Language Geek

Language Geek

http://www.languagegeek.com/

Language geek is committed to the promotion of Indigenous languages, primarily in North America. This site provides tools that speakers, teachers, and learners can use to communicate either online or in print.

Language geek provides

  • Free fonts
  • Free keyboard layouts
  • Specific language pages
  • Different sounds
  • Different orthographies
  • Languages
  • Typography

Teaching Indigenous Languages

(note: these resources should each have a distinct entry with more specific keywords)

Teaching Indigenous Languages

This American site by Dr. Jon Allan Reyhner contains links, resources, teaching tools, conferences etc, in order for indigenous groups to teach the languages.

http://jan.ucc.nau.edu/~jar/RIL_Intro.html

http://jan.ucc.nau.edu/~jar/TIL.html

Indigenous Education Articles

Cultural Genocide in Australia, Canada, New Zealand, and the United States: The Destruction and Transformation of Indigenous Cultures

Affirming Identity: The Role of Language and Culture in American Indian Education

Reading First, Literacy, and American Indian Students

Guns, Germs, Steel, and Education

Reading and Writing to Create Yourself

Reading, Writing and Finding Sovereignty

Creating Sacred Places for Children

Sustaining Indigenous languages in our modern world

http://jan.ucc.nau.edu/~jar/NABE/SILS.pdf

Revitalizing Indigenous languages using picture books

http://jan.ucc.nau.edu/~jar/NABE/RILUPB.pdf

Essie’s Story” Insightful words from an old teacher to Teachers today

http://jan.ucc.nau.edu/~jar/NABE/Feb-Mar2010Essie.pdf

A new native teacher corps: Integrating culture and language in schooling

http://jan.ucc.nau.edu/~jar/NABE/Sep2004.pdf

LINKING THE PAST WITH THE FUTURE: using heritage languages and cultures to promote academic English proficiency for success in school, higher education, and careers.

http://jan.ucc.nau.edu/~jar/NABE/Carrion.pdf

The importance of cultural based education

http://jan.ucc.nau.edu/~jar/NABE/Caballero%20CB%20Education.pdf

Culturally appropriate education

http://jan.ucc.nau.edu/~jar/NABE/Olivas.pdf

Teaching Indigenous languages books

Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned edited by Jon Reyhner and Louise Lockard

Language is Life edited by Wesley Y. Leonard and Stelómethet Ethel B. Gardner

Nurturing Native Languages edited by Jon Reyhner, Octaviana V. Trujillo, Roberto Luis Carrasco, and Louise Lockard

Indigenous Languages Across the Community edited by Barbara Burnaby and Jon Reyhner

Learn in Beauty: Indigenous Education for a New Century edited by Jon Reyhner, Joseph Martin, Louise Lockard, & W. Sakiestewa Gilbert

Revitalizing Indigenous Languages edited by Jon Reyhner, Gina Cantoni, Robert St. Clair & Evangeline Parsons Yazzie

Teaching Indigenous Languages edited by Jon Reyhner

Stabilizing Indigenous Languages edited by Gina Cantoni

Effective Language Education Practices and Native Language Survival edited by Jon Reyhner

http://jan.ucc.nau.edu/~jar/books.html

An examination of western influences on Indigenous language teaching

http://jan.ucc.nau.edu/~jar/LIB/LIB9.html

University of Alberta: Indigenous Languages Education

University of Alberta: Indigenous Languages Education

We are an educational study program providing courses in language education to Indigenous language instructors, teachers, and First Nation communities. We recognize the need for a program that includes languages, language education curriculum and materials, pedagogy, assessment, school-based language policy and planning, research and technological advances in teaching, curriculum, and research. The inclusion of Elders and Indigenous Knowledge Systems (IKS) are essential to our program.

http://ile.ualberta.ca/

University of Ottawa: Site for Language Management in Canada

University of Ottawa: Site for Language Management in Canada

The first part of this site is focussed on the geographical situation for Canada’s geographical, legal, administrative, and demographic entity.

The second part is devoted to the history of language in Canada, focussing on the first language spoken from Indigenous people to the introduction to English and French.

The third part focusses on the languages that are still present in Canada.

The fourth is devoted to language legislation in Canada.

The fifth section describes the existing language organizations and services in Canada.

The sixth section compares the Canadian model to bilingualism in other countries.

And the final section the international organizations for language rights.

https://slmc.uottawa.ca/?q=native_peoples_languages

Non-Aboriginal Teachers’ Perspectives on Teaching Native Studies

Non-Aboriginal Teachers’ Perspectives on Teaching Native Studies

John M. Dewar, 1998

Thesis submitted to the College of Graduate Studies and Research in partial fulfilment of the requirements for the Degree of Master of Education, Department of Educational Administration, University of Saskatchewan.

Abstract

Since the mid-1980s, the Saskatchewan Department of Education has approved the instruction of Native Studies courses in provincial high schools . In hope of enhancing the instruction of these courses, this study focused on the perspectives of Non-Aboriginal teachers who were assigned to teach Native Studies. Through a questionnaire, personal interviews, and a focus group, nine Non-Aboriginal high-school teachers examined the following aspects of the courses: formal and informal training of instructors, goals of the courses, key content and pedagogical methodologies, major challenges, and recommendations for improving the delivery of the classes.

The literary context for the research was based upon three major areas : Non-Aboriginal teachers’ perspectives on teaching Aboriginal students, preparing teachers to teach Native Studies, and preparing teachers to instruct Native Studies to Aboriginal students . Due to the ‘single-group’ nature of Native Studies curricula, considerable literature examination was focused on multicultural education models.

The research data of the study revealed that the majority of interviewees have minimal formal education experience with Aboriginal content or epistemology. In addition, most of the study participants indicated little, if any, informal cultural contact with Aboriginal peoples. Study participants generally acknowledged the limitations of their scant academic and experiential interaction with Aboriginal cultures, and recommended means of various education stakeholders improving the situation.

The study also exposed a variety of teacher perspectives about the goals of the courses. While there was unanimity regarding the efficacy of the courses, most teachers believed the goals of Native Studies varied depending on the cultural composition of the class. In addition, a couple of teachers inferred that a major objective of Native Studies courses is the promotion of an anti-establishment’ political message. Some teachers also indicated a quandary regarding whether the course curricula required them to “teach Aboriginal culture, or teach about Aboriginal culture.”

In terms of course content and teaching methodologies, there were numerous opinions on `what was important’. All the interviewees viewed history as a significant ingredient to a `good’ Native Studies class, but some of the teachers expressed a reluctance to delve into such issues as Aboriginal spirituality, racism, and ‘white-privilege’. There was also hesitation amongst many of the respondents to incorporate traditional Aboriginal epistemologies into course methodologies because they wanted to personalize instruction, not base it upon cultural generalizations.

In addition to the aforementioned issues and corresponding challenges associated with the background training for the courses, the goals of the courses, and the content and methodology of the courses, the study participants highlighted other concerns with the teaching of Native Studies: irrelevant curricula, lack of materials, poor course funding, student absenteeism, student perception that the courses are for ‘non-academics’, lack of flexible timetabling for experiential learning, and lack of staff knowledge and appreciation of Aboriginal cultures. All administrative levels of the education system were identified by the interviewees as influential in helping to mitigate the difficulties associated with the instruction of Native Studies.

Anishinaabe Mino-Blmaadiziwin (The Way of a GoodMe)

Anishinaabe Mino-Blmaadiziwin
(The Way of a GoodMe)

A thesis submitted to the Committee on Graduate Studies in partial fulfilment of the requirements for the Degree of Master of Arts in the Faculty of Arts and Science at Trent University, Peterborough, Ontario, Canada, 1998.

Abstract

Anishinaabe Mino-Binaudiziwin (The Way of a Good Me)
D’Amy Ishpeming’enzaabid Rheault

This thesis is an examination of Anishinaabe philosophy, particularly Mino-Birnaadiziwin (The Way of a Good Life) as it is explained by the traditional Teachings of the Anishinaabeg. To this end, Primary Experiential Knowledge is used as the method of investigation.

This thesis explains the meaning, purpose, and function of Anishinaabe Primary Experiential Knowledge as a method of philosophical exploration based on Applied Anishinaabe Theory: traditional principles of verification based on a personal interaction with traditional Anishinaabe Teachers and Elders.

Since research and learning for an Anishinaabe person includes more than an investigation of the external world – it is also a personal spiritual journey of knowledge gathering and self-discovery, I use a Primary Experiential Knowledge method to discuss the general philosophy that can be distilled or extracted from the traditional oral Teachings without reproducing those oral Teachings in written form.

mino bumaadiziwin

Gikinoo’amaagowin Anishinaabeg (Teaching the Anishinaabe People)

Gikinoo’amaagowin Anishinaabeg (Teaching the Anishinaabe People)

Ogimaa Ginewikwe

Colleen Sheryl McIvor

A thesis submitted to the Faculty of Indigenous Studies in partial fulfillment of the requirements for the Master of Arts Degree
Department of Indigenous Studies
The University of Winnipeg
Winnipeg, Manitoba, Canada November 2013

Abstract

This thesis analyzes the roles and responsibilities of Anishinaabe Ogichidaakwe (woman warrior) using Anishinaabe and Western methodologies. As an Anishinaabekwe I use Anishinaabe language to engage in my responsibility to learn and share the language. In this thesis I move in and out of two different ways of knowing adapting to two epistemologies. While moving between Anishinaabe and Western epistemologies I located an ethical space where my spiritually connected and culturally grounded perspective is recognized. I examine and reconstruct the political/leadership, social, and spiritual roles and responsibilities of Ogichidaakwe over a critical period of change, 1632 to 1871. Anishinaabe leadership knowledge and practice experienced a shift as the Anishinaabeg community adapted to the experience of European contact. This shift is recognized after braiding together literature that is outlined in my thesis as the shift, colonial impact and absence. Of particular interest are women-based Aadizookaanag (Anishinaabe narrative with a scared being or spirit in it) and women-based Aadizookaanan (Anishinaabe narratives and ancient stories), and how these narratives are connected to Ogichidaakweg roles and responsibilities. I interconnect the Jiisikaan (shake tent), ethnohistorical, and historical as methodological approaches in my research in search of Debwewin (truth). Therefore, both the content and methodology of this thesis adds to the body of knowledge to the field of Indigenous Studies.

Keywords
Anishinaabe, methodology, Anishinaabe-izhichigewin, Ethical Space, Women’s Roles, Ogichidaakwe, Jiisikaan, Shake Tent, Ojibway, Anishinaabemowin, Anishinaabe language, Indigenous

Anishinaabemodaa Pane Oodenang – A Qualitative Study of Anishinaabe Language Revitalization as Self-Determination in Manitoba and Ontario

Anishinaabemodaa Pane Oodenang – A Qualitative Study of Anishinaabe Language Revitalization as Self-Determination in Manitoba and Ontario

Brock Pitawanakwat
B.A., University of Regina, 2000 M.A., University of Victoria, 2002

Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor Of Philosophy in Indigenous Governance

Abstract

Dr. Taiaiake Alfred, (Indigenous Governance)
Supervisor

Dr. John Borrows, (Faculty of Law)
Departmental Member

Dr. Cheryl Suzack (Department of English)
Departmental Member

Dr. Leslie Saxon (Department of Linguistics)
Outside Member

Anishinaabeg (including Odawa, Potawatomi, Ojibwe, Saulteaux, and Chippewa) are striving to maintain and revitalize Anishinaabemowin (the Anishinaabe language) throughout their territories. This dissertation explores Anishinaabemowin revitalization to find out its participants’ motivations, methods, and mobilization strategies in order to better understand how Indigenous language revitalization movements contribute to decolonization and self- determination. Interviews with Anishinaabe language activists, scholars, and teachers inform this investigation of their motivations and pedagogies for revitalizing Anishinaabemowin. Interviews took place in six Canadian cities as well as four reserves: Brandon, Peterborough, Sault Ste. Marie, Sudbury, Toronto and Winnipeg; Lac Seul First Nation, M’Chigeeng First Nation, Sagamok First Nation, and Sault Tribe of Chippewas Reservation. A variety of language revitalization initiatives were explored including those outside the parameters of mainstream adult educational institutions, particularly evening and weekend courses, and language or culture camps. This investigation addresses the following questions: Why have Anishinaabeg attempted to maintain and revitalize Anishinaabemowin? What methods have they employed? Finally, how does this emerging language revitalization movement intersect with other efforts to decolonize communities, restore traditional Anishinaabe governance, and secure self-determination? The study concludes that Anishinaabemowin revitalization and Anishinaabe aspirations for self-determination are interconnected and mutually-supporting goals whose realization will require social movements supported by effective community-based leadership.

anishinaabemodaa