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SPEAKING IN TONGUES - 0 views

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    "> TIME Logo JULY 7, 1997 VOL. 150 NO. 1 LANGUAGE SPEAKING IN TONGUES AS TELECOMMUNICATIONS, TOURISM AND TRADE MAKE THE WORLD A SMALLER PLACE, LANGUAGES ARE DYING AT AN ALARMING RATE BY JAMES GEARY Sitting in a circle with a dozen other members of the native American Tlingit (pronounced klink-it) tribe, Jon Rowan, a 33-year-old schoolteacher, mutters in frustration: "We're babies. All we speak is baby gibberish." The group is gathered at the community center in Klawock, a town of some 800 people on the eastern fringe of Prince of Wales Island. In the Gulf of Alaska, some 40 km off the Alaskan coast, Prince of Wales Island still survives in a state of pristine natural beauty. But this idyllic stretch of land is home to at least one endangered species: the Tlingit language. Rowan and his fellow tribesmen meet every other week in sessions like this to learn their native tongue before the last fluent tribal elder dies. But as Rowan's frustration indicates, the task is made more difficult because Tlingit is becoming extinct. Forty years ago, the entire tribe was fluent in the language, a guttural tongue that relies heavily on accompanying gesture for its meaning. Now it is spoken by only a handful of people throughout southern Alaska and portions of Canada, nearly all of whom are over the age of 60. Since Tlingit was not originally a written language, Rowan and company are trying to record as much of it as possible by translating just about anything they can get their hands on into Tlingit, from Christmas carols like Jingle Bells to nursery rhymes such as Hickory Dickory Dock. The plight of Tlingit is a small page in the modern version of the Tower of Babel story--with the plot reversed. The Old Testament describes the first, mythical humans as "of one language and of one speech." They built a city on a plain with a tower whose peak reached unto heaven. God, offended by their impudence in building something to rival His own creation, punished them by shatterin
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On-Line Resources - 0 views

  • On-Line Research DIGITAL DREAMING: A National Review of Indigenous Media and Communications Aboriginal and Torres Strait Islander Commission http://www.atsic.gov.au/Programs/broadcasting/Digital_Dreaming/default.asp Guidelines for Strengthening Indigenous Languages Adopted by Assembly of Alaska Native Educators. Anchorage, Alaska, February 6, 2001 Alaska Native Knowledge Network http://www.ankn.uaf.edu/standards/Language.html The Role of the Computer in Learning Ndjébbana Glenn Auld. Language Learning & Technology. Special Issue, Technology and Indigenous Languages. Volume 6, Number 2, May 2002. http://llt.msu.edu/vol6num2/default.html Internet Strategies for Empowering Indigenous Communities in Teaching and Learning Ron Aust, Brian Newberry, and Paul Resta. INET, 1996. http://www.isoc.org/isoc/whatis/conferences/inet/96/proceedings/h4/h4_4.htm Charter Schools Keep Native Language Alive by Rhoda Barton. Northwest Education Magazine, Vol. 9, No.3, Spring 2004. http://www.nwrel.org/nwedu/09-03/charter.php Saving a Language with Computers, Tape Recorders, and Radio Ruth Bennet. 2003. In Nuturing Native Languages. Reyner, J., Octaviana V. Trujillo, Roberto Luis Carrasco, and Louise Lockard. Northern Arizona University. http://jan.ucc.nau.edu/~jar/NNL/NNL_5.pdf Reversing Russia's Indigenous Languages Shift in View of International Experience: A Policy Brief for the FSA Contemporary Issues Fellowship Program. Tamamara Borgoiakova. http://www.irex.org/programs/ci/spotlight/03-feb-jun/Borgoiakova.pdf CAN THE WEB HELP SAVE MY LANGUAGE?Laura Buszard-Welcher. Published in Leanne Hinton and Ken Hale, eds. (2001) The Green Book of Language Revitalization in Practice. Pp. 331-48. San Diego: Academic Press. http://www.potawatomilang.org/Reference/endlgsweb4.htm
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    resources Home On-line Research Dictionaries Bibliographies Indexes CD-ROMs On-Line Research DIGITAL DREAMING: A National Review of Indigenous Media and Communications Aboriginal and Torres Strait Islander Commission http://www.atsic.gov.au/Programs/broadcasting/Digital_Dreaming/default.asp Guidelines for Strengthening Indigenous Languages Adopted by Assembly of Alaska Native Educators. Anchorage, Alaska, February 6, 2001 Alaska Native Knowledge Network http://www.ankn.uaf.edu/standards/Language.html The Role of the Computer in Learning Ndjébbana Glenn Auld. Language Learning & Technology. Special Issue, Technology and Indigenous Languages. Volume 6, Number 2, May 2002. http://llt.msu.edu/vol6num2/default.html Internet Strategies for Empowering Indigenous Communities in Teaching and Learning Ron Aust, Brian Newberry, and Paul Resta. INET, 1996. http://www.isoc.org/isoc/whatis/conferences/inet/96/proceedings/h4/h4_4.htm Charter Schools Keep Native Language Alive by Rhoda Barton. Northwest Education Magazine, Vol. 9, No.3, Spring 2004. http://www.nwrel.org/nwedu/09-03/charter.php Saving a Language with Computers, Tape Recorders, and Radio Ruth Bennet. 2003. In Nuturing Native Languages. Reyner, J., Octaviana V. Trujillo, Roberto Luis Carrasco, and Louise Lockard. Northern Arizona University. http://jan.ucc.nau.edu/~jar/NNL/NNL_5.pdf Reversing Russia's Indigenous Languages Shift in View of International Experience: A Policy Brief for the FSA Contemporary Issues Fellowship Program. Tamamara Borgoiakova. http://www.irex.org/programs/ci/spotlight/03-feb-jun/Borgoiakova.pdf CAN THE WEB HELP SAVE MY LANGUAGE? Laura Buszard-Welcher. Published in Leanne Hinton and Ken Hale, eds. (2001) The Green Book of Language Revitalization in Practice. Pp. 331-48. San Diego: Academic Press. http://www.potawatomilang.org/Reference/endlgsweb4.htm In the Language of Our Ancestors Programs in Montana and Washington Give Voice to Disappearing Words by Mindy Cameron. Northwest Educat
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Québec Native Women's Association responds to Harper's apology for residentia... - 0 views

  • In order for this apology to be considered genuine, more efforts must be undertaken to correct current oppressive measures under the Indian Act that prevent Indigenous peoples from prospering socially, culturally, politically and economically. The actions of the Canadian Government in opposing the United Nations Declaration on the Rights of Indigenous Peoples makes the apology feel hollow. Their opposition to the UNDRIP perpetuates the insidious, archaic Indian Act that continues to discriminate and deny Aboriginal nations their rights. The facts and arguments reflecting the manner in which the Canadian Government continues to undermine the rights of Indigenous peoples, can be found in Amnesty International?s 2008 Annual Report. We therefore urge the Government of Canada to adequately fund Indigenous languages in a manner that is equivalent to the support given to the French and English languages; to adequately consult Aboriginal peoples in good faith on legislation that addresses issues such as matrimonial real property, Bill C-21, Bill C-47; Bill C-30 and to eliminate the sexual discrimination that exists under Section 6 of the Indian Act. In order for Aboriginal communities to emerge from the negative impacts of colonization they must have access to their lands and resources; they must have the opportunities to build strong and healthy nations by taking to task the social and economic problems whose roots are firmly based in colonization.
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    Consequently, the Canadian Government must acknowledge that Residential School was an act of genocide; a crime against humanity. Apologies may be recognized but they are not necessarily accompanied by forgiveness as no nation or groups have ever been forgiven for their acts of genocide. In order for this apology to be considered genuine, more efforts must be undertaken to correct current oppressive measures under the Indian Act that prevent Indigenous peoples from prospering socially, culturally, politically and economically. The actions of the Canadian Government in opposing the United Nations Declaration on the Rights of Indigenous Peoples makes the apology feel hollow. Their opposition to the UNDRIP perpetuates the insidious, archaic Indian Act that continues to discriminate and deny Aboriginal nations their rights. The facts and arguments reflecting the manner in which the Canadian Government continues to undermine the rights of Indigenous peoples, can be found in Amnesty International?s 2008 Annual Report. We therefore urge the Government of Canada to adequately fund Indigenous languages in a manner that is equivalent to the support given to the French and English languages; to adequately consult Aboriginal peoples in good faith on legislation that addresses issues such as matrimonial real property, Bill C-21, Bill C-47; Bill C-30 and to eliminate the sexual discrimination that exists under Section 6 of the Indian Act. In order for Aboriginal communities to emerge from the negative impacts of colonization they must have access to their lands and resources; they must have the opportunities to build strong and healthy nations by taking to task the social and economic problems whose roots are firmly based in colonization. Canada has established itself as a rich and prosperous country at the expense and blood of Aboriginal peoples. And while we may recognize the Government?s admission of guilt, the fact remains that many obstacles must be removed in order to g
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Teaching Indigenous Languages: Index - 0 views

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    Return to Teaching Indigenous Languages Home Page....Return to American Indian Education Home Page Index of Indigenous Education and Indigenous Language Web Sites You can use the "Find" option on your browser's pull down menu to search this index (Look under "Edit" for "Find") Go to Tribe/Language Index Activists Panel Summary from Stabilizing Indigenous Languages Adult Education Deborah House & Jon Reyhner Teaching & Learning with [Adult] Native Americans Handbook Affirmative Action NABE News Column The Affirmative Action and Diversity Project UC Santa Barbara Alaska Native Knowledge Network Alaska Native Language Center American Indian Education: American Indian Education Links American Indian Bilingual Education: Some History NABE News Column Changes in American Indian Education: A Historical Retrospective for Educators in the United States Selected Resources on American Indian Education American Indian Language Development Institute (AILDI) School-Community-University Collaborations Archiving Linguistic Resources Assessment Assessment Crisis: The Absence Of Assessment FOR Learning Phi Delta Kappan Article Assessment for American Indian and Alaska Native Learners ERIC Digest by Roger Bordeaux FairTest: The National Center for Fair & Open Testing Fighting the Tests: A Practical Guide to Rescuing Our Schools 2001 Phi Delta Kappa article by Alfie Kohn The Human Face of the High-Stakes Testing Story Phi Delta Kappan article Making Assessment Work for Everyone: How to Build on Student Strengths SEDL Monograph The New Mandarin Society? Testing on the Fast Track Joel Spring's commentary on national testing News From the Test Resistance Trail PDK article by Susan Ohanian Why are Stanford 9 test scores on Navajo and Hopi so low Navajo Hopi Oberserver article 9/1/99 Australia: Aboriginal Languages Web Site Australian Indigenous Language Efforts NABE News Column Bilingual Education: Bilingual Education Links Ameri
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Aboriginal heritage threatened through lost languages - ABC News (Australian Broadcasti... - 0 views

  • Aboriginal heritage threatened through lost languages By Michael Edwards
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Selected Resources on Indigenous Language Revitalization - 0 views

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    Teaching Indigenous Languages Saturday, April 5, 2008 Teaching Indigenous Languages books | conference | articles | columns | contact | links | index | home Selected Resources on Native American Language Renewal Jon Reyhner The annual Stabilizing Indigenous Languages conferences have sought since 1994 to bring together tribal educators and experts on linguistics, language renewal, and language teaching to lay out a blueprint of policy changes, educational reforms, and community initiatives to stabilize and revitalize American Indian and Alaska Native languages. Much of the relevant previous literature on the subject is cited in the various papers included in Stabilizing Indigenous Languages, especially in Dr. Burnaby's paper in Section I, which emphasizes the Canadian experience. Since the publication of Stabilizing Indigenous Languages in 1996, Northern Arizona University has published five related books: * Reyhner, J.; Trujillo, O.; Carrasco, R.L.; & Lockard, L. (Eds.). (2003). Nurturing Native Languages. Flagstaff, AZ: Northern Arizona University. On-line at http://jan.ucc.nau.edu/~jar/NNL/ * Burnaby, B., & Reyhner. J. (Eds.) (2002). Indigenous Languages Across the Community. Flagstaff, AZ: Northern Arizona University. On-line at http://jan.ucc.nau.edu/~jar/ILAC/ * Reyhner, J.; Martin, J.; Lockard, L.; Gilbert, W.S. (Eds.). (2000). Learn in Beauty: Indigenous Education for a New Century. Flagstaff, AZ: Northern Arizona University. On-line at http://jan.ucc.nau.edu/~jar/LIB/LIBconts.html * Reyhner, J.; Cantoni, G.; St. Clair, R.; & Parsons Yazzie, E. (Eds.). (1999). Revitalizing Indigenous Languages. Flagstaff, AZ: Northern Arizona University. On-line at http://jan.ucc.nau.edu/~jar/RIL_Contents.html * Reyhner, J. (Ed.). (1997). Teaching Indigenous Languages. Flagstaff, AZ: Northern Arizona University. On-line at http://jan.ucc.nau.edu/~jar/TIL_Contents.html The proceedings of the 1999 Stabilizing Indigenous Languages Conference
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ScholarSpace at University of Hawaii at Manoa: Chapter 7. E-learning in Endangered Lang... - 0 views

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    ScholarSpace at University of Hawaii at Manoa > Language Documentation > Language Documentation & Conservation > Language Documentation & Conservation Special Publications > LD&C Special Publication No. 1: Documenting and Revitalizing Austronesian Languages > Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/1355 Title: Chapter 7. E-learning in Endangered Language Documentation and Revitalization Author(s): Rau, D. Victoria Yang, Meng-Chien Keywords: e-learning Yami Orchid Island Taiwan Issue Date: 25-Apr-2008 Series/Report no.: LD&C Special Publication 1 Abstract: This chapter analyses the application of e-learning in the revitalization of endangered languages. It outlines the areas in which e-learning is efficacious, the attitudes of the indigenous language teachers to e-learning, the feelings of the Yami community toward this kind of pedagogy, and the reactions of the users, mostly young and adolescent learners of Yami. The findings are based on the results of surveys and in-depth studies in the Yami community and also on surveys made in a nation-wide seminar that enrolled teachers of the majority of the still-spoken aboriginal languages in Taiwan. Both qualitative and quantitative methods were used to gather empirical data to address questions in the following three areas: (1) the contexts of developing e- Learning materials for endangered indigenous languages in Taiwan, (2) the indigenous language teachers' perceptions of e-Learning in Taiwan, and (3) the attitudes of the Yami community on Orchid Island toward e-Learning. This chapter provides a model for the many language revitalization projects underway in Taiwan and worldwide to take advantage of e-Learning. It also provides guidelines that enable each project to better understand the kinds of e-Learning that workto make e-Learning acceptable and efficacious. URI: http://hdl.handle.net/10125/1355 ISBN: 978-0-8248-3309-1 Appears in Collections: LD&C Special Public
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Languages die, but not their last words - International Herald Tribune - 0 views

  • "This is probably one language that cannot be brought back, but at least we made a record of it," Anderson said, noting that the Aborigine who spoke it strained to recall words he had heard from his father, now dead. Many of the 113 languages in the region from the Andes Mountains into the Amazon basin are poorly known and are giving way to Spanish or Portuguese, or in a few cases, a more dominant indigenous language. In this area, for example, a group known as the Kallawaya use Spanish or Quechua in daily life, but also have a secret tongue mainly for preserving knowledge of medicinal plants, some previously unknown to science. "How and why this language has survived for more than 400 years, while being spoken by very few, is a mystery," Harrison said in a news release. The dominance of English threatens the survival of the 54 indigenous languages in the Northwest Pacific plateau, a region including British Columbia, Washington and Oregon. Only one person remains who knows Siletz Dee-ni, the last of many languages once spoken on a reservation in Oregon.
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Language Policy -- Endangered Languages - 0 views

  • 4. A final – and, in my view, the most effective – line of argument appeals to the nation's broader interest in social justice. We should care about preventing the extinction of languages because of the human costs to those most directly affected. "The destruction of a language is the destruction of a rooted identity" (Fishman, 1991, p. 4) for both groups and individuals. Along with the accompanying loss of culture, language loss can destroy a sense of self-worth, limiting human potential and complicating efforts to solve other problems, such as poverty, family breakdown, school failure, and substance abuse. After all, language death does not happen in privileged communities. It happens to the dispossessed and the disempowered, peoples who most need their cultural resources to survive. In this context, indigenous language renewal takes on an added significance. It becomes something of value not merely to academic researchers, but to native speakers themselves. This is true even in extreme cases where a language seems beyond repair. As one linguist sums up a project to revive Adnyamathanha, an Australian Aboriginal tongue that had declined to about 20 native speakers: It was not the success in reviving the language – although in some small ways [the program] did that. It was success in reviving something far deeper than the language itself – that sense of worth in being Adnyamathanha, and in having something unique and infinitely worth hanging onto. [D. Tunbridge, quoted in Schmidt, 1990, p. 106.]
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Rejection of native culture has hurt all Canadians - 0 views

  • In 2001 the federal government created a department called Indian Residential Schools Resolution Canada and several compensation packages have made token reparations to the people who attended these schools.Money will never compensate for the damage done to these children, their families and the rich culture that sustained these people for generations. On June 21, 2008 the Indian Residential School Museum of Canada will open near Portage La Prairie, Man.It's too soon to tell what, if anything, we can learn from this dark chapter in Canadian history.But a core issue is our society's belief that progress is linear, that we have arrived at the apex of civilization as a result of a string of good decisions, and that our leaders are wise and thoughtful. And that everything works out for the best.But our past is far more complicated. Though we have had good intentions, and have made many good decisions, we have also been incredibly ethno-centric and arrogant. We failed to learn from the aboriginals and integrate their wisdom into the society that developed in western Canada.
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