valuable as precursor s to experimentation. "MLJ Computer Corner". Brink , Dan . Modern Language Journal, v20 n2 p149-52 Summer 86. Discusses the question of whether one must know how to program in order to make the mos t effective use of the computer in language classes. Looks at four computer languages which may be of interest to language Teachers who want to learn programm1n9: Basic, assembler, high level languages, and authoring systems. �.. -..., ... Page 4 ) > Language ~ Education .. ·in·canada: First Term Courses:'July 2"uly 22, 1987 Second Tenn Courses: July 27·Aug. 14, 1987 TESL Canad.a Summer Forum: July 23..July 26, 1987 Courses A variety of three-credit courses will be offered to students at the undergraduate and gradual& levels. Students may earn a maximum of six credits in each term. The undergraduate courses may be applied to Concordia's TESL Certificate or B.Ed. (TESL), and the graduate courses to the M.A. in Applied linguistics, provided that registrants have been admitted to the appropriate program. Students from other universities should confirm that course credit can be transferred to their program.. • I I t , • .,. • ~r ~ ,••~ .', . -,. ~~...-:. .. . ·Language Education In. canada.ifi:; Exploring Common Ground ... · ,_:;:~ • Both credit and non-credit courses in'ESL are also avattable for students whose native language is not English. t • I • • -~I . ~ - - Space in Concordia University' residences ,.,. (Loyola campus) or McGlU University residences is avattable for earty registrants of theTESL Canada Summer Institute. .• Registration Form. ··. > :. . .· TESL-~ Canada Summer Institute ···· .; .·· 1~ ··~~t :·. •'!.. -. . .. ·>...... ~·- ·7. ~::· . :~i ·.' ... .. Name:_-:-----------..,,.-.....:.----------------------~ Street: _ _ _ _ _ _-..: .--.--.-..-..-. _ _ _ _ _ _ ___ _ _ _ _ _ _ _ _ Apt.,# _ _ _ __ ,City: _ _..___ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Province/State: _ _ _ _ _ _ _ _ __ ..... . .· .,.·.. .. . . ~ ~ .-·: ~ ,, ".. ~ r '· · Postal Code: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C o u n t r y : - - - - - - - - - - - ­ : • • • If you would like to receive an application ~ · for admission to a TESL Centre program, please check the appropriate space be/ON: 0 Bachelor of Education (TESL) 0 TESL Certificate 0 M.A. inApphed Linguistics linguistic input to children is adapled lo their level of compre­ hension-that ir, if no one is looking. (Reprinted courtesy of Universal Press Syndicate.) ·.,· .. Accommodation _... :'­ • •.• ..'· • ·· Languages · • . .• . · .,,·;~ ; : -Demonstrations of listening Jldivities for •,' ,j, .• Language Learners ~·. ,, ,, ., . ' ~~ ~ -Short Sessions in Grammar and · : ·· 't<'1 J> , Communication, Classroom Interaction, ··!{ . ' Multiculturalism ,_.. . · ~ J • • · ' ·..., ·.: -Displays of Publisher$• Materials :,; Plus a variety of social and cultural activities.' ;., · If )'OU wouldlike to receive a registration package for the · · TESL Canada Summer Institute, please complete the coupon below: .• : ... ·, ·. ....... : :.;t '_ Workshops and Other Activities~. :.·-Mini-courses in Heritage and Native'. ., • '.~ .. • . · The theme otthe institute rs an . :... '\. _, :' 1'',·:' ackna.Yledgement that teachers of heritage;~~· -; languages, Native languages and ESL have a~-; • common concern with language learning and /: · language teaching. The institute provides an~·:i~ opportunity for language teachers to share ·. · their experience and to learn from one another. . ..... ; ;·:.­ Fdrum Modern Engflsh Grammar Comparative Phonetics ESL Methodology Practicum Educational Techno1ugy tor TESL ., Testing and Evaluation Biiinguai Education ' " Language Acquisition History of the English Language Syllabus Planning and Materials Development • ·• The Grammars ol English -.­ Sociolinguistics and ESUEFL ·: · Classroom-centered Research in Second · .. Languages Languages in Native Education .. : : . intensive Second Language Courses inSchools . .. . Heritage Language Programs'· :: :·~ · , "·' ..... . ... ?,·-. . '' • Summer Forum ~· ::·:.:!'.;~ ·:·· · . · The TESL Canada Sum,,:.~~ is a' .....:-_;) four-day conference which will be held _between the summer terms (July 23·26). 1 ·;~ : Papers, workshops, and other activities· ·ff: " "".ill~ presented by Institute faculty and other: distinguished language education .. ' professionals. •. ,, . .., . , .. · ,. :. ·.: Courses Include I' \ .-. • I •• ' •' •• ·.. , Mall to: B. Barclay ·. . TESL Centre Concordia University 1455 de Malsonneuve Blvd. West Montreal, Quebec H3G 1 M8 Canada Telephone: (514) 848-2449 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (3), January 1987 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1987-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text