Language Documentation and Conservation http://scholarspace.manoa.hawaii.edu/LangDoc.xml 2.0 betht@hawaii.edu 2006-01-01 no YYYY-MM-DD oai ldc.scholarspace.manoa.hawaii.edu : oai:scholarspace.manoa.hawaii.edu:10125/10612 http://scholarspace.manoa.hawaii.edu/handle/10125/310/ University of Hawaii at Manoa http://www.hawaii.edu/ Honolulu, USA Hamilton Library, University of Hawaii at Manoa, Honolulu, Hawaii 96822, U.S.A. This repository contains materials from the International Conference on Language Documentation and Conservation (ICLDC) conference series; and all articles, media, and special publications of the journal Language Documentation & Conservation (LD&C). More information on the ICLDC series can be found at www.icldc-hawaii.org. LD&C publishes papers on all topics related to language documentation and conservation, including, but not limited to, the goals of language documentation, data management, fieldwork methods, ethical issues, orthography design, reference grammar design, lexicography, methods of assessing ethnolinguistic vitality, biocultural diversity, archiving matters, language planning, areal survey reports, short field reports on endangered or underdocumented languages, reports on language maintenance, preservation, and revitalization efforts. More information on LD&C can be found at http://nflrc.hawaii.edu/ldc/. Most material is free to access by the public. Certain documents are restricted to persons associated with the University of Hawaii and are password protected. ScholarSpace at the University of Hawaii at Manoa accepts submissions of scholarly material from all members of the UH community. Submitters must first get permission from the administrators by contacting us at micro@hawaii.edu olac http://www.language-archives.org/OLAC/1.1/olac.xsd http://www.language-archives.org/OLAC/1.1/ oai:scholarspace.manoa.hawaii.edu:10125/5161 2024-07-27 col_10125_5961 5161.jpg 5161.mp3 5161.pdf Rau, Victoria, Yang, Meng-Chien, Dong, Maa-Neu, Rau, Victoria, Yang, Meng-Chien, Dong, Maa-Neu; 2009-03-12; This paper features collaboration among community members, linguists, and computer scientists with the goal of producing both traditional and wiki online dictionaries. It reports an ongoing project on building an online dictionary in Yami (http://yamibow.cs.pu.edu.tw), supported by the Council of Indigenous Peoples in Taiwan. There are three core members in the collaborative team, each pair of whom has produced a separate product. The collaboration between the linguist and the community language activist over a decade has produced a traditional dictionary, made using Toolbox and Lexique Pro. The interaction between the community members and the computer scientist has resulted in development of a wiki online dictionary using the concepts and techniques of Web 2.0 to provide a platform for Formosan language activists to initiate language documentation and archiving. The collaboration between the linguist and the computer scientist has resulted in research on ontology, using Protégé to reconstruct indigenous knowledge. Each of the three separate products has extended applications for language revitalization and capacity building. The traditional dictionary in both print version and online version, published in July 2008, has provided resources for Yami teenagers preparing for Yami language proficiency test to enter better high schools and universities, although the impact of this dictionary is yet to be investigated. The participatory wiki online dictionary has interested several Formosan language activists to contribute to the system. The following four issues are to be resolved: (1) protection of the language resources, (2) steps of editing and annotation for the online resources, (3) identification of the user group, and (4) language sharing policy, as it is being developed into a full-fledged system for all indigenous language groups in Taiwan. Finally, the building of an ontology based on traditional domains has established the necessary foundation for better material development to teach indigenous languages and cultures. The methodology used to build Yami fish names will provide an example for the construction of other ontologies in Yami and other Formosan languages. This paper will be presented in Yami, Chinese and English, a reflection of the languages involved in building this online resource. The Yami language project will provide an inspiring case of language documentation and conservation to illustrate how online dictionaries have been produced in a collaborative team and how technology has been used in the process.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5161. Rau, Victoria Yang, Meng-Chien Dong, Maa-Neu Rau, Victoria Yang, Meng-Chien Dong, Maa-Neu 2009-03-14 This paper features collaboration among community members, linguists, and computer scientists with the goal of producing both traditional and wiki online dictionaries. It reports an ongoing project on building an online dictionary in Yami (http://yamibow.cs.pu.edu.tw), supported by the Council of Indigenous Peoples in Taiwan. There are three core members in the collaborative team, each pair of whom has produced a separate product. The collaboration between the linguist and the community language activist over a decade has produced a traditional dictionary, made using Toolbox and Lexique Pro. The interaction between the community members and the computer scientist has resulted in development of a wiki online dictionary using the concepts and techniques of Web 2.0 to provide a platform for Formosan language activists to initiate language documentation and archiving. The collaboration between the linguist and the computer scientist has resulted in research on ontology, using Protégé to reconstruct indigenous knowledge. Each of the three separate products has extended applications for language revitalization and capacity building. The traditional dictionary in both print version and online version, published in July 2008, has provided resources for Yami teenagers preparing for Yami language proficiency test to enter better high schools and universities, although the impact of this dictionary is yet to be investigated. The participatory wiki online dictionary has interested several Formosan language activists to contribute to the system. The following four issues are to be resolved: (1) protection of the language resources, (2) steps of editing and annotation for the online resources, (3) identification of the user group, and (4) language sharing policy, as it is being developed into a full-fledged system for all indigenous language groups in Taiwan. Finally, the building of an ontology based on traditional domains has established the necessary foundation for better material development to teach indigenous languages and cultures. The methodology used to build Yami fish names will provide an example for the construction of other ontologies in Yami and other Formosan languages. This paper will be presented in Yami, Chinese and English, a reflection of the languages involved in building this online resource. The Yami language project will provide an inspiring case of language documentation and conservation to illustrate how online dictionaries have been produced in a collaborative team and how technology has been used in the process. http://hdl.handle.net/10125/5161 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Building online dictionaries for a Taiwanese indigenous language in a collaborative team oai:scholarspace.manoa.hawaii.edu:10125/5086 2016-02-11 col_10125_5961 5086.mp3 Aikio, Ante, Aikio, Ante; 2009-03-12; The Saami languages, a branch of the Uralic language family, are a group of nine rather closely related but mutually mostly unintelligible languages spoken by the indigenous Saami people of Central and Northern Scandinavia, Northern Finland and extreme Northwestern Russia. All of the languages are either endangered, mostly seriously so, or moribund. The study of Saami languages has a very long tradition in the field of Uralic linguistics. Even though the research tradition has been heavily oriented towards historical linguistics, previous generations of scholars have also compiled vast amounts of primary language materials such as audio recordings and texts. In this sense, thus, most Saami languages can be characterized as very well documented. From a descriptive point of view, however, the situation is somewhat different: adequate reference grammars are few, and dictionaries of many languages are in an outdated format, employing a narrow phonetic transcription. Himmelmann (1998) has drawn attention to the distinction between ‘documentary’ and ‘descriptive’ linguistics, emphasizing the importance of extensive primary documentation that can serve a variety of linguistic and other purposes. In contrast, work aiming at the description of less studied languages has often been oriented towards the publication of reference grammars and dictionaries, sometimes altogether skipping the step of archiving and publication of primary linguistic data. In the case of Saami languages the situation is almost a reverse one: there is a huge amount of archived or published primary linguistic material, whereas descriptive work is more limited, or in the case of some languages almost entirely lacking. In my presentation I will discuss the benefits and drawbacks of this data-oriented or ‘documentary’ tradition. In particular, I will examine how the extant materials facilitate grammatical description (e.g., writing of reference grammars) as well as practical efforts at language revitalization. It will be seen that while the existence of extensive linguistic corpora is in many ways beneficial to both endeavors, the situation is nevertheless not as ideal as proponents of a broad ‘documentary’ approach have envisioned. Himmelmann, Nikolaus P. (1998). Documentary and Descriptive Linguistics. -- Linguistics 36:161-195.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5086. Aikio, Ante Aikio, Ante 2009-03-14 The Saami languages, a branch of the Uralic language family, are a group of nine rather closely related but mutually mostly unintelligible languages spoken by the indigenous Saami people of Central and Northern Scandinavia, Northern Finland and extreme Northwestern Russia. All of the languages are either endangered, mostly seriously so, or moribund. The study of Saami languages has a very long tradition in the field of Uralic linguistics. Even though the research tradition has been heavily oriented towards historical linguistics, previous generations of scholars have also compiled vast amounts of primary language materials such as audio recordings and texts. In this sense, thus, most Saami languages can be characterized as very well documented. From a descriptive point of view, however, the situation is somewhat different: adequate reference grammars are few, and dictionaries of many languages are in an outdated format, employing a narrow phonetic transcription. Himmelmann (1998) has drawn attention to the distinction between ‘documentary’ and ‘descriptive’ linguistics, emphasizing the importance of extensive primary documentation that can serve a variety of linguistic and other purposes. In contrast, work aiming at the description of less studied languages has often been oriented towards the publication of reference grammars and dictionaries, sometimes altogether skipping the step of archiving and publication of primary linguistic data. In the case of Saami languages the situation is almost a reverse one: there is a huge amount of archived or published primary linguistic material, whereas descriptive work is more limited, or in the case of some languages almost entirely lacking. In my presentation I will discuss the benefits and drawbacks of this data-oriented or ‘documentary’ tradition. In particular, I will examine how the extant materials facilitate grammatical description (e.g., writing of reference grammars) as well as practical efforts at language revitalization. It will be seen that while the existence of extensive linguistic corpora is in many ways beneficial to both endeavors, the situation is nevertheless not as ideal as proponents of a broad ‘documentary’ approach have envisioned. Himmelmann, Nikolaus P. (1998). Documentary and Descriptive Linguistics. -- Linguistics 36:161-195. http://hdl.handle.net/10125/5086 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documentary vs. descriptive linguistics in the study of Saami languages oai:scholarspace.manoa.hawaii.edu:10125/5018 2016-02-11 col_10125_5961 5018.mp3 Field, Margaret, Field, Margaret; 2009-03-12; This presentation will provide an overview of ongoing collaborative language revitalization efforts in the Baja, California Kumiai community sponsored by NSF’s Documenting Endangered Languages fund. Baja Kumiai, or Tiipay, is a moribund language (community members insist all dialects are mutually intelligible) with approximately 50—60 speakers, most of whom are 50 years or older. The goals of this project are multiple: 1) to document the multiple dialects of Kumiai spoken in Baja California. 2) to create a discourse-based lexicon and grammar detailing the extent of this variation and representing each of these dialects. 3) to create pedagogical materials for teaching Kumiai which reflect this dialect variation, in both paper and multimedia formats, as well as Spanish and English. 4) to assist Kumiai speakers in learning to write their language so that they may actively be involved not only in the creation of teaching materials but also learn how to use literacy as a teaching tool for the future. 5) to archive all of the audio and video data collected across these communities for future research and use by Kumiai communities at the Archive of Indigenous languages of Latin America (AILLA) housed at the University of Texas, Austin. This presentation will focus on the particular needs and considerations of documenting multiple dialects in a speech community whose language ideologies may be described as “variationist” (Kroskrity 2002, in press,) that is, in which dialectal variation is not hierarchized but is instead naturalized, and associated with local group identity. In Baja California there are at least six Kumiai regional communities, and preliminary data suggests that there is a good deal of lexical variation across these six communities. Special considerations include collecting word lists and example sentences which document regional lexical variation to the greatest extent possible, while taking care not to privilege one dialect over another in corpuses, lexicons, teaching materials and especially electronic materials. Community members who may be fluent in one particular dialect must be trained to document (record and transcribe) data in multiple dialects as well, without emphasizing one over another (for example, only recording their relatives) or worse, “correcting” dialect differences which to their mind may seem incorrect or lacking in some way. Training in Kumiai literacy is a major focus of an ongoing series of workshops in the Baja Kumiai community over the next three years.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5018. Field, Margaret Field, Margaret 2009-03-14 This presentation will provide an overview of ongoing collaborative language revitalization efforts in the Baja, California Kumiai community sponsored by NSF’s Documenting Endangered Languages fund. Baja Kumiai, or Tiipay, is a moribund language (community members insist all dialects are mutually intelligible) with approximately 50—60 speakers, most of whom are 50 years or older. The goals of this project are multiple: 1) to document the multiple dialects of Kumiai spoken in Baja California. 2) to create a discourse-based lexicon and grammar detailing the extent of this variation and representing each of these dialects. 3) to create pedagogical materials for teaching Kumiai which reflect this dialect variation, in both paper and multimedia formats, as well as Spanish and English. 4) to assist Kumiai speakers in learning to write their language so that they may actively be involved not only in the creation of teaching materials but also learn how to use literacy as a teaching tool for the future. 5) to archive all of the audio and video data collected across these communities for future research and use by Kumiai communities at the Archive of Indigenous languages of Latin America (AILLA) housed at the University of Texas, Austin. This presentation will focus on the particular needs and considerations of documenting multiple dialects in a speech community whose language ideologies may be described as “variationist” (Kroskrity 2002, in press,) that is, in which dialectal variation is not hierarchized but is instead naturalized, and associated with local group identity. In Baja California there are at least six Kumiai regional communities, and preliminary data suggests that there is a good deal of lexical variation across these six communities. Special considerations include collecting word lists and example sentences which document regional lexical variation to the greatest extent possible, while taking care not to privilege one dialect over another in corpuses, lexicons, teaching materials and especially electronic materials. Community members who may be fluent in one particular dialect must be trained to document (record and transcribe) data in multiple dialects as well, without emphasizing one over another (for example, only recording their relatives) or worse, “correcting” dialect differences which to their mind may seem incorrect or lacking in some way. Training in Kumiai literacy is a major focus of an ongoing series of workshops in the Baja Kumiai community over the next three years. http://hdl.handle.net/10125/5018 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting lexical dialects of Kumiai in Baja California oai:scholarspace.manoa.hawaii.edu:10125/5135 2024-07-28 col_10125_5961 5135.JPG 5135.mp3 5135.pdf Guèrin, Valèrie, Lacrampe, Sèbastien, Guèrin, Valèrie, Lacrampe, Sèbastien; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5135. Guèrin, Valèrie Lacrampe, Sèbastien Guèrin, Valèrie Lacrampe, Sèbastien 2009-03-14 http://hdl.handle.net/10125/5135 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GRADUATE STUDENTS Colloquium: Graduate student documenters: the "swim or sink" approach to fieldwork oai:scholarspace.manoa.hawaii.edu:10125/5122 2024-07-28 col_10125_5961 5122.JPG 5122.mp3 5122.pdf Streiter, Oliver, Streiter, Oliver; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5122. Streiter, Oliver Streiter, Oliver 2009-03-14 http://hdl.handle.net/10125/5122 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GIS2 Colloquium: From cooperative GIS to Language Monitor: Harmonizing documentation activities and sharing data oai:scholarspace.manoa.hawaii.edu:10125/5094 2024-07-29 col_10125_5961 5094-01.jpg 5094.mp3 4999-01.JPG 5094.pdf Aumann, Greg, Bird, Steven, Aumann, Greg, Bird, Steven; 2009-03-12; One of the biggest challenges in compiling a dictionary of a minority language is managing the large quantity of lexical data. Decisions about the format and content of the dictionary or the orthography typically evolve over the years that such projects usually take. This results in inconsistencies between older and newer entries. Revising the data for publication as a dictionary introduces further inconsistencies as does having multiple contributors and/or editors. Proofreading a lexical database takes a great deal of time and the richer its structure the more this is the case. The tools described in this presentation significantly reduce this effort. Tools developed for checking the consistency of the lexical database in the Iu Mien—Chinese—English dictionary project have proven extremely helpful. Two basic approaches are used: 1) use of a program written to check for likely errors that scans the lexical database and produces an error report that is used by a lexicographer to make appropriate corrections. 2) outputting the lexical data in alternate forms that make it easier for the lexicographer to spot problem areas. These alternative forms include the reverse indexes and views structured according to semantic domains. The Iu Mien—Chinese—English dictionary project, like many minority language dictionary projects, uses SIL's Toolbox software. It is very flexible software but its capabilities to enforce consistency are quite limited. Some parts of the approach described here are specific to MDF (Multi-Dictionary Formatter) lexical databases in Toolbox but will be equally useful for other MDF databases. Other parts are specific to each of the three languages involved but will be useful for non-Toolbox lexical databases. Every dictionary is unique and this applies not only to content of the entries but also the decisions about how entries should be arranged to suit the languages involved. Other decisions about the structure are likely to be made differently even in other dictionaries of the same languages. It is the way that each dictionary combines themes that are found in many dictionaries that makes them unique, e.g. to be root based or not, to have include subentries. Therefore our approach is to use a toolkit based approach to curating lexical databases. This allows checking techniques to be mixed and matched to suit the unique aspects of a lexical project. The checking software is written in Python and relies on the toolbox module in NLTK (The Natural Language Toolkit http://nltk.sourceforge.net).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5094. Aumann, Greg Bird, Steven Aumann, Greg Bird, Steven 2009-03-14 One of the biggest challenges in compiling a dictionary of a minority language is managing the large quantity of lexical data. Decisions about the format and content of the dictionary or the orthography typically evolve over the years that such projects usually take. This results in inconsistencies between older and newer entries. Revising the data for publication as a dictionary introduces further inconsistencies as does having multiple contributors and/or editors. Proofreading a lexical database takes a great deal of time and the richer its structure the more this is the case. The tools described in this presentation significantly reduce this effort. Tools developed for checking the consistency of the lexical database in the Iu Mien—Chinese—English dictionary project have proven extremely helpful. Two basic approaches are used: 1) use of a program written to check for likely errors that scans the lexical database and produces an error report that is used by a lexicographer to make appropriate corrections. 2) outputting the lexical data in alternate forms that make it easier for the lexicographer to spot problem areas. These alternative forms include the reverse indexes and views structured according to semantic domains. The Iu Mien—Chinese—English dictionary project, like many minority language dictionary projects, uses SIL's Toolbox software. It is very flexible software but its capabilities to enforce consistency are quite limited. Some parts of the approach described here are specific to MDF (Multi-Dictionary Formatter) lexical databases in Toolbox but will be equally useful for other MDF databases. Other parts are specific to each of the three languages involved but will be useful for non-Toolbox lexical databases. Every dictionary is unique and this applies not only to content of the entries but also the decisions about how entries should be arranged to suit the languages involved. Other decisions about the structure are likely to be made differently even in other dictionaries of the same languages. It is the way that each dictionary combines themes that are found in many dictionaries that makes them unique, e.g. to be root based or not, to have include subentries. Therefore our approach is to use a toolkit based approach to curating lexical databases. This allows checking techniques to be mixed and matched to suit the unique aspects of a lexical project. The checking software is written in Python and relies on the toolbox module in NLTK (The Natural Language Toolkit http://nltk.sourceforge.net). http://hdl.handle.net/10125/5094 Curating lexical databases for minority languages oai:scholarspace.manoa.hawaii.edu:10125/5061 2024-07-29 col_10125_5961 5061-01.jpg 5061-03.jpg 5061.pdf Takubo, Yukinori, Hayashi, Yuka, Kurumada, Chigusa, Motoki, Tamaki, Takubo, Yukinori, Hayashi, Yuka, Kurumada, Chigusa, Motoki, Tamaki; 2009-03-12; The object of this presentation is to introduce a prototype of the Digital Museum Project in our attempt at the documentation of Ikema, one of the endangered dialects of Southern Ryukyuan, spoken on Miyakojima Island, Okinawa, Japan. The language is no longer acquired by younger people, and is spoken fluently only by people in their 60's or older. We have been studying one of the dialects of the language spoken in Nishihara since January 2006, and have made recordings of natural discourse and elicitation sessions totaling over 400 hours. The local people, especially the senior generations, are deeply concerned about the imminent disappearance of their language and culture, and have been making every effort to pass them on to younger generations. Their enthusiasm culminated in the creation of a vernacular musical titled Nishihara Muradate (The making of the Nishihara village), which depicts their migration to Nishihara from the Ikema Island, their ancestral island, some 130 years ago. It was performed in July 2007, at the 40th anniversary of the Meeting of the Ikema people, with more than a hundred people participating in the performance, was filmed and made into a DVD. Attempts at documenting the language are also being made by a nursery school principal, who has written fairy stories for children, scored traditional songs, and collected proverbs for raising children, all prepared bilingually in Ikema and the standard Japanese. In order to store the recordings we have made and to make the works created by local people accessible to the public, we are constructing a digital museum, a web-based four layered digital storage space. The first two layers are the exhibit space, open to the public and store the general introduction to the language and culture of Ikema, Nisihara Muradate, fairy tales for children, old songs, all subtitled in three languages: Ikema, the standard Japanese, and English. The exhibit space will serve as a forum for the local people in Nishihara, as well as for the people who have migrated to other parts of the world. The second two layers, the access to which is password protected, is for researchers specializing in Ryukyuans. The third layer stores transcribed recordings with translations, papers on Ikema and the related dialects. The fourth layer contains all the raw data, which are accessible only to our research group. We will make a demonstration of the prototype of the museum in this presentation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5061. Takubo, Yukinori Hayashi, Yuka Kurumada, Chigusa Motoki, Tamaki Takubo, Yukinori Hayashi, Yuka Kurumada, Chigusa Motoki, Tamaki 2009-03-14 The object of this presentation is to introduce a prototype of the Digital Museum Project in our attempt at the documentation of Ikema, one of the endangered dialects of Southern Ryukyuan, spoken on Miyakojima Island, Okinawa, Japan. The language is no longer acquired by younger people, and is spoken fluently only by people in their 60's or older. We have been studying one of the dialects of the language spoken in Nishihara since January 2006, and have made recordings of natural discourse and elicitation sessions totaling over 400 hours. The local people, especially the senior generations, are deeply concerned about the imminent disappearance of their language and culture, and have been making every effort to pass them on to younger generations. Their enthusiasm culminated in the creation of a vernacular musical titled Nishihara Muradate (The making of the Nishihara village), which depicts their migration to Nishihara from the Ikema Island, their ancestral island, some 130 years ago. It was performed in July 2007, at the 40th anniversary of the Meeting of the Ikema people, with more than a hundred people participating in the performance, was filmed and made into a DVD. Attempts at documenting the language are also being made by a nursery school principal, who has written fairy stories for children, scored traditional songs, and collected proverbs for raising children, all prepared bilingually in Ikema and the standard Japanese. In order to store the recordings we have made and to make the works created by local people accessible to the public, we are constructing a digital museum, a web-based four layered digital storage space. The first two layers are the exhibit space, open to the public and store the general introduction to the language and culture of Ikema, Nisihara Muradate, fairy tales for children, old songs, all subtitled in three languages: Ikema, the standard Japanese, and English. The exhibit space will serve as a forum for the local people in Nishihara, as well as for the people who have migrated to other parts of the world. The second two layers, the access to which is password protected, is for researchers specializing in Ryukyuans. The third layer stores transcribed recordings with translations, papers on Ikema and the related dialects. The fourth layer contains all the raw data, which are accessible only to our research group. We will make a demonstration of the prototype of the museum in this presentation. http://hdl.handle.net/10125/5061 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Digital Museum Project for the documentation of Ikema Ryukyuan oai:scholarspace.manoa.hawaii.edu:10125/5132 2016-02-11 col_10125_5961 5132.jpg 5132.mp3 Zhao, Qinglian, Zhao, Qinglian; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5132. Zhao, Qinglian Zhao, Qinglian 2009-03-14 http://hdl.handle.net/10125/5132 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GRADUATE STUDENTS Colloquium: Language documentation and maintenance of Naxi in Yunnan Province, China oai:scholarspace.manoa.hawaii.edu:10125/5125 2016-02-11 col_10125_5961 5125.mp3 Schnell, Stefan, Schnell, Stefan; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5125. Schnell, Stefan Schnell, Stefan 2009-03-14 http://hdl.handle.net/10125/5125 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GRADUATE STUDENTS Colloquium: PhD in linguistics on an interdisciplinary language documentation project oai:scholarspace.manoa.hawaii.edu:10125/5138 2016-02-11 col_10125_5961 5138.mp3 Yamakoshi, Yasuhiro, Yamakoshi, Yasuhiro; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5138. Yamakoshi, Yasuhiro Yamakoshi, Yasuhiro 2009-03-14 http://hdl.handle.net/10125/5138 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Research in Japan Colloquium: Sharing research information and skills on the net: FIELDLING community site oai:scholarspace.manoa.hawaii.edu:10125/5052 2024-07-29 col_10125_5961 5052.jpg 5052.mp3 5052.pdf Schnell, Stefan, Schnell, Stefan; 2009-03-12; Vera'a, an Oceanic language spoken by approx. 300 people in Northern Vanuatu, has two TAM markers that consist of just one consonant (k and m). Both pose problems in terms of formal analysis and in terms of practical orthography. The language has SVO word order, and the markers concerned are the first element of the verbal predicate. However, they form a phonological unit with the preceding element, i.e. the last constituent of the subject NP in most cases. Francois (2007) classifies them as prefixes of the verb on morpho-syntactic grounds, claiming that no material can intervene between TAM marker and following verb. However, an enclitic analysis seems possible as well, and is supported by the fact that speakers frequently pause after the TAM marker. This is also the cut-off point if a clause is interrupted and restarted, and the TAM marker is repeated then together with the preceding word. Lastly, my data do show cases where other morphs intervene between TAM marker and verb. An additional source of evidence are native speakers’ metalinguistic intuitions: they write the TAM markers in a unit with what precedes them. Though this kind of evidence should not be given highest priority in deciding on the correct analysis (Himmelmann 2006), it nevertheless reflects metalinguistic knowledge and should be documented alongside with the facts. In principle, both the prefix and the clitic analysis seem to have advantages. Instead of imposing one of them on all products involved in a comprehensive documentation of the language (annotations, sketch grammar, edited texts for story books, etc.), both should be equally accommodated. Different pieces of evidence that back one of the two analysis should be extensively commented on, e.g. in a separate commentary tier in ELAN that links the annotations with the relevant data to the descriptive (sketch) grammar and addresses the analytical problems (Schultze-Berndt 2006). Thus, the different levels of linguistic annotations, linguistic analysis and practical orthography should be kept separate and interlinked at the same time. Finally, an orthography of the language does not necessarily have to reflect linguistic analysis, but should be acceptable and of practical value for the speech community. Therefore, speakers’ decision should be followed here.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5052. Schnell, Stefan Schnell, Stefan 2009-03-14 Vera'a, an Oceanic language spoken by approx. 300 people in Northern Vanuatu, has two TAM markers that consist of just one consonant (k and m). Both pose problems in terms of formal analysis and in terms of practical orthography. The language has SVO word order, and the markers concerned are the first element of the verbal predicate. However, they form a phonological unit with the preceding element, i.e. the last constituent of the subject NP in most cases. Francois (2007) classifies them as prefixes of the verb on morpho-syntactic grounds, claiming that no material can intervene between TAM marker and following verb. However, an enclitic analysis seems possible as well, and is supported by the fact that speakers frequently pause after the TAM marker. This is also the cut-off point if a clause is interrupted and restarted, and the TAM marker is repeated then together with the preceding word. Lastly, my data do show cases where other morphs intervene between TAM marker and verb. An additional source of evidence are native speakers’ metalinguistic intuitions: they write the TAM markers in a unit with what precedes them. Though this kind of evidence should not be given highest priority in deciding on the correct analysis (Himmelmann 2006), it nevertheless reflects metalinguistic knowledge and should be documented alongside with the facts. In principle, both the prefix and the clitic analysis seem to have advantages. Instead of imposing one of them on all products involved in a comprehensive documentation of the language (annotations, sketch grammar, edited texts for story books, etc.), both should be equally accommodated. Different pieces of evidence that back one of the two analysis should be extensively commented on, e.g. in a separate commentary tier in ELAN that links the annotations with the relevant data to the descriptive (sketch) grammar and addresses the analytical problems (Schultze-Berndt 2006). Thus, the different levels of linguistic annotations, linguistic analysis and practical orthography should be kept separate and interlinked at the same time. Finally, an orthography of the language does not necessarily have to reflect linguistic analysis, but should be acceptable and of practical value for the speech community. Therefore, speakers’ decision should be followed here. http://hdl.handle.net/10125/5052 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documentation, analysis, and writing of TAM markers in Vera'a oai:scholarspace.manoa.hawaii.edu:10125/5025 2016-02-11 col_10125_5961 5025.JPG 5025.mp3 Amery, Rob, Amery, Rob; 2009-03-12; Documentation of Indigenous languages has typically focussed on structural properties of languages (phonology, morphology and syntax). Comparatively little attention has been given to the documentation of language functions or to the documentation of the most commonly occurring speech formulas. Speech formulas are often culturally-specific and idiomatic and cannot be reliably reconstituted from a knowledge of grammar and lexicon alone. Many linguists and lexicographers seem to have an implicit relic view of language. It is as if linguists have been trying to capture the ‘pure’, ‘unadulterated’ language uncontaminated by language and culture contact. Accordingly, borrowed terms and neologisms are typically omitted or under-represented in their dictionaries and wordlists. Recorded texts have tended to be myths, Dreaming narratives or texts about traditional culture, though a number of contact history stories have also been admitted. Conversations, except in the context of the former are grossly under-represented, as are texts about everyday life, especially in non-traditional contexts (such as a medical consultation with an Aboriginal Health Worker). Just how useful are many language descriptions to their owners/custodians who may one day wish to revitalise them on the basis of these recordings and analyses? How can we ensure that they are maximally useful, not only to linguists but to the people most closely associated with the languages? The author will put forward some suggestions that researchers might bear in mind for future generations when documenting and conserving languages. These include working in a programmed fashion in a range of situations and contexts and in collaboration with a range of experts in specialised fields (such as health, law, botany etc). Considerable time will be needed to produce a maximally useful description of the language and its uses. Many of these suggestions emerge from first-hand experience working with Yolngu and Pintupi people in non-traditional domains as well as from attempts to reclaim and re-introduce the Kaurna language on the basis of written 19th century documentation of the language by missionaries (notably Teichelmann & Schürmann, 1840; Teichelmann, 1857) and other observers (see Amery, 2000).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5025. Amery, Rob Amery, Rob 2009-03-14 Documentation of Indigenous languages has typically focussed on structural properties of languages (phonology, morphology and syntax). Comparatively little attention has been given to the documentation of language functions or to the documentation of the most commonly occurring speech formulas. Speech formulas are often culturally-specific and idiomatic and cannot be reliably reconstituted from a knowledge of grammar and lexicon alone. Many linguists and lexicographers seem to have an implicit relic view of language. It is as if linguists have been trying to capture the ‘pure’, ‘unadulterated’ language uncontaminated by language and culture contact. Accordingly, borrowed terms and neologisms are typically omitted or under-represented in their dictionaries and wordlists. Recorded texts have tended to be myths, Dreaming narratives or texts about traditional culture, though a number of contact history stories have also been admitted. Conversations, except in the context of the former are grossly under-represented, as are texts about everyday life, especially in non-traditional contexts (such as a medical consultation with an Aboriginal Health Worker). Just how useful are many language descriptions to their owners/custodians who may one day wish to revitalise them on the basis of these recordings and analyses? How can we ensure that they are maximally useful, not only to linguists but to the people most closely associated with the languages? The author will put forward some suggestions that researchers might bear in mind for future generations when documenting and conserving languages. These include working in a programmed fashion in a range of situations and contexts and in collaboration with a range of experts in specialised fields (such as health, law, botany etc). Considerable time will be needed to produce a maximally useful description of the language and its uses. Many of these suggestions emerge from first-hand experience working with Yolngu and Pintupi people in non-traditional domains as well as from attempts to reclaim and re-introduce the Kaurna language on the basis of written 19th century documentation of the language by missionaries (notably Teichelmann & Schürmann, 1840; Teichelmann, 1857) and other observers (see Amery, 2000). http://hdl.handle.net/10125/5025 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Phoenix or relic? Documentation of languages with revitalisation in mind oai:scholarspace.manoa.hawaii.edu:10125/5110 2024-07-30 col_10125_5961 5110.jpg 5110.pdf Bugaeva, Anna, Bugaeva, Anna; 2009-03-12; Ainu (Northern Japan, isolate) is nearly extinct at present, as only a couple of people aged 80-90 remember their native language. In the beginning of the 20th century, the Ainu (present population about 100,000) experienced severe ethnic and linguistic repression from the state which led to the rapid abandonment of language and its eventual loss by succeeding generations of the Ainu. However, the attitude of many Ainu towards their native culture and language has changed to positive after the official adoption of ãThe Law for the Promotion of the Ainu Culture...? (1997) and the official recognition of the Ainu as the indigenous population of Hokkaido (2008). More and more Ainu are experiencing a new sense of self-identity and becoming aware of the importance of revitalizing their language and culture; 15 Ainu language schools were established. The creation of a web-accessible Ainu-Japanese-English Conversational Dictionary is a part of my ELDP project "Documentation of the Saru Dialect of Ainu" (2007-2009) which generally aims at creating digital corpora of newly and previously recorded Ainu audio materials. Having attended the 11th annual Ainu speech contest (November 2007), I realized that the Ainu community had a very strong demand for Ainu conversational audio recordings, since all previous Ainu documentation was focused on recording folklore. This made me revise my ELDP project to adjust it to the actual needs of the community. I decided to use a rarity "An Ainu-Japanese Conversational Dictionary" (3,847 lexemes/conversational phrases) compiled by anthropologists K. Jinbo and S. Kanazawa in 1898. The dictionary contains 3,847 entries, i.e. conversational phrases or words, and presumably belongs to the Saru dialect. I had the dictionary recorded by a speaker of the Saru dialect, Mrs. Setsu Kurokawa (85) who was either reading Ainu phrases transcribed in the Japanese (katakana) alphabet or repeating them after me. The speaker's productive skills improved so rapidly that she even started improvising on the dictionary. By the end of the grant period, I plan to complete a web-accessible reader-friendly edition of the Ainu conversational dictionary with audio and some video recordings supplemented with katakana transcriptions, English translations and multi-tire annotations. It will consist of a simple search interface that allows the user to enter a string to be found in the dictionary, either in Ainu or Japanese/English. I also intend to publish a paper edition of the dictionary to facilitate its use by those who do not have internet access.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5110. Bugaeva, Anna Bugaeva, Anna 2009-03-14 Ainu (Northern Japan, isolate) is nearly extinct at present, as only a couple of people aged 80-90 remember their native language. In the beginning of the 20th century, the Ainu (present population about 100,000) experienced severe ethnic and linguistic repression from the state which led to the rapid abandonment of language and its eventual loss by succeeding generations of the Ainu. However, the attitude of many Ainu towards their native culture and language has changed to positive after the official adoption of ãThe Law for the Promotion of the Ainu Culture...? (1997) and the official recognition of the Ainu as the indigenous population of Hokkaido (2008). More and more Ainu are experiencing a new sense of self-identity and becoming aware of the importance of revitalizing their language and culture; 15 Ainu language schools were established. The creation of a web-accessible Ainu-Japanese-English Conversational Dictionary is a part of my ELDP project "Documentation of the Saru Dialect of Ainu" (2007-2009) which generally aims at creating digital corpora of newly and previously recorded Ainu audio materials. Having attended the 11th annual Ainu speech contest (November 2007), I realized that the Ainu community had a very strong demand for Ainu conversational audio recordings, since all previous Ainu documentation was focused on recording folklore. This made me revise my ELDP project to adjust it to the actual needs of the community. I decided to use a rarity "An Ainu-Japanese Conversational Dictionary" (3,847 lexemes/conversational phrases) compiled by anthropologists K. Jinbo and S. Kanazawa in 1898. The dictionary contains 3,847 entries, i.e. conversational phrases or words, and presumably belongs to the Saru dialect. I had the dictionary recorded by a speaker of the Saru dialect, Mrs. Setsu Kurokawa (85) who was either reading Ainu phrases transcribed in the Japanese (katakana) alphabet or repeating them after me. The speaker's productive skills improved so rapidly that she even started improvising on the dictionary. By the end of the grant period, I plan to complete a web-accessible reader-friendly edition of the Ainu conversational dictionary with audio and some video recordings supplemented with katakana transcriptions, English translations and multi-tire annotations. It will consist of a simple search interface that allows the user to enter a string to be found in the dictionary, either in Ainu or Japanese/English. I also intend to publish a paper edition of the dictionary to facilitate its use by those who do not have internet access. http://hdl.handle.net/10125/5110 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Revitalizing Ainu. A Web-accessible Ainu-Japanese-English Conversational Dictionary oai:scholarspace.manoa.hawaii.edu:10125/4982 2016-02-11 col_10125_5961 4982.jpg 4982.mp3 Grimes, Joseph, Grimes, Joseph; 2009-03-12; One object of documenting languages is to make their data available not only to oneself, but to speakers and nonspeakers who have no direct access because they are in different places or in later epochs of time. The enabling event in collecting data is the capture in written form, by native speakers or linguists, of a suitable quantity of utterances in the language whose meaning is approximated by translation into a world language. Getting this material together is an inherently messy process, however much we idealize crisp audio recordings and well transcribed and annotated text files, with or without an analysis. No matter how astute the language consultant or how gifted the linguist, initial transcriptions are inevitably sprinkled with skips, mishearings, on-the-spot editing, slips of the pen or the keyboard, initial stabs at translation that miss the point, interference of discourse patterns between spoken and written media – even when the recording is fresh and the language consultant is doing the work. This is the reason many linguists find it makes their final archivable reporting more accurate to go through a phase of making notes on paper, going back and reconsidering everything, reannotating it until they and their consultants are collectively satisfied that they've got it. And those records can be a source of insight to later scholars if they are in a form that can be preserved. Recently I had occasion to revisit data collected in field work decades ago, before practical archiving standards for language were worked out and more stable media came on the scene. The paper phase, especially the mundane realities that go along with paper, ink, and storage, stood out as a necessary prerequisite to being able to do anything at all with the data. In an isolated field situation, it was necessary to develop a disciplined approach to the handling of manuscript materials. Even in the so-called electronic age, we do well not to play down the handwritten parts of the process.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4982. Grimes, Joseph Grimes, Joseph 2009-03-14 One object of documenting languages is to make their data available not only to oneself, but to speakers and nonspeakers who have no direct access because they are in different places or in later epochs of time. The enabling event in collecting data is the capture in written form, by native speakers or linguists, of a suitable quantity of utterances in the language whose meaning is approximated by translation into a world language. Getting this material together is an inherently messy process, however much we idealize crisp audio recordings and well transcribed and annotated text files, with or without an analysis. No matter how astute the language consultant or how gifted the linguist, initial transcriptions are inevitably sprinkled with skips, mishearings, on-the-spot editing, slips of the pen or the keyboard, initial stabs at translation that miss the point, interference of discourse patterns between spoken and written media – even when the recording is fresh and the language consultant is doing the work. This is the reason many linguists find it makes their final archivable reporting more accurate to go through a phase of making notes on paper, going back and reconsidering everything, reannotating it until they and their consultants are collectively satisfied that they've got it. And those records can be a source of insight to later scholars if they are in a form that can be preserved. Recently I had occasion to revisit data collected in field work decades ago, before practical archiving standards for language were worked out and more stable media came on the scene. The paper phase, especially the mundane realities that go along with paper, ink, and storage, stood out as a necessary prerequisite to being able to do anything at all with the data. In an isolated field situation, it was necessary to develop a disciplined approach to the handling of manuscript materials. Even in the so-called electronic age, we do well not to play down the handwritten parts of the process. http://hdl.handle.net/10125/4982 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Preserving data: The paper phase oai:scholarspace.manoa.hawaii.edu:10125/5077 2024-07-31 col_10125_5961 5077-A.jpg 5077.jpg 5077.mp3 5077.pdf Leonard, Wesley, Haynes, Erin, Leonard, Wesley, Haynes, Erin; 2009-03-12; Collaboration is increasingly seen as desirable in linguistic field research, but scholarship in the fields of Linguistics and Anthropology is only beginning to explore what it truly entails (see, for example, Evers & Toelken, 2001). Collaboration, within the western academic sociopolitical culture, has become a “best practice” but in many aspects maintains remnants of earlier colonial practices in that the definition of “collaboration” itself is usually framed by professional researchers. Institutional Review Board paperwork at the authors’ institution, for example, incorporates the term “collaborators” but with reference only to members of other research institutions; people who usually fall within the scope of “community member” are deemed “human subjects”. Furthermore, as Rice (2006) points out, “Collaborative working arrangements are not truly collaborative if the linguist still controls the content and framework of the research, and the form in which it appears” (pp. 149-150). Based on interviews and ongoing discussion with members of two Native American language programs, we present a comparative analysis of “collaboration”. Our findings reveal underlying differences in what collaboration can or should entail. For example, both communities emphasize relationships that extend beyond the immediate scope of the research and its participants. In the Warm Springs (Oregon) community, successful researchers must be empowered by appropriate members of the community itself. In the Miami (Oklahoma) community, language and culture research protocols have developed such that an ideal research model not only includes regular, explicit mutual examination of the topic, but also involvement and consideration of the needs of the larger Miami community. Such a diversity of views accounts for areas in which conflicts arise in the implementation of research, which in some cases leads to failure to accomplish mutual goals. We present a case study showing how different notions of collaboration can help or hinder one of the fundamental processes common to most linguistic field research – identifying speakers. We incorporate collaborative consultation (Cameron et al., 1993; Authors, 2007), which refers to any kind of open interview in which the initial investigator’s goals are explicit and continually reframed and revised by all research participants. We show how political, cultural, social, and relational dimensions of speakerhood can be addressed through this method. Beyond issues of funding, time, and general accessibility, collaboration may be one of the most important aspects of successful field research. However, the notion of collaboration itself warrants critical examination, with appropriate adjustments in research methods.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5077. Leonard, Wesley Haynes, Erin Leonard, Wesley Haynes, Erin 2009-03-14 Collaboration is increasingly seen as desirable in linguistic field research, but scholarship in the fields of Linguistics and Anthropology is only beginning to explore what it truly entails (see, for example, Evers & Toelken, 2001). Collaboration, within the western academic sociopolitical culture, has become a “best practice” but in many aspects maintains remnants of earlier colonial practices in that the definition of “collaboration” itself is usually framed by professional researchers. Institutional Review Board paperwork at the authors’ institution, for example, incorporates the term “collaborators” but with reference only to members of other research institutions; people who usually fall within the scope of “community member” are deemed “human subjects”. Furthermore, as Rice (2006) points out, “Collaborative working arrangements are not truly collaborative if the linguist still controls the content and framework of the research, and the form in which it appears” (pp. 149-150). Based on interviews and ongoing discussion with members of two Native American language programs, we present a comparative analysis of “collaboration”. Our findings reveal underlying differences in what collaboration can or should entail. For example, both communities emphasize relationships that extend beyond the immediate scope of the research and its participants. In the Warm Springs (Oregon) community, successful researchers must be empowered by appropriate members of the community itself. In the Miami (Oklahoma) community, language and culture research protocols have developed such that an ideal research model not only includes regular, explicit mutual examination of the topic, but also involvement and consideration of the needs of the larger Miami community. Such a diversity of views accounts for areas in which conflicts arise in the implementation of research, which in some cases leads to failure to accomplish mutual goals. We present a case study showing how different notions of collaboration can help or hinder one of the fundamental processes common to most linguistic field research – identifying speakers. We incorporate collaborative consultation (Cameron et al., 1993; Authors, 2007), which refers to any kind of open interview in which the initial investigator’s goals are explicit and continually reframed and revised by all research participants. We show how political, cultural, social, and relational dimensions of speakerhood can be addressed through this method. Beyond issues of funding, time, and general accessibility, collaboration may be one of the most important aspects of successful field research. However, the notion of collaboration itself warrants critical examination, with appropriate adjustments in research methods. http://hdl.handle.net/10125/5077 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Making ‚ "collaboration" collaborative: An examination of perspectives that frame field research oai:scholarspace.manoa.hawaii.edu:10125/5092 2024-08-01 col_10125_5961 5092.mp3 5092.pdf Fitzgerald, Colleen, Fitzgerald, Colleen; 2009-03-12; This paper reports work on two sets of legacy materials for Tohono O'odham, a Uto-Aztecan language spoken in Arizona and Sonora Mexico. Tohono O'odham speakers have declined in their numbers, with just above 8,000 speakers in 2000, suggesting a 20% decline since 1990. However, O'odham speakers and revitalization programs could benefit from linguistic resources. Author (2005) discusses a century's worth of archival holdings, covering numerous genres, most of which is unpublished. Here we look at efforts to increase access to the texts from a dialect survey in the 1980s and at efforts to create an online version the out-of-print dictionary compiled by Madeleine Mathiot in 1973. Both projects would increase accessibility of O'odham language materials. The projects bear on several issues of relevance: archiving, collaboration, representing manuscript formats in a community-friendly format, technology, and mobilization of data. The Tohono O'odham dictionary project has gone through several incarnations, mostly at the University of Arizona. Unfortunately, the Mathiot dictionary is still not online, stymied by funding shortages, software and font challenges, changes in grad student personnel, and lack of clarity regarding copyrights. We are more than halfway done with editing the text files of this dictionary, with Mathiot herself editing for presentation and to include errors not addressed in the published version. Once this version is done and online, it will be straightforward to address orthographic differences from the tribal orthography, as well as create options for self-publishing so that community members can print it. Ofelia Zepeda and Jane Hill worked with 92 elders in the 1980s collecting word-lists and texts as part of a dialect survey. These materials have been transcribed in Tohono O'odham, but are untranslated and unpublished. We are scanning the manuscripts into PDF format for preservation and creating text files, and a community member is working on translations. Preliminary versions of accessible texts have the potential to be changed in global ways, given word-processing tools. Preserving the transcripts for accuracy is the first step, which creates a foundation for community-driven revisions. This project involves community members, original researchers, and graduate and post-graduate assistants. The resulting files offer a number of ways to increase access for the tribal community, and established collaborations with the tribal college offer an avenue for successful explorations to mobilize these materials for speakers and revitalization programs.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5092. Fitzgerald, Colleen Fitzgerald, Colleen 2009-03-14 This paper reports work on two sets of legacy materials for Tohono O'odham, a Uto-Aztecan language spoken in Arizona and Sonora Mexico. Tohono O'odham speakers have declined in their numbers, with just above 8,000 speakers in 2000, suggesting a 20% decline since 1990. However, O'odham speakers and revitalization programs could benefit from linguistic resources. Author (2005) discusses a century's worth of archival holdings, covering numerous genres, most of which is unpublished. Here we look at efforts to increase access to the texts from a dialect survey in the 1980s and at efforts to create an online version the out-of-print dictionary compiled by Madeleine Mathiot in 1973. Both projects would increase accessibility of O'odham language materials. The projects bear on several issues of relevance: archiving, collaboration, representing manuscript formats in a community-friendly format, technology, and mobilization of data. The Tohono O'odham dictionary project has gone through several incarnations, mostly at the University of Arizona. Unfortunately, the Mathiot dictionary is still not online, stymied by funding shortages, software and font challenges, changes in grad student personnel, and lack of clarity regarding copyrights. We are more than halfway done with editing the text files of this dictionary, with Mathiot herself editing for presentation and to include errors not addressed in the published version. Once this version is done and online, it will be straightforward to address orthographic differences from the tribal orthography, as well as create options for self-publishing so that community members can print it. Ofelia Zepeda and Jane Hill worked with 92 elders in the 1980s collecting word-lists and texts as part of a dialect survey. These materials have been transcribed in Tohono O'odham, but are untranslated and unpublished. We are scanning the manuscripts into PDF format for preservation and creating text files, and a community member is working on translations. Preliminary versions of accessible texts have the potential to be changed in global ways, given word-processing tools. Preserving the transcripts for accuracy is the first step, which creates a foundation for community-driven revisions. This project involves community members, original researchers, and graduate and post-graduate assistants. The resulting files offer a number of ways to increase access for the tribal community, and established collaborations with the tribal college offer an avenue for successful explorations to mobilize these materials for speakers and revitalization programs. http://hdl.handle.net/10125/5092 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Pathways for accessing legacy materials in Tohono O'odham oai:scholarspace.manoa.hawaii.edu:10125/5011 2024-08-01 col_10125_5961 5011-02.jpg 5011.pdf Ikeda, A. Sho, Doty, Christopher, Ikeda, A. Sho, Doty, Christopher; 2009-03-12; According to Wikipedia, a centerpiece of Web 2.0 technologies, "Web 2.0 is a living term describing changing trends in the use of World Wide Web technology and web design that aims to enhance creativity, information sharing, collaboration and functionality of the web." These technologies are rapidly changing the way that people communicate and interact in their daily lives. If minority languages throughout the world are to continue to be a vital means of communication, rather than being replaced by a majority language, the adoption of new tools to allow interactive, electronic communication in these languages must be developed to meet current and future trends in electronic collaboration and communication. Prior to the development of Web 2.0, the Web was an expanding landscape of information that allowed the transfer of ideas from content producers to users. Users could view content, but were not able to easily produce their own or collaborate with like-minded individuals. This meant that the vast majority of content was produced by speakers of majority languages, especially English. However, with the growth of social networking, photo and video-sharing websites, wikis and other Web 2.0 applications, users are more able to easily communicate and interact with each other on a scale that has been heretofore unseen in our collective history. These new opportunities for interaction and idea sharing can provide truly unique forms of language-learning and communication in any language, but many challenges remain for minority language communities to make full use of these tools. This talk will focus on three main issues related to the development of Web 2.0 technologies for language revitalization and maintenance. First, it will examine the ways in which Web 2.0 is having an effect on daily communication and interaction worldwide in all communities, highlighting how these trends are likely to affect minority language communities in the coming years. Second, it will discuss some of the roadblocks to adapting technologies which were originally developed for English and other minority language, to new language situations, as well as some possible ways to address these problems. Third, it will provide concrete ideas for incorporating these technologies into a larger language maintenance/revitalization strategy in a way that allows even those without extensive technological resources or know-how to make use of them.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5011. Ikeda, A. Sho Doty, Christopher Ikeda, A. Sho Doty, Christopher 2009-03-14 According to Wikipedia, a centerpiece of Web 2.0 technologies, "Web 2.0 is a living term describing changing trends in the use of World Wide Web technology and web design that aims to enhance creativity, information sharing, collaboration and functionality of the web." These technologies are rapidly changing the way that people communicate and interact in their daily lives. If minority languages throughout the world are to continue to be a vital means of communication, rather than being replaced by a majority language, the adoption of new tools to allow interactive, electronic communication in these languages must be developed to meet current and future trends in electronic collaboration and communication. Prior to the development of Web 2.0, the Web was an expanding landscape of information that allowed the transfer of ideas from content producers to users. Users could view content, but were not able to easily produce their own or collaborate with like-minded individuals. This meant that the vast majority of content was produced by speakers of majority languages, especially English. However, with the growth of social networking, photo and video-sharing websites, wikis and other Web 2.0 applications, users are more able to easily communicate and interact with each other on a scale that has been heretofore unseen in our collective history. These new opportunities for interaction and idea sharing can provide truly unique forms of language-learning and communication in any language, but many challenges remain for minority language communities to make full use of these tools. This talk will focus on three main issues related to the development of Web 2.0 technologies for language revitalization and maintenance. First, it will examine the ways in which Web 2.0 is having an effect on daily communication and interaction worldwide in all communities, highlighting how these trends are likely to affect minority language communities in the coming years. Second, it will discuss some of the roadblocks to adapting technologies which were originally developed for English and other minority language, to new language situations, as well as some possible ways to address these problems. Third, it will provide concrete ideas for incorporating these technologies into a larger language maintenance/revitalization strategy in a way that allows even those without extensive technological resources or know-how to make use of them. http://hdl.handle.net/10125/5011 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Poster: New Roles for Technology in Language Maintenance and Revitalization oai:scholarspace.manoa.hawaii.edu:10125/5065 2016-02-11 col_10125_5961 5065.JPG 5065.mp3 Kaufman, Daniel, Kaufman, Daniel; 2009-03-12; It has been fully recognized that the looming loss of the majority of the world’s languages requires rapid direct action in the form of linguistic documentation, description and conservation. However, documentation efforts have thus far been focused on traditional fieldwork largely to the exclusion of working with immigrant groups outside the original speech community. By doing so, an enormous linguistic resource has been overlooked. Here, I explore the advantages, disadvantages and general prospects for “ex-situ” documentation in the context of the Urban Fieldstation for Linguistic Research, a soon to be launched center for language documentation in New York City. The UFLR will operate in collaboration with the the City University of New York Graduate Center with the following goals: (i) to facilitate an ongoing survey of endangered and marginalized languages within NYC, (ii) to produce high quality documentation and descriptive work on languages spoken by local immigrant groups, (iii) to find ways of integrating language documentation into the standard linguistics curricula. Some obvious disadvantages of “ex-situ” documentation are that many of the original speech genres and social contexts are difficult to reproduce outside the original community, localized environmental vocabularies (e.g. fauna and flora) are impossible to document beyond the basics, and the social mobility required to travel outside the speaker’s native country often corresponds to dominance in the national language, which can make finding fluent speakers challenging. Because of all these factors, ex-situ documentation will never be able to replace in-situ fieldwork. Nonetheless, I argue that ex-situ documentation is still feasible, necessary and even has its own unique advantages, the most important of which are the reduction of cost, bureaucracy, time pressure and the affordance of a controlled environment for recording. More importantly, by easing logistic burdens, large-scale collaboration with multiple researchers can be facilitated. I discuss all these issues in the context of two on-going projects in the UFLR, one on the Minahasan languages (Austronesian; North Sulawesi, Indonesia) and the other on Zaghawa (Nilo-Saharan; Darfur, Sudan).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5065. Kaufman, Daniel Kaufman, Daniel 2009-03-14 It has been fully recognized that the looming loss of the majority of the world’s languages requires rapid direct action in the form of linguistic documentation, description and conservation. However, documentation efforts have thus far been focused on traditional fieldwork largely to the exclusion of working with immigrant groups outside the original speech community. By doing so, an enormous linguistic resource has been overlooked. Here, I explore the advantages, disadvantages and general prospects for “ex-situ” documentation in the context of the Urban Fieldstation for Linguistic Research, a soon to be launched center for language documentation in New York City. The UFLR will operate in collaboration with the the City University of New York Graduate Center with the following goals: (i) to facilitate an ongoing survey of endangered and marginalized languages within NYC, (ii) to produce high quality documentation and descriptive work on languages spoken by local immigrant groups, (iii) to find ways of integrating language documentation into the standard linguistics curricula. Some obvious disadvantages of “ex-situ” documentation are that many of the original speech genres and social contexts are difficult to reproduce outside the original community, localized environmental vocabularies (e.g. fauna and flora) are impossible to document beyond the basics, and the social mobility required to travel outside the speaker’s native country often corresponds to dominance in the national language, which can make finding fluent speakers challenging. Because of all these factors, ex-situ documentation will never be able to replace in-situ fieldwork. Nonetheless, I argue that ex-situ documentation is still feasible, necessary and even has its own unique advantages, the most important of which are the reduction of cost, bureaucracy, time pressure and the affordance of a controlled environment for recording. More importantly, by easing logistic burdens, large-scale collaboration with multiple researchers can be facilitated. I discuss all these issues in the context of two on-going projects in the UFLR, one on the Minahasan languages (Austronesian; North Sulawesi, Indonesia) and the other on Zaghawa (Nilo-Saharan; Darfur, Sudan). http://hdl.handle.net/10125/5065 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ex-situ language documentation and the Urban Fieldstation for Linguistic Research oai:scholarspace.manoa.hawaii.edu:10125/5114 2024-08-02 col_10125_5961 5114-02.jpg 5114.mp3 5114.pdf O'Meara, Carolyn, Mark, David M., Turk, Andrew, Stea, David, O'Meara, Carolyn, Mark, David M., Turk, Andrew, Stea, David; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5114. O'Meara, Carolyn Mark, David M. Turk, Andrew Stea, David O'Meara, Carolyn Mark, David M. Turk, Andrew Stea, David 2009-03-14 http://hdl.handle.net/10125/5114 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GIS1 Colloquium: Documenting the landscape (geographic) domain in anthropological linguistic fieldwork oai:scholarspace.manoa.hawaii.edu:10125/4996 2024-08-02 col_10125_5961 4996.jpg 4996.pdf 4996.ppt Montgomery-Anderson, Brad, Montgomery-Anderson, Brad; 2009-03-12; This paper describes the ongoing creation of the Cherokee Electronic Dictionary Database. This project has two main goals: to create a multimedia database of all Cherokee stems, affixes, and phrases and to produce new Cherokee language specialists through the process of creating the database itself. One of the database’s most important features is the listing of words in their stem form, i.e. without their prefixes. Using stems allows learners to correctly produce all the forms of the word and to understand otherwise opaque derivational relationships. The electronic format solves many of the problems traditionally faced by lexicographers of polysynthetic languages; instead of being organized as unnatural stems or as naturally occurring words, the individual entries list both. Another important advantage of the electronic database is that users are able to look up any word, no matter what their dialect or writing system. The entries not only have numerous written examples, but contain sound and occasionally video files as well. Grammatical morphemes are listed and carefully detailed as well. Even though ‘natural citation form’ users have easy access to all the entries, they are also exposed to the main entry, or stem, which helps them understand grammatical rules. This project creates a user-friendly environment for learning about how stems and prefixes are used and combined. The database is being incorporated into Northeastern State University’s Cherokee curriculum, and students are learning how to use it to create sentences as part of homework assignments. The project of creating the dictionary itself is of immense value to the student workers who do the work of database entry. Once they have gained experience with databasing written material, they will move on to the more complex task of gathering data through interviews. The database will also be useful to teachers and curriculum planners who will be able to instantly group words according to semantic or syntactic characteristics. Linguists will be able to browse through stem lists to learn about the historical development of the language. The Language Advisory Council’s task of creating new Cherokee words will be greatly helped by having a database that includes recently created words as well as showing general patterns of word creation. The electronic format allows all users to easily find entries and to organize these entries according to the individual user’s language needs.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4996. Montgomery-Anderson, Brad Montgomery-Anderson, Brad 2009-03-14 This paper describes the ongoing creation of the Cherokee Electronic Dictionary Database. This project has two main goals: to create a multimedia database of all Cherokee stems, affixes, and phrases and to produce new Cherokee language specialists through the process of creating the database itself. One of the database’s most important features is the listing of words in their stem form, i.e. without their prefixes. Using stems allows learners to correctly produce all the forms of the word and to understand otherwise opaque derivational relationships. The electronic format solves many of the problems traditionally faced by lexicographers of polysynthetic languages; instead of being organized as unnatural stems or as naturally occurring words, the individual entries list both. Another important advantage of the electronic database is that users are able to look up any word, no matter what their dialect or writing system. The entries not only have numerous written examples, but contain sound and occasionally video files as well. Grammatical morphemes are listed and carefully detailed as well. Even though ‘natural citation form’ users have easy access to all the entries, they are also exposed to the main entry, or stem, which helps them understand grammatical rules. This project creates a user-friendly environment for learning about how stems and prefixes are used and combined. The database is being incorporated into Northeastern State University’s Cherokee curriculum, and students are learning how to use it to create sentences as part of homework assignments. The project of creating the dictionary itself is of immense value to the student workers who do the work of database entry. Once they have gained experience with databasing written material, they will move on to the more complex task of gathering data through interviews. The database will also be useful to teachers and curriculum planners who will be able to instantly group words according to semantic or syntactic characteristics. Linguists will be able to browse through stem lists to learn about the historical development of the language. The Language Advisory Council’s task of creating new Cherokee words will be greatly helped by having a database that includes recently created words as well as showing general patterns of word creation. The electronic format allows all users to easily find entries and to organize these entries according to the individual user’s language needs. http://hdl.handle.net/10125/4996 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Cherokee Electronic Dictionary: Balancing the needs of learners, speakers, and linguists oai:scholarspace.manoa.hawaii.edu:10125/4977 2024-08-02 col_10125_5961 4977.jpg 4977.pdf Sharpe, Margaret, Sharpe, Margaret; 2009-03-12; Ngukurr township (N.T. Australia) evolved from an Anglican mission started in 1908, after many Aborigines of the area had been killed. As a result of massacres, work on cattle stations, and mission policy, the survivors began to abandon traditional languages for a pidgin which evolved to the Kriol language of today. Although most of its vocabulary is clearly derived from English, Kriol, evolving in contact with traditional languages, has phonology, grammar and semantics derived from them. Some languages were going out of use before linguistic researchers focussed on them, but good accounts of the languages were produced, as well as many audio recordings of texts. Over the last ten years and with the help of linguists from the Diwurruwurru-Jaru Aboriginal Corporation, seven of these languages have been taught in the schools: five at Ngukurr, and one each at Urapunga and Minyerri. One language taught at Ngukurr is still spoken regularly in other communities; two others less so, but none are in common use at Ngukurr, though Alawa is heard at Minyerri. Despite valiant attempts by a succession of Ngukurr linguists resident at Ngukurr to train those prepared to teach language, the teaching by language teachers rarely progresses beyond teaching words and a few songs sung to well known tunes. Their classroom control language is mostly Kriol. What is more, it cannot be guaranteed from week to week which teachers covering which languages will be available to teach. Add on top of this a change in school organisation, a small cut in the time available, little awareness of clock time for changing from one class to another, and lameness of older language teachers. The longstanding method of teaching has reached its limit in effectiveness. It is arguable that the school should be bilingual in Kriol and English, and that traditional languages should be introduced later, but the language teachers will not agree. Despite their everyday use of Kriol, they only see their traditional languages as the ones that should be taught. From the third term of the 2008 school year, the school is working to have about three Language and Culture Days each term, dropping the preceding type of language teaching. The focus is on culture, with language introduced as relevant to the particular cultural matters being taught. The initial such day was recognised as a success, involving not only language teachers, but the whole school staff, white and indigenous.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4977. Sharpe, Margaret Sharpe, Margaret 2009-03-14 Ngukurr township (N.T. Australia) evolved from an Anglican mission started in 1908, after many Aborigines of the area had been killed. As a result of massacres, work on cattle stations, and mission policy, the survivors began to abandon traditional languages for a pidgin which evolved to the Kriol language of today. Although most of its vocabulary is clearly derived from English, Kriol, evolving in contact with traditional languages, has phonology, grammar and semantics derived from them. Some languages were going out of use before linguistic researchers focussed on them, but good accounts of the languages were produced, as well as many audio recordings of texts. Over the last ten years and with the help of linguists from the Diwurruwurru-Jaru Aboriginal Corporation, seven of these languages have been taught in the schools: five at Ngukurr, and one each at Urapunga and Minyerri. One language taught at Ngukurr is still spoken regularly in other communities; two others less so, but none are in common use at Ngukurr, though Alawa is heard at Minyerri. Despite valiant attempts by a succession of Ngukurr linguists resident at Ngukurr to train those prepared to teach language, the teaching by language teachers rarely progresses beyond teaching words and a few songs sung to well known tunes. Their classroom control language is mostly Kriol. What is more, it cannot be guaranteed from week to week which teachers covering which languages will be available to teach. Add on top of this a change in school organisation, a small cut in the time available, little awareness of clock time for changing from one class to another, and lameness of older language teachers. The longstanding method of teaching has reached its limit in effectiveness. It is arguable that the school should be bilingual in Kriol and English, and that traditional languages should be introduced later, but the language teachers will not agree. Despite their everyday use of Kriol, they only see their traditional languages as the ones that should be taught. From the third term of the 2008 school year, the school is working to have about three Language and Culture Days each term, dropping the preceding type of language teaching. The focus is on culture, with language introduced as relevant to the particular cultural matters being taught. The initial such day was recognised as a success, involving not only language teachers, but the whole school staff, white and indigenous. http://hdl.handle.net/10125/4977 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language revitalisation at Ngukurr - one tack worked partway, time to change tack? oai:scholarspace.manoa.hawaii.edu:10125/5160 2024-08-03 col_10125_5961 5160.jpg 5160.mp3 5160.pdf Robinson, Laura C., Robinson, Laura C.; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5160. Robinson, Laura C. Robinson, Laura C. 2009-03-14 http://hdl.handle.net/10125/5160 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethics Colloquium: Informed consent among analog people in a digital world oai:scholarspace.manoa.hawaii.edu:10125/5165 2024-08-03 col_10125_5961 5165.mp3 5165script.pdf 5165.pdf Hinton, Leanne, Hinton, Leanne; 2009-03-12; Joshua Fishman’s famous “Intergenerational Transmission Interruption Scale” (GIDS) has as stage 6 the “intergenerational and demographically concentrated home-family-neighborhood-community, the basis of mother tongue transmission.” (1991:466). That is, using the language in daily interaction at home. He also writes “if this stage is not satisfied, all else can amount to little more than biding time” (Fishman 1991:399). Despite this warning, most language revitalization programs focus on other things: literacy, classes in colleges and schools, master-apprentice programs, and successful immersion schools. It is only now, after decades of intensive language revitalization efforts, that we begin to see a focus on the home. In this presentation I will look at several case studies of language revitalization at home, both individual family efforts (Miami, Wampanoag, and several California languages) and community-based programs that focus on the family (Gaelic, Māori, and California languages again). The majority of family efforts involve parents who have learned their ancestral language as a second language, so I will examine the various ways the parents have learned their language—through some of the aforementioned language programs or on their own from speakers or documentation—and how they are coping with the efforts to use the language with their children. From these studies we will derive lessons on how to support families trying to bring their languages into their homes. It becomes clear as well that while Fishman’s stage 6 definitely enhances the success of later stages on the scale, the later stages also feed into stage 6 in such a way that they are not just “biding time.” Audio recording of conference presentation at the 1st International Conference on Language Documentation and Conservation (ICLDC), 12-14 March 2009, at the University of Hawai'i at Mānoa.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5165. Hinton, Leanne Hinton, Leanne 2009-03-14 Joshua Fishman’s famous “Intergenerational Transmission Interruption Scale” (GIDS) has as stage 6 the “intergenerational and demographically concentrated home-family-neighborhood-community, the basis of mother tongue transmission.” (1991:466). That is, using the language in daily interaction at home. He also writes “if this stage is not satisfied, all else can amount to little more than biding time” (Fishman 1991:399). Despite this warning, most language revitalization programs focus on other things: literacy, classes in colleges and schools, master-apprentice programs, and successful immersion schools. It is only now, after decades of intensive language revitalization efforts, that we begin to see a focus on the home. In this presentation I will look at several case studies of language revitalization at home, both individual family efforts (Miami, Wampanoag, and several California languages) and community-based programs that focus on the family (Gaelic, Māori, and California languages again). The majority of family efforts involve parents who have learned their ancestral language as a second language, so I will examine the various ways the parents have learned their language—through some of the aforementioned language programs or on their own from speakers or documentation—and how they are coping with the efforts to use the language with their children. From these studies we will derive lessons on how to support families trying to bring their languages into their homes. It becomes clear as well that while Fishman’s stage 6 definitely enhances the success of later stages on the scale, the later stages also feed into stage 6 in such a way that they are not just “biding time.” Audio recording of conference presentation at the 1st International Conference on Language Documentation and Conservation (ICLDC), 12-14 March 2009, at the University of Hawai'i at Mānoa. http://hdl.handle.net/10125/5165 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Plenary: Language revitalization at home oai:scholarspace.manoa.hawaii.edu:10125/4988 2016-02-11 col_10125_5961 4988.mp3 Aguilera, Oscar, Aguilera, Oscar; 2009-03-12; Kawesqar and Yaghan are the only two extant languages of the southernmost region of South America. However Kawesqar is the only endangered Fueguian language that is still spoken, since Yaghan is in its last stage with just one speaker with a very deteriorated competence. In 1966 in an international conference sponsored by the Wenner Gren Foundation and the Smithonian Institution, Kawesqar was listed as an endangered language that needed urgent documentation. Since that date a good amount of work has been done, but only recently it has been possible to gather an important quantity of linguistic and ethnographic data. Kawesqar is spoken today by only 7 persons as a first language in their daily interaction. There is a small number of urban semi-speakers who rarely speak the language and use only Spanish as their means of communication, and more than 200 Kawesqar-descendants whose mother tongue is Spanish. A project funded by the Regional Government and as a result of a demand from the urban communities who urged the authorities to provide funds for the gathering of linguistic and ethnographic material that could be used in a revitalization program, after 9 months it was possible to obtain a sound archive which today is the largest and unique sound archive of an indigenous language in Chile. In this paper a description of the corpus is presented: what has been rescued and as a result what has been necessary to modify in the description of the language because of the new information gathered. For instance, a previous corpus of more than 600 texts but of short duration (the largest is a 6 minute text), showed a rather rigid word order. The new corpus with one or two-hour monologic spoken texts shows a more flexible word order, depending on various factors. Similarly the morpheme inventory increased because the speakers used certain morphemes that have become partially obsolete. Methods employed and the use of technology with its pitfalls is also presented, both recording instruments and treatment of digitalized materials for publication. The latter implies the employment of software and the issues encountered that determined the use of certain available instruments, comprising an evaluation of common commercial standard software, as well as specialized software (mainly from SIL), and the difficulties encountered with this software to adapt it to the requirements of publication needs. Finally what preservation decisions have been taken are also examined in this paper.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4988. Aguilera, Oscar Aguilera, Oscar 2009-03-14 Kawesqar and Yaghan are the only two extant languages of the southernmost region of South America. However Kawesqar is the only endangered Fueguian language that is still spoken, since Yaghan is in its last stage with just one speaker with a very deteriorated competence. In 1966 in an international conference sponsored by the Wenner Gren Foundation and the Smithonian Institution, Kawesqar was listed as an endangered language that needed urgent documentation. Since that date a good amount of work has been done, but only recently it has been possible to gather an important quantity of linguistic and ethnographic data. Kawesqar is spoken today by only 7 persons as a first language in their daily interaction. There is a small number of urban semi-speakers who rarely speak the language and use only Spanish as their means of communication, and more than 200 Kawesqar-descendants whose mother tongue is Spanish. A project funded by the Regional Government and as a result of a demand from the urban communities who urged the authorities to provide funds for the gathering of linguistic and ethnographic material that could be used in a revitalization program, after 9 months it was possible to obtain a sound archive which today is the largest and unique sound archive of an indigenous language in Chile. In this paper a description of the corpus is presented: what has been rescued and as a result what has been necessary to modify in the description of the language because of the new information gathered. For instance, a previous corpus of more than 600 texts but of short duration (the largest is a 6 minute text), showed a rather rigid word order. The new corpus with one or two-hour monologic spoken texts shows a more flexible word order, depending on various factors. Similarly the morpheme inventory increased because the speakers used certain morphemes that have become partially obsolete. Methods employed and the use of technology with its pitfalls is also presented, both recording instruments and treatment of digitalized materials for publication. The latter implies the employment of software and the issues encountered that determined the use of certain available instruments, comprising an evaluation of common commercial standard software, as well as specialized software (mainly from SIL), and the difficulties encountered with this software to adapt it to the requirements of publication needs. Finally what preservation decisions have been taken are also examined in this paper. http://hdl.handle.net/10125/4988 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting Kawesqar, the last spoken Fueguian language oai:scholarspace.manoa.hawaii.edu:10125/5073 2024-08-04 col_10125_5961 5073.jpg 5073.pdf Curry, Stewart, Hijirida, Kyoko, Leon, Serafim, Curry, Stewart, Hijirida, Kyoko, Leon, Serafim; 2009-03-12; Overview Okinawan is not in danger of disappearing and leaving no trace. It has, however, been in decline for some time — the language of modern life in Okinawa is Standard Japanese — and the extant speaker population is aging rapidly. Okinawan can be heard in limited domains, such as traditional music and theater, and there is an Okinawan written tradition dating back to the _Omoro Sooshi_. Dictionaries exist for Okinawan; these, with few exceptions, are in Japanese. Okinawan reference works in English Resources in Japanese, including the _Okinawa-go jiten_ [Dictionary of the Okinawan language], limit access by the general community of linguists and by interested non-scholars. Information on Okinawan in English is not new — a dictionary and grammar appeared in 1895 — but the publication of the _Okinawan-English Wordbook_, a lexicon of Okinawan with definitions in English, and the planned _Compleat Okinawan — a Comprehensive Portrait of its Modern and Historical Vocabulary_, a scholarly tome integrating literary vocabulary as well as usage examples, have opened a new era in the field. Okinawan language and culture at the University of Hawai‘i When two of the authors debuted the two-course Okinawan Language and Culture series in 2004, their efforts represented the first concrete move to teach Okinawan as a heritage language at the University of Hawaii. In the series, students acquire four-skills ability in Okinawan, and learn aspects of Okinawan folk and high culture through readings ranging from folk tales to the _Omoro Sooshi_. The series currently relies on Japanese for instruction, but the use of English reference works in support of reading exercises will broaden its potential audience. Okinawan language revitalization Since the 1970s, the weakening of Ryukyuan dialects has been a concern for scholars. Uemura Yukio and others began work to record information then, and Professor Karimata Shigehisa of Ryudai has continued this work in field linguistics and in teaching Okinawan as a living language. In addition, the Okinawa-go Fukyu Kyogikai [Society for the Revitalization of Uchinaa-guchi] may soon support the teaching of Okinawan in the public school system, with the cooperation of the Prefectural Board of Education. Okinawan is also being taught in the diaspora, including non-university classes in Hawai‘i and South America. It is hoped that teaching Okinawan as a living language will halt its slide into oblivion, or at least equip connoisseurs and practitioners of the Okinawan performing arts with a deeper appreciation for what performances mean.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5073. Curry, Stewart Hijirida, Kyoko Leon, Serafim Curry, Stewart Hijirida, Kyoko Leon, Serafim 2009-03-14 Overview Okinawan is not in danger of disappearing and leaving no trace. It has, however, been in decline for some time — the language of modern life in Okinawa is Standard Japanese — and the extant speaker population is aging rapidly. Okinawan can be heard in limited domains, such as traditional music and theater, and there is an Okinawan written tradition dating back to the _Omoro Sooshi_. Dictionaries exist for Okinawan; these, with few exceptions, are in Japanese. Okinawan reference works in English Resources in Japanese, including the _Okinawa-go jiten_ [Dictionary of the Okinawan language], limit access by the general community of linguists and by interested non-scholars. Information on Okinawan in English is not new — a dictionary and grammar appeared in 1895 — but the publication of the _Okinawan-English Wordbook_, a lexicon of Okinawan with definitions in English, and the planned _Compleat Okinawan — a Comprehensive Portrait of its Modern and Historical Vocabulary_, a scholarly tome integrating literary vocabulary as well as usage examples, have opened a new era in the field. Okinawan language and culture at the University of Hawai‘i When two of the authors debuted the two-course Okinawan Language and Culture series in 2004, their efforts represented the first concrete move to teach Okinawan as a heritage language at the University of Hawaii. In the series, students acquire four-skills ability in Okinawan, and learn aspects of Okinawan folk and high culture through readings ranging from folk tales to the _Omoro Sooshi_. The series currently relies on Japanese for instruction, but the use of English reference works in support of reading exercises will broaden its potential audience. Okinawan language revitalization Since the 1970s, the weakening of Ryukyuan dialects has been a concern for scholars. Uemura Yukio and others began work to record information then, and Professor Karimata Shigehisa of Ryudai has continued this work in field linguistics and in teaching Okinawan as a living language. In addition, the Okinawa-go Fukyu Kyogikai [Society for the Revitalization of Uchinaa-guchi] may soon support the teaching of Okinawan in the public school system, with the cooperation of the Prefectural Board of Education. Okinawan is also being taught in the diaspora, including non-university classes in Hawai‘i and South America. It is hoped that teaching Okinawan as a living language will halt its slide into oblivion, or at least equip connoisseurs and practitioners of the Okinawan performing arts with a deeper appreciation for what performances mean. http://hdl.handle.net/10125/5073 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting, teaching, and revitalizing Uchinaa-guchi: the future of the Okinawan language oai:scholarspace.manoa.hawaii.edu:10125/5164 2010-11-08 col_10125_5961 5164.JPG 5164.mp3 Cash Cash, Phillip; 2009-03-14; After years of neglect in which linguistics lost sight of the value of empirical field research, new life has finally been breathed into this fundamentally important component of our discipline. But in the process, linguistic fieldwork has ironically lost sight of linguistics! That is, if by linguistics one means the scientific study of language, fieldwork ideology and practice have gone askew. The major movements and individuals that we can thank for the resurgence of interest in linguistic fieldwork all promote (in words or deeds) approaches to field research that fall far short of the tenets of science. Examples of such misguided directions include (a) the endangered languages movement, (b) language documentation, and (c) the “Dixon school.” In my talk, I expose the failings of these non-scientific approaches to linguistic field research and set out what would be required for linguistic fieldwork to qualify as truly scientific and thus be entitled to recognition as an essential subfield within linguistics per se.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5164. Cash Cash, Phillip 2009-03-14 After years of neglect in which linguistics lost sight of the value of empirical field research, new life has finally been breathed into this fundamentally important component of our discipline. But in the process, linguistic fieldwork has ironically lost sight of linguistics! That is, if by linguistics one means the scientific study of language, fieldwork ideology and practice have gone askew. The major movements and individuals that we can thank for the resurgence of interest in linguistic fieldwork all promote (in words or deeds) approaches to field research that fall far short of the tenets of science. Examples of such misguided directions include (a) the endangered languages movement, (b) language documentation, and (c) the “Dixon school.” In my talk, I expose the failings of these non-scientific approaches to linguistic field research and set out what would be required for linguistic fieldwork to qualify as truly scientific and thus be entitled to recognition as an essential subfield within linguistics per se. This talk presents findings from my ongoing ethnographic documentary study on how present-day speakers of Cayuse, Nez Perce, and Sahaptin utilize the linguistic practices of their speech communities at a time when their ancestral languages are severely constrained by language endangerment and language shift. I adopt the contemporary concerns of an ethnographically-informed documentary linguistics to show how the linguistic resources of a speech community serve to maintain and transmit culture. Methodologically, this investigation employs digital video to capture and record three interrelated empirical domains of language use, these are: multimodal interaction, interactional structure, and linguistic practices. My key concern in such an approach is to establish links between language use and socially situated communicative interactions as a means to understanding how everyday language use motivates, gives meaning to, or otherwise organizes language, culture, and society. Discovering such linkages is a result of understanding that many traditions are discursive achievements and worthy of documentation. Thus, my own commitment to this type of documentary orientation emerged over the course of my current field research, my speaker status in the speech communities where I conduct my research, as well from the deeper commitments to language and culture found there. http://hdl.handle.net/10125/5164 Plenary: Documenting enduring cultures Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5146 2024-08-05 col_10125_5961 5146.JPG 5146.mp3 5146.pdf Albarillo, Emily, Albarillo, Emily; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5146. Albarillo, Emily Albarillo, Emily 2009-03-14 http://hdl.handle.net/10125/5146 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethnobiology Colloquium: A multipurpose record: Traditional botanical knowledge in language documentation oai:scholarspace.manoa.hawaii.edu:10125/4991 2024-08-05 col_10125_5961 4991-01.jpg 4991-02.jpg 4991.mp3 4991.pdf King, Jeanette, Gully, Nichole, King, Jeanette, Gully, Nichole; 2009-03-12; Just what movitates indigenous peoples to revitalise their languages? In his study of Tewa and Haida, Frederick White (2006) finds little in Second Language Acquisition (SLA) theory to adequately capture the aspects of commitment involved. Typically SLA theory describes the motivation of immigrant and other communities who are involved in learning a Language of Wider Communication (LWC). With indigenous languages the situation is quite different: indigenous languages are almost by definition minority languages. This paper reports on a study designed to evaluate what motivates second language speaking adults who are proficient speakers of Maori in their commitment to speaking Maori. In analysing the results we propose a model of Indigenous Language Acquisition (ILA), which draws on four interlinking aspects: the importance of identity, participation in the target culture, responsibility (towards the language itself and to others) and a sense of fulfilment. Although the particular components of the ILA situation in New Zealand differ somewhat from the situation of, for example, North American indigenous languages, the paper will discuss the application of this theory to other language situations. A theory of motivation is particularly relevant at the moment in New Zealand where we now have a second generation involved in language revitalisation and increasing language planning by both national and tribal institutions. White, F. (2006). Rethinking Native American Language Revitalization. American Indian Quarterly, 30(1 & 2), 91-109.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4991. King, Jeanette Gully, Nichole King, Jeanette Gully, Nichole 2009-03-14 Just what movitates indigenous peoples to revitalise their languages? In his study of Tewa and Haida, Frederick White (2006) finds little in Second Language Acquisition (SLA) theory to adequately capture the aspects of commitment involved. Typically SLA theory describes the motivation of immigrant and other communities who are involved in learning a Language of Wider Communication (LWC). With indigenous languages the situation is quite different: indigenous languages are almost by definition minority languages. This paper reports on a study designed to evaluate what motivates second language speaking adults who are proficient speakers of Maori in their commitment to speaking Maori. In analysing the results we propose a model of Indigenous Language Acquisition (ILA), which draws on four interlinking aspects: the importance of identity, participation in the target culture, responsibility (towards the language itself and to others) and a sense of fulfilment. Although the particular components of the ILA situation in New Zealand differ somewhat from the situation of, for example, North American indigenous languages, the paper will discuss the application of this theory to other language situations. A theory of motivation is particularly relevant at the moment in New Zealand where we now have a second generation involved in language revitalisation and increasing language planning by both national and tribal institutions. White, F. (2006). Rethinking Native American Language Revitalization. American Indian Quarterly, 30(1 & 2), 91-109. http://hdl.handle.net/10125/4991 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Towards a theory of motivation: describing commitment to the Maori language oai:scholarspace.manoa.hawaii.edu:10125/5012 2024-08-05 col_10125_5961 5012-01.jpg 5012-02.jpg 5012-A.pdf 5012.mp3 5012.pdf James Rementer,Bruce Pearson, James Rementer,Bruce Pearson; 2009-03-12; Lenape (also known as Delaware), an important language of the Algonquian family, was spoken originally in all of New Jersey, eastern Pennsylvania, northern Delaware, and southeastern New York. The tribe was relocated in stages through western Pennsylvania, eastern Ohio, central Indiana, Missouri, Kansas, and finally Oklahoma. Members of the tribe preserved the language into the 20th century, with the last native speaker remaining fluent until her death in 2000. The author was adopted informally into a Delaware-speaking household in 1963 and over the years gained increasing fluency in the language. The co-author began working with the author’s adoptive aunt, Nora Thompson Dean (Touching Leaves Woman)1907-1984), as a graduate student and continued working jointly with another fluent speaker and with the author after the aunt’s death. Over his years of working with the aunt and other speakers, the author compiled a library of tape recordings which have become the nucleus of the Lenape Talking Dictionary website (www.talk-lenape.org). The site provides information about the speakers whose voices are heard and offers a practical orthography, as well as a survey of grammatical patterns. The site currently has about 13,000 entries, 4,650 of which are accompanied by sound files, and over 1,100 sentence sound files. Most entries include a grammatical analysis showing how individual words are formed. We also have been adding lessons about the language as part of the website. Our original grant funds ran out over a year ago, but additional entries are constantly being added on a daily basis. The site is available to members of the Delaware tribe who are interested in their ancestral language and to scholars and members of the general public who wish to learn about the language. The author and co-author will show images from the site and demonstrate how the site is set up, and how it offers a self-guided learning opportunity. The project was supported by a grant from the National Science Foundation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5012. James Rementer,Bruce Pearson James Rementer,Bruce Pearson 2009-03-14 Lenape (also known as Delaware), an important language of the Algonquian family, was spoken originally in all of New Jersey, eastern Pennsylvania, northern Delaware, and southeastern New York. The tribe was relocated in stages through western Pennsylvania, eastern Ohio, central Indiana, Missouri, Kansas, and finally Oklahoma. Members of the tribe preserved the language into the 20th century, with the last native speaker remaining fluent until her death in 2000. The author was adopted informally into a Delaware-speaking household in 1963 and over the years gained increasing fluency in the language. The co-author began working with the author’s adoptive aunt, Nora Thompson Dean (Touching Leaves Woman)1907-1984), as a graduate student and continued working jointly with another fluent speaker and with the author after the aunt’s death. Over his years of working with the aunt and other speakers, the author compiled a library of tape recordings which have become the nucleus of the Lenape Talking Dictionary website (www.talk-lenape.org). The site provides information about the speakers whose voices are heard and offers a practical orthography, as well as a survey of grammatical patterns. The site currently has about 13,000 entries, 4,650 of which are accompanied by sound files, and over 1,100 sentence sound files. Most entries include a grammatical analysis showing how individual words are formed. We also have been adding lessons about the language as part of the website. Our original grant funds ran out over a year ago, but additional entries are constantly being added on a daily basis. The site is available to members of the Delaware tribe who are interested in their ancestral language and to scholars and members of the general public who wish to learn about the language. The author and co-author will show images from the site and demonstrate how the site is set up, and how it offers a self-guided learning opportunity. The project was supported by a grant from the National Science Foundation. http://hdl.handle.net/10125/5012 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Lenape Talking Dictionary oai:scholarspace.manoa.hawaii.edu:10125/5130 2016-02-11 col_10125_5961 5130.jpg 5130.mp3 Ueki, Kaori, Ueki, Kaori; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5130. Ueki, Kaori Ueki, Kaori 2009-03-14 http://hdl.handle.net/10125/5130 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GRADUATE STUDENTS Colloquium: Student initiatives in language documentation: the case of the Language Documentation Training Center (LDTC) oai:scholarspace.manoa.hawaii.edu:10125/4965 2024-08-06 col_10125_5961 4965.jpg 4965.mp3 4965.pdf Coler, Matthew, Coler, Matthew; 2009-03-12; Though Aymara is spoken by over a million speakers; its many variants remain undocumented and endangered. Linguistic research, aimed at better understanding morphophonological properties of the language, indicate that the Aymara spoken in the remote Andean villages of Muylaque and Sijuaya, in the Peruvian state of Moquegua, is unique. Given government plans to build a highway nearby coupled with the lack of Aymara education, the long-term vitality of this variant, and Aymara generally, is dubious for these communities. The researcher has a complicated role in the revitalization process: he is at once a university linguist and a documentarian who must meet strict guidelines in generating lasting data of interest not only to scholars but also to community members. In the situation at hand, the researcher is the catalyst for local preservation efforts. Despite local claims that the language was impossible to put to paper, efforts were made to work together with literate community members to write their language. As many adults (especially women and elders) are illiterate, special attention was necessary to document their speech. Recorded interviews were conducted in which the researcher, together with younger family members, would ask elders to recount their youth, tell myths, or sing songs. Cooperation with locals in doing this was essential, not only for communicative purposes, but also to establish a level of trust that would make the elder feel comfortable enough to speak about such cultural topics with an outsider present. These recordings were transcribed with the locals and are to be published in a book with original illustrations. Copies will be donated to the community. In exchange for the researcher's labor in the fields, community members taught him the variant. In his (often comical) attempts to speak the language, the researcher lent a level of prestige to the speakers who came to see themselves as teachers and experts, not exotic objects of study. This, by extension, helped put an end to the belief that this variant was inferior to Spanish or "standard Aymara". This presentation will detail some of the complications encountered by the researcher; the lack of trust by community members, the early difficulties associated with gathering linguistic data, and the struggle to overcome some unique sociocultural barriers. Focus is given to the creative community-based preservation/revitalization/documentation processes, chronicling the difficulties, complications, and successes of fieldwork and the researcher's role in the process alongside effective documentation methodology.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4965. Coler, Matthew Coler, Matthew 2009-03-14 Though Aymara is spoken by over a million speakers; its many variants remain undocumented and endangered. Linguistic research, aimed at better understanding morphophonological properties of the language, indicate that the Aymara spoken in the remote Andean villages of Muylaque and Sijuaya, in the Peruvian state of Moquegua, is unique. Given government plans to build a highway nearby coupled with the lack of Aymara education, the long-term vitality of this variant, and Aymara generally, is dubious for these communities. The researcher has a complicated role in the revitalization process: he is at once a university linguist and a documentarian who must meet strict guidelines in generating lasting data of interest not only to scholars but also to community members. In the situation at hand, the researcher is the catalyst for local preservation efforts. Despite local claims that the language was impossible to put to paper, efforts were made to work together with literate community members to write their language. As many adults (especially women and elders) are illiterate, special attention was necessary to document their speech. Recorded interviews were conducted in which the researcher, together with younger family members, would ask elders to recount their youth, tell myths, or sing songs. Cooperation with locals in doing this was essential, not only for communicative purposes, but also to establish a level of trust that would make the elder feel comfortable enough to speak about such cultural topics with an outsider present. These recordings were transcribed with the locals and are to be published in a book with original illustrations. Copies will be donated to the community. In exchange for the researcher's labor in the fields, community members taught him the variant. In his (often comical) attempts to speak the language, the researcher lent a level of prestige to the speakers who came to see themselves as teachers and experts, not exotic objects of study. This, by extension, helped put an end to the belief that this variant was inferior to Spanish or "standard Aymara". This presentation will detail some of the complications encountered by the researcher; the lack of trust by community members, the early difficulties associated with gathering linguistic data, and the struggle to overcome some unique sociocultural barriers. Focus is given to the creative community-based preservation/revitalization/documentation processes, chronicling the difficulties, complications, and successes of fieldwork and the researcher's role in the process alongside effective documentation methodology. http://hdl.handle.net/10125/4965 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Aymara variant revitalization in remote Andean communities oai:scholarspace.manoa.hawaii.edu:10125/5162 2024-08-08 col_10125_5961 5162-A.mp3 5162.jpg 5162.pdf 5162.mp3 Himmelmann, Nikolaus, Himmelmann, Nikolaus; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5162. Himmelmann, Nikolaus Himmelmann, Nikolaus 2009-03-14 This talk presents a basic typology of the kinds of data relevant for linguistic theorizing, based on the degree to which they are analyzed and hence abstracted from a specific act of linguistic performance. The three basic stages in data processing distinguished here are: raw data, primary data, and structural (or secondary) data. Although these stages are clearly interrelated and interdependent, it is argued that for each type and processing stage there is a different set of useful practices and evaluation metrics, some of which are discussed in more detail in the remainder of the talk. While strictly speaking, only structural data are relevant for linguistic theorizing, the discipline also needs to pay close attention to the first two types of data, at least if it aspires to be an empirical science. Which provides the (disciplinary) raison d’être for documentary linguistics. http://hdl.handle.net/10125/5162 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Plenary: Linguistic data types and documentary linguistics oai:scholarspace.manoa.hawaii.edu:10125/4995 2016-02-11 col_10125_5961 4995.JPG 4995.mp3 Fox, Naomi, Fox, Naomi; 2009-03-12; Many endangered languages have little documentation, and that which does exist is often in a format which is not useful to communities of speakers. The rush to document because of endangerment issues and the constraints of the research schedule often drive the documentation process. In severe endangerment situations, it is vital to document as much of the language as possible, and researchers often focus the majority of precious research time on complex grammatical elicitation and the collection of narratives. However, it is not in the best interests of the documentation process to overlook the benefits of pedagogical approaches and possible alternative uses of the language data. In this paper I describe efforts to integrate legacy data and ongoing data collection to produce academic and pedagogical materials for Mocho’, a Mayan language of Mexico with fewer than 50 speakers remaining and no published dictionary, grammar, or pedagogical materials. There is increasing awareness in the field of language documentation of the ethical responsibility of researchers to be responsive to the language community, and recognition of the benefits of a reciprocal collaborative relationship between academic linguists and the language community. Additionally, the process of documentation itself can benefit from pedagogical materials development since the collection of documentary resources becomes more complete. The data needed for pedagogical materials is often different from that collected according to traditional documentation methodologies and researchers can encounter new structures and understandings through the collection of data for pedagogical materials. Efforts to produce accessible language learning materials from documentation have raised issues in the reconciliation of the dual objectives of linguistic documentation and language pedagogy. From a case study of the Mocho’ documentation project, I will address the following questions: - Is there a mismatch between the data necessary for documentation and those necessary for language learning? -What types of documentation are useful for the creation of language learning materials? -What factors should be considered when switching the focus from documentation to pedagogy? -What benefits could pedagogical considerations have for documentation processes? The process of digitizing legacy resources has received more rigorous attention recently within the field of language documentation; however, the use of the resultant materials is not as widely discussed. This paper presents principles drawn from the process of transforming linguistic documentation into usable digital formats, integrating current field research and legacy data, and using those resources to satisfy research goals and create language learning materials.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4995. Fox, Naomi Fox, Naomi 2009-03-14 Many endangered languages have little documentation, and that which does exist is often in a format which is not useful to communities of speakers. The rush to document because of endangerment issues and the constraints of the research schedule often drive the documentation process. In severe endangerment situations, it is vital to document as much of the language as possible, and researchers often focus the majority of precious research time on complex grammatical elicitation and the collection of narratives. However, it is not in the best interests of the documentation process to overlook the benefits of pedagogical approaches and possible alternative uses of the language data. In this paper I describe efforts to integrate legacy data and ongoing data collection to produce academic and pedagogical materials for Mocho’, a Mayan language of Mexico with fewer than 50 speakers remaining and no published dictionary, grammar, or pedagogical materials. There is increasing awareness in the field of language documentation of the ethical responsibility of researchers to be responsive to the language community, and recognition of the benefits of a reciprocal collaborative relationship between academic linguists and the language community. Additionally, the process of documentation itself can benefit from pedagogical materials development since the collection of documentary resources becomes more complete. The data needed for pedagogical materials is often different from that collected according to traditional documentation methodologies and researchers can encounter new structures and understandings through the collection of data for pedagogical materials. Efforts to produce accessible language learning materials from documentation have raised issues in the reconciliation of the dual objectives of linguistic documentation and language pedagogy. From a case study of the Mocho’ documentation project, I will address the following questions: - Is there a mismatch between the data necessary for documentation and those necessary for language learning? -What types of documentation are useful for the creation of language learning materials? -What factors should be considered when switching the focus from documentation to pedagogy? -What benefits could pedagogical considerations have for documentation processes? The process of digitizing legacy resources has received more rigorous attention recently within the field of language documentation; however, the use of the resultant materials is not as widely discussed. This paper presents principles drawn from the process of transforming linguistic documentation into usable digital formats, integrating current field research and legacy data, and using those resources to satisfy research goals and create language learning materials. http://hdl.handle.net/10125/4995 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Reconciling academic and pedagogical objectives in documentation: A case study of Mocho oai:scholarspace.manoa.hawaii.edu:10125/5063 2016-02-11 col_10125_5961 5063.mp3 Tejada, Laura, Tejada, Laura; 2009-03-12; This paper discusses the use of electroglottography (EGG) and acoustic analyses in the documentation of an endangered language of Oaxaca, Mexico. The author investigates non-modal phonation in San Miguel Cajonos Zapotec (SMCZ). Despite potential difficulties with the use of such technology for these purposes, the importance of accurate phonetic description in language documentation is emphasized. The electroglottograph is a non-invasive, painless method for studying the opening and closing movements of the vocal folds. It is used in this study to examine vowel phonation contrasts. A small, high frequency current is passed between two electrodes that are positioned on either side of a participant’s larynx (Adam's apple). When the vocal folds are open, more resistance to the current is encountered because air does not conduct electricity as well as human tissue. When the folds are closed, the current is transferred more easily. Changes in the resistance to the signal are recorded and given in a waveform output. Different phonation types have characteristic waveform shapes that identify them. Acoustic measurements such as the difference in amplitude between the first and second harmonics (H1-H2) are also used, since the relation of these amplitudes varies by phonation type. Work in progress suggests that SMCZ has four phonation types, including modal, creaky, breathy, and pressed. Modal voicing is characterized by periodic opening and closing of the vocal folds, while breathy voicing occurs when the vocal folds are not pressed tightly together and have little longitudinal tension (Gordon and Ladefoged, 2001). In contrast, creaky vowels have aperiodic vibration that results from the constriction of the vocal folds (ibid). The fourth phonation type described as ‘pressed’ is at present not well understood, although it appears to form a separate category from the other three. SMCZ has not been the subject of any previous phonetic analyses, and these findings differ from those reported by Nellis and Hollenbach (1980) for the closely related language San Pedro Cajonos Zapotec (SPCZ). EGG and acoustic analyses provide a degree of accuracy not available in traditional elicitation and transcription practices. Potential problems with these methods include the need for a quiet recording environment, and the fact that women sometimes have vocal folds which are too small to obtain accurate EGG data. Nevertheless, these methods have provided a detailed record of the production of contrastive sounds in SMCZ, and have been useful in the development of orthography for native speakers. Selected References Gordon, Matthew and Peter Ladefoged. 2001. Phonation types: a cross-linguistic overview. Journal of Phonetics 29/4: 383:406. Nellis, Donald G. and Barbara E. Hollenbach. 1980. Fortis versus Lenis in Cajonos Zapotec Phonology. International Journal of American Linguistics 46: 92-105.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5063. Tejada, Laura Tejada, Laura 2009-03-14 This paper discusses the use of electroglottography (EGG) and acoustic analyses in the documentation of an endangered language of Oaxaca, Mexico. The author investigates non-modal phonation in San Miguel Cajonos Zapotec (SMCZ). Despite potential difficulties with the use of such technology for these purposes, the importance of accurate phonetic description in language documentation is emphasized. The electroglottograph is a non-invasive, painless method for studying the opening and closing movements of the vocal folds. It is used in this study to examine vowel phonation contrasts. A small, high frequency current is passed between two electrodes that are positioned on either side of a participant’s larynx (Adam's apple). When the vocal folds are open, more resistance to the current is encountered because air does not conduct electricity as well as human tissue. When the folds are closed, the current is transferred more easily. Changes in the resistance to the signal are recorded and given in a waveform output. Different phonation types have characteristic waveform shapes that identify them. Acoustic measurements such as the difference in amplitude between the first and second harmonics (H1-H2) are also used, since the relation of these amplitudes varies by phonation type. Work in progress suggests that SMCZ has four phonation types, including modal, creaky, breathy, and pressed. Modal voicing is characterized by periodic opening and closing of the vocal folds, while breathy voicing occurs when the vocal folds are not pressed tightly together and have little longitudinal tension (Gordon and Ladefoged, 2001). In contrast, creaky vowels have aperiodic vibration that results from the constriction of the vocal folds (ibid). The fourth phonation type described as ‘pressed’ is at present not well understood, although it appears to form a separate category from the other three. SMCZ has not been the subject of any previous phonetic analyses, and these findings differ from those reported by Nellis and Hollenbach (1980) for the closely related language San Pedro Cajonos Zapotec (SPCZ). EGG and acoustic analyses provide a degree of accuracy not available in traditional elicitation and transcription practices. Potential problems with these methods include the need for a quiet recording environment, and the fact that women sometimes have vocal folds which are too small to obtain accurate EGG data. Nevertheless, these methods have provided a detailed record of the production of contrastive sounds in SMCZ, and have been useful in the development of orthography for native speakers. Selected References Gordon, Matthew and Peter Ladefoged. 2001. Phonation types: a cross-linguistic overview. Journal of Phonetics 29/4: 383:406. Nellis, Donald G. and Barbara E. Hollenbach. 1980. Fortis versus Lenis in Cajonos Zapotec Phonology. International Journal of American Linguistics 46: 92-105. http://hdl.handle.net/10125/5063 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Electroglottography (EGG) and acoustic analyses in the documentation of Cajonos Zapotec oai:scholarspace.manoa.hawaii.edu:10125/5137 2024-08-09 col_10125_5961 5137-B.mp3 5137.mp3 5137.pdf Nakayama, Toshihide, Nakayama, Toshihide; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5137. Nakayama, Toshihide Nakayama, Toshihide 2009-03-14 http://hdl.handle.net/10125/5137 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Research in Japan Colloquium: New initiative for building better supporting infrastructure oai:scholarspace.manoa.hawaii.edu:10125/5072 2024-08-10 col_10125_5961 5072.jpg 5072.mp3 5072.pdf Barrett, Rusty, Barrett, Rusty; 2009-03-12; This paper examines the ways in which teaching K’iche’ Maya to American students impacts local language documentation and conservation efforts in Guatemala. K’iche’ revitalization efforts have lead to a number of proposals for standardizing K’iche’ and have resulted in more widespread use of written K’iche’. However, a number of distinct local ‘standard’ varieties have emerged without a unified form of K’iche’ that crosses dialect regions. Although different communities have adopted unified orthographic conventions, standardized morphological and syntactic forms have not been widely adopted. Because highly localized varieties of K’iche’ have been maintained, many standard forms are neither recognized nor understood by the majority of speakers, even those speakers involved in local efforts at language conservation. The paper discusses K’iche’ language materials developed jointly at three U.S. universities and their implementation in an intensive language program in Guatemala. Because standardized K’iche’ is not widely used, the K’iche’ pedagogical materials focus primarily on a single local dialect (chosen for its conservative nature with respect to language shift), including information on dialectal variation when appropriate. The paper discusses issues in the development and use of pedagogical materials, emphasizing the ways in which the production of educational materials may contribute to language documentation. For example, the development of K’iche’ materials forced researchers to examine grammatical structures that have been overlooked in most previous descriptions of K’iche’ grammar. In addition, because the research required for developing pedagogical materials was clearly goal-oriented, it sparked a great deal of interest and cooperation among K’iche’ speakers involved in language conservation. After considering the impact of pedagogical materials, the paper discusses the relationship between the intensive language course and local conservation efforts. The visibility of English-speaking students interested in learning K’iche’ challenged local language ideologies that denigrate Mayan languages. The course also highlighted important factors in language conservation. For example, because the course tried to incorporate neologisms from standardized K’iche’ to replace Spanish loan words, the use of these neologisms by foreign students spread awareness both of the issue of language shift and of specific neologisms themselves. The use of native-speaker teachers from a variety of backgrounds also highlighted linguistic variation that had been previously undescribed, uncovering variable forms that need to be addressed in the development of a standard variety. The discussion suggests that language teaching may be an important complement to traditional descriptive methods in language conservation and documentation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5072. Barrett, Rusty Barrett, Rusty 2009-03-14 This paper examines the ways in which teaching K’iche’ Maya to American students impacts local language documentation and conservation efforts in Guatemala. K’iche’ revitalization efforts have lead to a number of proposals for standardizing K’iche’ and have resulted in more widespread use of written K’iche’. However, a number of distinct local ‘standard’ varieties have emerged without a unified form of K’iche’ that crosses dialect regions. Although different communities have adopted unified orthographic conventions, standardized morphological and syntactic forms have not been widely adopted. Because highly localized varieties of K’iche’ have been maintained, many standard forms are neither recognized nor understood by the majority of speakers, even those speakers involved in local efforts at language conservation. The paper discusses K’iche’ language materials developed jointly at three U.S. universities and their implementation in an intensive language program in Guatemala. Because standardized K’iche’ is not widely used, the K’iche’ pedagogical materials focus primarily on a single local dialect (chosen for its conservative nature with respect to language shift), including information on dialectal variation when appropriate. The paper discusses issues in the development and use of pedagogical materials, emphasizing the ways in which the production of educational materials may contribute to language documentation. For example, the development of K’iche’ materials forced researchers to examine grammatical structures that have been overlooked in most previous descriptions of K’iche’ grammar. In addition, because the research required for developing pedagogical materials was clearly goal-oriented, it sparked a great deal of interest and cooperation among K’iche’ speakers involved in language conservation. After considering the impact of pedagogical materials, the paper discusses the relationship between the intensive language course and local conservation efforts. The visibility of English-speaking students interested in learning K’iche’ challenged local language ideologies that denigrate Mayan languages. The course also highlighted important factors in language conservation. For example, because the course tried to incorporate neologisms from standardized K’iche’ to replace Spanish loan words, the use of these neologisms by foreign students spread awareness both of the issue of language shift and of specific neologisms themselves. The use of native-speaker teachers from a variety of backgrounds also highlighted linguistic variation that had been previously undescribed, uncovering variable forms that need to be addressed in the development of a standard variety. The discussion suggests that language teaching may be an important complement to traditional descriptive methods in language conservation and documentation. http://hdl.handle.net/10125/5072 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The relationship between language teaching and Mayan language conservation in Guatemala oai:scholarspace.manoa.hawaii.edu:10125/5131 2024-08-10 col_10125_5961 5131.jpg 5131.mp3 5131.pdf Pace, Cassandra, Pace, Cassandra; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5131. Pace, Cassandra Pace, Cassandra 2009-03-14 http://hdl.handle.net/10125/5131 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GRADUATE STUDENTS Colloquium: Collaboration with language centers: An option for fieldwork and research oai:scholarspace.manoa.hawaii.edu:10125/5089 2016-02-11 col_10125_5961 5089.mp3 Kristen M. Lindahl, Fox, Naomi Palosaari, Markovic, Jelena, Tomas, Zuzana, Farrelly, Raichle, Kristen M. Lindahl, Fox, Naomi Palosaari, Markovic, Jelena, Tomas, Zuzana, Farrelly, Raichle; 2009-03-12; Many documentary linguists find themselves the only academic in contact with a particular community of speakers, stretched to fill many roles outside their areas of expertise. It may be particularly beneficial for a documentary linguist to seek help in the creation of language learning materials. In this presentation, we share principles for cross-disciplinary collaborative materials design using a case study of language learning materials creation for an endangered language community. A field linguist documenting Mocho’, a Mayan language with fewer than fifty surviving speakers, collaborated with four applied linguists in order to create pedagogical materials. The purpose of the pedagogical materials was twofold: first, to provide materials to a specific community which had no language learning resources and few documentary resources; and second, to create a template usable by this and other communities of speakers who wish to create their own materials, with the eventual aim of introducing both print and multimedia resources. This collaboration addressed various complexities of working with minority underdocumented languages: data collection, community relations, and instructional materials development based on sound second language acquisition (SLA) principles. Upon examination, seven steps in the development process emerged: (1) initial fieldwork with the community to gain perspective of community needs; (2) appraisal of available language data; (3) proposal of topics for the initial set of materials and identification of additional language data to be gathered; (4) identification of guiding SLA principles, grammatical aspects to include, and a sequence of materials for target learner levels based on community input; (5) format and design template for the materials; (6) initial design and coordination of the proposed materials; and (7), revision of pilot materials and feedback sessions with community members. Early on, it became clear that the development cycle was iterative so that multiple opportunities for input from all parties remained focal in creating materials both relevant and useful to the Mocho’ community. Our project was no exception to the unique challenges presented by materials design for minority and endangered languages. We encountered unforeseen issues resulting from both the nature of the Mocho’ language and community, and the correlation between data we obtained and materials we sought to generate. However, discussion of these issues and the search for resolutions enriched our collaboration, causing us to reflect more closely upon the process outcomes and the necessity of accounting for input from all parties in creating appropriate and effective language learning materials.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5089. Kristen M. Lindahl Fox, Naomi Palosaari Markovic, Jelena Tomas, Zuzana Farrelly, Raichle Kristen M. Lindahl Fox, Naomi Palosaari Markovic, Jelena Tomas, Zuzana Farrelly, Raichle 2009-03-14 Many documentary linguists find themselves the only academic in contact with a particular community of speakers, stretched to fill many roles outside their areas of expertise. It may be particularly beneficial for a documentary linguist to seek help in the creation of language learning materials. In this presentation, we share principles for cross-disciplinary collaborative materials design using a case study of language learning materials creation for an endangered language community. A field linguist documenting Mocho’, a Mayan language with fewer than fifty surviving speakers, collaborated with four applied linguists in order to create pedagogical materials. The purpose of the pedagogical materials was twofold: first, to provide materials to a specific community which had no language learning resources and few documentary resources; and second, to create a template usable by this and other communities of speakers who wish to create their own materials, with the eventual aim of introducing both print and multimedia resources. This collaboration addressed various complexities of working with minority underdocumented languages: data collection, community relations, and instructional materials development based on sound second language acquisition (SLA) principles. Upon examination, seven steps in the development process emerged: (1) initial fieldwork with the community to gain perspective of community needs; (2) appraisal of available language data; (3) proposal of topics for the initial set of materials and identification of additional language data to be gathered; (4) identification of guiding SLA principles, grammatical aspects to include, and a sequence of materials for target learner levels based on community input; (5) format and design template for the materials; (6) initial design and coordination of the proposed materials; and (7), revision of pilot materials and feedback sessions with community members. Early on, it became clear that the development cycle was iterative so that multiple opportunities for input from all parties remained focal in creating materials both relevant and useful to the Mocho’ community. Our project was no exception to the unique challenges presented by materials design for minority and endangered languages. We encountered unforeseen issues resulting from both the nature of the Mocho’ language and community, and the correlation between data we obtained and materials we sought to generate. However, discussion of these issues and the search for resolutions enriched our collaboration, causing us to reflect more closely upon the process outcomes and the necessity of accounting for input from all parties in creating appropriate and effective language learning materials. http://hdl.handle.net/10125/5089 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A collaborative approach to materials design oai:scholarspace.manoa.hawaii.edu:10125/5101 2016-02-11 col_10125_5961 5101.mp3 Yarrow, Jordan Lachler, Belarde, Linda Vaara, Yarrow, Jordan Lachler, Belarde, Linda Vaara; 2009-03-12; Over the past century, there has been a sharp decline in the number of fluent speakers of Tlingit and Haida, two of the indigenous languages of Southeast Alaska. Today, there are fewer than 200 fluent speakers of Tlingit, and only 5 fluent speakers of Haida left in Alaska. Despite of these grim numbers, or perhaps because of them, the past five years has seen a dramatic increase the number of people studying these languages. As the last generation of fluent elders begins to pass, more and more younger people in the communities are expressing a desire to learn their ancestral language. While this reawakening has been a long-hoped for dream among local language activists, it actually poses a serious challenge to the prospects for language revitalization. Across the region, very few of the fluent elders are young enough and healthy enough to teach anymore. At the same time, only a handful of long-time language students have progressed to a solid intermediate level where they are capable of teaching new beginning students. The increased demand among community members for beginning-level language classes has created a flood of new teaching opportunities in the local elementary schools, high schools, universities, after-school programs and culture camps, both in the Native villages and in the larger urban centers. In nearly all cases, these teaching positions are being filled by dedicated intermediate-level students, some of whom are teaching language to multiple age groups in multiple schools on a daily basis. As a direct result of the increased demand for language instruction, many of these intermediate students now find themselves spending more time teaching the language to beginners than working with the remaining fluent elders to improve their own abilities with the language. In some ways, the more they teach, the less they learn. As time to work with fluent elders runs out, some worry that they will miss their last opportunity to progress in their language learning and may never become conversationally proficient. These students/teachers then find themselves caught between the immediate needs of their communities, and the long-term survival of their Native language. In this paper, we will examine this paradoxical relationship between language teaching and language learning, and discuss the ways in which the problem is being addressed in various communities throughout southeast Alaska.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5101. Yarrow, Jordan Lachler Belarde, Linda Vaara Yarrow, Jordan Lachler Belarde, Linda Vaara 2009-03-14 Over the past century, there has been a sharp decline in the number of fluent speakers of Tlingit and Haida, two of the indigenous languages of Southeast Alaska. Today, there are fewer than 200 fluent speakers of Tlingit, and only 5 fluent speakers of Haida left in Alaska. Despite of these grim numbers, or perhaps because of them, the past five years has seen a dramatic increase the number of people studying these languages. As the last generation of fluent elders begins to pass, more and more younger people in the communities are expressing a desire to learn their ancestral language. While this reawakening has been a long-hoped for dream among local language activists, it actually poses a serious challenge to the prospects for language revitalization. Across the region, very few of the fluent elders are young enough and healthy enough to teach anymore. At the same time, only a handful of long-time language students have progressed to a solid intermediate level where they are capable of teaching new beginning students. The increased demand among community members for beginning-level language classes has created a flood of new teaching opportunities in the local elementary schools, high schools, universities, after-school programs and culture camps, both in the Native villages and in the larger urban centers. In nearly all cases, these teaching positions are being filled by dedicated intermediate-level students, some of whom are teaching language to multiple age groups in multiple schools on a daily basis. As a direct result of the increased demand for language instruction, many of these intermediate students now find themselves spending more time teaching the language to beginners than working with the remaining fluent elders to improve their own abilities with the language. In some ways, the more they teach, the less they learn. As time to work with fluent elders runs out, some worry that they will miss their last opportunity to progress in their language learning and may never become conversationally proficient. These students/teachers then find themselves caught between the immediate needs of their communities, and the long-term survival of their Native language. In this paper, we will examine this paradoxical relationship between language teaching and language learning, and discuss the ways in which the problem is being addressed in various communities throughout southeast Alaska. http://hdl.handle.net/10125/5101 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The paradox of language revival in Southeast Alaska oai:scholarspace.manoa.hawaii.edu:10125/5141 2016-02-11 col_10125_5961 5141.jpg 5141.mp3 Sasahara, Ken, Sasahara, Ken; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5141. Sasahara, Ken Sasahara, Ken 2009-03-14 http://hdl.handle.net/10125/5141 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Research in Japan Colloquium: Toolbox workshop: Training in data processing oai:scholarspace.manoa.hawaii.edu:10125/5097 2024-08-11 col_10125_5961 5097-A.mp3 5097.jpg 5097.mp3 5097.pdf Crippen, James, Crippen, James; 2009-03-12; The concept of indigenous linguistics is not a new one, given that Franz Boas trained William Jones of the Fox nation to do linguistic description of his own language around the end of the 19th century. It is becoming increasingly emphasized today, particularly in projects aimed at educating native speakers of endangered and underdocumented languages so that they can document their own language and linguistic traditions. Concomitant although perhaps orthogonal with this is the idea of “heritage linguistics”, researching a language spoken by one’s family and society. This has been little discussed in linguistic circles, but is becoming more and more prominent particularly among documenters working on languages in developed countries. Working on one’s heritage language brings with it many joys, but also a host of problems. The heritage linguist does “homework” rather than fieldwork, living with family and friends in familiar surroundings. But as a member of the society, the researcher is not a neutral, independent observer. Instead, the heritage linguist can be easily drawn into unpleasant politics, be subject to unreasonable demands from community members, and be derided for failures in language policy. Carefully guarded material may be easily available to the heritage linguist but unusable in documentation efforts because of restrictions on distribution. Conversely, social and kinship relations may interfere in the interactions with native speakers. The weight of endangerment is particularly heavy, since community members expect the researcher to be active in revitalization and maintenance regardless of personal intentions, and a heritage linguist may suddenly find themselves as “the last living speaker” despite being a second language learner. The relatively impartial, data-driven observations of linguistics can conflict with community language beliefs, leaving the heritage linguist in the unpleasant position of contradicting the words of their elders and potentially alienating themselves from their own society. There are other more personal issues in studying one’s heritage language. The heritage linguist can become a community authority on language and cultural tradition which confers unexpected powers and responsibilities. Heritage linguists may suddenly find themselves in the uncomfortable and perhaps unwarranted position of becoming “young elders” out of their intimate study of language and traditions. The desire to pursue revitalization may conflict painfully with the desire for an academic career, since academia is often very distant from the homeland. Finally, lack of community support for language conservation can leave the heritage linguist disillusioned and dismayed with their own society.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5097. Crippen, James Crippen, James 2009-03-14 The concept of indigenous linguistics is not a new one, given that Franz Boas trained William Jones of the Fox nation to do linguistic description of his own language around the end of the 19th century. It is becoming increasingly emphasized today, particularly in projects aimed at educating native speakers of endangered and underdocumented languages so that they can document their own language and linguistic traditions. Concomitant although perhaps orthogonal with this is the idea of “heritage linguistics”, researching a language spoken by one’s family and society. This has been little discussed in linguistic circles, but is becoming more and more prominent particularly among documenters working on languages in developed countries. Working on one’s heritage language brings with it many joys, but also a host of problems. The heritage linguist does “homework” rather than fieldwork, living with family and friends in familiar surroundings. But as a member of the society, the researcher is not a neutral, independent observer. Instead, the heritage linguist can be easily drawn into unpleasant politics, be subject to unreasonable demands from community members, and be derided for failures in language policy. Carefully guarded material may be easily available to the heritage linguist but unusable in documentation efforts because of restrictions on distribution. Conversely, social and kinship relations may interfere in the interactions with native speakers. The weight of endangerment is particularly heavy, since community members expect the researcher to be active in revitalization and maintenance regardless of personal intentions, and a heritage linguist may suddenly find themselves as “the last living speaker” despite being a second language learner. The relatively impartial, data-driven observations of linguistics can conflict with community language beliefs, leaving the heritage linguist in the unpleasant position of contradicting the words of their elders and potentially alienating themselves from their own society. There are other more personal issues in studying one’s heritage language. The heritage linguist can become a community authority on language and cultural tradition which confers unexpected powers and responsibilities. Heritage linguists may suddenly find themselves in the uncomfortable and perhaps unwarranted position of becoming “young elders” out of their intimate study of language and traditions. The desire to pursue revitalization may conflict painfully with the desire for an academic career, since academia is often very distant from the homeland. Finally, lack of community support for language conservation can leave the heritage linguist disillusioned and dismayed with their own society. http://hdl.handle.net/10125/5097 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported "Studying grandmother‚'s tongue‚": Heritage language and linguistics oai:scholarspace.manoa.hawaii.edu:10125/5005 2024-08-11 col_10125_5961 5005.JPG 5005.pdf Mela-Athanasopoulou, Elizabeth, Mela-Athanasopoulou, Elizabeth; 2009-03-12; The present paper based on fieldwork conducted on the Kalasha language, threatened by extinction, exposes a dialogue-based elicitation of linguistic material used for the documentation and maintenance of the language. The main scope is to motivate the younger generation to use their own language inside and outside their community. Poster presentation at the 1st International Conference on Language Documentation and Conservation (ICLDC), 12-14 March 2009, at the University of Hawai'i at Mānoa.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5005. Mela-Athanasopoulou, Elizabeth Mela-Athanasopoulou, Elizabeth 2009-03-14 The present paper based on fieldwork conducted on the Kalasha language, threatened by extinction, exposes a dialogue-based elicitation of linguistic material used for the documentation and maintenance of the language. The main scope is to motivate the younger generation to use their own language inside and outside their community. Poster presentation at the 1st International Conference on Language Documentation and Conservation (ICLDC), 12-14 March 2009, at the University of Hawai'i at Mānoa. http://hdl.handle.net/10125/5005 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Poster: Documenting the Kalasha language: Some challenges and solutions oai:scholarspace.manoa.hawaii.edu:10125/5096 2024-08-12 col_10125_5961 5096.jpg 5096.pdf Garrett, Andrew, Garrett, Andrew; 2009-03-12; Yurok is a severely endangered language still spoken by about half a dozen elderly people in northwestern California. Though it has not been used on a daily basis in any households for a decade or longer, there is an active language revitalization program and considerable community interest in linguistic and cultural revival. Academic anthropologists and linguists have documented Yurok since 1901 (non-academic documentation began earlier), with especially intense phases of work in the first, sixth, and ninth decades of the twentieth century and since 2001. A short grammar was published by R. H. Robins (1958) and numerous analytic publications have appeared in linguistics journals over the years. But the vast majority of documentary work is still unpublished, in the form of field notes by numerous scholars (A. L. Kroeber, Edward Sapir, J. P. Harrington, and others) and audio recordings in various media. The latter range from wax cylinders recorded as early as 1902 to recordings made in 2008. The Yurok Language Project at the University of California, Berkeley has assembled new and legacy data into a set of integrated databases, comprising a lexicon, several thousand short audio files, more than a hundred separate texts, and photos and other encylopedic information. We have developed an innovative web-based interface allowing users to move seamlessly among the various sub-parts of the database, for example looking up lexicon entries while reading texts or seeing illustrative text examples and hearing sample audio clips within the lexicon. The resulting web archive is among the largest integrated databases of its kind for any nonliterary language. In this presentation I will illustrate the web interface and describe the structure of the underlying database.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5096. Garrett, Andrew Garrett, Andrew 2009-03-14 Yurok is a severely endangered language still spoken by about half a dozen elderly people in northwestern California. Though it has not been used on a daily basis in any households for a decade or longer, there is an active language revitalization program and considerable community interest in linguistic and cultural revival. Academic anthropologists and linguists have documented Yurok since 1901 (non-academic documentation began earlier), with especially intense phases of work in the first, sixth, and ninth decades of the twentieth century and since 2001. A short grammar was published by R. H. Robins (1958) and numerous analytic publications have appeared in linguistics journals over the years. But the vast majority of documentary work is still unpublished, in the form of field notes by numerous scholars (A. L. Kroeber, Edward Sapir, J. P. Harrington, and others) and audio recordings in various media. The latter range from wax cylinders recorded as early as 1902 to recordings made in 2008. The Yurok Language Project at the University of California, Berkeley has assembled new and legacy data into a set of integrated databases, comprising a lexicon, several thousand short audio files, more than a hundred separate texts, and photos and other encylopedic information. We have developed an innovative web-based interface allowing users to move seamlessly among the various sub-parts of the database, for example looking up lexicon entries while reading texts or seeing illustrative text examples and hearing sample audio clips within the lexicon. The resulting web archive is among the largest integrated databases of its kind for any nonliterary language. In this presentation I will illustrate the web interface and describe the structure of the underlying database. http://hdl.handle.net/10125/5096 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Integrating archives and new documentation: The Berkeley Yurok Language Project oai:scholarspace.manoa.hawaii.edu:10125/5139 2016-02-11 col_10125_5961 5139.jpg 5139.mp3 Nagayama, Yukari, Nagayama, Yukari; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5139. Nagayama, Yukari Nagayama, Yukari 2009-03-14 http://hdl.handle.net/10125/5139 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Research in Japan Colloquium: Problems in sharability of language data oai:scholarspace.manoa.hawaii.edu:10125/5033 2024-08-12 col_10125_5961 5033-01.JPG 5033-03.JPG 5033.mp3 5033.pdf Smith, Julianne, Cranmer, Laura, Shaw, Patricia, Smith, Julianne, Cranmer, Laura, Shaw, Patricia; 2009-03-12; In the summer of 2008, the University of California at Santa Barbara hosted a six-week "InField" institute (www.linguistics.ucsb.edu/faculty/infield/) that brought together Indigenous language activists and linguistic scholars to share experience and expertise on issues related to endangered language documentations. The first two weeks featured a concentrated series of workshops, offering instruction in field methods, video, audio, life in the field, grant writing, documentation software, language activism, and an introduction to linguistics. Each day there was a Language Revitalization Model presented by endangered language activists and/or linguistic scholars. The remaining four weeks of the program focused on applying these skills to intensive documentation-for-revitalization of 3 very different endangered languages, one from Kenya, one from Sierra Leone, and one from British Columbia: Kwak’wala. Under the sponsorship of a SSHRC Strategic Aboriginal Research project on Kwak’wala, two fluent Elders and four younger Kwakwaka'wakw community members participated in this program, along with a very diverse group of other learners - Aboriginal and non-Aboriginal, from Canada, across the US, and Europe. The challenges of this context - a wide range of individual talents and expertise, academic skills, cultural backgrounds, short- and long-term goals, institutional expectations, personal apprehensions, experience with or ignorance of historical appropriation issues - were brought together by a shared dedication to this language revitalization initiative. Under the broad rubric of “Indigenous – Academic Relationships” we invite you to hear of our experience working collaboratively within the Aboriginal and academic communities as we explore the issues confronting the diverse constituencies. We will discuss measures of success along with residual challenges, and will share strategies used to address issues of difference that frequently interface with language revitalization initiatives, such as trust, race, expertise, entitlement, and intellectual property rights. We aim to impart the value we have found in recognizing, reconsidering and confronting traditionally divisive issues as we pursue the on-going challenges nurturing Indigenous language survival; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5033. Smith, Julianne Cranmer, Laura Shaw, Patricia Smith, Julianne Cranmer, Laura Shaw, Patricia 2009-03-14 In the summer of 2008, the University of California at Santa Barbara hosted a six-week "InField" institute (www.linguistics.ucsb.edu/faculty/infield/) that brought together Indigenous language activists and linguistic scholars to share experience and expertise on issues related to endangered language documentations. The first two weeks featured a concentrated series of workshops, offering instruction in field methods, video, audio, life in the field, grant writing, documentation software, language activism, and an introduction to linguistics. Each day there was a Language Revitalization Model presented by endangered language activists and/or linguistic scholars. The remaining four weeks of the program focused on applying these skills to intensive documentation-for-revitalization of 3 very different endangered languages, one from Kenya, one from Sierra Leone, and one from British Columbia: Kwak’wala. Under the sponsorship of a SSHRC Strategic Aboriginal Research project on Kwak’wala, two fluent Elders and four younger Kwakwaka'wakw community members participated in this program, along with a very diverse group of other learners - Aboriginal and non-Aboriginal, from Canada, across the US, and Europe. The challenges of this context - a wide range of individual talents and expertise, academic skills, cultural backgrounds, short- and long-term goals, institutional expectations, personal apprehensions, experience with or ignorance of historical appropriation issues - were brought together by a shared dedication to this language revitalization initiative. Under the broad rubric of “Indigenous – Academic Relationships” we invite you to hear of our experience working collaboratively within the Aboriginal and academic communities as we explore the issues confronting the diverse constituencies. We will discuss measures of success along with residual challenges, and will share strategies used to address issues of difference that frequently interface with language revitalization initiatives, such as trust, race, expertise, entitlement, and intellectual property rights. We aim to impart the value we have found in recognizing, reconsidering and confronting traditionally divisive issues as we pursue the on-going challenges nurturing Indigenous language survival http://hdl.handle.net/10125/5033 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Reconciling difference and building trust: International collaboration in indigenous language revitalization oai:scholarspace.manoa.hawaii.edu:10125/5002 2024-08-13 col_10125_5961 5002-01.jpg 5002.mp3 5002.pdf Keegan, Peter, King, Jeanette, Keegan, Peter, King, Jeanette; 2009-03-12; Maori, the indigenous language of Aotearoa/New Zealand, has been subject to intensive revitalization efforts since the 1970s. These efforts have largely focused on the education sector and include well known examples such as kohanga reo ‘Maori early childhood immersion centres’ and kura kaupapa Maori ‘Maori schools’. Maori is fortunate that stories, oral traditions and narratives have been recorded since the 1800s and this information is readily available. A key area where further documentation is required centers on the Maori language of speakers who are products of Maori language revitalization efforts. Aspects of Maori requiring ongoing documentation include speech and written language, which allow examination of changes in pronunciation, phonology, the lexicon, word formation and syntax. Maori is reported to be changing. This is a result of a number of related factors. Revitalization efforts require creation of new language and terminology for the modern world which means that some of the lexicon of younger speakers will be different from that of their elders. In addition, virtually all of the current younger generation of speakers speak English as a first language and this interferes with their Maori syntax and pronunciation. Many younger speakers have also been taught by teachers who are second language learners themselves. One project attempting to analyse changes in Maori speech over time is the MAOZNE (Maori New Zealand English) project which has been examining changes in Maori and New Zealand English over time. Changes in Maori pronunciation remains a key issue amongst Maori speakers as older native speakers are often critical of the Maori spoken by younger speakers, particularly those involved in Maori-medium programmes. This suggests an urgent need for ongoing documentation of current speakers of all age groups in order to attempt to understand existing changes and to disseminate this information as widely as possible, as these changes have major implications for teachers of Maori who need to be aware that the Maori being pronounced by different age groups is different. It is clear from the example of Maori that once a language has undergone revitalization efforts for a reasonable period of time the documentation and conservation needs change, especially as the language itself changes. Indeed it may be argued that the need for ongoing documentation of current language use increases especially as those involved in language revitalization efforts to look to researchers for guidance and advice on future language requirements.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5002. Keegan, Peter King, Jeanette Keegan, Peter King, Jeanette 2009-03-14 Maori, the indigenous language of Aotearoa/New Zealand, has been subject to intensive revitalization efforts since the 1970s. These efforts have largely focused on the education sector and include well known examples such as kohanga reo ‘Maori early childhood immersion centres’ and kura kaupapa Maori ‘Maori schools’. Maori is fortunate that stories, oral traditions and narratives have been recorded since the 1800s and this information is readily available. A key area where further documentation is required centers on the Maori language of speakers who are products of Maori language revitalization efforts. Aspects of Maori requiring ongoing documentation include speech and written language, which allow examination of changes in pronunciation, phonology, the lexicon, word formation and syntax. Maori is reported to be changing. This is a result of a number of related factors. Revitalization efforts require creation of new language and terminology for the modern world which means that some of the lexicon of younger speakers will be different from that of their elders. In addition, virtually all of the current younger generation of speakers speak English as a first language and this interferes with their Maori syntax and pronunciation. Many younger speakers have also been taught by teachers who are second language learners themselves. One project attempting to analyse changes in Maori speech over time is the MAOZNE (Maori New Zealand English) project which has been examining changes in Maori and New Zealand English over time. Changes in Maori pronunciation remains a key issue amongst Maori speakers as older native speakers are often critical of the Maori spoken by younger speakers, particularly those involved in Maori-medium programmes. This suggests an urgent need for ongoing documentation of current speakers of all age groups in order to attempt to understand existing changes and to disseminate this information as widely as possible, as these changes have major implications for teachers of Maori who need to be aware that the Maori being pronounced by different age groups is different. It is clear from the example of Maori that once a language has undergone revitalization efforts for a reasonable period of time the documentation and conservation needs change, especially as the language itself changes. Indeed it may be argued that the need for ongoing documentation of current language use increases especially as those involved in language revitalization efforts to look to researchers for guidance and advice on future language requirements. http://hdl.handle.net/10125/5002 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported How documentation needs to change as language revitalization progresses oai:scholarspace.manoa.hawaii.edu:10125/5154 2016-02-11 col_10125_5961 5154.jpg 5154.mp3 Bokamba, Eyamba, Bokamba, Eyamba; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5154. Bokamba, Eyamba Bokamba, Eyamba 2009-03-14 http://hdl.handle.net/10125/5154 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported TEACHING AND LEARNING Colloquium: A paradigm shift in African language teaching and learning in the US oai:scholarspace.manoa.hawaii.edu:10125/5111 2016-02-11 col_10125_5961 5111.mp3 Dorian,Nancy C., Dorian,Nancy C.; 2009-03-12; In the documentation of endangered languages a researcher’s responsibility to scholarship, to the sources who supplied the material, and to the study community overall may be in conflict. The opposing ethical claims of such responsibilities are discussed in the light of long field experience with a variety of Scottish Gaelic., The presentation at the conference was made by Pamela Innes reading Nancy Dorian's paper.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5111. Dorian,Nancy C. Dorian,Nancy C. 2009-03-14 In the documentation of endangered languages a researcher’s responsibility to scholarship, to the sources who supplied the material, and to the study community overall may be in conflict. The opposing ethical claims of such responsibilities are discussed in the light of long field experience with a variety of Scottish Gaelic. The presentation at the conference was made by Pamela Innes reading Nancy Dorian's paper. http://hdl.handle.net/10125/5111 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethics Colloquium: Documentation and responsibility oai:scholarspace.manoa.hawaii.edu:10125/5076 2024-08-14 col_10125_5961 5076-01.jpg 5076-02.jpg 5076.mp3 5076.pdf Johns, Alana, Nochasak, Christine, Johns, Alana, Nochasak, Christine; 2009-03-12; This paper outlines a model of community collaborative research in which the linguist aligns documentary research with the needs and linguistic capacities of a community that is trying to reverse language shift. The linguist working on a grammar of the language responds to community topics and questions as they arise. At the same time, the writing of the grammar crucially involves members of the community as assistants. We discuss one project of this type, where the goal is the production of a grammar designed for use both by linguists and members of the community. This follows in the growing tradition of writing high quality reference grammars which can be used by speakers of that language (c.f. Valentine 2001). A community reference grammar for Inuktitut has as its primary goal that the grammar be broad ranging in topics, extending beyond the pages of inflectional paradigms which characterize most grammars of this language. Issues such as WH questions and how quantifiers are used will be included. A second goal is that the grammar be of immediate and direct use to the community. In order to ascertain that the grammar is readable and therefore useable by members of the community, the linguist must obtain feedback from language professionals (translators, language teachers, curriculum developers) within the community. This is done through the internet, where draft sections of the grammar are posted. Assistants have been hired to serve as readers and liaison to the other interested members of the community. This has two secondary purposes. Errors or omissions in the discussion are caught; the online drafts serve as a catalyst for discussion about language within the community and on the radio. A linguist is unlikely to be aware of what language professionals within the community actually need and want to know at any particular moment. In one recent case the linguist was asked to identify a set of elements. These elements are possessive suffixes which have a complex set of portmanteau features, including a) person and number of possessor, b) number of possessum and c) case. There is also some slight variation within the community. The question led to a draft entry on this topic, which is being read by the liaison assistants. In this manner, the construction of a reference grammar is one intersecting piece in the overall community effort to reverse language shift.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5076. Johns, Alana Nochasak, Christine Johns, Alana Nochasak, Christine 2009-03-14 This paper outlines a model of community collaborative research in which the linguist aligns documentary research with the needs and linguistic capacities of a community that is trying to reverse language shift. The linguist working on a grammar of the language responds to community topics and questions as they arise. At the same time, the writing of the grammar crucially involves members of the community as assistants. We discuss one project of this type, where the goal is the production of a grammar designed for use both by linguists and members of the community. This follows in the growing tradition of writing high quality reference grammars which can be used by speakers of that language (c.f. Valentine 2001). A community reference grammar for Inuktitut has as its primary goal that the grammar be broad ranging in topics, extending beyond the pages of inflectional paradigms which characterize most grammars of this language. Issues such as WH questions and how quantifiers are used will be included. A second goal is that the grammar be of immediate and direct use to the community. In order to ascertain that the grammar is readable and therefore useable by members of the community, the linguist must obtain feedback from language professionals (translators, language teachers, curriculum developers) within the community. This is done through the internet, where draft sections of the grammar are posted. Assistants have been hired to serve as readers and liaison to the other interested members of the community. This has two secondary purposes. Errors or omissions in the discussion are caught; the online drafts serve as a catalyst for discussion about language within the community and on the radio. A linguist is unlikely to be aware of what language professionals within the community actually need and want to know at any particular moment. In one recent case the linguist was asked to identify a set of elements. These elements are possessive suffixes which have a complex set of portmanteau features, including a) person and number of possessor, b) number of possessum and c) case. There is also some slight variation within the community. The question led to a draft entry on this topic, which is being read by the liaison assistants. In this manner, the construction of a reference grammar is one intersecting piece in the overall community effort to reverse language shift. http://hdl.handle.net/10125/5076 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A community reference grammar of Labrador Inuttitut oai:scholarspace.manoa.hawaii.edu:10125/10612 2024-08-15 col_10125_5961 WEBsi09ld.jpg si09ldPROGRAMdigital.pdf National Foreign Language Resource Center; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/10612. National Foreign Language Resource Center 2009 It has been a decade since Himmelmann's article on language documentation appeared and focused the field into thinking in terms of creating a lasting record of a language that could be used by speakers as well as by academics. This conference aims to assess what has been achieved in the past decade and what the practice of language documentation within linguistics has been and can be. It has become apparent that there is too much for a linguist alone to achieve and that language documentation requires collaboration. This conference focuses on the theme of collaboration in language documentation and revitalization and will include sessions on interdisciplinary topics. http://hdl.handle.net/10125/10612 National Foreign Language Resource Center. (2009, March). 1st International Conference on Language Documentation and Conservation (ICLDC) conference program. Honolulu: University of Hawai‘i, National Foreign Language Resource Center. National Foreign Language Resource Center, University of Hawai‘i language documentation language conservation heritage language conference program 1st International Conference on Language Documentation and Conservation (ICLDC) conference program Text Text oai:scholarspace.manoa.hawaii.edu:10125/5039 2024-08-16 col_10125_5961 5039.pdf Iwasaki, Shoichi, Ono, Tsuyoshi, Takubo, Yukinori, Iwasaki, Shoichi, Ono, Tsuyoshi, Takubo, Yukinori; 2009-03-12; This presentation introduces our collaborative project (involving researchers from Canada, Japan, and the U.S.) on the language of Ikema in Okinawa, Japan. We highlight the problems we encountered and our attempts to overcome them - a necessary step before engaging in “Documentary Linguistics” (Himmelmann 1998) on Ikema. Ikema is a typical endangered language: no longer acquired by children and only spoken by a decreasing number of older speakers. Islanders express concerns that their mother tongue is disappearing, but most feel that the move toward monolingualism in Standard Japanese is inevitable and even desirable. This is an expected outcome; although, linguistically speaking, Ikema and other Okinawan languages should be considered as constituting a separate language group, for many years the Japanese government treated them as merely ‘dialects’ of Japanese. The 1916 government initiative of homogenizing the nation by spreading Standard Japanese was so successful that ‘dialect’ speakers believe that they are speaking inferior versions of Japanese. In fact, remaining Ikema speakers still recall the infamous ‘dialect placards’, which were placed around their necks as a form of punishment when they used Ikema at school. It is thus not surprising that islanders initially showed suspicion and resistance when our team showed interest in Ikema. However, we soon started finding community leaders with concerns about their rapidly disappearing language. Through discussions with us, these leaders started to realize that documenting Ikema for future generations in collaboration with our group is a significant first step. We also recognized the importance of establishing our presence in the community through getting involved in local projects, e.g. a kindergarten teacher’s project of compiling booklets to promote Ikema for the community, and local activists’ attempt to archive and display a large number of precious photos taken by an ethnographer in the 1960’s. By participating in these projects, we have been slowly gaining the trust of the community, which, we hope, will take us to our eventual goal of conducting a large scale community-centered documentation project. In fact, more recently we have been provided with opportunities to record narratives by older speakers (80s-90s), and to work with younger speakers (60s-70s) in eliciting sentences. Knowing their difficult history and our genuine involvement with community activities have been critical in decreasing tensions which existed in the community. These tensions may continue to exist, but we need to keep paving ways toward documenting Ikema and hopefully other invisible minority languages in Okinawa.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5039. Iwasaki, Shoichi Ono, Tsuyoshi Takubo, Yukinori Iwasaki, Shoichi Ono, Tsuyoshi Takubo, Yukinori 2009-03-14 This presentation introduces our collaborative project (involving researchers from Canada, Japan, and the U.S.) on the language of Ikema in Okinawa, Japan. We highlight the problems we encountered and our attempts to overcome them - a necessary step before engaging in “Documentary Linguistics” (Himmelmann 1998) on Ikema. Ikema is a typical endangered language: no longer acquired by children and only spoken by a decreasing number of older speakers. Islanders express concerns that their mother tongue is disappearing, but most feel that the move toward monolingualism in Standard Japanese is inevitable and even desirable. This is an expected outcome; although, linguistically speaking, Ikema and other Okinawan languages should be considered as constituting a separate language group, for many years the Japanese government treated them as merely ‘dialects’ of Japanese. The 1916 government initiative of homogenizing the nation by spreading Standard Japanese was so successful that ‘dialect’ speakers believe that they are speaking inferior versions of Japanese. In fact, remaining Ikema speakers still recall the infamous ‘dialect placards’, which were placed around their necks as a form of punishment when they used Ikema at school. It is thus not surprising that islanders initially showed suspicion and resistance when our team showed interest in Ikema. However, we soon started finding community leaders with concerns about their rapidly disappearing language. Through discussions with us, these leaders started to realize that documenting Ikema for future generations in collaboration with our group is a significant first step. We also recognized the importance of establishing our presence in the community through getting involved in local projects, e.g. a kindergarten teacher’s project of compiling booklets to promote Ikema for the community, and local activists’ attempt to archive and display a large number of precious photos taken by an ethnographer in the 1960’s. By participating in these projects, we have been slowly gaining the trust of the community, which, we hope, will take us to our eventual goal of conducting a large scale community-centered documentation project. In fact, more recently we have been provided with opportunities to record narratives by older speakers (80s-90s), and to work with younger speakers (60s-70s) in eliciting sentences. Knowing their difficult history and our genuine involvement with community activities have been critical in decreasing tensions which existed in the community. These tensions may continue to exist, but we need to keep paving ways toward documenting Ikema and hopefully other invisible minority languages in Okinawa. http://hdl.handle.net/10125/5039 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Paving ways to documenting an invisible linguistic minority in Japan: Ikema oai:scholarspace.manoa.hawaii.edu:10125/5062 2024-08-16 col_10125_5961 5062.pdf McElvenny, James, Wilson, Aidan, McElvenny, James, Wilson, Aidan; 2009-03-12; This paper presents the ongoing work of the lexicography team at an Australian university in developing electronic dictionaries for languages undergoing reclamation. We are currently working with Kaurna Warra Pintyandi and the Dharug Language Group to produce electronic dictionaries for speakers of Kaurna and Dharug respectively. Both languages are no longer spoken and are being reclaimed from written sources from the nineteenth century. Our work requires collecting and presenting archival records of the languages as well as new written material and related multimedia data, such as sound files of words being spoken and pictures. We have had to develop our own file formats for storing this information in a structured and stable manner. We have used XML and developed our own document type for these dictionaries. The main piece of software that we have used to present the dictionaries is the Kirrkirr dictionary visualisation program (http://nlp.stanford.edu/kirrkirr/, accessed on 30/9/08). We have also begun development our own software for presenting electronic dictionaries on mobile phones (http://blogs.usyd.edu.au/elac/2008/07/mobile_phone_dictionaries.html , accessed on 30/9/08). Proof of concept versions of the software have already been implemented and work on improving the efficiency and user friendliness of the software is ongoing. In this paper we will discuss the methods we have developed to create electronic dictionaries for languages undergoing reclamation. We will also look at the software we have developed for presenting electronic dictionaries. We will show that our methods and software can be used in other language documentation and conservation situations.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5062. McElvenny, James Wilson, Aidan McElvenny, James Wilson, Aidan 2009-03-14 This paper presents the ongoing work of the lexicography team at an Australian university in developing electronic dictionaries for languages undergoing reclamation. We are currently working with Kaurna Warra Pintyandi and the Dharug Language Group to produce electronic dictionaries for speakers of Kaurna and Dharug respectively. Both languages are no longer spoken and are being reclaimed from written sources from the nineteenth century. Our work requires collecting and presenting archival records of the languages as well as new written material and related multimedia data, such as sound files of words being spoken and pictures. We have had to develop our own file formats for storing this information in a structured and stable manner. We have used XML and developed our own document type for these dictionaries. The main piece of software that we have used to present the dictionaries is the Kirrkirr dictionary visualisation program (http://nlp.stanford.edu/kirrkirr/, accessed on 30/9/08). We have also begun development our own software for presenting electronic dictionaries on mobile phones (http://blogs.usyd.edu.au/elac/2008/07/mobile_phone_dictionaries.html , accessed on 30/9/08). Proof of concept versions of the software have already been implemented and work on improving the efficiency and user friendliness of the software is ongoing. In this paper we will discuss the methods we have developed to create electronic dictionaries for languages undergoing reclamation. We will also look at the software we have developed for presenting electronic dictionaries. We will show that our methods and software can be used in other language documentation and conservation situations. http://hdl.handle.net/10125/5062 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Electronic dictionaries for language reclamation oai:scholarspace.manoa.hawaii.edu:10125/5156 2024-08-16 col_10125_5961 5156-A.pdf 5156.pdf Winter, Kawika, Bridges, Kim, McClatchey, Will, Winter, Kawika, Bridges, Kim, McClatchey, Will; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5156. Winter, Kawika Bridges, Kim McClatchey, Will Winter, Kawika Bridges, Kim McClatchey, Will 2009-03-14 http://hdl.handle.net/10125/5156 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethnobiology Colloquium: The Role of Linguistics in Identifying Social-Ecological Keystones oai:scholarspace.manoa.hawaii.edu:10125/5140 2016-02-11 col_10125_5961 5140.mp3 Ebata, Fuyuki, Ebata, Fuyuki; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5140. Ebata, Fuyuki Ebata, Fuyuki 2009-03-14 http://hdl.handle.net/10125/5140 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Research in Japan Colloquium: Grammatical sketch project: a FIELDLING project oai:scholarspace.manoa.hawaii.edu:10125/5124 2024-08-17 col_10125_5961 5124.JPG 5124.mp3 5124.pdf Bibiko, Hans-Joerg, Bibiko, Hans-Joerg; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5124. Bibiko, Hans-Joerg Bibiko, Hans-Joerg 2009-03-14 http://hdl.handle.net/10125/5124 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GIS2 Colloquium: The usage of R in areal linguistics (exemplified by “The R package WALS”) oai:scholarspace.manoa.hawaii.edu:10125/5126 2016-02-11 col_10125_5961 5126.JPG 5126.mp3 Wieting, Julia, Wieting, Julia; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5126. Wieting, Julia Wieting, Julia 2009-03-14 http://hdl.handle.net/10125/5126 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GRADUATE STUDENTS Colloquium: Collaboration in conservation oai:scholarspace.manoa.hawaii.edu:10125/5087 2024-08-18 col_10125_5961 5087.mp3 5087.pdf 5087-01.jpg 5087-02.jpg Benedicto, Elena, Balna, Mayangna Yulbarangyang, Vinas-de-Puig, Ricard, Eggleston, Alyson, Benedicto, Elena, Balna, Mayangna Yulbarangyang, Vinas-de-Puig, Ricard, Eggleston, Alyson; 2009-03-12; This paper presents a model of collaboration, based on a Participatory Action Research (PAR) approach, for the documentation and preservation of small languages. Thus, it addresses the intersection of two of the conference topics: community-based initiatives and collaborative teams. This model of collaboration was developed together with the Mayangna community of Nicaragua, with the logistic support of the local university, URACCAN, and its Linguistics Institute IPILC. The collaborative research group is currently formed by five local indigenous linguists and three external linguists (two of them graduate students). This paper is the result of the experiences, the thinking and the evaluation of the process undergone by this mixed group over the last 10 years. The emphasis of the group’s work has been on the process itself: in shaping and refining it to be in accordance with the principles and goals of PAR. The Basic Principles on which this model is based lie on a re-balancing of the power structure between external and internal researchers and consist of: (i) the recognition of the existence of knowledge systems of equal value among external and internal linguists, (ii) an egalitarian relationship between external and internal researchers and (iii) the (self-)empowerment of the speaking community as a result of the process. For the purpose of this work, internal linguists are those who are also members of the speaking community and, in the best case scenario, also speakers of the language, while external linguists are those who are not members of the community. Assuming these principles, the General Goals that were established by the group are: (i) to create and train local technical indigenous linguistic teams, (ii) to create materials relevant for the community and (iii) to implement a participatory dynamic in the day-to-day work interaction of the members of the team. In order to achieve these goals, a set of Implementation Mechanisms is established, including three basic components: (i) a mechanism for joint decision making, to establish goals relevant to all participants; (ii) a mechanism for a continuous training program (to ensure mutual transfer of knowledge) and, most important, (iii) a mechanism of self-evaluation. Though this approach is a continuous work in progress, some intermediate milestones have been reached: a local linguistic team was formed and is operating, and basic documentation is currently underway (including linguistic materials --dictionaries, grammar, university textbooks, all of them written in the indigenous language-- and culturally relevant materials).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5087. Benedicto, Elena Balna, Mayangna Yulbarangyang Vinas-de-Puig, Ricard Eggleston, Alyson Benedicto, Elena Balna, Mayangna Yulbarangyang Vinas-de-Puig, Ricard Eggleston, Alyson 2009-03-14 This paper presents a model of collaboration, based on a Participatory Action Research (PAR) approach, for the documentation and preservation of small languages. Thus, it addresses the intersection of two of the conference topics: community-based initiatives and collaborative teams. This model of collaboration was developed together with the Mayangna community of Nicaragua, with the logistic support of the local university, URACCAN, and its Linguistics Institute IPILC. The collaborative research group is currently formed by five local indigenous linguists and three external linguists (two of them graduate students). This paper is the result of the experiences, the thinking and the evaluation of the process undergone by this mixed group over the last 10 years. The emphasis of the group’s work has been on the process itself: in shaping and refining it to be in accordance with the principles and goals of PAR. The Basic Principles on which this model is based lie on a re-balancing of the power structure between external and internal researchers and consist of: (i) the recognition of the existence of knowledge systems of equal value among external and internal linguists, (ii) an egalitarian relationship between external and internal researchers and (iii) the (self-)empowerment of the speaking community as a result of the process. For the purpose of this work, internal linguists are those who are also members of the speaking community and, in the best case scenario, also speakers of the language, while external linguists are those who are not members of the community. Assuming these principles, the General Goals that were established by the group are: (i) to create and train local technical indigenous linguistic teams, (ii) to create materials relevant for the community and (iii) to implement a participatory dynamic in the day-to-day work interaction of the members of the team. In order to achieve these goals, a set of Implementation Mechanisms is established, including three basic components: (i) a mechanism for joint decision making, to establish goals relevant to all participants; (ii) a mechanism for a continuous training program (to ensure mutual transfer of knowledge) and, most important, (iii) a mechanism of self-evaluation. Though this approach is a continuous work in progress, some intermediate milestones have been reached: a local linguistic team was formed and is operating, and basic documentation is currently underway (including linguistic materials --dictionaries, grammar, university textbooks, all of them written in the indigenous language-- and culturally relevant materials). http://hdl.handle.net/10125/5087 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Participatory documentation: the Mayangna Linguists Team of Nicaragua oai:scholarspace.manoa.hawaii.edu:10125/5013 2024-08-19 col_10125_5961 5013.jpg 5013.mp3 5013.pdf Huang, Chun, Huang, Chun; 2009-03-12; You call yourself a Siraya person, which I have never heard of. So what is your language like? This is a common question facing many modern Siraya people who are fighting for official recognition of Siraya people by Taiwan's government. Unfortunately, many of them could not offer a proper response, for the Siraya language has been declared "extinct" by some linguists and no one speaks it natively nowadays. A dreadful consequence of the death announcement is Siraya people are also perceived as having "disappeared" or "completely Sinicized," implying that there is nothing culturally unique left among them. Despite the difficult circumstances, the Tainan Ping-pu Siraya Culture Association has since 1997 dedicated itself to Siraya revitalization. In the last decade, the association has achieved tasks such as composing modern Siraya songs, organizing summer camps that teach the re-learnt native tongue, and publishing a modern Siraya dictionary. Still, this cultural movement has a political end, namely, to attain official status of the (collective) Siraya identity. In this paper, I will introduce the revitalization effort of the Siraya association and my involvement with it as a native linguist. In particular, I focus on issues pertaining to the interconnection between language revitalization and identity politics. For example, while the denial of official identity precludes the (re-)claiming of native names by individuals, the Siraya association urges its members to use Siraya names. What is the motive behind this self-(re)naming? How does one evaluate the significance of this act against the political context (cf. Author 2007)? In 2008, the Chinese Nationalist Party replaced the localist Democratic Progressive Party in the central government of Taiwan; soon after, changes concerning indigenous policy took place. What is the implication of these changes to the future of Siraya movement? Also, most members in the association are affiliated with the Presbyterian Church, which is known for its association to political localism in Taiwan. How do these two associations interact with each other? Does the Church's political preference entail its support for native revitalization? Or does the Church perceive native revitalization, which may encourage (re-)embracing the traditional religion, as a potential threat? All in all, my aim is to bring together disciplines such as language planning, political discourse analysis, and language preservation, in response to the call for "responsible linguistics" (Hale et al. 1992). I believe it is time for linguists to confront our socio-political responsibility in actual practice.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5013. Huang, Chun Huang, Chun 2009-03-14 You call yourself a Siraya person, which I have never heard of. So what is your language like? This is a common question facing many modern Siraya people who are fighting for official recognition of Siraya people by Taiwan's government. Unfortunately, many of them could not offer a proper response, for the Siraya language has been declared "extinct" by some linguists and no one speaks it natively nowadays. A dreadful consequence of the death announcement is Siraya people are also perceived as having "disappeared" or "completely Sinicized," implying that there is nothing culturally unique left among them. Despite the difficult circumstances, the Tainan Ping-pu Siraya Culture Association has since 1997 dedicated itself to Siraya revitalization. In the last decade, the association has achieved tasks such as composing modern Siraya songs, organizing summer camps that teach the re-learnt native tongue, and publishing a modern Siraya dictionary. Still, this cultural movement has a political end, namely, to attain official status of the (collective) Siraya identity. In this paper, I will introduce the revitalization effort of the Siraya association and my involvement with it as a native linguist. In particular, I focus on issues pertaining to the interconnection between language revitalization and identity politics. For example, while the denial of official identity precludes the (re-)claiming of native names by individuals, the Siraya association urges its members to use Siraya names. What is the motive behind this self-(re)naming? How does one evaluate the significance of this act against the political context (cf. Author 2007)? In 2008, the Chinese Nationalist Party replaced the localist Democratic Progressive Party in the central government of Taiwan; soon after, changes concerning indigenous policy took place. What is the implication of these changes to the future of Siraya movement? Also, most members in the association are affiliated with the Presbyterian Church, which is known for its association to political localism in Taiwan. How do these two associations interact with each other? Does the Church's political preference entail its support for native revitalization? Or does the Church perceive native revitalization, which may encourage (re-)embracing the traditional religion, as a potential threat? All in all, my aim is to bring together disciplines such as language planning, political discourse analysis, and language preservation, in response to the call for "responsible linguistics" (Hale et al. 1992). I believe it is time for linguists to confront our socio-political responsibility in actual practice. http://hdl.handle.net/10125/5013 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language revitalization and identity politics: a case study of Siraya in Taiwan oai:scholarspace.manoa.hawaii.edu:10125/5150 2016-02-11 col_10125_5961 5150.mp3 Hinton, Leanne, Hinton, Leanne; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5150. Hinton, Leanne Hinton, Leanne 2009-03-14 http://hdl.handle.net/10125/5150 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported TEACHING AND LEARNING Colloquium: Teaching and learning a moribund language oai:scholarspace.manoa.hawaii.edu:10125/5020 2024-08-19 col_10125_5961 5020-02.jpg 5020-03.jpg 5020.pdf Williams, Robert, Jakobi, Angelika, Comfort, Jade, Williams, Robert, Jakobi, Angelika, Comfort, Jade; 2009-03-12; In this paper we will report on the long history of language documentation in the Nuba Mountains of Sudan, highlighting recent endangered language work being carried out in the area. Of particular focus will be the Ghulfan Documentation Project (GDP), a major documentation project working to document, analyze, and archive Ghulfan, an endangered and little documented East Sudanic language spoken in the Nuba Mountains and in the Ghulfan Diaspora. The GDP, funded through the Hans Rausing Endangered Languages Project, is an internationally-based collaborative team of seven linguists, situated at the American University in Cairo and the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. Various team members (four postdoctoral linguists, one doctoral student linguist, and two language community linguists) live in Khartoum, Cairo, and Germany, coming together for fieldwork and sharing documentation and analytical work according to team member competencies and interests. We will begin our talk with a historical overview of areal documentary linguistics in the Nuba Mountains, beginning in modern times with the work of Junker and Czermak in the first quarter of the 20th century, and continuing into the present with the GDP and other ongoing documentation projects in the Nuba Mountains, including the DOBES-sponsored Tima documentation project. In particular, we will discuss how different projects in the area have historically benefited from one another and what this has meant to the accumulated knowledge base for Nuba Mountain languages. With respect to the GDP, we will discuss a range of issues, including those involved with our preliminary work in Cairo, Egypt, with Ghulfan-speaking refugees; the challenges of working as an internationally-based team; communication and sharing of ideas and resources with other documentation projects in the area; doing fieldwork in politically sensitive areas; and the use of Geographic Information System (GIS) technology in fieldwork. It is our hope that this talk will begin a discussion of these and other issues with documentation workers in other areas so that we might mutually benefit from strategies and techniques used to confront similar challenges.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5020. Williams, Robert Jakobi, Angelika Comfort, Jade Williams, Robert Jakobi, Angelika Comfort, Jade 2009-03-14 In this paper we will report on the long history of language documentation in the Nuba Mountains of Sudan, highlighting recent endangered language work being carried out in the area. Of particular focus will be the Ghulfan Documentation Project (GDP), a major documentation project working to document, analyze, and archive Ghulfan, an endangered and little documented East Sudanic language spoken in the Nuba Mountains and in the Ghulfan Diaspora. The GDP, funded through the Hans Rausing Endangered Languages Project, is an internationally-based collaborative team of seven linguists, situated at the American University in Cairo and the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. Various team members (four postdoctoral linguists, one doctoral student linguist, and two language community linguists) live in Khartoum, Cairo, and Germany, coming together for fieldwork and sharing documentation and analytical work according to team member competencies and interests. We will begin our talk with a historical overview of areal documentary linguistics in the Nuba Mountains, beginning in modern times with the work of Junker and Czermak in the first quarter of the 20th century, and continuing into the present with the GDP and other ongoing documentation projects in the Nuba Mountains, including the DOBES-sponsored Tima documentation project. In particular, we will discuss how different projects in the area have historically benefited from one another and what this has meant to the accumulated knowledge base for Nuba Mountain languages. With respect to the GDP, we will discuss a range of issues, including those involved with our preliminary work in Cairo, Egypt, with Ghulfan-speaking refugees; the challenges of working as an internationally-based team; communication and sharing of ideas and resources with other documentation projects in the area; doing fieldwork in politically sensitive areas; and the use of Geographic Information System (GIS) technology in fieldwork. It is our hope that this talk will begin a discussion of these and other issues with documentation workers in other areas so that we might mutually benefit from strategies and techniques used to confront similar challenges. http://hdl.handle.net/10125/5020 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language documentation in the Nuba Mountains of Sudan: The Ghulfan Documentation Project oai:scholarspace.manoa.hawaii.edu:10125/5045 2016-02-11 col_10125_5961 5045.jpg 5045.mp3 Salisbury, Mary, Salisbury, Mary; 2009-03-12; Pukapukan is a minority language spoken in the Northern Cook Islands, characterised by diglossia in which the national language, Cook Islands Maori, is used for religious, political and educational functions. For informal settings Pukapukan is the preferred language, but there is also a degree of code-mixing with the national language. Most of the 5,000 speakers live in New Zealand and Australia, with only about 500 people living on the home island itself. In the migrant setting there is widespread Pukapukan-Cook Islands Maori-English multilingualism and language shift to English taking place, yet there is a strong sense of solidarity resulting in the minority language taking precedence over the national language of the Cook Islands for formal spoken registers. Language documentation initiatives are highly valued by Pukapukan communities in every location, but the documentation projects themselves appear to be agents for language change in the direction of conservatism, especially in the migrant setting. Words that are almost obsolete are being revived and archaic words are acquiring new meanings in the process of documentation. Both lexical items and grammatical particles which are perceived to be of Cook Islands Maori origin are being excluded from text-based materials by respected native speakers who are expert in the culture. Their perception is often based on a word containing distinctive sounds of the language which are not present in the national language, or the existence of lexical doublets in which a word found also in the national language is rejected as Pukapukan irrespective of the linguistic evidence that it has pan-Polynesian cognates. As a result, a formal written register is being established where none previously existed. Native speakers view the revival of the old language with reverence saying that this is their “real language”, yet some perceptive native speakers recognise that a “new language” is being recorded. Tensions are also evident between the aspirations of the home island and the migrant population. The documentation process itself could result in the emergence of a conservative spoken dialect in the migrant setting and may even hasten language loss if the younger generation perceives the load of learning old words to be too great to enjoy literacy in the language. The need for community training in the foundational elements of comparative linguistics is highlighted as an aspect of training in documentation methods. The role of the linguist working in partnership with the community is also addressed.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5045. Salisbury, Mary Salisbury, Mary 2009-03-14 Pukapukan is a minority language spoken in the Northern Cook Islands, characterised by diglossia in which the national language, Cook Islands Maori, is used for religious, political and educational functions. For informal settings Pukapukan is the preferred language, but there is also a degree of code-mixing with the national language. Most of the 5,000 speakers live in New Zealand and Australia, with only about 500 people living on the home island itself. In the migrant setting there is widespread Pukapukan-Cook Islands Maori-English multilingualism and language shift to English taking place, yet there is a strong sense of solidarity resulting in the minority language taking precedence over the national language of the Cook Islands for formal spoken registers. Language documentation initiatives are highly valued by Pukapukan communities in every location, but the documentation projects themselves appear to be agents for language change in the direction of conservatism, especially in the migrant setting. Words that are almost obsolete are being revived and archaic words are acquiring new meanings in the process of documentation. Both lexical items and grammatical particles which are perceived to be of Cook Islands Maori origin are being excluded from text-based materials by respected native speakers who are expert in the culture. Their perception is often based on a word containing distinctive sounds of the language which are not present in the national language, or the existence of lexical doublets in which a word found also in the national language is rejected as Pukapukan irrespective of the linguistic evidence that it has pan-Polynesian cognates. As a result, a formal written register is being established where none previously existed. Native speakers view the revival of the old language with reverence saying that this is their “real language”, yet some perceptive native speakers recognise that a “new language” is being recorded. Tensions are also evident between the aspirations of the home island and the migrant population. The documentation process itself could result in the emergence of a conservative spoken dialect in the migrant setting and may even hasten language loss if the younger generation perceives the load of learning old words to be too great to enjoy literacy in the language. The need for community training in the foundational elements of comparative linguistics is highlighted as an aspect of training in documentation methods. The role of the linguist working in partnership with the community is also addressed. http://hdl.handle.net/10125/5045 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Are our documentation projects speeding up language change? oai:scholarspace.manoa.hawaii.edu:10125/5144 2016-02-11 col_10125_5961 5144.mp3 Stepp, Rick, Stepp, Rick; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5144. Stepp, Rick Stepp, Rick 2009-03-14 http://hdl.handle.net/10125/5144 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethnobiology Colloquium: Global patterns in biocultural diversity and implications for language conservation oai:scholarspace.manoa.hawaii.edu:10125/5147 2024-08-19 col_10125_5961 5147-01.jpg 5147.mp3 5147.pdf Barwick, Linda, Walsh, Michael, Barwick, Linda, Walsh, Michael; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5147. Barwick, Linda Walsh, Michael Barwick, Linda Walsh, Michael 2009-03-14 http://hdl.handle.net/10125/5147 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Music Colloquium: About Murriny Patha song oai:scholarspace.manoa.hawaii.edu:10125/5123 2024-08-20 col_10125_5961 5123.mp3 5123.pdf Veselinova, Ljuba, Veselinova, Ljuba; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5123. Veselinova, Ljuba Veselinova, Ljuba 2009-03-14 http://hdl.handle.net/10125/5123 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GIS2 Colloquium: Using GIS for tracing language change oai:scholarspace.manoa.hawaii.edu:10125/5145 2016-02-11 col_10125_5961 5145.mp3 Salisbury, Kevin, Salisbury, Mary, Salisbury, Kevin, Mary Salisbury; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5145. Salisbury, Kevin Mary Salisbury Salisbury, Kevin Salisbury, Mary 2009-03-14 http://hdl.handle.net/10125/5145 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethnobiology Colloquium: Fossicking for fauna and flora: an interdisciplinary approach oai:scholarspace.manoa.hawaii.edu:10125/4986 2024-08-21 col_10125_5961 4986.jpg 4986.mp3 4986.pdf Barbour, Julie, Barbour, Julie; 2009-03-12; The Neverver language is spoken by fewer than 600 people in two inland villages on Malakula Island (Vanuatu). A language documentation project was initiated in August 2004 and is now drawing to a close. In this paper, I explore one of the more interesting morphological features of Neverver - the feature of reduplication. I consider how transcribed texts, community language consultants, and linguistic theory have all contributed to developing an understanding of this important feature in Neverver. Reduplication is understood to be a morphological process. It is generally described as type of affixation where the phonological content of the reduplicative affix is underspecified and gains content from the stem or base to which it is attached (cf. Moravcsik 1978; Broselow & McCarthy 1984; Marantz & Wiltshire 2000). Moravcsik (1978: 305) makes the early observation on reduplication that ‘reference is always made both to the meaning and to the sound form of the constituent to be reduplicated’. Thus, in considering reduplication, the semantic features of the simplex stem, as well as its phonological form are deemed relevant. In terms of phonology, the reduplicative prefix in Neverver has the structure CV(C). This structure preserves the language-specific phonotactic constraint on syllables which states that the maximal structure of a well-formed syllable is CVC. In Neverver, productive reduplication is associated with the verb phrase. It is a common element in detransitive constructions including object incorporation and suppression, as well as reflexive and reciprocal constructions. Reduplication is used as a derivational process to form stative verbs and stative nominal modifiers. It is one of the means of expressing participant and event quantity. It is involved in the expression of certain negative constructions. Verbs, nouns, and members of other word classes may exhibit inherent or fossilized reduplication, where a semantically-related plain stem cannot be identified in the corpus. An important characteristic of reduplication in Neverver is that it frequently occurs in conjunction with other morphological and syntactic features to express particular meanings. Arriving at an understanding of the forms and functions of reduplication in Neverver has been the result of working with a large digitized text corpus, collaborating with multiple language consultants to document simplex and reduplicated forms and meanings, and applying a multi-tiered approach to phonological analysis (cf. Clements & Keyser 1983; Goldsmith 1990). I suggest that engaging in language documentation has allowed me to provide a rich record and analysis of reduplication that will have a lasting value for the community of Neverver speakers. References: Broselow, E. & McCarthy, J. 1984. A theory of internal reduplication. The linguistic review 3. 25-88. Clements, G.N., & Keyser, S.J. 1983. CV Phonology: a generative theory of the syllable. Cambridge, Mass.: MIT Press. Goldsmith, J.A. 1990. Autosegmental & Metrical Phonology. Oxford: Basil Blackwell. Marantz, A, & Wiltshire, C. 2000. Reduplication. In Lehmann, C., Booij, G.E, & Mugdan, J. (Eds). Morphologie. Berlin; New York: Mouton de Gruyer. Moravscik, E. A. 1978. Reduplication Constructions. In Greenberg, J. H. (Ed). Universals of human language Vol.3: Word Structure. Stanford: Stanford University Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4986. Barbour, Julie Barbour, Julie 2009-03-14 The Neverver language is spoken by fewer than 600 people in two inland villages on Malakula Island (Vanuatu). A language documentation project was initiated in August 2004 and is now drawing to a close. In this paper, I explore one of the more interesting morphological features of Neverver - the feature of reduplication. I consider how transcribed texts, community language consultants, and linguistic theory have all contributed to developing an understanding of this important feature in Neverver. Reduplication is understood to be a morphological process. It is generally described as type of affixation where the phonological content of the reduplicative affix is underspecified and gains content from the stem or base to which it is attached (cf. Moravcsik 1978; Broselow & McCarthy 1984; Marantz & Wiltshire 2000). Moravcsik (1978: 305) makes the early observation on reduplication that ‘reference is always made both to the meaning and to the sound form of the constituent to be reduplicated’. Thus, in considering reduplication, the semantic features of the simplex stem, as well as its phonological form are deemed relevant. In terms of phonology, the reduplicative prefix in Neverver has the structure CV(C). This structure preserves the language-specific phonotactic constraint on syllables which states that the maximal structure of a well-formed syllable is CVC. In Neverver, productive reduplication is associated with the verb phrase. It is a common element in detransitive constructions including object incorporation and suppression, as well as reflexive and reciprocal constructions. Reduplication is used as a derivational process to form stative verbs and stative nominal modifiers. It is one of the means of expressing participant and event quantity. It is involved in the expression of certain negative constructions. Verbs, nouns, and members of other word classes may exhibit inherent or fossilized reduplication, where a semantically-related plain stem cannot be identified in the corpus. An important characteristic of reduplication in Neverver is that it frequently occurs in conjunction with other morphological and syntactic features to express particular meanings. Arriving at an understanding of the forms and functions of reduplication in Neverver has been the result of working with a large digitized text corpus, collaborating with multiple language consultants to document simplex and reduplicated forms and meanings, and applying a multi-tiered approach to phonological analysis (cf. Clements & Keyser 1983; Goldsmith 1990). I suggest that engaging in language documentation has allowed me to provide a rich record and analysis of reduplication that will have a lasting value for the community of Neverver speakers. References: Broselow, E. & McCarthy, J. 1984. A theory of internal reduplication. The linguistic review 3. 25-88. Clements, G.N., & Keyser, S.J. 1983. CV Phonology: a generative theory of the syllable. Cambridge, Mass.: MIT Press. Goldsmith, J.A. 1990. Autosegmental & Metrical Phonology. Oxford: Basil Blackwell. Marantz, A, & Wiltshire, C. 2000. Reduplication. In Lehmann, C., Booij, G.E, & Mugdan, J. (Eds). Morphologie. Berlin; New York: Mouton de Gruyer. Moravscik, E. A. 1978. Reduplication Constructions. In Greenberg, J. H. (Ed). Universals of human language Vol.3: Word Structure. Stanford: Stanford University Press. http://hdl.handle.net/10125/4986 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Texts, language consultants, and linguistics: Understanding reduplication in Neverver oai:scholarspace.manoa.hawaii.edu:10125/4974 2024-08-21 col_10125_5961 4974-02.jpg 4974.mp3 4974.pdf Ringersma, Jacquelijn, Zinn, Claus, Kemps-Snijders, Marc, Ringersma, Jacquelijn, Zinn, Claus, Kemps-Snijders, Marc; 2009-03-12; The Max Planck Institute for Psycholinguistics provides a rich set of tools for archiving, management and the enrichment of linguistic resources, and hosts all data of the Endangered Languages Documentation project DoBeS [1] in the online digital archive. In this paper, we focus on LEXUS, a web-based tool for the creation of multimedia encyclopedic lexica and dictionaries, and ViCoS, which allows users to define arbitrary relations between objects within and across lexica, complementing lexical spaces with a conceptual dimension. We describe the LEXUS and ViCoS functionalities using three cases from DoBeS language documentation projects. Marquesan [2] The Marquesan lexicon, initially created in Toolbox, has been automatically imported into LEXUS, and then further enriched with multimedia to better illustrate the meaning of words in their cultural environment. For members of the speech community, however, the meaning of words is best described by the various associations they evoke rather than in terms of any formal theory of meaning. To better capture this aspect, ViCoS is used to construct a knowledge space of associations featuring relevant parts of Marquesan life and tradition. Kola-Sámi [3] Two lexica are being created in LEXUS: RuSaDic, a plain Russian-Kildin wordlist, and SaRuDic, providing highly structured content, including multimedia fragments and derivations. Using ViCoS we connected the two lexica, so that speakers who are familiar with Russian and wish to revitalize Kildin can enter the lexical space through RuSaDic and from there access the more informative SaRuDic. Similarly, we will create relations from these lexica to external databases, like e.g. Álgu. Beaver [4] A speaker database including kinship relations has been created and imported into LEXUS, allowing users to get a basic view of the relationships between individuals. Using ViCoS, relational information from the database will be extracted to form a knowledge space of various kinship relation types, which users can then easily explore using advanced views (e.g., filters, zoom) and further enrich (adding new relations between individuals, or new relation types). [1] The DoBeS Project. http://www.mpi.nl/DOBES [2] Cablitz, G. (2006). Marquesan. A Grammar of Space, Mouton de Gruyter. [3] Riessler, M. and Wilbur, J. (2007) Documentation of the endangered Kola Saami languages. Språk og språkforhold i Sápmi. (=Berliner Beiträage zur Skandinavistik 11). Ed. by Tove Bull, Jurij Kusmenko & Michael Rießler. Berlin: Humboldt-Universität, 2007. 39–82. [4] Jung et al. (2007). http://www.mpi.nl/DOBES/projects/beaver; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4974. Ringersma, Jacquelijn Zinn, Claus Kemps-Snijders, Marc Ringersma, Jacquelijn Zinn, Claus Kemps-Snijders, Marc 2009-03-14 The Max Planck Institute for Psycholinguistics provides a rich set of tools for archiving, management and the enrichment of linguistic resources, and hosts all data of the Endangered Languages Documentation project DoBeS [1] in the online digital archive. In this paper, we focus on LEXUS, a web-based tool for the creation of multimedia encyclopedic lexica and dictionaries, and ViCoS, which allows users to define arbitrary relations between objects within and across lexica, complementing lexical spaces with a conceptual dimension. We describe the LEXUS and ViCoS functionalities using three cases from DoBeS language documentation projects. Marquesan [2] The Marquesan lexicon, initially created in Toolbox, has been automatically imported into LEXUS, and then further enriched with multimedia to better illustrate the meaning of words in their cultural environment. For members of the speech community, however, the meaning of words is best described by the various associations they evoke rather than in terms of any formal theory of meaning. To better capture this aspect, ViCoS is used to construct a knowledge space of associations featuring relevant parts of Marquesan life and tradition. Kola-Sámi [3] Two lexica are being created in LEXUS: RuSaDic, a plain Russian-Kildin wordlist, and SaRuDic, providing highly structured content, including multimedia fragments and derivations. Using ViCoS we connected the two lexica, so that speakers who are familiar with Russian and wish to revitalize Kildin can enter the lexical space through RuSaDic and from there access the more informative SaRuDic. Similarly, we will create relations from these lexica to external databases, like e.g. Álgu. Beaver [4] A speaker database including kinship relations has been created and imported into LEXUS, allowing users to get a basic view of the relationships between individuals. Using ViCoS, relational information from the database will be extracted to form a knowledge space of various kinship relation types, which users can then easily explore using advanced views (e.g., filters, zoom) and further enrich (adding new relations between individuals, or new relation types). [1] The DoBeS Project. http://www.mpi.nl/DOBES [2] Cablitz, G. (2006). Marquesan. A Grammar of Space, Mouton de Gruyter. [3] Riessler, M. and Wilbur, J. (2007) Documentation of the endangered Kola Saami languages. Språk og språkforhold i Sápmi. (=Berliner Beiträage zur Skandinavistik 11). Ed. by Tove Bull, Jurij Kusmenko & Michael Rießler. Berlin: Humboldt-Universität, 2007. 39–82. [4] Jung et al. (2007). http://www.mpi.nl/DOBES/projects/beaver http://hdl.handle.net/10125/4974 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported LEXUS and ViCoS: from lexical to conceptual spaces oai:scholarspace.manoa.hawaii.edu:10125/5127 2016-02-11 col_10125_5961 5127.mp3 Glenn, Akiemi, Ickes, Betty, Glenn, Akiemi, Ickes, Betty; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5127. Glenn, Akiemi Ickes, Betty Glenn, Akiemi Ickes, Betty 2009-03-14 http://hdl.handle.net/10125/5127 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GRADUATE STUDENTS Colloquium: Cross-disciplinary and community-researcher cooperation: Community scholar collaboration for language documentation oai:scholarspace.manoa.hawaii.edu:10125/5084 2024-08-22 col_10125_5961 5084.jpg 5084.pdf Linda Lanz; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5084. Linda Lanz 2009-03-14 http://hdl.handle.net/10125/5084 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Freezing your phonemes off: Fieldwork tips for cold environments oai:scholarspace.manoa.hawaii.edu:10125/5035 2016-02-11 col_10125_5961 5035.JPG 5035.mp3 Glenn, Akiemi, Glenn, Akiemi; 2009-03-12; Documentary linguistics is engaged in an evolving discourse on best practices, methods, and ethics in an effort to establish a theory of language documentation. A developing consensus in the literature is that a language documentation should be comprehensive, data-centered, and usable by diverse audiences of academics, speech community members, and others. Writers have argued that comprehensiveness requires an orientation to many issues that are beyond the standard training and expertise of most linguists and that any successful documentation project will draw on the multiple strengths of interdisciplinary collaboration as well as collaboration with the speech community under study. As a result, “collaboration” has surfaced as a key term in best practices literature in language documentation and is used to describe both interactions between scholars and between researchers and communities. At the moment, collaboration is not the norm broadly in linguistics and for linguists coming to a documentation project the methods of effective collaboration may be difficult to identify. A theory of language documentation must also grapple with its theoretical orientation to collaboration. While the nature of collaboration between researchers and communities is best determined by the situation and individual cultures involved, there should be a theoretical space within the discipline of language documentation to begin to explore best practices for researchers working together. The first aim of this paper is to provide a review of some key literature on the subject of collaboration between researchers in the physical and computer sciences and the humanities. Secondly, the goal is to identify five aspects of academic collaboration—coordination, distribution of labor, standards for interoperation, authorship and authority, and feedback—that have special bearing on the enterprise of language documentation. Finally, the paper investigates these dimensions of collaboration as a starting point for linguists and our collaborators to consider critically what collaboration means for a language documentation project and for the discipline of linguistics. Through reviewing the five dimensions, I will suggest that a true theory of coordination of our efforts and interoperatability of the products of our documentation will require linguists to reorient our assumptions about the value of 'lone-wolf' linguistics, the power of the relationships between researchers, and will emphasize the advantage in engaging and perhaps altering the social and cultural underpinnings of linguistics as a discipline.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5035. Glenn, Akiemi Glenn, Akiemi 2009-03-14 Documentary linguistics is engaged in an evolving discourse on best practices, methods, and ethics in an effort to establish a theory of language documentation. A developing consensus in the literature is that a language documentation should be comprehensive, data-centered, and usable by diverse audiences of academics, speech community members, and others. Writers have argued that comprehensiveness requires an orientation to many issues that are beyond the standard training and expertise of most linguists and that any successful documentation project will draw on the multiple strengths of interdisciplinary collaboration as well as collaboration with the speech community under study. As a result, “collaboration” has surfaced as a key term in best practices literature in language documentation and is used to describe both interactions between scholars and between researchers and communities. At the moment, collaboration is not the norm broadly in linguistics and for linguists coming to a documentation project the methods of effective collaboration may be difficult to identify. A theory of language documentation must also grapple with its theoretical orientation to collaboration. While the nature of collaboration between researchers and communities is best determined by the situation and individual cultures involved, there should be a theoretical space within the discipline of language documentation to begin to explore best practices for researchers working together. The first aim of this paper is to provide a review of some key literature on the subject of collaboration between researchers in the physical and computer sciences and the humanities. Secondly, the goal is to identify five aspects of academic collaboration—coordination, distribution of labor, standards for interoperation, authorship and authority, and feedback—that have special bearing on the enterprise of language documentation. Finally, the paper investigates these dimensions of collaboration as a starting point for linguists and our collaborators to consider critically what collaboration means for a language documentation project and for the discipline of linguistics. Through reviewing the five dimensions, I will suggest that a true theory of coordination of our efforts and interoperatability of the products of our documentation will require linguists to reorient our assumptions about the value of 'lone-wolf' linguistics, the power of the relationships between researchers, and will emphasize the advantage in engaging and perhaps altering the social and cultural underpinnings of linguistics as a discipline. http://hdl.handle.net/10125/5035 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Five dimensions of collaboration: Toward a critical theory of coordination and interoperatability in language documentation oai:scholarspace.manoa.hawaii.edu:10125/5133 2016-02-11 col_10125_5961 5133.JPG 5133.mp3 Yourupi, Paulina, Yourupi, Paulina; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5133. Yourupi, Paulina Yourupi, Paulina 2009-03-14 http://hdl.handle.net/10125/5133 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GRADUATE STUDENTS Colloquium: A Pollapese speaker’s fieldwork experience in her homeland oai:scholarspace.manoa.hawaii.edu:10125/5081 2016-02-11 col_10125_5961 5081.mp3 Arola, Laura, Arola, Laura; 2009-03-12; Northern Sweden is a traditionally multilingual region. In addition to Swedish, several indigenous Saami languages, Finnish, and a local variety of Finnish called Meänkieli are spoken in the area. Even quite recently some of the villages have been monolingual in a minority language while others have been bi- and even trilingual. Nowadays, however, a rapid language shift to Swedish is remarkably changing the sociolinguistic situation. During the last two or three decades there have been attempts to revitalize the minority languages. One result of this is that Meänkieli has gained the official status of a language, and a literary standard is being currently created for it. However, the local population’s opinions are divided on whether Meänkieli should be considered a language of its own or a dialect of Finnish. The Saami languages of the region are in an uneven situation: the status of North Saami, the largest Saami language, is relatively good and it also gets support from the Norwegian side of Saami land. Lule Saami, on the other hand, has only a few hundred speakers and very few young speakers. My ongoing Ph.D. research focuses on bi- and multilingualism among young people in Northern Sweden. The aim is to find out to what extent the minority languages are still known by young speakers, how they are learned and in which domains they are used, how do the speakers themselves report their knowledge of languages, and what kind of language attitudes and linguistic identities there are in the region. Questions centering on these themes are used to assess the ethnolinguistic vitality of minority languages among young speakers. The gathering of data takes place in fall 2008 through a web-based questionnaire, which will be filled out by all high school students in the five northernmost municipalities of Sweden. From this data it will be possible to study the language attitudes of both the minority-language speakers themselves as well as the dominant Swedish-speaking population. In my presentation I will examine the historical background of the linguistic situation in Northern Sweden, and discuss the future and ethnoliguistic vitality of minority languages in the region in light of data gathered through the questionnaire. I will also report my experiences on using web-based questionnaire, and discuss how the chosen set of questions has worked in the assessment of ethnolinguistic vitality.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5081. Arola, Laura Arola, Laura 2009-03-14 Northern Sweden is a traditionally multilingual region. In addition to Swedish, several indigenous Saami languages, Finnish, and a local variety of Finnish called Meänkieli are spoken in the area. Even quite recently some of the villages have been monolingual in a minority language while others have been bi- and even trilingual. Nowadays, however, a rapid language shift to Swedish is remarkably changing the sociolinguistic situation. During the last two or three decades there have been attempts to revitalize the minority languages. One result of this is that Meänkieli has gained the official status of a language, and a literary standard is being currently created for it. However, the local population’s opinions are divided on whether Meänkieli should be considered a language of its own or a dialect of Finnish. The Saami languages of the region are in an uneven situation: the status of North Saami, the largest Saami language, is relatively good and it also gets support from the Norwegian side of Saami land. Lule Saami, on the other hand, has only a few hundred speakers and very few young speakers. My ongoing Ph.D. research focuses on bi- and multilingualism among young people in Northern Sweden. The aim is to find out to what extent the minority languages are still known by young speakers, how they are learned and in which domains they are used, how do the speakers themselves report their knowledge of languages, and what kind of language attitudes and linguistic identities there are in the region. Questions centering on these themes are used to assess the ethnolinguistic vitality of minority languages among young speakers. The gathering of data takes place in fall 2008 through a web-based questionnaire, which will be filled out by all high school students in the five northernmost municipalities of Sweden. From this data it will be possible to study the language attitudes of both the minority-language speakers themselves as well as the dominant Swedish-speaking population. In my presentation I will examine the historical background of the linguistic situation in Northern Sweden, and discuss the future and ethnoliguistic vitality of minority languages in the region in light of data gathered through the questionnaire. I will also report my experiences on using web-based questionnaire, and discuss how the chosen set of questions has worked in the assessment of ethnolinguistic vitality. http://hdl.handle.net/10125/5081 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Assessing the ethnolinguistic vitality of minority languages in Northern Sweden oai:scholarspace.manoa.hawaii.edu:10125/5014 2024-08-23 col_10125_5961 5014-01.jpg 5014-02.jpg 5014.mp3 5014.pdf Florey, Margaret, Penfield, Susan, Tucker, Benjamin, Florey, Margaret, Penfield, Susan, Tucker, Benjamin; 2009-03-12; This paper considers the notion of language activism within the context of the fields of language documentation and revitalization. Language activism is intrinsically linked to the rise of what has been termed the "new linguistics" (Author1 2008), a more participatory and politicized linguistics which is characterized by profound changes to ethics, methods and practice, and within which the language rights movement and international conventions and declarations have played a key role in highlighting and setting out the rights of Indigenous peoples to control intellectual property and strategies and actions vis-à-vis minority languages. Although the terms "language activist" and "language activism" recur quite widely within the literature on language shift and endangerment, language revitalization, language rights and so forth, there is little agreement about definition and large variation in use of these terms. Hence, little progress has been made to date towards developing a theory of language activism and understanding its place in relation to the field of endangered language study. Here, we explore definitions of activism, consider who is a language activist, examine what activists do in diverse settings, and focus on the skills different types of language activists may need and how those skills can be acquired. We assert that the best efforts in documentation and revitalization are not going to be effective without increased attention towards activism at the local, national and international levels. We build on the earlier formulations of Author2, Author3 et al (2007), Author2, Author3 et al (2008), and Author1(2008) to argue the need to move towards a more holistic conception of documentation and revitalization work, one which is fundamentally based on activism and which fosters participatory practice.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5014. Florey, Margaret Penfield, Susan Tucker, Benjamin Florey, Margaret Penfield, Susan Tucker, Benjamin 2009-03-14 This paper considers the notion of language activism within the context of the fields of language documentation and revitalization. Language activism is intrinsically linked to the rise of what has been termed the "new linguistics" (Author1 2008), a more participatory and politicized linguistics which is characterized by profound changes to ethics, methods and practice, and within which the language rights movement and international conventions and declarations have played a key role in highlighting and setting out the rights of Indigenous peoples to control intellectual property and strategies and actions vis-à-vis minority languages. Although the terms "language activist" and "language activism" recur quite widely within the literature on language shift and endangerment, language revitalization, language rights and so forth, there is little agreement about definition and large variation in use of these terms. Hence, little progress has been made to date towards developing a theory of language activism and understanding its place in relation to the field of endangered language study. Here, we explore definitions of activism, consider who is a language activist, examine what activists do in diverse settings, and focus on the skills different types of language activists may need and how those skills can be acquired. We assert that the best efforts in documentation and revitalization are not going to be effective without increased attention towards activism at the local, national and international levels. We build on the earlier formulations of Author2, Author3 et al (2007), Author2, Author3 et al (2008), and Author1(2008) to argue the need to move towards a more holistic conception of documentation and revitalization work, one which is fundamentally based on activism and which fosters participatory practice. http://hdl.handle.net/10125/5014 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Towards a theory of language activism oai:scholarspace.manoa.hawaii.edu:10125/5115 2016-02-11 col_10125_5961 5115.mp3 Kari, James, Beye, Ezekiel, Kari, James, Beye, Ezekiel; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5115. Kari, James Beye, Ezekiel Kari, James Beye, Ezekiel 2009-03-14 http://hdl.handle.net/10125/5115 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GIS1 Colloquium: The development of the Ahtna place names corpus oai:scholarspace.manoa.hawaii.edu:10125/5010 2016-02-11 col_10125_5961 5010.jpg 5010.mp3 Doty, Christopher, Doty, Christopher; 2009-03-12; The work of linguists, although certainly of value to our scientific understanding of human language function, has often been produced in such a way that it is nearly (or, in many cases, completely) inaccessible to the communities which speak the language or languages in question. This issue takes on special importance in language endangerment situations, where these linguistic documents can often represent the combined knowledge of more speakers than are currently living. Linguists working in these communities are thus in a unique position to either contribute substantially to language maintenance efforts, or to subtract from such efforts by monopolizing time with the few remaining speakers without channeling their knowledge and work back to the community. This talk will specifically address two issues related to linguistic materials in language maintenance and revitalization situations. First, it will present a preliminary framework for how to make newly-produced materials in such a way that they both support the overall mission of linguistics to further our understanding of the structure and function of human language, while also being accessible to and useable by the communities who rely on such materials for their language maintenance efforts. Contrary to the usually-held position that linguistic goals are separate from community needs, this framework will show that the materials can be produced in such a way that they benefit both parties, and in fact make both community and linguistic resources of a higher quality than they would be otherwise. This quality arises through a true collaboration between linguists and speakers, assuring that both parties are involved in establishing project goals, as well as the workplan to meet these goals. The second issue discussed during the talk will be ideas regarding how to ‘transliterate’ previously-produced materials into a more accessible format in light of the framework discussed for new materials. Because linguists in the past were focused almost solely on theoretical and documentary goals, the copious amounts of documentation they have produced is usually in such a form that it does not readily lend itself to language maintenance or revitalization efforts. Further, due to changes in linguistic conventions and theory, these older documents are often difficult to access even for trained linguists. Developing a paradigm for updating and reformatting these materials is thus extremely important for communities who speak endangered languages, as well as the linguistics community at large.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5010. Doty, Christopher Doty, Christopher 2009-03-14 The work of linguists, although certainly of value to our scientific understanding of human language function, has often been produced in such a way that it is nearly (or, in many cases, completely) inaccessible to the communities which speak the language or languages in question. This issue takes on special importance in language endangerment situations, where these linguistic documents can often represent the combined knowledge of more speakers than are currently living. Linguists working in these communities are thus in a unique position to either contribute substantially to language maintenance efforts, or to subtract from such efforts by monopolizing time with the few remaining speakers without channeling their knowledge and work back to the community. This talk will specifically address two issues related to linguistic materials in language maintenance and revitalization situations. First, it will present a preliminary framework for how to make newly-produced materials in such a way that they both support the overall mission of linguistics to further our understanding of the structure and function of human language, while also being accessible to and useable by the communities who rely on such materials for their language maintenance efforts. Contrary to the usually-held position that linguistic goals are separate from community needs, this framework will show that the materials can be produced in such a way that they benefit both parties, and in fact make both community and linguistic resources of a higher quality than they would be otherwise. This quality arises through a true collaboration between linguists and speakers, assuring that both parties are involved in establishing project goals, as well as the workplan to meet these goals. The second issue discussed during the talk will be ideas regarding how to ‘transliterate’ previously-produced materials into a more accessible format in light of the framework discussed for new materials. Because linguists in the past were focused almost solely on theoretical and documentary goals, the copious amounts of documentation they have produced is usually in such a form that it does not readily lend itself to language maintenance or revitalization efforts. Further, due to changes in linguistic conventions and theory, these older documents are often difficult to access even for trained linguists. Developing a paradigm for updating and reformatting these materials is thus extremely important for communities who speak endangered languages, as well as the linguistics community at large. http://hdl.handle.net/10125/5010 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Bridging the gap between linguistics and community: Producing materials for language maintenance oai:scholarspace.manoa.hawaii.edu:10125/5142 2024-08-24 col_10125_5961 5142-01.jpg 5142-02.jpg 5142.mp3 5142.pdf McClatchey, Will, Myknee Sirikolo, Stevens, Jodi, Lincoln, Piet, McClatchey, Will, Myknee Sirikolo, Stevens, Jodi, Lincoln, Piet; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5142. McClatchey, Will Myknee Sirikolo Stevens, Jodi Lincoln, Piet McClatchey, Will Myknee Sirikolo Stevens, Jodi Lincoln, Piet 2009-03-14 http://hdl.handle.net/10125/5142 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethnobiology Colloquium: Ethnobotany research and documentation of the endangered Ririo language (Solomon Islands) oai:scholarspace.manoa.hawaii.edu:10125/4998 2016-02-11 col_10125_5961 4998.jpg 4998.mp3 Czaykowska-Higgins, Ewa, Czaykowska-Higgins, Ewa; 2009-03-12; This paper examines several fieldwork situations from a community-based language revitalization project taking place in British Columbia, Canada. Through this examination I intend 1) to exemplify possible types of roles played by linguists and community members, with a view to expanding linguists’ perspectives on fieldwork, and 2) to touch upon several interesting implications of changing the roles and relationships of linguists and community-members in fieldwork. There is a growing movement amongst linguists to conduct linguistic research on small Indigenous languages in collaboration with community members (e.g., Yamada 2007, Stebbins 2003). A consequence of conducting research collaboratively is that the roles which outsider linguists and community members take on in fieldwork situations are no longer simply expert/informant types of roles in which a linguist is the outside expert and a speaker is a language-data source (see Rice 2006: 140-145 for discussion of roles). For example, in a Community-Based Language Research model, research on a language is conducted for, with and by the language-speaking community within which the research takes place and which it affects (Author 2008; cf. Grinevald 2003). This model allows for the possibility that community members participating in fieldwork research will be explicitly recognized as experts and as researchers, not simply as informants, consultants, teachers, or even collaborators. As experts, the community researchers direct and lead the research; outsider linguists, in contrast, take on supporting roles. In one fieldwork situation that I discuss, for instance, two elders and their community research assistant defined the focus of their fieldwork and their working methodology. Only once the fieldwork was underway was a linguist asked to provide support in specific aspects of the fieldwork, such as helping to organize a database. One interesting aspect of this fieldwork situation is that the roles that the community members and the linguist have taken on do not fit standard roles assumed by Human Research Ethics Boards and university Research Services. This in turn raises ethical and intellectual questions about ownership and authorship, and practical questions such as whether the elders should sign the usual informed-consent forms to participate in the grant-funded project and how Memoranda of Understanding between the community and university apply to the research. As this example suggests, collaborative research requires linguists to re-define themselves as fieldworkers and researchers, to re-think research roles, and to address new issues. This paper aims to contribute to the redefinition and rethinking.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4998. Czaykowska-Higgins, Ewa Czaykowska-Higgins, Ewa 2009-03-14 This paper examines several fieldwork situations from a community-based language revitalization project taking place in British Columbia, Canada. Through this examination I intend 1) to exemplify possible types of roles played by linguists and community members, with a view to expanding linguists’ perspectives on fieldwork, and 2) to touch upon several interesting implications of changing the roles and relationships of linguists and community-members in fieldwork. There is a growing movement amongst linguists to conduct linguistic research on small Indigenous languages in collaboration with community members (e.g., Yamada 2007, Stebbins 2003). A consequence of conducting research collaboratively is that the roles which outsider linguists and community members take on in fieldwork situations are no longer simply expert/informant types of roles in which a linguist is the outside expert and a speaker is a language-data source (see Rice 2006: 140-145 for discussion of roles). For example, in a Community-Based Language Research model, research on a language is conducted for, with and by the language-speaking community within which the research takes place and which it affects (Author 2008; cf. Grinevald 2003). This model allows for the possibility that community members participating in fieldwork research will be explicitly recognized as experts and as researchers, not simply as informants, consultants, teachers, or even collaborators. As experts, the community researchers direct and lead the research; outsider linguists, in contrast, take on supporting roles. In one fieldwork situation that I discuss, for instance, two elders and their community research assistant defined the focus of their fieldwork and their working methodology. Only once the fieldwork was underway was a linguist asked to provide support in specific aspects of the fieldwork, such as helping to organize a database. One interesting aspect of this fieldwork situation is that the roles that the community members and the linguist have taken on do not fit standard roles assumed by Human Research Ethics Boards and university Research Services. This in turn raises ethical and intellectual questions about ownership and authorship, and practical questions such as whether the elders should sign the usual informed-consent forms to participate in the grant-funded project and how Memoranda of Understanding between the community and university apply to the research. As this example suggests, collaborative research requires linguists to re-define themselves as fieldworkers and researchers, to re-think research roles, and to address new issues. This paper aims to contribute to the redefinition and rethinking. http://hdl.handle.net/10125/4998 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Changing fieldwork roles in Community-Based Language Research oai:scholarspace.manoa.hawaii.edu:10125/4979 2016-02-11 col_10125_5961 4979.jpg 4979.mp3 Agcaoili, Aurelio, Agcaoili, Aurelio; 2009-03-12; The paper documents and critiques the initiatives of advocates of many ‘minoritized’ and ‘peripheralized’ Philippines languages to revitalize and conserve them and draw up from these initiatives theoretical and practical issues that must be addressed by these advocacy groups and by social institutions mandated to produce and reproduce what could be deemed as a just and fair because equity-based ‘national’ and ‘nationalized’ culture in the Philippines. The initiatives of advocates of ‘Other because othered’ Philippine languages have a history that dates back to the imposition from the center of a counter-productive conception of ‘nation’ and ‘nationalism’ from the center that prescribed—and continues to prescribe—a ‘national language’ from the center at the expense of the other languages and without regard for the rich diversity of these languages of the country. The public perception of a systematic because nationwide internal colonization by way of ‘Tagalogization’ of the public sphere that includes the wiping up of other indigenous and community languages in basic education and in national discourse grounds these advocacy efforts to contest the Tagalogization of all peoples of the Philippines and to actively negotiate a space for a new conception of nation and nationalism framed by the virtues of cultural and linguistic pluralism. The theoretical and practical problems of revitalization and conservation of minoritized and peripheralized Philippine languages results as well from the two-pronged means and methods to the systemic and systematic marginalization of these languages because of the privileging and entitlement accorded to Tagalog and English. The privileging and entitlement cut across the political, the economic, and the cultural. With the continuing migration of Filipinos everywhere including the United States, these problems are being brought over and reproduced in and among the diasporic and exilic communities of Filipinos. This is the reason why there is the need to revisit initiatives, in the Philippines and in the United States, to re-conceptualize policy and pedagogical approaches to heritage language teaching particularly in communities where there is a heavy influx of immigrant Filipinos from various ethnolinguistic groups in the Philippines. The discussion and analysis is framed by the urgency of fundamental respect for cultural democracy and linguistic rights.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4979. Agcaoili, Aurelio Agcaoili, Aurelio 2009-03-14 The paper documents and critiques the initiatives of advocates of many ‘minoritized’ and ‘peripheralized’ Philippines languages to revitalize and conserve them and draw up from these initiatives theoretical and practical issues that must be addressed by these advocacy groups and by social institutions mandated to produce and reproduce what could be deemed as a just and fair because equity-based ‘national’ and ‘nationalized’ culture in the Philippines. The initiatives of advocates of ‘Other because othered’ Philippine languages have a history that dates back to the imposition from the center of a counter-productive conception of ‘nation’ and ‘nationalism’ from the center that prescribed—and continues to prescribe—a ‘national language’ from the center at the expense of the other languages and without regard for the rich diversity of these languages of the country. The public perception of a systematic because nationwide internal colonization by way of ‘Tagalogization’ of the public sphere that includes the wiping up of other indigenous and community languages in basic education and in national discourse grounds these advocacy efforts to contest the Tagalogization of all peoples of the Philippines and to actively negotiate a space for a new conception of nation and nationalism framed by the virtues of cultural and linguistic pluralism. The theoretical and practical problems of revitalization and conservation of minoritized and peripheralized Philippine languages results as well from the two-pronged means and methods to the systemic and systematic marginalization of these languages because of the privileging and entitlement accorded to Tagalog and English. The privileging and entitlement cut across the political, the economic, and the cultural. With the continuing migration of Filipinos everywhere including the United States, these problems are being brought over and reproduced in and among the diasporic and exilic communities of Filipinos. This is the reason why there is the need to revisit initiatives, in the Philippines and in the United States, to re-conceptualize policy and pedagogical approaches to heritage language teaching particularly in communities where there is a heavy influx of immigrant Filipinos from various ethnolinguistic groups in the Philippines. The discussion and analysis is framed by the urgency of fundamental respect for cultural democracy and linguistic rights. http://hdl.handle.net/10125/4979 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Philosophical and practical issues in the conservation initiatives of 'peripheralized' Philippine languages oai:scholarspace.manoa.hawaii.edu:10125/5116 2024-08-26 col_10125_5961 5116-02.jpg 5116.mp3 5116.pdf Miller, Julia Colleen, Mueller, Gabriele, Miller, Julia Colleen, Mueller, Gabriele; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5116. Miller, Julia Colleen Mueller, Gabriele Miller, Julia Colleen Mueller, Gabriele 2009-03-14 http://hdl.handle.net/10125/5116 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GIS1 Colloquium: The importance of ‘place’: Reflecting Dane-zaa geographic knowledge in Google Earth oai:scholarspace.manoa.hawaii.edu:10125/5157 2016-02-11 col_10125_5961 5157.mp3 O'Mealey, Joseph, O'Mealey, Joseph; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5157. O'Mealey, Joseph O'Mealey, Joseph 2009-03-14 http://hdl.handle.net/10125/5157 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Dean's welcoming speech oai:scholarspace.manoa.hawaii.edu:10125/5128 2016-02-11 col_10125_5961 5128.jpg 5128.mp3 Barie, Amanda, Barie, Amanda; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5128. Barie, Amanda Barie, Amanda 2009-03-14 http://hdl.handle.net/10125/5128 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GRADUATE STUDENTS Colloquium: Ya waft 'She knits': A graduate student's role in Shughni language collaboration oai:scholarspace.manoa.hawaii.edu:10125/5155 2024-08-26 col_10125_5961 5155.mp3 5155.pdf Donaghy, Joseph Keola, Donaghy, Joseph Keola; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5155. Donaghy, Joseph Keola Donaghy, Joseph Keola 2009-03-14 http://hdl.handle.net/10125/5155 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported TEACHING AND LEARNING Colloquium: Ka ‘ehehana Hawai‘i – Technology in Hawaiian language revitalization and community building oai:scholarspace.manoa.hawaii.edu:10125/5066 2024-08-27 col_10125_5961 5066-01.jpg 5066-03.jpg 5066.mp3 5066.pdf Hippisley, Andrew, Stump, Gregory, Raphael, Finkel, Hippisley, Andrew, Stump, Gregory, Raphael, Finkel; 2009-03-12; We propose a way of enhancing computer-based approaches to language documentation by making use not only of the engineering capability of computing but also its modeling capacity. Our proposal arises from a documentation pilot project where we used computational modeling as an elicitation tool for documenting the complex verbal morphology of the underdocumented East Iranian Pamir language Shughni. Using the computable lexical knowledge representation language DATR (Evans & Gazdar 1996) and its variant KATR (Author et al. 2002), we wrote a theory of a fragment of the Shughni verb system based on what little we knew about the language. We then presented its theorem to our group of Shughni consultants, and based on their responses refined the model, and then consulted them on the new theorem, and so on to the next refinement. Cycling through these steps allowed us to refine our model and so lead to a more accurate account of the data. Equally importantly, this method gave us an automated ‘questionnaire generator’, i.e. the model's theorem. This provided not only elicitation queries that, given enough time, we may have thought of ourselves but those which may never have occurred to us. Both types of query were available to us precisely because our understanding of the grammar was formal and computationally implemented, and could thereby automatically generate theorems. Computing plays a key language engineering role in language documentation and its accessibility to the wider audience, from standard mark-up of data to its storage in a relational database for query-based retrieval. But computing serves a second purpose for linguists, that of language modeling: this is “the instrumental use of computation in the pursuit of linguistic goals” (Thompson 1983: 23). As we develop new methods for documentation, we need to explore the possibility of harnessing this other language modeling capacity of computing. We demonstrate through our work on Shughni that computer modeling can be a means of furnishing the field-worker with elicitation tasks whose results feed into an enhanced understanding of the data, which in turn show the path to the next stage of elicitation, ultimately leading to a well-informed and robust account of the data which is already digitized and therefore exchangeable. Advances in technology, such as palm-held computers, mean that an automated model-theorem-refinement method is both a practical and potentially highly valuable addition to the field-worker’s toolkit, both while in the field and back in the lab.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5066. Hippisley, Andrew Stump, Gregory Raphael, Finkel Hippisley, Andrew Stump, Gregory Raphael, Finkel 2009-03-14 We propose a way of enhancing computer-based approaches to language documentation by making use not only of the engineering capability of computing but also its modeling capacity. Our proposal arises from a documentation pilot project where we used computational modeling as an elicitation tool for documenting the complex verbal morphology of the underdocumented East Iranian Pamir language Shughni. Using the computable lexical knowledge representation language DATR (Evans & Gazdar 1996) and its variant KATR (Author et al. 2002), we wrote a theory of a fragment of the Shughni verb system based on what little we knew about the language. We then presented its theorem to our group of Shughni consultants, and based on their responses refined the model, and then consulted them on the new theorem, and so on to the next refinement. Cycling through these steps allowed us to refine our model and so lead to a more accurate account of the data. Equally importantly, this method gave us an automated ‘questionnaire generator’, i.e. the model's theorem. This provided not only elicitation queries that, given enough time, we may have thought of ourselves but those which may never have occurred to us. Both types of query were available to us precisely because our understanding of the grammar was formal and computationally implemented, and could thereby automatically generate theorems. Computing plays a key language engineering role in language documentation and its accessibility to the wider audience, from standard mark-up of data to its storage in a relational database for query-based retrieval. But computing serves a second purpose for linguists, that of language modeling: this is “the instrumental use of computation in the pursuit of linguistic goals” (Thompson 1983: 23). As we develop new methods for documentation, we need to explore the possibility of harnessing this other language modeling capacity of computing. We demonstrate through our work on Shughni that computer modeling can be a means of furnishing the field-worker with elicitation tasks whose results feed into an enhanced understanding of the data, which in turn show the path to the next stage of elicitation, ultimately leading to a well-informed and robust account of the data which is already digitized and therefore exchangeable. Advances in technology, such as palm-held computers, mean that an automated model-theorem-refinement method is both a practical and potentially highly valuable addition to the field-worker’s toolkit, both while in the field and back in the lab. http://hdl.handle.net/10125/5066 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Computing in the field: language modeling for elicitation and documentation of Shughni oai:scholarspace.manoa.hawaii.edu:10125/4971 2024-08-27 col_10125_5961 4971.jpg 4971.mp3 4971.pdf Mosel, Ulrike, Mosel, Ulrike; 2009-03-12; The paper first briefly outlines the differences between a lexical data base as it typically results from a language documentation project and the kind of dictionaries the speech community wants for educational purposes with respect to the choice of head words, grammatical information, definitions of meaning and translations, encyclopaedic information and the choice of examples. The second part of the paper then explores how in spite of limited resources in terms of time, money and man power the speech community and the linguists can develop a method of dictionary making that both satisfies the needs of the community and the interests of linguists. Since it is impossible to create a comprehensive dictionary in a language documentation project, we opted for the thematic approach in which lexicographers work on particular semantic domains such as body parts, architecture or fishing, and try to cover all those lexemes of the respective domain that seem to be important for the intended dictionary users. In our project the headwords of the lexical database were classified according to their domains, and then filtered and exported from the lexical database in order to produce a mini dictionary for each selected domain. In the case of body parts, for instance, we did not only select the nouns that signify the body parts, but also verbs that express bodily actions like ‘sweat’ and ‘comb your hair’ as well as speech formulas like ‘have a heavy heart’. The indigenous lexicographers then checked this preliminary mini-dictionary for missing head words and fixed multi-word expressions,and revised the examples which often were so context dependent that they did not make much sense in isolation. Focussing on one particular semantic domain at a time helps to easily identify various kinds of lexical relations such as taxonomies, meronymies and metonymies as well as metaphorical usages, collocational restrictions and grammatical constructions. As one and the same lexeme can belong to more than one semantic domain, the mini-dictionaries must be accompanied by an index. The paper concludes with a discussion of how this kind of practical lexicography is related to frame semantics and how it can be used for semantic typology.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4971. Mosel, Ulrike Mosel, Ulrike 2009-03-14 The paper first briefly outlines the differences between a lexical data base as it typically results from a language documentation project and the kind of dictionaries the speech community wants for educational purposes with respect to the choice of head words, grammatical information, definitions of meaning and translations, encyclopaedic information and the choice of examples. The second part of the paper then explores how in spite of limited resources in terms of time, money and man power the speech community and the linguists can develop a method of dictionary making that both satisfies the needs of the community and the interests of linguists. Since it is impossible to create a comprehensive dictionary in a language documentation project, we opted for the thematic approach in which lexicographers work on particular semantic domains such as body parts, architecture or fishing, and try to cover all those lexemes of the respective domain that seem to be important for the intended dictionary users. In our project the headwords of the lexical database were classified according to their domains, and then filtered and exported from the lexical database in order to produce a mini dictionary for each selected domain. In the case of body parts, for instance, we did not only select the nouns that signify the body parts, but also verbs that express bodily actions like ‘sweat’ and ‘comb your hair’ as well as speech formulas like ‘have a heavy heart’. The indigenous lexicographers then checked this preliminary mini-dictionary for missing head words and fixed multi-word expressions,and revised the examples which often were so context dependent that they did not make much sense in isolation. Focussing on one particular semantic domain at a time helps to easily identify various kinds of lexical relations such as taxonomies, meronymies and metonymies as well as metaphorical usages, collocational restrictions and grammatical constructions. As one and the same lexeme can belong to more than one semantic domain, the mini-dictionaries must be accompanied by an index. The paper concludes with a discussion of how this kind of practical lexicography is related to frame semantics and how it can be used for semantic typology. http://hdl.handle.net/10125/4971 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Turning the linguist's lexical database into a community dictionary oai:scholarspace.manoa.hawaii.edu:10125/5117 2024-08-27 col_10125_5961 5117-01.JPG 5117-03.jpg 5117.pdf Borin, Lars, Saxena, Anju, Veselinova, Ljuba, Borin, Lars, Saxena, Anju, Veselinova, Ljuba; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5117. Borin, Lars Saxena, Anju Veselinova, Ljuba Borin, Lars Saxena, Anju Veselinova, Ljuba 2009-03-14 http://hdl.handle.net/10125/5117 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GIS1 Colloquium: GIS and OWL in documentation of ehnobiological terms in the Himalayas oai:scholarspace.manoa.hawaii.edu:10125/5158 2016-02-11 col_10125_5961 5158.mov Ostrander, Gary, Ostrander, Gary; 2009-03-12; Video recording of welcome speech given by the UH Vice Chancellor for Research and Graduate Education, Gary Ostrander, at the 1st International Conference on Language Documentation and Conservation (ICLDC), 12-14 March 2009, at the University of Hawai'i at Mānoa.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5158. Ostrander, Gary Ostrander, Gary 2009-03-14 Video recording of welcome speech given by the UH Vice Chancellor for Research and Graduate Education, Gary Ostrander, at the 1st International Conference on Language Documentation and Conservation (ICLDC), 12-14 March 2009, at the University of Hawai'i at Mānoa. http://hdl.handle.net/10125/5158 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported UH Vice Chancellor for Research and Graduate Education welcome speech oai:scholarspace.manoa.hawaii.edu:10125/5030 2024-08-29 col_10125_5961 5030.jpg 5030.mp3 5030.pdf van Engelenhoven, Aone, van Engelenhoven, Aone; 2009-03-12; This paper focuses on language attitutes in the Fataluku Language Project (FLP), a documentation project funded by the Netherlands Science Foundation from 2005 till 2008. The name Fataluku (literally “to speak correctly”) epitomizes how, according to local foklore, after centuries of warfare, the ethnolinguistically diverse clans in the region united under ‘one correct speech’ (Fatalukunu) into one uniform society, naturally fading the original clan languages into oblivion. Consequently, Fataluku speakers are obsessed with the ‘correctness’ of their speech and perceive their language and everything related to it as sacred. Notwithstanding its status as national language, Fataluku speakers are quite aware of the dangers that lurk behind the rapid and aggressive spread of Portuguese and Tetum in their society. Attempts to standardize and document their language are therefore generally agreed with. The problem is rather that the instruments with which one attempts to safeguard Fataluku are considered by most people as kapare (‘bad’). It is obvious that Fataluku should become a written language like Portuguese and Tetum, however the national standard spelling by decree is generally rejected for Fataluku. It is obvious too that Fataluku should be introduced in the school’s curriculum, but the Portuguese and Indonesian linguistic terminology is considered inappropriate for Fataluku by teachers. It is obvious that Fataluku oral traditions should be recorded and written down, but there is no consensus on how to implement this. Whereas its sacredness is already a difficult element to tackle in the documentation and standardization of the Fataluku language, the requirements imposed by the responsible national body meant to protect the local languages may also severely complicate the progress of a program. This paper describes the efforts of the FLP team in cooperation with several stakeholders in the region (Radio Communidade Vox Populi, Ausaid, Timor Lorosa’e-Nippon Culture Centre, United Bible Societies, Instituto Nacional de Linguística) to standardize and document the Fataluku language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5030. van Engelenhoven, Aone van Engelenhoven, Aone 2009-03-14 This paper focuses on language attitutes in the Fataluku Language Project (FLP), a documentation project funded by the Netherlands Science Foundation from 2005 till 2008. The name Fataluku (literally “to speak correctly”) epitomizes how, according to local foklore, after centuries of warfare, the ethnolinguistically diverse clans in the region united under ‘one correct speech’ (Fatalukunu) into one uniform society, naturally fading the original clan languages into oblivion. Consequently, Fataluku speakers are obsessed with the ‘correctness’ of their speech and perceive their language and everything related to it as sacred. Notwithstanding its status as national language, Fataluku speakers are quite aware of the dangers that lurk behind the rapid and aggressive spread of Portuguese and Tetum in their society. Attempts to standardize and document their language are therefore generally agreed with. The problem is rather that the instruments with which one attempts to safeguard Fataluku are considered by most people as kapare (‘bad’). It is obvious that Fataluku should become a written language like Portuguese and Tetum, however the national standard spelling by decree is generally rejected for Fataluku. It is obvious too that Fataluku should be introduced in the school’s curriculum, but the Portuguese and Indonesian linguistic terminology is considered inappropriate for Fataluku by teachers. It is obvious that Fataluku oral traditions should be recorded and written down, but there is no consensus on how to implement this. Whereas its sacredness is already a difficult element to tackle in the documentation and standardization of the Fataluku language, the requirements imposed by the responsible national body meant to protect the local languages may also severely complicate the progress of a program. This paper describes the efforts of the FLP team in cooperation with several stakeholders in the region (Radio Communidade Vox Populi, Ausaid, Timor Lorosa’e-Nippon Culture Centre, United Bible Societies, Instituto Nacional de Linguística) to standardize and document the Fataluku language. http://hdl.handle.net/10125/5030 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported 'Speak correct, write correct, read dorrect': Fataluku perceptions on language documentation (Timor-Leste) oai:scholarspace.manoa.hawaii.edu:10125/4984 2024-08-29 col_10125_5961 4984.pdf Larusson, Johann, Saurí, Roser, Viejo, Xulio; 2009-04-08T01:35:16Z; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4984. Larusson, Johann Saurí, Roser Viejo, Xulio 2009-04-08T01:35:16Z Eslema is the first project devoted to building a corpus for Asturian. Asturian (or Asturian-Leonese) is the Romance language autochthonous of most of the territory in Asturias, Leon and Zamora provinces (Spain), and the district of Miranda do Douro (Portugal). Its community of speakers is estimated to be around 300,000 people, corresponding to approximately a third of the population of the area where Asturian is spoken. These figures bode ill for the future of the language since Asturian competence is notably reduced among young people, a fact that seriously threatens its generational transmission (Llera Ramo, 2002). Being the corpus of a minorized language, Eslema’s main goals are both (a) documenting Asturian in a systematic way, and (b) helping set the foundation for codifying and fully normalizing it as the language of use in any possible social context. As such, the project is conceived as a general framework for developing several subcorpora, including documents of a varied typology and from different historical periods, representing both written and oral discourse (Author, 2008a). Eslema’s scarcity of funding has prompted an alternative search for much needed resources. As with many Western minorized languages Asturian speakers feel a degree of commitment to the language and its survival. Using this to our advantege, we have developed a wiki-based environment that enables the entire Asturian community to collaboratively collect and annotate texts online, enlarging Eslema at a minimum cost. Wikis are ideally suited for this kind of activity. A wiki is essentially a website enabling non-collocated users to easily asynchronously co-edit and share documents. Wikis are very loosely structured and do not favor a particular type of content or a “tech-savvy” method of manipulating the content. Previous research has developed a platform called the WikiDesignPlatform (WDP) to support different kinds of wiki-based collaborative learning activities (Author, 2008b). The WDP provides a suite of awareness, navigational, and communicative components that can be easily layered on top of, or coupled with, standard wiki features. Using the WDP platform, we are able to quickly engineer an online workspace tailored to the needs of community. Users can easily suggest documents for classification, collectively classify texts, and communicate their work. Using the WDP’s awareness features, users can keep current on the progress of their work and the advancement of individual documents. This paper, presents the collaborative WDP-based environment we have built, its application and results in compiling the Asturian corpus. References: Author (2008a) Eslema. Towards a Corpus for Asturian. In Collaboration: interoperability between people in the creation of language resources for less-resourced languages. A SALTMIL workshop. LREC 2008. Marrakesh. Author (2008b). Supporting and Tracking Collective Cognition in Wikis. In Proceedings of ICLS 2008: International Conference for the Learning Sciences: Vol. 3 (pp. 330-337). The International Society of the Learning Sciences. Llera Ramo, F. (2002). II Estudiu siciollingüísticu d’Asturies. Avance de datos. In Lletres Asturianes, 89, 181–197. http://hdl.handle.net/10125/4984 Collaborative corpus building for minorized languages using wiki-technology. Documenting the Asturian language Text Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5090 2024-08-29 col_10125_5961 5090.jpg 5090.mp3 5090.pdf Rosen, Nicole, Souter, Heather, Rosen, Nicole, Souter, Heather; 2009-03-12; In this talk, we discuss how the forcing of a Western model of identity where one culture = one language has caused divisiveness within the traditionally multilingual and multicultural Métis community, and discuss ways in which to overcome this divisiveness when attempting collaborative language revitalization initiatives. The Métis are the descendants of French and First Nations intermarriage in Canada’s Northwest during the Fur Trade. In the early 19th century, the Métis flourished and began to think of themselves as a separate people (Sealey & Lussier 1975: 3), distinct from either French or First Nations. Métis people traditionally spoke a few of Cree, Ojibwe, Sioux, French, English, and a Plains Cree-French mixed language, called Michif today. In this talk, we show that the multilingualism and multiculturalism of the Métis people which allowed them to flourish in the early 19th century may hold back progress in revitalization and documentation today, due to an attempt to fit a traditionally multilingual people into a Western tradition of unilingualism. For revitalization efforts to succeed, it is often said that the language community must actively support the language and the revitalization efforts. Delineating this community is not normally an issue; the language shares the same name as the ethnicity/culture, or community members feel bound together by their language. However, the Michif/Métis situation is much more complicated. The multilingual nature of the culture results in the term Michif designating at least 3 languages: the Métis variety of French; the Métis variety of Cree, and the Plains Cree-French mixed language. Although the Métis share history, music and traditions, language has become a catalyst for community divisiveness rather than unity, which becomes a serious problem in collaborative revitalization efforts. For example, in order to access federal funding, the mixed-language Michif has been designated as the Métis Nation’s official language, resulting in the hierarchicization of this language over the others. Speakers of this language are now the prestige group, eligible for funding, while speakers of other Métis languages are left frustrated that their language has been demoted by their own people, unable to access the same funding. This is just one example discussed of the difficulties arising from the shift from a multilingual to a unilingual society. This paper shows how an inclusive model such as Junker’s East Cree language project may be used to not only renew pride in a language, but also pride in a multilingual society.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5090. Rosen, Nicole Souter, Heather Rosen, Nicole Souter, Heather 2009-03-14 In this talk, we discuss how the forcing of a Western model of identity where one culture = one language has caused divisiveness within the traditionally multilingual and multicultural Métis community, and discuss ways in which to overcome this divisiveness when attempting collaborative language revitalization initiatives. The Métis are the descendants of French and First Nations intermarriage in Canada’s Northwest during the Fur Trade. In the early 19th century, the Métis flourished and began to think of themselves as a separate people (Sealey & Lussier 1975: 3), distinct from either French or First Nations. Métis people traditionally spoke a few of Cree, Ojibwe, Sioux, French, English, and a Plains Cree-French mixed language, called Michif today. In this talk, we show that the multilingualism and multiculturalism of the Métis people which allowed them to flourish in the early 19th century may hold back progress in revitalization and documentation today, due to an attempt to fit a traditionally multilingual people into a Western tradition of unilingualism. For revitalization efforts to succeed, it is often said that the language community must actively support the language and the revitalization efforts. Delineating this community is not normally an issue; the language shares the same name as the ethnicity/culture, or community members feel bound together by their language. However, the Michif/Métis situation is much more complicated. The multilingual nature of the culture results in the term Michif designating at least 3 languages: the Métis variety of French; the Métis variety of Cree, and the Plains Cree-French mixed language. Although the Métis share history, music and traditions, language has become a catalyst for community divisiveness rather than unity, which becomes a serious problem in collaborative revitalization efforts. For example, in order to access federal funding, the mixed-language Michif has been designated as the Métis Nation’s official language, resulting in the hierarchicization of this language over the others. Speakers of this language are now the prestige group, eligible for funding, while speakers of other Métis languages are left frustrated that their language has been demoted by their own people, unable to access the same funding. This is just one example discussed of the difficulties arising from the shift from a multilingual to a unilingual society. This paper shows how an inclusive model such as Junker’s East Cree language project may be used to not only renew pride in a language, but also pride in a multilingual society. http://hdl.handle.net/10125/5090 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language revitalisation in a multilingual community: the case of Michif(s) oai:scholarspace.manoa.hawaii.edu:10125/5068 2024-08-30 col_10125_5961 5068-01.jpg 5068-02.jpg 5068.pdf Genetti, Carol, Siemens, Rebekka, Genetti, Carol, Siemens, Rebekka; 2009-03-12; The first Institute on Fieldwork and Language Documentation was held during the summer of 2008 on the UC Santa Barbara campus. InField was experimental in many respects; for example, it was the first time that workshops were combined with field training, that linguists and language activists were brought together for shared training, and that teams of instructors were created from people with no prior acquaintance. By all accounts, InField was a success and it is clear that plans for extending this into a regular biennial event should move forward. However, it is critical that future offerings of InField both build on the successes and learn from the mistakes of previous institutes. In this presentation, we will provide a critical assessment of InField 2008. This assessment will be based on an analysis of three sets of participant evaluations, completed at the end of individual workshops, at the end of the set of workshops, and at the end of field training. The observations in these documents will be supplemented by our own experiences as InField directors. Among the topics we will cover are the composition of the participants, the field training component and the balance with the workshops, the extensive use of team teaching, the plenary “Models” and “Steps” workshops, the non-curricular activities, the development of the website and archives, the need for different levels of instruction, and the implications of this for curriculum development. Based on our analysis, we will then make recommendations on how future InFields can be improved. We will close the discussion with a broader assessment of the impact of InField. This can be seen at various levels, from decisions made by particular graduate students, to speech communities, to the field of linguistics as a whole. The long-term impact of InField as a biennial institute will not only provide a reliable resource for linguists and language activists. It will also help in the construction of a visible network of practitioners of documentary and conservation work and serve as one organizational center for this global network. The solidification and increased visibility of the network will in turn help to reify documentary linguistics as an independent subfield within linguistics, raising its profile internationally, and emphasizing its importance to funding bodies and universities. Equally important, as the network strengthens and grows, it will become visible to an increasing number of speech communities, allowing for the transmission of training, ideas, and inspiration for new community activists.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5068. Genetti, Carol Siemens, Rebekka Genetti, Carol Siemens, Rebekka 2009-03-14 The first Institute on Fieldwork and Language Documentation was held during the summer of 2008 on the UC Santa Barbara campus. InField was experimental in many respects; for example, it was the first time that workshops were combined with field training, that linguists and language activists were brought together for shared training, and that teams of instructors were created from people with no prior acquaintance. By all accounts, InField was a success and it is clear that plans for extending this into a regular biennial event should move forward. However, it is critical that future offerings of InField both build on the successes and learn from the mistakes of previous institutes. In this presentation, we will provide a critical assessment of InField 2008. This assessment will be based on an analysis of three sets of participant evaluations, completed at the end of individual workshops, at the end of the set of workshops, and at the end of field training. The observations in these documents will be supplemented by our own experiences as InField directors. Among the topics we will cover are the composition of the participants, the field training component and the balance with the workshops, the extensive use of team teaching, the plenary “Models” and “Steps” workshops, the non-curricular activities, the development of the website and archives, the need for different levels of instruction, and the implications of this for curriculum development. Based on our analysis, we will then make recommendations on how future InFields can be improved. We will close the discussion with a broader assessment of the impact of InField. This can be seen at various levels, from decisions made by particular graduate students, to speech communities, to the field of linguistics as a whole. The long-term impact of InField as a biennial institute will not only provide a reliable resource for linguists and language activists. It will also help in the construction of a visible network of practitioners of documentary and conservation work and serve as one organizational center for this global network. The solidification and increased visibility of the network will in turn help to reify documentary linguistics as an independent subfield within linguistics, raising its profile internationally, and emphasizing its importance to funding bodies and universities. Equally important, as the network strengthens and grows, it will become visible to an increasing number of speech communities, allowing for the transmission of training, ideas, and inspiration for new community activists. http://hdl.handle.net/10125/5068 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Infield 2008: Evaluations, recommendations, and impacts oai:scholarspace.manoa.hawaii.edu:10125/5167 2016-02-11 col_10125_5961 5167.mov O'Grady, William; 2009-04-02T21:27:51Z; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5167. O'Grady, William 2009-04-02T21:27:51Z http://hdl.handle.net/10125/5167 Welcome speech from Chair of Linguistics Department MovingImage Video oai:scholarspace.manoa.hawaii.edu:10125/5120 2016-02-11 col_10125_5961 5120.jpg 5120.mp3 Aristar-Dry, Helen, Aristar, Anthony, Parker, Dan, Lukowicz, Luiza Newlin, Thompson, Joshua, Cool, Ben, Lahrman, Matt, Aristar-Dry, Helen, Aristar, Anthony, Parker, Dan, Lukowicz, Luiza Newlin, Thompson, Joshua, Cool, Ben, Lahrman, Matt; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5120. Aristar-Dry, Helen Aristar, Anthony Parker, Dan Lukowicz, Luiza Newlin Thompson, Joshua Cool, Ben Lahrman, Matt Aristar-Dry, Helen Aristar, Anthony Parker, Dan Lukowicz, Luiza Newlin Thompson, Joshua Cool, Ben Lahrman, Matt 2009-03-14 http://hdl.handle.net/10125/5120 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GIS2 Colloquium: Language and Location: A Map Annotation Project (LL-MAP) oai:scholarspace.manoa.hawaii.edu:10125/5015 2016-02-11 col_10125_5961 5015-02.jpg Zhang, Paiyu, Matthews, Stephen, Zhang, Paiyu, Matthews, Stephen; 2009-03-12; Hezhen is a moribund language with less than 10 aged native speakers, but it has a comparatively rich documentary record. Such moribund languages deserve a high priority for documentation. One objective of this study is to establish a set of documentation methods and principles applicable to such languages based on the case of Hezhen. The discussion is mainly focused on sorting and evaluation of existing documents, recordings and analyses based on the moribund language, and provides processes, methods and principles of documentation for researchers, thus offering a working model of documentation. Existing documents here means those documents recorded in relatively constant and modern forms (such as audio recording, video, and transcripts in IPA, Pinyin or Chinese characters). These materials consist mainly of folk songs, oral literature and the author’s lexical field notes. This paper will be divided into two parts, covering technical processing, and selection/processing of content. With regard to technical processing, we will discuss the following questions: 1. Standardization of documentation format; 2. Construction of a corpus with part-of-speech tagging; 3. development of a concise multi-lingual Tungusic (Hezhen — Manchu — Sibe — Jurchen) glossary. In the case of Hezhen, each genre of literature (oral literature, folk songs and shaman blessings) shows distinct characteristics with respect to features such as vowel harmony, case forms, aspect, particles and word order. Regarding content selection, we will discuss the different functions and values of each genre, which include: 1. Basic vocabulary and Ancient Tungusic vowel harmony in Shaman blessings; 2. Classical grammar (such as: special particle usage, suffixes as aspect marker, special word orders) and prosodic change (stem and suffix change) in folk songs; 3. Modern grammar/phonology principles of Hezhen in oral literature; 4. Loanwords and their adaptation (such as lexicalization and phonological change) in each genre.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5015. Zhang, Paiyu Matthews, Stephen Zhang, Paiyu Matthews, Stephen 2009-03-14 Hezhen is a moribund language with less than 10 aged native speakers, but it has a comparatively rich documentary record. Such moribund languages deserve a high priority for documentation. One objective of this study is to establish a set of documentation methods and principles applicable to such languages based on the case of Hezhen. The discussion is mainly focused on sorting and evaluation of existing documents, recordings and analyses based on the moribund language, and provides processes, methods and principles of documentation for researchers, thus offering a working model of documentation. Existing documents here means those documents recorded in relatively constant and modern forms (such as audio recording, video, and transcripts in IPA, Pinyin or Chinese characters). These materials consist mainly of folk songs, oral literature and the author’s lexical field notes. This paper will be divided into two parts, covering technical processing, and selection/processing of content. With regard to technical processing, we will discuss the following questions: 1. Standardization of documentation format; 2. Construction of a corpus with part-of-speech tagging; 3. development of a concise multi-lingual Tungusic (Hezhen — Manchu — Sibe — Jurchen) glossary. In the case of Hezhen, each genre of literature (oral literature, folk songs and shaman blessings) shows distinct characteristics with respect to features such as vowel harmony, case forms, aspect, particles and word order. Regarding content selection, we will discuss the different functions and values of each genre, which include: 1. Basic vocabulary and Ancient Tungusic vowel harmony in Shaman blessings; 2. Classical grammar (such as: special particle usage, suffixes as aspect marker, special word orders) and prosodic change (stem and suffix change) in folk songs; 3. Modern grammar/phonology principles of Hezhen in oral literature; 4. Loanwords and their adaptation (such as lexicalization and phonological change) in each genre. http://hdl.handle.net/10125/5015 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documentation of Hezhen (Kile), a moribund Tungusic language: Methods and principles oai:scholarspace.manoa.hawaii.edu:10125/5152 2024-08-31 col_10125_5961 5152.mp3 5152.pdf Jackson, Frederick, Jackson, Frederick; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5152. Jackson, Frederick Jackson, Frederick 2009-03-14 http://hdl.handle.net/10125/5152 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported TEACHING AND LEARNING Colloquium: Enabling adult learners to achieve advanced proficiency levels in less-documented languages oai:scholarspace.manoa.hawaii.edu:10125/5091 2016-02-11 col_10125_5961 5091.mp3 Burshia, Jodi, Burshia, Jodi; 2009-03-12; As indigenous communities continue to be impacted by educational standardization, indigenous youth struggle to learn and maintain their culture and heritage languages. Interpretations and definitions of these constructs frame the approaches to heritage language revitalization and maintenance in and outside of the classroom. In the United States, students are held accountable for learning US history and the English language. Indigenous culture and language education has not been seen as having the same or similar value and is therefore not taught in the classroom with the same emphasis. Educators and parents interpret and respond to these definitions in a multitude of ways amidst current tribal, state and federal legislation. Indigenous youth respond to these same constructs while learning language and culture instructions outside of the home. Therefore, the primary goal of this comparative study is to determine how Laguna youth benefit from heritage language instruction in the school curriculum and to know where they see themselves in the process of current and future implementation. Many Laguna Pueblo students are leaning Keres as a second language as they are surrounded by English language and literacy within a Western school system. Therefore, the questions of “Who is responsible for teaching indigenous culture and language and how are they kept accountable” must be posed. In this construct, it is appropriate to ask how indigenous youth voice, including definitions of “accountability” and “responsibility,” is represented and interpreted in the classroom. The primary method of data collection will be the utilization of digital storytelling technology to document and showcase youth responses to heritage language revitalization and maintenance in the Laguna Pueblo of New Mexico. This qualitative data analysis project requires obtaining community definitions of “accountability” and “responsibility” as examinations of personal and community decisions over time and cannot be defined or answered by analyzing one Indigenous community. Instead, the examination of several indigenous communities must be compared and contrasted. I propose the terms “responsibility” and “accountability” within the frame of cultivating stewardship in one’s community. The result will be an examination of the ways youth, parents, and educators perceive themselves in the language planning and implementation process as a form of defining realistic community roles and responsibilities. Language use will serve as a form of stewardship and an act of tribal sovereignty. The analysis of the enactments revealed in the digital stories will set the stage for further understanding of cultural sustainability.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5091. Burshia, Jodi Burshia, Jodi 2009-03-14 As indigenous communities continue to be impacted by educational standardization, indigenous youth struggle to learn and maintain their culture and heritage languages. Interpretations and definitions of these constructs frame the approaches to heritage language revitalization and maintenance in and outside of the classroom. In the United States, students are held accountable for learning US history and the English language. Indigenous culture and language education has not been seen as having the same or similar value and is therefore not taught in the classroom with the same emphasis. Educators and parents interpret and respond to these definitions in a multitude of ways amidst current tribal, state and federal legislation. Indigenous youth respond to these same constructs while learning language and culture instructions outside of the home. Therefore, the primary goal of this comparative study is to determine how Laguna youth benefit from heritage language instruction in the school curriculum and to know where they see themselves in the process of current and future implementation. Many Laguna Pueblo students are leaning Keres as a second language as they are surrounded by English language and literacy within a Western school system. Therefore, the questions of “Who is responsible for teaching indigenous culture and language and how are they kept accountable” must be posed. In this construct, it is appropriate to ask how indigenous youth voice, including definitions of “accountability” and “responsibility,” is represented and interpreted in the classroom. The primary method of data collection will be the utilization of digital storytelling technology to document and showcase youth responses to heritage language revitalization and maintenance in the Laguna Pueblo of New Mexico. This qualitative data analysis project requires obtaining community definitions of “accountability” and “responsibility” as examinations of personal and community decisions over time and cannot be defined or answered by analyzing one Indigenous community. Instead, the examination of several indigenous communities must be compared and contrasted. I propose the terms “responsibility” and “accountability” within the frame of cultivating stewardship in one’s community. The result will be an examination of the ways youth, parents, and educators perceive themselves in the language planning and implementation process as a form of defining realistic community roles and responsibilities. Language use will serve as a form of stewardship and an act of tribal sovereignty. The analysis of the enactments revealed in the digital stories will set the stage for further understanding of cultural sustainability. http://hdl.handle.net/10125/5091 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Indigenous youth negotiate language acquisition ‚Äì An exercise in stewardship, sovereignty, and sustainability oai:scholarspace.manoa.hawaii.edu:10125/5085 2016-02-11 col_10125_5961 5085.JPG 5085.mp3 Sato, Hiroko, Sato, Hiroko; 2009-03-12; Collaborative work with community members is one of the issues increasingly emphasized in the field of language documentation. However, if community members are indifferent or negative toward their languages, it can be difficult for a researcher to work with them. The purpose of this presentation is to discuss my experience of collaborative work in Kove (PNG), and the role of researchers in a situation where community members are indifferent toward their language. Kove is spoken in West New Britain Province, Papua New Guinea. As is generally seen in much of New Britain and Melanesia, the Kove area shows considerable linguistic diversity. Kove is primarily spoken in an area where it is surrounded by five other indigenous languages. In addition to local linguistic diversity, with modernization, educational developments and social interactions, Kove people have begun to use Tok Pisin and English as lingua francas for communication. During my fieldwork among the Kove, I have observed that the number of languages spoken is different for different generations and for the different genders. For example, an elderly woman may speak only the Kove language, a middle-aged woman may speak Kove and Tok Pisin, and some middle-aged men might speak English in addition to Kove and Tok Pisin. Among younger people, it is common to speak all three of these languages. From my observations, community members, especially in younger generations, are rapidly losing language competence in their heritage language. However, as in many other marginalized minority communities, the Kove people are not aware of the existing imminent threat to their language. Although they are losing the language, many Kove speakers are indifferent to their language and do not care whether the language is spoken or not. They were equally indifferent to what research I might be doing on their language. During my fieldwork, I found that I could not collaborate with the community members of Kove, even if I established good relationships with them. If they have indifferent or negative attitudes toward the language, speakers may not be willing to engage in collaborative work with linguists. In my fieldwork, I have had to confront difficult questions about my role as an outside linguist. For example, how can I collaborate with this community on language documentation? Should I wait until they realize the importance of the language? The fact is that I cannot engage in collaborative work with unwilling and uninterested community members. However, even if linguists cannot collaborate with community members, this is still the goal we need to work toward. And even in the absence of community collaboration or interest, it is important and significant to record the linguistic practices and traditions of a community.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5085. Sato, Hiroko Sato, Hiroko 2009-03-14 Collaborative work with community members is one of the issues increasingly emphasized in the field of language documentation. However, if community members are indifferent or negative toward their languages, it can be difficult for a researcher to work with them. The purpose of this presentation is to discuss my experience of collaborative work in Kove (PNG), and the role of researchers in a situation where community members are indifferent toward their language. Kove is spoken in West New Britain Province, Papua New Guinea. As is generally seen in much of New Britain and Melanesia, the Kove area shows considerable linguistic diversity. Kove is primarily spoken in an area where it is surrounded by five other indigenous languages. In addition to local linguistic diversity, with modernization, educational developments and social interactions, Kove people have begun to use Tok Pisin and English as lingua francas for communication. During my fieldwork among the Kove, I have observed that the number of languages spoken is different for different generations and for the different genders. For example, an elderly woman may speak only the Kove language, a middle-aged woman may speak Kove and Tok Pisin, and some middle-aged men might speak English in addition to Kove and Tok Pisin. Among younger people, it is common to speak all three of these languages. From my observations, community members, especially in younger generations, are rapidly losing language competence in their heritage language. However, as in many other marginalized minority communities, the Kove people are not aware of the existing imminent threat to their language. Although they are losing the language, many Kove speakers are indifferent to their language and do not care whether the language is spoken or not. They were equally indifferent to what research I might be doing on their language. During my fieldwork, I found that I could not collaborate with the community members of Kove, even if I established good relationships with them. If they have indifferent or negative attitudes toward the language, speakers may not be willing to engage in collaborative work with linguists. In my fieldwork, I have had to confront difficult questions about my role as an outside linguist. For example, how can I collaborate with this community on language documentation? Should I wait until they realize the importance of the language? The fact is that I cannot engage in collaborative work with unwilling and uninterested community members. However, even if linguists cannot collaborate with community members, this is still the goal we need to work toward. And even in the absence of community collaboration or interest, it is important and significant to record the linguistic practices and traditions of a community. http://hdl.handle.net/10125/5085 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Hiroko Sato: When collaboration is not an option: fieldwork in Kove, Papua New Guinea oai:scholarspace.manoa.hawaii.edu:10125/5022 2024-09-01 col_10125_5961 5022.jpg 5022.mp3 5022.pdf Liao, Hsiu-Chuan, Liao, Hsiu-chuan; 2009-03-12; The Philippines is a land with great linguistic diversity. According to the latest edition of Ethnologue (Gordon 2005), there are 175 languages spoken in the Philippines. Of these, 168 are Austronesian. In the past few decades, a number of articles summarizing the state of the art of Philippine linguistics have appeared, including Constantino 1971; McKaughan 1971; Reid 1981; Quakenbush 2003, 2005; Author 2006. However, none of these papers focus on the documentation of the languages of the Philippines. This paper fills in the gap by focusing the discussion on the state of the art of the documentation of Philippine languages. The term “Philippine languages” refers to indigenous languages of the Philippines. Thus, those languages that are not found in the geographical confines of the Philippines that have been proposed to be part of a subgroup of Philippine languages, such as Yami and the Sangiric, Minahasan, and Gorontalic languages of northern Sulawesi (Blust 1991), are excluded from the present study. Moreover, languages that are spoken inside the Philippines but are not considered to be indigenous to it, such as English, Spanish, and Chinese languages, are also excluded. This paper surveys works on Philippine languages with an attempt to address the following two questions. First, what types of work (e.g. dictionaries, grammars, texts, etc.) have been done on the documentation of Philippine languages? Second, are these works mainly done by Filipinos or non-Filipinos? Statements made in this paper are based on information gathered from the following sources: (i) Bibliography of the Summer Institute of Linguistics Philippines 1953-2003 (Johnson et al. 2003)—for SIL academic publications, (ii) annual reports of Komisyon sa Wikang Filipino; (iii) lists of publications directly solicited from scholars, (iv) abstracts of theses and dissertations, Department of Linguistics, College of Social Sciences and Philosophy, University of the Philippines at Diliman, and (v) web search. It is hoped that this study not only offers an overview of the documentation of Philippine languages, but also can inspire more linguists and/or local communities to get involve in the documentation of Philippine languages. Moreover, it is hoped that this study can also inspire and/or encourage more Filipinos to work on documenting Philippine languages. [Word count: 359 words] References Author. 2006. Philippine linguistics: The state of the art 1981-2005. Paper delivered as the Annual Lecture for “The Andrew Gonzalez, FSC, Distinguished Professorial Chair in Linguistics and Language Education”, March 4, 2006, at De La Salle University in Manila. Blust, Robert A. 1991. The Greater Central Philippines hypothesis. Oceanic Linguistics 30:73-129. Constantino, Ernesto. 1971. Tagalog and other major languages of the Philippines. In Current Trends in Linguistics, Vol. 8: Linguistics in Oceania, ed. by Thomas A. Sebeok, 112-154. The Hague and Paris: Mouton. Gordon, Raymond G., Jr., ed. 2005. Ethnologue: Languages of the world, 15th edition. (http://www.ethnologue.com/) Johnson, Rex A., Grace O. Tan, and Cynthia Goshert, compilers. 2003. Bibliography of the Summer Institute of Linguistics Philippines 1953-2003 (50th Anniversary Edition). Manila: Summer Institute of Linguistics Philippines. [Bibliography alphabetically listed by language names] McKaughan, Howard P. 1971. Minor languages of the Philippines. Current Trends in Linguistics, Volume 8: Linguistics in Oceania, Part One, ed. by Thomas A. Sebeok, 155-167. The Hague: Mouton. Quakenbush, J. Stephen. 2003. Philippine linguistics from an SIL perspective: Trends and prospects. Philippine Journal of Linguistics 34(1):1-27. Quakenbush, J. Stephen. 2005. Philippine linguistics from an SIL perspective: Trends and prospects. In Current issues in Philippine linguistics and anthropology: Parangal kay Lawrence A. Reid, ed. by Hsiu-chuan Liao and Carl R. Galvez Rubino, 3-27. Manila: Linguistic Society of the Philippines and SIL Philippines. Reid, Lawrence A. 1981. Philippine linguistics: The state of the art: 1970-1980. In Philippine studies: Political science, economics, and linguistics, ed. by Don V. Hart, 212-273. DeKalb: Center for Southeast Asian Studies, Northern Illinois University.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5022. Liao, Hsiu-chuan Liao, Hsiu-Chuan 2009-03-14 The Philippines is a land with great linguistic diversity. According to the latest edition of Ethnologue (Gordon 2005), there are 175 languages spoken in the Philippines. Of these, 168 are Austronesian. In the past few decades, a number of articles summarizing the state of the art of Philippine linguistics have appeared, including Constantino 1971; McKaughan 1971; Reid 1981; Quakenbush 2003, 2005; Author 2006. However, none of these papers focus on the documentation of the languages of the Philippines. This paper fills in the gap by focusing the discussion on the state of the art of the documentation of Philippine languages. The term “Philippine languages” refers to indigenous languages of the Philippines. Thus, those languages that are not found in the geographical confines of the Philippines that have been proposed to be part of a subgroup of Philippine languages, such as Yami and the Sangiric, Minahasan, and Gorontalic languages of northern Sulawesi (Blust 1991), are excluded from the present study. Moreover, languages that are spoken inside the Philippines but are not considered to be indigenous to it, such as English, Spanish, and Chinese languages, are also excluded. This paper surveys works on Philippine languages with an attempt to address the following two questions. First, what types of work (e.g. dictionaries, grammars, texts, etc.) have been done on the documentation of Philippine languages? Second, are these works mainly done by Filipinos or non-Filipinos? Statements made in this paper are based on information gathered from the following sources: (i) Bibliography of the Summer Institute of Linguistics Philippines 1953-2003 (Johnson et al. 2003)—for SIL academic publications, (ii) annual reports of Komisyon sa Wikang Filipino; (iii) lists of publications directly solicited from scholars, (iv) abstracts of theses and dissertations, Department of Linguistics, College of Social Sciences and Philosophy, University of the Philippines at Diliman, and (v) web search. It is hoped that this study not only offers an overview of the documentation of Philippine languages, but also can inspire more linguists and/or local communities to get involve in the documentation of Philippine languages. Moreover, it is hoped that this study can also inspire and/or encourage more Filipinos to work on documenting Philippine languages. [Word count: 359 words] References Author. 2006. Philippine linguistics: The state of the art 1981-2005. Paper delivered as the Annual Lecture for “The Andrew Gonzalez, FSC, Distinguished Professorial Chair in Linguistics and Language Education”, March 4, 2006, at De La Salle University in Manila. Blust, Robert A. 1991. The Greater Central Philippines hypothesis. Oceanic Linguistics 30:73-129. Constantino, Ernesto. 1971. Tagalog and other major languages of the Philippines. In Current Trends in Linguistics, Vol. 8: Linguistics in Oceania, ed. by Thomas A. Sebeok, 112-154. The Hague and Paris: Mouton. Gordon, Raymond G., Jr., ed. 2005. Ethnologue: Languages of the world, 15th edition. (http://www.ethnologue.com/) Johnson, Rex A., Grace O. Tan, and Cynthia Goshert, compilers. 2003. Bibliography of the Summer Institute of Linguistics Philippines 1953-2003 (50th Anniversary Edition). Manila: Summer Institute of Linguistics Philippines. [Bibliography alphabetically listed by language names] McKaughan, Howard P. 1971. Minor languages of the Philippines. Current Trends in Linguistics, Volume 8: Linguistics in Oceania, Part One, ed. by Thomas A. Sebeok, 155-167. The Hague: Mouton. Quakenbush, J. Stephen. 2003. Philippine linguistics from an SIL perspective: Trends and prospects. Philippine Journal of Linguistics 34(1):1-27. Quakenbush, J. Stephen. 2005. Philippine linguistics from an SIL perspective: Trends and prospects. In Current issues in Philippine linguistics and anthropology: Parangal kay Lawrence A. Reid, ed. by Hsiu-chuan Liao and Carl R. Galvez Rubino, 3-27. Manila: Linguistic Society of the Philippines and SIL Philippines. Reid, Lawrence A. 1981. Philippine linguistics: The state of the art: 1970-1980. In Philippine studies: Political science, economics, and linguistics, ed. by Don V. Hart, 212-273. DeKalb: Center for Southeast Asian Studies, Northern Illinois University. http://hdl.handle.net/10125/5022 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The state of the art of the documentation of Philippine languages oai:scholarspace.manoa.hawaii.edu:10125/5003 2016-02-11 col_10125_5961 5003.jpg 5003.mp3 Cablitz, Gabriele, Chong, Fasan, Tetahiotupa, Edgar, Cablitz, Gabriele, Chong, Fasan, Tetahiotupa, Edgar; 2009-03-12; This paper reports on a project within the DoBeS-program in which a digital multimedia encyclopaedic lexicon is created for the endangered Marquesan and Tuamotuan languages of French Polynesia with the newly developed lexicon tool LEXUS. The web-based editing possibilities of LEXUS allow the speech communities to be more actively involved in the documentation of their languages. Modern information technology and internet facilities which are more and more accessible in the remotest areas of the world make it technically possible to continue the cooperation between researchers and speech communities outside fieldwork periods. This paper discusses the problems and benefits connected with such an approach as well as a design of collaborative workspaces which has been developed together with the Tuamotuan speech community. It is not sufficient, simply to make a web-based tool available to ensure online cooperation, nor can one assume that an encyclopaedic lexicon will be easily created in a wiki-like manner by the speech community. For a successful online cooperation with LEXUS, it is a prerequisite that speech community members have substantial training in the basics of lexicography and the usage of linguistic software. Apart from these basic linguistic and IT requirements, there are community-internal obstacles to overcome as well. A web-based encyclopaedia creation is not without conflict in highly endangered speech communities. The indigenous languages of French Polynesia are currently undergoing rapid linguistic change caused by French, the dominant contact language, and depending on the age of the consultants and their upbringing, speech community members do not necessarily share the same metalinguistic and cultural knowledge about words. The continuous loss of their linguistic and cultural heritage also feeds into many insecurities of the speakers and are often ground for conflicts between speech community members in what is authentic and not authentic knowledge. Even if only the most knowledgable are invited to contribute these, mostly older, community members often cannot read or write, not to mention their lack of IT skills. They have to learn to cooperate with younger community members who have good IT skills, but often lack knowledge of the indigenous language or culture. Last but not least, the LEXUS tool needs a quality-based system of collaborative workspaces with a committee of moderators who evaluates the input of speech community members. The selection of suitable moderators is a further issue which speech communities need to address.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5003. Cablitz, Gabriele Chong, Fasan Tetahiotupa, Edgar Cablitz, Gabriele Chong, Fasan Tetahiotupa, Edgar 2009-03-14 This paper reports on a project within the DoBeS-program in which a digital multimedia encyclopaedic lexicon is created for the endangered Marquesan and Tuamotuan languages of French Polynesia with the newly developed lexicon tool LEXUS. The web-based editing possibilities of LEXUS allow the speech communities to be more actively involved in the documentation of their languages. Modern information technology and internet facilities which are more and more accessible in the remotest areas of the world make it technically possible to continue the cooperation between researchers and speech communities outside fieldwork periods. This paper discusses the problems and benefits connected with such an approach as well as a design of collaborative workspaces which has been developed together with the Tuamotuan speech community. It is not sufficient, simply to make a web-based tool available to ensure online cooperation, nor can one assume that an encyclopaedic lexicon will be easily created in a wiki-like manner by the speech community. For a successful online cooperation with LEXUS, it is a prerequisite that speech community members have substantial training in the basics of lexicography and the usage of linguistic software. Apart from these basic linguistic and IT requirements, there are community-internal obstacles to overcome as well. A web-based encyclopaedia creation is not without conflict in highly endangered speech communities. The indigenous languages of French Polynesia are currently undergoing rapid linguistic change caused by French, the dominant contact language, and depending on the age of the consultants and their upbringing, speech community members do not necessarily share the same metalinguistic and cultural knowledge about words. The continuous loss of their linguistic and cultural heritage also feeds into many insecurities of the speakers and are often ground for conflicts between speech community members in what is authentic and not authentic knowledge. Even if only the most knowledgable are invited to contribute these, mostly older, community members often cannot read or write, not to mention their lack of IT skills. They have to learn to cooperate with younger community members who have good IT skills, but often lack knowledge of the indigenous language or culture. Last but not least, the LEXUS tool needs a quality-based system of collaborative workspaces with a committee of moderators who evaluates the input of speech community members. The selection of suitable moderators is a further issue which speech communities need to address. http://hdl.handle.net/10125/5003 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Problems and benefits of web-based tools for language documentation oai:scholarspace.manoa.hawaii.edu:10125/5118 2016-02-11 col_10125_5961 5118.mp3 Lantzke, Donald, Lantzke, Donald; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5118. Lantzke, Donald Lantzke, Donald 2009-03-14 http://hdl.handle.net/10125/5118 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GIS1 Colloquium: The mapping of indigenous place names in Western Australia, a preliminary report oai:scholarspace.manoa.hawaii.edu:10125/4990 2024-09-01 col_10125_5961 4990.pdf Poetsch, Susan, Lowe, Kevin, Poetsch, Susan, Lowe, Kevin; 2009-03-12; Aboriginal languages in the state of New South Wales (NSW), like many others on the south-east coast of Australia, have born the brunt of invasion and colonisation, and rapidly lost full inter-generational transmission of language. Hence current revival efforts for many languages in NSW rely on a combination of the cultural and linguistic knowledge that has been held and remembered by Aboriginal communities, and the reconstruction and analysis of historical and archival documentation. According to the 2006 Australian Bureau of Statistics census, the Aboriginal population of NSW is 148,178 (2.2% of the state’s population). And, while NSW consists of approximately 10% of the total land area of Australia, there are 70 Aboriginal languages in the state. By such measures, these are small languages. However, this has not dampened community efforts to bring back and strengthen languages and to maintain linguistic diversity and identity. This presentation provides and overview of relationships between community language reclamation efforts and the NSW Aboriginal Languages K – 10 Syllabus (Board of Studies NSW 2003). School programs developed from the syllabus are taught by Aboriginal community members who are re-learning and re-connecting with their languages. The programs are supported by resources from government and non-government school systems and curriculum support agencies. The syllabus aims to support community aspirations for language revival, firstly for languages to be heard and spoken again. As such, school programs include opportunities for students to use language. The syllabus assumes a second-language learning environment and encourages communicative language teaching pedagogy. Secondly, reflecting community aspirations for school programs, the syllabus includes learning outcomes reflecting the interdependence of language and culture. Through the third broad objective of the syllabus, students develop skills in “Making Linguistic Connections” for the language they are studying and its relationship to other Aboriginal languages. Since the syllabus was released in 2003, the Board of Studies NSW has been working with particular schools, communities and languages to develop local programs and foster positive school-community partnerships. Implementation of the syllabus has had impacts beyond the school programs. It has strategically fostered small-scale, community-based projects and provided a focus for language revival activities in local communities. This presentation describes observations of a number of locations, illustrating how the school programs both support and are supported community efforts for the rebuilding and strengthening of their languages.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4990. Poetsch, Susan Lowe, Kevin Poetsch, Susan Lowe, Kevin 2009-03-14 Aboriginal languages in the state of New South Wales (NSW), like many others on the south-east coast of Australia, have born the brunt of invasion and colonisation, and rapidly lost full inter-generational transmission of language. Hence current revival efforts for many languages in NSW rely on a combination of the cultural and linguistic knowledge that has been held and remembered by Aboriginal communities, and the reconstruction and analysis of historical and archival documentation. According to the 2006 Australian Bureau of Statistics census, the Aboriginal population of NSW is 148,178 (2.2% of the state’s population). And, while NSW consists of approximately 10% of the total land area of Australia, there are 70 Aboriginal languages in the state. By such measures, these are small languages. However, this has not dampened community efforts to bring back and strengthen languages and to maintain linguistic diversity and identity. This presentation provides and overview of relationships between community language reclamation efforts and the NSW Aboriginal Languages K – 10 Syllabus (Board of Studies NSW 2003). School programs developed from the syllabus are taught by Aboriginal community members who are re-learning and re-connecting with their languages. The programs are supported by resources from government and non-government school systems and curriculum support agencies. The syllabus aims to support community aspirations for language revival, firstly for languages to be heard and spoken again. As such, school programs include opportunities for students to use language. The syllabus assumes a second-language learning environment and encourages communicative language teaching pedagogy. Secondly, reflecting community aspirations for school programs, the syllabus includes learning outcomes reflecting the interdependence of language and culture. Through the third broad objective of the syllabus, students develop skills in “Making Linguistic Connections” for the language they are studying and its relationship to other Aboriginal languages. Since the syllabus was released in 2003, the Board of Studies NSW has been working with particular schools, communities and languages to develop local programs and foster positive school-community partnerships. Implementation of the syllabus has had impacts beyond the school programs. It has strategically fostered small-scale, community-based projects and provided a focus for language revival activities in local communities. This presentation describes observations of a number of locations, illustrating how the school programs both support and are supported community efforts for the rebuilding and strengthening of their languages. http://hdl.handle.net/10125/4990 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Fostering revitalisation through the teaching and learning small languages in schools in NSW oai:scholarspace.manoa.hawaii.edu:10125/4999 2024-09-01 col_10125_5961 4999-01.JPG 4999-02.jpg 4999.mp3 4999.pdf Bird, Steven, Simons, Gary, Bird, Steven, Simons, Gary; 2009-03-12; Language resources are the bread and butter of language documentation and linguistic investigation. They include the primary objects of study such as texts and recordings, the outputs of research such as dictionaries and grammars, and the enabling technologies such as software tools and interchange standards. Increasingly, these resources are maintained and distributed in digital form. Searching on the web for language resources in many languages is a hit-and-miss affair for three reasons: (i) resources are housed in archives that have never put their catalog online, (ii) resources are exposed online but are hidden behind form-based interfaces such that search engines cannot find them, or (iii) resources are exposed to online search engines but they are described in ad hoc ways so that searches do not retrieve desired results with precision. The Open Language Archives Community (OLAC) is addressing these problems by building on digital library standards to provide a standard format for describing language resources, which makes use of standardized identifiers for languages, linguistic data types, and other things of particular interest to linguists. For instance, all resources from all archives that are in or about the same language use the same three-letter language code from the ISO 639-3 standard. OLAC also provides a portal that permits users to simultaneously query the holdings of the three dozen participating language archives in a single search. Since resource description uses precise language identifiers, a search for a particular language return all and only the relevant resources. However, the current usage and coverage of OLAC is only the tip of the iceberg. Many more linguists should be using it to find many more resources. This paper describes research that is being done to make language resources maximally accessible to linguists. We describe new methods for greatly improving search access to archived language resources, new services that encourage language archives to use best common practices to produce resource descriptions that are maximally useful for searching, and new data providers that use digital library services and web-mining technologies to find language resources in the library, institutional repository, and web domains.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4999. Bird, Steven Simons, Gary Bird, Steven Simons, Gary 2009-03-14 Language resources are the bread and butter of language documentation and linguistic investigation. They include the primary objects of study such as texts and recordings, the outputs of research such as dictionaries and grammars, and the enabling technologies such as software tools and interchange standards. Increasingly, these resources are maintained and distributed in digital form. Searching on the web for language resources in many languages is a hit-and-miss affair for three reasons: (i) resources are housed in archives that have never put their catalog online, (ii) resources are exposed online but are hidden behind form-based interfaces such that search engines cannot find them, or (iii) resources are exposed to online search engines but they are described in ad hoc ways so that searches do not retrieve desired results with precision. The Open Language Archives Community (OLAC) is addressing these problems by building on digital library standards to provide a standard format for describing language resources, which makes use of standardized identifiers for languages, linguistic data types, and other things of particular interest to linguists. For instance, all resources from all archives that are in or about the same language use the same three-letter language code from the ISO 639-3 standard. OLAC also provides a portal that permits users to simultaneously query the holdings of the three dozen participating language archives in a single search. Since resource description uses precise language identifiers, a search for a particular language return all and only the relevant resources. However, the current usage and coverage of OLAC is only the tip of the iceberg. Many more linguists should be using it to find many more resources. This paper describes research that is being done to make language resources maximally accessible to linguists. We describe new methods for greatly improving search access to archived language resources, new services that encourage language archives to use best common practices to produce resource descriptions that are maximally useful for searching, and new data providers that use digital library services and web-mining technologies to find language resources in the library, institutional repository, and web domains. http://hdl.handle.net/10125/4999 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported OLAC: Accessing the world's language resources oai:scholarspace.manoa.hawaii.edu:10125/5056 2024-09-02 col_10125_5961 5056.jpg 5056.mp3 5056.pdf Granadillo, Tania, Granadillo, Tania; 2009-03-12; In this paper I argue that given pragmatic constraints of time and resources speakers’ interests should be given priority in establishing the goals and objectives of a language documentation project. Without the collaboration of the speakers it is impossible to document a language, therefore it is only just that their interests should be prioritized. Ultimately any materials collected are useful so in collecting materials that speakers are interested in there is much to gain for all parties involved. This will allow for multiple users as well as encourage the collaborators to take an active role in the planning and design of documentation projects. This approach, termed speaker-driven approach, is exemplified by a project carried out among the Kurripako of Venezuela. Among the Kurripako there was much interest in collecting information about myths, dances and rituals as well as obtaining descriptions of cultural specific activities such as manioc bread making, canoe making, weaving and basketry. This meant seeking out specialists in these activities who still had the linguistic and cultural knowledge to provide this information. These particular interests, fueled by the socio-political circumstances of Venezuela when the project was carried out, led to a much richer database of texts as well as to having collaborators who were more engaged in the project since they felt that they also had much at stake. Such an approach is not feasible everywhere. There needs to be certain conditions for this to work. I discuss what some of these conditions are-- collaborators’ engagement, speakers interest, documenter’s predisposition among others—as well as the benefits and pitfalls that this approach carries. I also provide examples of a project among the Mapoyo of Venezuela in which this approach was not feasible.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5056. Granadillo, Tania Granadillo, Tania 2009-03-14 In this paper I argue that given pragmatic constraints of time and resources speakers’ interests should be given priority in establishing the goals and objectives of a language documentation project. Without the collaboration of the speakers it is impossible to document a language, therefore it is only just that their interests should be prioritized. Ultimately any materials collected are useful so in collecting materials that speakers are interested in there is much to gain for all parties involved. This will allow for multiple users as well as encourage the collaborators to take an active role in the planning and design of documentation projects. This approach, termed speaker-driven approach, is exemplified by a project carried out among the Kurripako of Venezuela. Among the Kurripako there was much interest in collecting information about myths, dances and rituals as well as obtaining descriptions of cultural specific activities such as manioc bread making, canoe making, weaving and basketry. This meant seeking out specialists in these activities who still had the linguistic and cultural knowledge to provide this information. These particular interests, fueled by the socio-political circumstances of Venezuela when the project was carried out, led to a much richer database of texts as well as to having collaborators who were more engaged in the project since they felt that they also had much at stake. Such an approach is not feasible everywhere. There needs to be certain conditions for this to work. I discuss what some of these conditions are-- collaborators’ engagement, speakers interest, documenter’s predisposition among others—as well as the benefits and pitfalls that this approach carries. I also provide examples of a project among the Mapoyo of Venezuela in which this approach was not feasible. http://hdl.handle.net/10125/5056 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Speaker-driven approach to language documentation oai:scholarspace.manoa.hawaii.edu:10125/5121 2016-02-11 col_10125_5961 5121-02.jpg 5121-03.jpg 5121.mp3 Holton, Gary, Berez, Andrea L., Lockwood, Hunter, Morse, Stephanie, Holton, Gary, Andrea L. Berez, Lockwood, Hunter, Morse, Stephanie; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5121. Holton, Gary Andrea L. Berez Lockwood, Hunter Morse, Stephanie Holton, Gary Berez, Andrea L. Lockwood, Hunter Morse, Stephanie 2009-03-14 http://hdl.handle.net/10125/5121 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GIS2 Colloquium: Preserving geolinguistic documentation: From paper maps to GIS at the ANLC oai:scholarspace.manoa.hawaii.edu:10125/5047 2024-09-02 col_10125_5961 5047-01.jpg 5047-02.JPG 5047.mp3 5047.pdf Truong, Christina Lai, Garcez, Lilian, Truong, Christina Lai, Garcez, Lilian; 2009-03-12; Language conservation and revitalization initiatives face the challenge of mitigating or reversing the impact of many powerful sociolinguistic factors which push speakers of minority language communities to shift away from their heritage languages. While practitioners of language documentation are very often concerned about language endangerment issues and value minority languages for their intrinsic worth, many language documentation programs, even when done in collaboration with a few members of the target community, do not engage with larger segments of the community, nor garner sufficient resources to address factors underlying the decline of language vitality. This paper describes three participatory methods developed to engage communities in research, planning, implementation and evaluation of language programs for their own benefit. These methods facilitate investigation of sociolinguistic phenomena to inform and spur planning for effective documentation and conservation initiatives. In a series of guided interactions, members of language communities together build visual representations of collective knowledge about their language and patterns of language use using text, symbols, and pictures. They are then invited to react to the resulting representation and discuss changes they would like to see in their situation. The first of these three tools is designed to investigate language variation, intelligibility and attitudes towards varieties of the minority language, enabling the community to discuss the scope of a language program. In the second activity, patterns of bilingualism among demographic sub-groups are diagrammed and analyzed by the community. In the third activity, the community creates a diagram of language use in various situations and the frequency with which each language spoken in the community is used in these domains. Several pilot tests of the methods have been conducted with groups of minority languages speakers in Sabah, Malaysia and on the island of Java, Indonesia. Applications for these participatory methods include 1) identifying which variety of the language would have the broadest extensibility for use in materials (audio recordings, video, books, literacy efforts), 2) assessment of language vitality and underlying factors, and 3) identifying domains which should be targeted first for documentation or conservation. However, the most valuable impact of using participatory methods is that the process itself builds community awareness and engagement with language conservation issues. The process of thinking critically about their own language situation is a step from passivity towards engagement that creates an opportunity for the community to participate in, shape, and own collaborative documentation and conservation initiatives for their language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5047. Truong, Christina Lai Garcez, Lilian Truong, Christina Lai Garcez, Lilian 2009-03-14 Language conservation and revitalization initiatives face the challenge of mitigating or reversing the impact of many powerful sociolinguistic factors which push speakers of minority language communities to shift away from their heritage languages. While practitioners of language documentation are very often concerned about language endangerment issues and value minority languages for their intrinsic worth, many language documentation programs, even when done in collaboration with a few members of the target community, do not engage with larger segments of the community, nor garner sufficient resources to address factors underlying the decline of language vitality. This paper describes three participatory methods developed to engage communities in research, planning, implementation and evaluation of language programs for their own benefit. These methods facilitate investigation of sociolinguistic phenomena to inform and spur planning for effective documentation and conservation initiatives. In a series of guided interactions, members of language communities together build visual representations of collective knowledge about their language and patterns of language use using text, symbols, and pictures. They are then invited to react to the resulting representation and discuss changes they would like to see in their situation. The first of these three tools is designed to investigate language variation, intelligibility and attitudes towards varieties of the minority language, enabling the community to discuss the scope of a language program. In the second activity, patterns of bilingualism among demographic sub-groups are diagrammed and analyzed by the community. In the third activity, the community creates a diagram of language use in various situations and the frequency with which each language spoken in the community is used in these domains. Several pilot tests of the methods have been conducted with groups of minority languages speakers in Sabah, Malaysia and on the island of Java, Indonesia. Applications for these participatory methods include 1) identifying which variety of the language would have the broadest extensibility for use in materials (audio recordings, video, books, literacy efforts), 2) assessment of language vitality and underlying factors, and 3) identifying domains which should be targeted first for documentation or conservation. However, the most valuable impact of using participatory methods is that the process itself builds community awareness and engagement with language conservation issues. The process of thinking critically about their own language situation is a step from passivity towards engagement that creates an opportunity for the community to participate in, shape, and own collaborative documentation and conservation initiatives for their language. http://hdl.handle.net/10125/5047 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Participatory methods for language documentation and conservation: Building community awareness and engagement oai:scholarspace.manoa.hawaii.edu:10125/5098 2024-09-02 col_10125_5961 5098-01.jpg 5098-02.jpg 5098-03b.jpg 5098.pdf Lai, Yuwen, Lyon, John, Huff, Christopher, Lai, Yuwen, Lyon, John, Huff, Christopher; 2009-03-12; This project proposes the incorporation of stimulus presentation systems in the construction of learning material for small languages. These systems are easy to create, distribute, and use, and allow small languages to take advantage of computer-assisted language learning, incorporating audio and visual stimuli. Poster presentation at the 1st International Conference on Language Documentation and Conservation (ICLDC), 12-14 March 2009, at the University of Hawai'i at Mānoa.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5098. Lai, Yuwen Lyon, John Huff, Christopher Lai, Yuwen Lyon, John Huff, Christopher 2009-03-14 This project proposes the incorporation of stimulus presentation systems in the construction of learning material for small languages. These systems are easy to create, distribute, and use, and allow small languages to take advantage of computer-assisted language learning, incorporating audio and visual stimuli. Poster presentation at the 1st International Conference on Language Documentation and Conservation (ICLDC), 12-14 March 2009, at the University of Hawai'i at Mānoa. http://hdl.handle.net/10125/5098 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Poster: Creation of computer-assisted training materials for small languages" oai:scholarspace.manoa.hawaii.edu:10125/4985 2024-09-03 col_10125_5961 4985-01.jpg 4985-02.jpg 4985.mp3 4985.pdf Hobson, John, Laurie, Bradley, Hobson, John, Laurie, Bradley; 2009-03-12; Over 200 years of active suppression have had a devastating effect on the indigenous languages of south-eastern Australia. Many have ceased to be spoken and all those that continue in active use are in extreme danger. Recent innovations such as the New South Wales (NSW) Board of Studies’ K-10 Aboriginal Languages Syllabus have provided a much needed stimulus for existing community revitalization efforts and fostered the development of others. While very welcome and clearly having positive effects, this initiative has also rapidly shifted the emphasis of much revitalization activity along Fishman’s Graded Intergenerational Disruption Scale from Stage 8 to Stage 4, effectively bypassing intergenerational transmission outside schools and re-orienting much community effort into the classroom. The current lack of trained Aboriginal speaker-teachers and the impending crisis for such school-based revitalization programs it implies have been documented by Author (2004, 2006, 2008) and led to the implementation of the Master of Indigenous Languages Education at the University of Sydney. There has also been significant growth in the provision of languages classes for adults at the vocational level in several languages from across the state. However, these developments are also yet to have significant impact in restoring language use within communities, outside classrooms. In recent years there have been increasing calls for local trials of the Master-Apprentice method based on the successes reported from North America. These include the draft resolutions of the Indigenous Languages Conference 2007, echoing the findings of the National Indigenous Languages Survey Report (Department of Communications, Information Technology & the Arts, 2005) before it. The Current Provision of Indigenous Language Programs in Schools report under preparation for the Department of Education, Science and Technology (Australian Council for Educational Research, n.d.) was similarly charged with evaluating a Master-Apprentice program that was to have been implemented by the NSW Aboriginal Languages Research and Resource Centre, but has thus far failed to occur. In this context, a pilot Master-Apprentice project was conducted in the second half of 2008 in the relatively undocumented Waalubal dialect of Bundjalung, a revitalizing language from the Northern Rivers district of NSW, assisted by a small grant from the Foundation for Endangered Languages. This paper reports on the conduct and outcomes of the project and the implications for wider application in the Australian context. Both the project and presentation represent collaborations between teacher and student from the University of Sydney’s Master of Indigenous Languages Education program.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4985. Hobson, John Laurie, Bradley Hobson, John Laurie, Bradley 2009-03-14 Over 200 years of active suppression have had a devastating effect on the indigenous languages of south-eastern Australia. Many have ceased to be spoken and all those that continue in active use are in extreme danger. Recent innovations such as the New South Wales (NSW) Board of Studies’ K-10 Aboriginal Languages Syllabus have provided a much needed stimulus for existing community revitalization efforts and fostered the development of others. While very welcome and clearly having positive effects, this initiative has also rapidly shifted the emphasis of much revitalization activity along Fishman’s Graded Intergenerational Disruption Scale from Stage 8 to Stage 4, effectively bypassing intergenerational transmission outside schools and re-orienting much community effort into the classroom. The current lack of trained Aboriginal speaker-teachers and the impending crisis for such school-based revitalization programs it implies have been documented by Author (2004, 2006, 2008) and led to the implementation of the Master of Indigenous Languages Education at the University of Sydney. There has also been significant growth in the provision of languages classes for adults at the vocational level in several languages from across the state. However, these developments are also yet to have significant impact in restoring language use within communities, outside classrooms. In recent years there have been increasing calls for local trials of the Master-Apprentice method based on the successes reported from North America. These include the draft resolutions of the Indigenous Languages Conference 2007, echoing the findings of the National Indigenous Languages Survey Report (Department of Communications, Information Technology & the Arts, 2005) before it. The Current Provision of Indigenous Language Programs in Schools report under preparation for the Department of Education, Science and Technology (Australian Council for Educational Research, n.d.) was similarly charged with evaluating a Master-Apprentice program that was to have been implemented by the NSW Aboriginal Languages Research and Resource Centre, but has thus far failed to occur. In this context, a pilot Master-Apprentice project was conducted in the second half of 2008 in the relatively undocumented Waalubal dialect of Bundjalung, a revitalizing language from the Northern Rivers district of NSW, assisted by a small grant from the Foundation for Endangered Languages. This paper reports on the conduct and outcomes of the project and the implications for wider application in the Australian context. Both the project and presentation represent collaborations between teacher and student from the University of Sydney’s Master of Indigenous Languages Education program. http://hdl.handle.net/10125/4985 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported An Australian trial of the Master-Apprentice method oai:scholarspace.manoa.hawaii.edu:10125/5119 2024-09-03 col_10125_5961 5119.jpg 5119.mp3 5119.pdf Nash, Joshua, Nash, Joshua; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5119. Nash, Joshua Nash, Joshua 2009-03-14 http://hdl.handle.net/10125/5119 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GIS1 Colloquium: Toponymic data collection on Norfolk Island, South Pacific oai:scholarspace.manoa.hawaii.edu:10125/5112 2016-02-11 col_10125_5961 5112.jpg 5112.mp3 Innes, Pamela, Innes, Pamela; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5112. Innes, Pamela Innes, Pamela 2009-03-14 http://hdl.handle.net/10125/5112 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethics Colloquium: Ethical problems in archival research: Beyond accessibility oai:scholarspace.manoa.hawaii.edu:10125/5163 2024-09-04 col_10125_5961 5163.jpg 5163.mp3 5163.pdf Newman, Paul, Newman, Paul; 2009-03-12; After years of neglect in which linguistics lost sight of the value of empirical field research, new life has finally been breathed into this fundamentally important component of our discipline. But in the process, linguistic fieldwork has ironically lost sight of linguistics! That is, if by linguistics one means the scientific study of language, fieldwork ideology and practice have gone askew. The major movements and individuals that we can thank for the resurgence of interest in linguistic fieldwork all promote (in words or deeds) approaches to field research that fall far short of the tenets of science. Examples of such misguided directions include (a) the endangered languages movement, (b) language documentation, and (c) the traditional-orthodox school. In my talk, I expose the failings of these non-scientific approaches to linguistic field research and set out what would be required for linguistic fieldwork to qualify as truly scientific and thus be entitled to recognition as an essential subfield within linguistics per se.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5163. Newman, Paul Newman, Paul 2009-03-14 After years of neglect in which linguistics lost sight of the value of empirical field research, new life has finally been breathed into this fundamentally important component of our discipline. But in the process, linguistic fieldwork has ironically lost sight of linguistics! That is, if by linguistics one means the scientific study of language, fieldwork ideology and practice have gone askew. The major movements and individuals that we can thank for the resurgence of interest in linguistic fieldwork all promote (in words or deeds) approaches to field research that fall far short of the tenets of science. Examples of such misguided directions include (a) the endangered languages movement, (b) language documentation, and (c) the traditional-orthodox school. In my talk, I expose the failings of these non-scientific approaches to linguistic field research and set out what would be required for linguistic fieldwork to qualify as truly scientific and thus be entitled to recognition as an essential subfield within linguistics per se. http://hdl.handle.net/10125/5163 Copyright © Paul Newman 2009 Plenary: Linguistic fieldwork as a scientific enterprise oai:scholarspace.manoa.hawaii.edu:10125/5071 2024-09-04 col_10125_5961 5071.mp3 5071.pdf Reiman, Will, Reiman, Will; 2009-03-12; The urgency of language documentation requires, as Krauss (1992:10) concludes, that “we must do some serious rethinking of our priorities.” In the past, linguists in SIL International have seen the priority as the traditional products of descriptive linguistics, namely, a grammar, a lexicon, and a corpus of interlinear texts. But we have been challenged by Himmelmann (1998) to see the distinction between language documentation (as compiling and commenting on primary recordings of speech events) and language description (as embodying the secondary results of analyzing the primary data and making generalizations). We’ve been further challenged by Woodbury (2003:45) who proposes that one could start the documentation process with purely oral techniques like producing “running UN style translations” and, instead of transcribing everything, “starting with hard-to-hear tapes and asking elders to ‘respeak’ them to a second tape slowly so that anyone with training in hearing the language can make the transcription if they wish.” This presentation describes a method of language documentation being developed by a team at SIL International, and the results of my efforts to field test it in Africa. It is an approach we call BOLD, for Basic Oral Language Documentation. Since the majority of languages that need documentation have neither an orthography nor a literate community, the method focuses on oral data gathering. A great advantage of this approach is that it allows language community members to participate fully in the language documentation process with only minimal training. The methodology’s name derives from the process of enabling native speakers to use digital audio to both compile and comment on the corpus of speech events. The process is one of re-recording the original recordings piece-by-piece while inserting oral annotations into the resulting recording. The annotations are of three types: (a) “oral transcription” with phrase-by-phrase re-iteration in careful speech, (b) “oral translation” with the insertion of clause-level translations in a language of wider communication (LWC), and (c) “oral commentary” with the insertion of explanatory comments – from members of the language community itself – in an LWC. The paper also discusses the unexpected pitfalls encountered during the implementation of this technique and how they were overcome or dealt with. In addition, areas for further development of the method will be discussed. References Himmelmann, Nikolaus. 1998. Documentary and descriptive linguistics. Linguistics 36:165–191. Krauss, Michael. 1992. The world’s languages in crisis. Language 68(1):4-10. Woodbury, Anthony C. 2003. Defining language documentation. In Peter K. Austin (ed.), Language Documentation and Description 1:35-51. London: SOAS.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5071. Reiman, Will Reiman, Will 2009-03-14 The urgency of language documentation requires, as Krauss (1992:10) concludes, that “we must do some serious rethinking of our priorities.” In the past, linguists in SIL International have seen the priority as the traditional products of descriptive linguistics, namely, a grammar, a lexicon, and a corpus of interlinear texts. But we have been challenged by Himmelmann (1998) to see the distinction between language documentation (as compiling and commenting on primary recordings of speech events) and language description (as embodying the secondary results of analyzing the primary data and making generalizations). We’ve been further challenged by Woodbury (2003:45) who proposes that one could start the documentation process with purely oral techniques like producing “running UN style translations” and, instead of transcribing everything, “starting with hard-to-hear tapes and asking elders to ‘respeak’ them to a second tape slowly so that anyone with training in hearing the language can make the transcription if they wish.” This presentation describes a method of language documentation being developed by a team at SIL International, and the results of my efforts to field test it in Africa. It is an approach we call BOLD, for Basic Oral Language Documentation. Since the majority of languages that need documentation have neither an orthography nor a literate community, the method focuses on oral data gathering. A great advantage of this approach is that it allows language community members to participate fully in the language documentation process with only minimal training. The methodology’s name derives from the process of enabling native speakers to use digital audio to both compile and comment on the corpus of speech events. The process is one of re-recording the original recordings piece-by-piece while inserting oral annotations into the resulting recording. The annotations are of three types: (a) “oral transcription” with phrase-by-phrase re-iteration in careful speech, (b) “oral translation” with the insertion of clause-level translations in a language of wider communication (LWC), and (c) “oral commentary” with the insertion of explanatory comments – from members of the language community itself – in an LWC. The paper also discusses the unexpected pitfalls encountered during the implementation of this technique and how they were overcome or dealt with. In addition, areas for further development of the method will be discussed. References Himmelmann, Nikolaus. 1998. Documentary and descriptive linguistics. Linguistics 36:165–191. Krauss, Michael. 1992. The world’s languages in crisis. Language 68(1):4-10. Woodbury, Anthony C. 2003. Defining language documentation. In Peter K. Austin (ed.), Language Documentation and Description 1:35-51. London: SOAS. http://hdl.handle.net/10125/5071 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Basic Oral Language Documentation oai:scholarspace.manoa.hawaii.edu:10125/5168 2009-04-02 col_10125_5961 5168.mp3 Kimura, Larry; 2009-04-02T23:49:35Z; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5168. Kimura, Larry 2009-04-02T23:49:35Z http://hdl.handle.net/10125/5168 Welcome speech Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5153 2016-02-11 col_10125_5961 5153.JPG 5153.mp3 Fang, Mei-Li, Fang, Mei-Li; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5153. Fang, Mei-Li Fang, Mei-Li 2009-03-14 http://hdl.handle.net/10125/5153 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported TEACHING AND LEARNING Colloquium: A performance approach to minority language teaching and learning oai:scholarspace.manoa.hawaii.edu:10125/5048 2016-02-11 col_10125_5961 5048.JPG 5048.mp3 Szakos, Jozsef, Szakos, Jozsef; 2009-03-12; Ever since Taiwan Indigenous TV started operations three years ago, daily news in Atayal, Bunun, Paiwan, Tsou, Tau, Kavalan, Amis,Puyuma languages have been regularly broadcast. Policy changes shifted the originally monolingual news blocks to multilingual communication during the past year. The news broadcasts have not been archived by the station, therefore in the summer of 2006 we decided to regularly record and index these items. I wish to introduce what is comprised in about three years' news that we have collected. The 2 TB of recordings are catalogued and they are easy to access ( on 400 DVDs,low video resolution, about 2000 hours). Whenever I went to the mountains, I used selected parts for prompting field-work elicitation in Tsou, Kanakanavu and Saaroa, the latter two not being represented in the broadcasts. Linguistically, when all the indexing and transcription done, we receive a very real picture of the bilingual speakers' competence, heavily influenced by the Chinese environment. Contrasted with the more conservative speech style of field-work recordings, the question arises which one should become the model of revival. Culturally we can see how the language is adapted to modern life, but certain interviews stress the traditions and their transformation. Technically, as I intend to demonstrate, this ongoing collection is a good testing ground for new software solutions dealing with fast transcription, thematic and word by word indexing methods, extraction of audio files, handling of large media files for archiving and documentation. Practically, the amount of data elicited by far exceeds the needs and capabilities of a lone researcher. For the broadcasters the news seem to be ephemeral, but as language materials in good technical quality, they could be a treasure for international linguists and native speakers. I wish to explore ways how the scholarly community could offer ways of preserving, continuing and completing the documentation for the benefit of mankind.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5048. Szakos, Jozsef Szakos, Jozsef 2009-03-14 Ever since Taiwan Indigenous TV started operations three years ago, daily news in Atayal, Bunun, Paiwan, Tsou, Tau, Kavalan, Amis,Puyuma languages have been regularly broadcast. Policy changes shifted the originally monolingual news blocks to multilingual communication during the past year. The news broadcasts have not been archived by the station, therefore in the summer of 2006 we decided to regularly record and index these items. I wish to introduce what is comprised in about three years' news that we have collected. The 2 TB of recordings are catalogued and they are easy to access ( on 400 DVDs,low video resolution, about 2000 hours). Whenever I went to the mountains, I used selected parts for prompting field-work elicitation in Tsou, Kanakanavu and Saaroa, the latter two not being represented in the broadcasts. Linguistically, when all the indexing and transcription done, we receive a very real picture of the bilingual speakers' competence, heavily influenced by the Chinese environment. Contrasted with the more conservative speech style of field-work recordings, the question arises which one should become the model of revival. Culturally we can see how the language is adapted to modern life, but certain interviews stress the traditions and their transformation. Technically, as I intend to demonstrate, this ongoing collection is a good testing ground for new software solutions dealing with fast transcription, thematic and word by word indexing methods, extraction of audio files, handling of large media files for archiving and documentation. Practically, the amount of data elicited by far exceeds the needs and capabilities of a lone researcher. For the broadcasters the news seem to be ephemeral, but as language materials in good technical quality, they could be a treasure for international linguists and native speakers. I wish to explore ways how the scholarly community could offer ways of preserving, continuing and completing the documentation for the benefit of mankind. http://hdl.handle.net/10125/5048 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Verba volant.... media durant: Collecting Formosan Indigenous TV news for documenting and reviving the languages oai:scholarspace.manoa.hawaii.edu:10125/4969 2024-09-05 col_10125_5961 4969-01.jpg 4969-02.jpg 4969.mp3 4969.pdf Berez, Andrea L., Cox, Christopher, Berez, Andrea L., Christopher Cox; 2009-03-12; A common outcome of language documentation projects is the annotated corpus, a collection typically consisting of both an archival component intended for posterity, as well as a presentational component in which archival resources are repackaged in an interpretive manner, so as to be of more immediate use to a speaker community. While the development of software facilitating the production of archival materials has received considerable attention in recent years, less attention appears to have been paid to the development of comparable software serving to transform such archival materials easily into attractive and accessible presentation formats. A case in point is ELAN (MPI Nijmegen), an increasingly popular piece of software that creates XML-based, time-aligned transcripts of audio and video data. Many ELAN users are documentary linguists who need to produce web-ready versions of their archival-quality transcripts – a need which is addressed only in part by current versions of this software. Here we demonstrate CuPED, a tool that transforms ELAN files into customizable web- or CD-based presentations easily and without extensive computer training. The display consists of a media player for the audio or video, plus corresponding transcription tiers. Annotations can be played individually, or the entire media file can be viewed from start to finish with highlighted scrolling text. CuPED’s simple interface allows users to customize fonts and their respective display options (color, size, etc.) on a by-tier basis. Likewise, the position of the media player can be configured, allowing space for user-added images or photographs. CuPED is written in Python, and relies upon several portable, open-source components to produce standards-compliant XHTML/CSS and to convert archival media transparently into appropriate web presentation formats. The tool provides full support for Unicode in ELAN documents, with both command-line and graphical user interfaces for easier integration into the specific archive-to-web workflows of both individual users and of larger, collaborative projects. CuPED has been designed as a cross-platform tool, capable of running under a wide range of operating systems and processors, with precompiled versions offered at present for Windows and Mac OS X. As free software released under the GNU General Public License, the full source code of CuPED is available to all interested parties for extension, elaboration, and improvement.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4969. Berez, Andrea L. Christopher Cox Berez, Andrea L. Cox, Christopher 2009-03-14 A common outcome of language documentation projects is the annotated corpus, a collection typically consisting of both an archival component intended for posterity, as well as a presentational component in which archival resources are repackaged in an interpretive manner, so as to be of more immediate use to a speaker community. While the development of software facilitating the production of archival materials has received considerable attention in recent years, less attention appears to have been paid to the development of comparable software serving to transform such archival materials easily into attractive and accessible presentation formats. A case in point is ELAN (MPI Nijmegen), an increasingly popular piece of software that creates XML-based, time-aligned transcripts of audio and video data. Many ELAN users are documentary linguists who need to produce web-ready versions of their archival-quality transcripts – a need which is addressed only in part by current versions of this software. Here we demonstrate CuPED, a tool that transforms ELAN files into customizable web- or CD-based presentations easily and without extensive computer training. The display consists of a media player for the audio or video, plus corresponding transcription tiers. Annotations can be played individually, or the entire media file can be viewed from start to finish with highlighted scrolling text. CuPED’s simple interface allows users to customize fonts and their respective display options (color, size, etc.) on a by-tier basis. Likewise, the position of the media player can be configured, allowing space for user-added images or photographs. CuPED is written in Python, and relies upon several portable, open-source components to produce standards-compliant XHTML/CSS and to convert archival media transparently into appropriate web presentation formats. The tool provides full support for Unicode in ELAN documents, with both command-line and graphical user interfaces for easier integration into the specific archive-to-web workflows of both individual users and of larger, collaborative projects. CuPED has been designed as a cross-platform tool, capable of running under a wide range of operating systems and processors, with precompiled versions offered at present for Windows and Mac OS X. As free software released under the GNU General Public License, the full source code of CuPED is available to all interested parties for extension, elaboration, and improvement. http://hdl.handle.net/10125/4969 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Software demonstration: CuPED (Customizable Presentation of ELAN Documents) oai:scholarspace.manoa.hawaii.edu:10125/5017 2024-09-06 col_10125_5961 5017.jpg 5017HO.pdf 5017.pdf Whalen, D.H., Simons, Gary; 2009-04-03T20:52:22Z; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5017. Whalen, D.H. Simons, Gary 2009-04-03T20:52:22Z Linguists have been responding to the sharp decline in the number of languages for fifteen years and more now. While individual languages have unique features, language families, by virtue of their shared heritage, often share typologically rare features. The endangerment of entire families, implicit in language loss, has not been explored to date. Here, we use population estimates as an indicator of endangerment of families. Historically, some languages have, seemingly, survived for centuries with only a few thousand speakers. Conversely, a language with a million speakers is endangered if the youngest is 50 years old. The isolation that fostered small languages is an increasingly rare commodity, so small languages are likelier than ever to be endangered. Gordon (2005) reports that 10% of languages have 300,000 or more speakers; Krauss's (1992:7) prediction that this century would "see either the death or the doom of 90% of mankind's languages" would lead us to expect that languages smaller than this would be at risk. More conservative estimates call for a 50% loss (e.g., Crystal 2000:19). There, language families whose largest language has fewer than 7,000 speakers (the median number of speakers; Gordon 2005:15) would be at risk. Using Gordon's (2005) 94 language families, about three-quarters of the world's language families can be classified as endangered. 40% of those language families have their most populous language spoken by fewer than 7,000 speakers; another 33% fall below 300,000 in population. We plan a further analysis using Balthasar and Nichols' (2008) approximately 350 "stocks" (that is, families whose relations can be firmly established by the comparative method). The proportion of endangerment can only increase in those statistics: If we split a family into two stocks, one is bound to have a smaller language as its most populous.Some aspects of language unique to those disappearing families are outlined. Examples are the existence of OVS default word order, elaborated click inventories, grammatical metathesis and obligatory use of evidentials. Renewed efforts at documenting members of those language families seem justified. References BICKEL, BALTHASAR, AND JOHANNA NICHOLS. 2008. The Autotyp genealogical classification. Preprint; published version to appear by September 2008 at http://www.uni-leipzig.de/~autotyp< p>CRYSTAL, DAVID. 2000. Language death. Cambridge: Cambridge University Press. GORDON, RAYMOND G., JR. (ed.) 2005. Ethnologue: Languages of the World, Fifteenth edition. Dallas, TX: SIL International. KRAUSS, MICHAEL. 1992. The world's languages in crisis. Language, 68.4-10. http://hdl.handle.net/10125/5017 Endangered language families Text Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/4997 2024-09-07 col_10125_5961 4997.jpg 4997.pdf 4997A.pdf Taff, Alice, Taff, Alice; 2009-03-12; Sufficient exposure to everyday conversation is crucial for language learners to become fluent; however, such exposure can be difficult for learners in small language communities with few active speakers. For the Tlingit (Alaska/Canada) language community we are producing videos of spontaneous conversations with time-aligned bilingual texts with the aim that these recordings fill some of the learners’ needs for exposure to real language. Today Tlingit has approximately 200 birth speakers. The mortality rate over the past two years is 13%. This project serves as a case study in small language documentation, conservation, and revitalization. In this session we describe the collaborative processes by which we video spontaneous conversations, create time-aligned bilingual annotations, and produce accessible language learning materials. We discuss how this collaboration creates new opportunities for language use and for weaving the generations together in language transfer. The core team for our NSF-funded project includes university administrators, professors, researchers, and students. We collaborate with local and regional school district administrators, teachers and students, with tribal administrations and with individual language community members. Since Tlingit ancestral territory includes both US and Canadian lands, our project includes Tlingit speakers and learners on both sides of the border. Working with people: We discuss adapting the project design to meet the needs of students and speakers, finding fluent speakers willing to record, and making the recordings. We describe transcription/translation sessions between fluent speakers and learners. These sessions, focused on specific items of language, give the learner and speaker opportunities to transfer language directly from one person to another. With the goal of doing their work IN the target language, the pair develops a Tlingit phrase repertoire to use during their work. Language learning takes place during recording sessions, translation/transcription sessions, and with the language community use of the end-products of the recordings. Working with technology: We describe workflow; capturing conversations on DVcam formatted video-recordings, computer processing in iMovie, reformatting as .mov and .wav., ELAN and PRAAT as aids for bilingual annotation and acoustic phonetic or morpho-syntactic analyses, production of interlinear texts and subtitled QuickTime videos for language learning, making materials available on the Web, and archiving. We discuss challenges and solutions in tracking the media as it migrates from one format to another and one person to another as well as the challenges of training dispersed team members in the many details of several software programs.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4997. Taff, Alice Taff, Alice 2009-03-14 Sufficient exposure to everyday conversation is crucial for language learners to become fluent; however, such exposure can be difficult for learners in small language communities with few active speakers. For the Tlingit (Alaska/Canada) language community we are producing videos of spontaneous conversations with time-aligned bilingual texts with the aim that these recordings fill some of the learners’ needs for exposure to real language. Today Tlingit has approximately 200 birth speakers. The mortality rate over the past two years is 13%. This project serves as a case study in small language documentation, conservation, and revitalization. In this session we describe the collaborative processes by which we video spontaneous conversations, create time-aligned bilingual annotations, and produce accessible language learning materials. We discuss how this collaboration creates new opportunities for language use and for weaving the generations together in language transfer. The core team for our NSF-funded project includes university administrators, professors, researchers, and students. We collaborate with local and regional school district administrators, teachers and students, with tribal administrations and with individual language community members. Since Tlingit ancestral territory includes both US and Canadian lands, our project includes Tlingit speakers and learners on both sides of the border. Working with people: We discuss adapting the project design to meet the needs of students and speakers, finding fluent speakers willing to record, and making the recordings. We describe transcription/translation sessions between fluent speakers and learners. These sessions, focused on specific items of language, give the learner and speaker opportunities to transfer language directly from one person to another. With the goal of doing their work IN the target language, the pair develops a Tlingit phrase repertoire to use during their work. Language learning takes place during recording sessions, translation/transcription sessions, and with the language community use of the end-products of the recordings. Working with technology: We describe workflow; capturing conversations on DVcam formatted video-recordings, computer processing in iMovie, reformatting as .mov and .wav., ELAN and PRAAT as aids for bilingual annotation and acoustic phonetic or morpho-syntactic analyses, production of interlinear texts and subtitled QuickTime videos for language learning, making materials available on the Web, and archiving. We discuss challenges and solutions in tracking the media as it migrates from one format to another and one person to another as well as the challenges of training dispersed team members in the many details of several software programs. http://hdl.handle.net/10125/4997 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Recording real conversations for language learning and analysis oai:scholarspace.manoa.hawaii.edu:10125/5000 2016-02-11 col_10125_5961 5000.jpg 5000.mp3 Shaw, Patricia A., Patricia A. Shaw; 2009-03-12; Major challenges for many Aboriginal language revitalization programs are the complex and often covert tensions stemming from deeply internalized, fundamentally conflictual attitudes and values. Many of the very people who are the most treasured assets for language reclamation are also those who were the most negatively impacted by socio-political hostilities towards the value of that heritage. How does such an individual reconcile painfully buried memories of external judgments that their language was ugly, heathen, savage, an assured path to eternal damnation in the afterworld, and a guaranteed impediment to educational and social survival in the present world with the current tidal reversal which honours that same language for its beauty, structural complexity, cultural coherence, spiritual power, historical validity, intellectual insights, and cognitive breadth? How do subsequent generations reconcile their anger at having been deprived of their linguistic and cultural birthright with the historically contextualized fact that it was often the protective, loving, conscious decision of fluent parents not to pass on their ancestral language because it had engendered so much pain and degradation in their own lives? How do the profound intergenerational differences in world view that stem from an (“illiterate”) oral traditions culture versus our current literacy-dependent society interface with the challenges of teaching/learning what is now a critically endangered language? How do other values of the “dominant” socio-cultural institutions (economic utility, contextually delimited functionality, curricular choices, etc.) interface with Aboriginal language reclamation efforts? Such conflicts may be simultaneously internal, interpersonal, and intergenerational, and can constitute a major impediment to revitalization initiatives. This paper documents a process of engagement with these challenges through participatory theatre as an empowering art. Sponsored by a post-secondary Aboriginal language revitalization program in collaboration with a renowned theatre workshop director, 16 people from 15 different Aboriginal nations across Canada, ranging from adolescents to elders, came together to create audience-interactive plays about their struggles with language loss and the challenges of reclamation. The impact of this project, on both the participants and the audience, was extremely powerful. Drawing on video sections of the performances to illustrate specific points, this presentation will discuss first the particular issues that the workshop participants chose to focus on; secondly, the insights gained from the audience interventions; and finally, the effectiveness of the process of participatory theatre and staged dramatization as a means of engaging with issues of passionate import in people’s lives that, off-stage, are often too conflictual for individuals to address.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5000. Patricia A. Shaw Shaw, Patricia A. 2009-03-14 Major challenges for many Aboriginal language revitalization programs are the complex and often covert tensions stemming from deeply internalized, fundamentally conflictual attitudes and values. Many of the very people who are the most treasured assets for language reclamation are also those who were the most negatively impacted by socio-political hostilities towards the value of that heritage. How does such an individual reconcile painfully buried memories of external judgments that their language was ugly, heathen, savage, an assured path to eternal damnation in the afterworld, and a guaranteed impediment to educational and social survival in the present world with the current tidal reversal which honours that same language for its beauty, structural complexity, cultural coherence, spiritual power, historical validity, intellectual insights, and cognitive breadth? How do subsequent generations reconcile their anger at having been deprived of their linguistic and cultural birthright with the historically contextualized fact that it was often the protective, loving, conscious decision of fluent parents not to pass on their ancestral language because it had engendered so much pain and degradation in their own lives? How do the profound intergenerational differences in world view that stem from an (“illiterate”) oral traditions culture versus our current literacy-dependent society interface with the challenges of teaching/learning what is now a critically endangered language? How do other values of the “dominant” socio-cultural institutions (economic utility, contextually delimited functionality, curricular choices, etc.) interface with Aboriginal language reclamation efforts? Such conflicts may be simultaneously internal, interpersonal, and intergenerational, and can constitute a major impediment to revitalization initiatives. This paper documents a process of engagement with these challenges through participatory theatre as an empowering art. Sponsored by a post-secondary Aboriginal language revitalization program in collaboration with a renowned theatre workshop director, 16 people from 15 different Aboriginal nations across Canada, ranging from adolescents to elders, came together to create audience-interactive plays about their struggles with language loss and the challenges of reclamation. The impact of this project, on both the participants and the audience, was extremely powerful. Drawing on video sections of the performances to illustrate specific points, this presentation will discuss first the particular issues that the workshop participants chose to focus on; secondly, the insights gained from the audience interventions; and finally, the effectiveness of the process of participatory theatre and staged dramatization as a means of engaging with issues of passionate import in people’s lives that, off-stage, are often too conflictual for individuals to address. http://hdl.handle.net/10125/5000 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Engaging the challenges of language reclamation through participatory theatre oai:scholarspace.manoa.hawaii.edu:10125/4994 2016-02-11 col_10125_5961 4994.jpg 4994.mp3 Fogwe, Evelyn, Fogwe, Evelyn; 2009-03-12; The Demographic figures of Mankon and its dialects could suggest potential language viability; however, upon closer examination, this vernacular is in fact threatened (and endangered?). It is slowly and steadily dying as portrayed by some indicators as analyzed by Landweer (2000: 5-22) in her work ‘Indicators of Ethnolinguistic Vitality’, the recent UNESCO 2003 (nine) criteria for assessment of language vitality and endangerment and others. Recent findings indicate that Mankon, like a number of other Cameroonian (and African) languages of urban communities is characterised by a loss in vitality caused by a conjuncture of variables, which must be identified and diagnosis in order to undertake meaningful revitalization and development of the language in the perspective of its new status and function (cf. Bitja’a Kody (2001), Bruce Connel (2001), Neba, A. et al. (2006), Chibaka (2008) etc.). Cultural identity can be sustained only by revitalising and extending the usage domain of the language, which is the vehicle of cultural and linguistic transmission. Thus with respect to the identified problems causing the Mankon language shift, the goal of the study is sustaining the cultural and linguistic identity of the Mankon people. It is not enough to state the existence of, and importance attached to these cultural values but it must be learnt not only by the native speakers and their off-springs but also by interested persons out of the speech community such as researchers (linguists) for language typological studies, etc. In order to achieve the primary goal of this project, we undertook a number of specific objectives encapsulated through sociolinguistic surveys of language use patterns and language attitudes in the entire Mankon speech community at home (Bamenda and in the Diaspora (Mankon communities in Douala, Yaoundé, Limbe-Buea and Kumba)). The focus was the use of Mankon in relation to other languages and attitudes toward the language as well as attitudes of native speakers’ vis-à-vis the different languages of their linguistic repertoire. This study ascertains to investigate the nature and patterns of intergenerational transmission or lack of it and factors relevant to the phenomenon. 1. The survey addressed the extent to which bilingualism is replacive thereby favouring language shift rather than language maintenance etc. 2. Assessment of measures to undertake pertaining to revitalisation of the language on the basis of relevant findings of the sociolinguistic survey. We engaged in answering the questions: a) What do we do to sustain, maintain, and ensure the intergenerational transmission of the rich culture of the Mankon? b) What strategies must be put in place and what action undertaken to ensure revitalisation of the Mankon language? The answers are multi-facets but enveloped within the implementation of the different phases of the Principle of ‘Attitude Engineering’ proposed by Chumbow (2008). The establishment of captivating and productive media and literacy programmes to propagate the essence of usage, scope, and extension of Mankon. Key words: Language shift, arrest, Mankon, Multilingual setting, Vitality variables, Revitalisation, ‘Attitude Engineering’ and Development.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4994. Fogwe, Evelyn Fogwe, Evelyn 2009-03-14 The Demographic figures of Mankon and its dialects could suggest potential language viability; however, upon closer examination, this vernacular is in fact threatened (and endangered?). It is slowly and steadily dying as portrayed by some indicators as analyzed by Landweer (2000: 5-22) in her work ‘Indicators of Ethnolinguistic Vitality’, the recent UNESCO 2003 (nine) criteria for assessment of language vitality and endangerment and others. Recent findings indicate that Mankon, like a number of other Cameroonian (and African) languages of urban communities is characterised by a loss in vitality caused by a conjuncture of variables, which must be identified and diagnosis in order to undertake meaningful revitalization and development of the language in the perspective of its new status and function (cf. Bitja’a Kody (2001), Bruce Connel (2001), Neba, A. et al. (2006), Chibaka (2008) etc.). Cultural identity can be sustained only by revitalising and extending the usage domain of the language, which is the vehicle of cultural and linguistic transmission. Thus with respect to the identified problems causing the Mankon language shift, the goal of the study is sustaining the cultural and linguistic identity of the Mankon people. It is not enough to state the existence of, and importance attached to these cultural values but it must be learnt not only by the native speakers and their off-springs but also by interested persons out of the speech community such as researchers (linguists) for language typological studies, etc. In order to achieve the primary goal of this project, we undertook a number of specific objectives encapsulated through sociolinguistic surveys of language use patterns and language attitudes in the entire Mankon speech community at home (Bamenda and in the Diaspora (Mankon communities in Douala, Yaoundé, Limbe-Buea and Kumba)). The focus was the use of Mankon in relation to other languages and attitudes toward the language as well as attitudes of native speakers’ vis-à-vis the different languages of their linguistic repertoire. This study ascertains to investigate the nature and patterns of intergenerational transmission or lack of it and factors relevant to the phenomenon. 1. The survey addressed the extent to which bilingualism is replacive thereby favouring language shift rather than language maintenance etc. 2. Assessment of measures to undertake pertaining to revitalisation of the language on the basis of relevant findings of the sociolinguistic survey. We engaged in answering the questions: a) What do we do to sustain, maintain, and ensure the intergenerational transmission of the rich culture of the Mankon? b) What strategies must be put in place and what action undertaken to ensure revitalisation of the Mankon language? The answers are multi-facets but enveloped within the implementation of the different phases of the Principle of ‘Attitude Engineering’ proposed by Chumbow (2008). The establishment of captivating and productive media and literacy programmes to propagate the essence of usage, scope, and extension of Mankon. Key words: Language shift, arrest, Mankon, Multilingual setting, Vitality variables, Revitalisation, ‘Attitude Engineering’ and Development. http://hdl.handle.net/10125/4994 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language shift arrest: The case of Mankon, in a multilingual setting oai:scholarspace.manoa.hawaii.edu:10125/4978 2024-09-07 col_10125_5961 4978.jpg 4978.mp3 4978.pdf Atindogbe,Gratien Gualbert, Atindogbe,Gratien Gualbert; 2009-03-12; Language documentation (LD) is a relatively new concept in linguistic research in Cameroon in particular and maybe in Africa in general. So far, with the generally high numbers of languages spoken in the African countries, researchers have been solely or most involved in language description, a term which was, for long, interchangeable with language documentation. However, since Himmelmann (1998), these two terms refer to distinct realities and language researchers are quickly adapting to the requirements of LD. Thus, it is clear that LD demands more sophisticated and up-to-date technology, as well as more specific attitudes in the interaction with the informants and the speech community. This implies new teaching modules (appropriate training), new types of technological devices and a completely new mentality for the researcher, his institution and the speech community investigated. In fact, there is a need for an appropriate qualitative adjustment of all stakeholders for a successful documentation project. This paper examines the problems of language documentation in Cameroon from the three perspectives of the language documenter, the institution he/she belongs to and the hurdles in the field. Obviously, these three components are highly related and the malfunction of one of the links of this chain can jeopardize the whole process. The problems identified range from the lack of institutional support to the researcher to the delicate question of recording people’s spontaneous conversation and images in villages where the contact between modernism, tradition and beliefs can result in a serious clash: some traditional practices make people fear for their image and voice to be captured. Furthermore, how to create lasting records in our universities and in the speech community when we know all the technical problems our universities face? How to convince the stakeholders that language documentation is a priority? Language description is demanding; it has its own sophisticated rules and requires collaboration (Author, 2007). Language documentation is more demanding; it has more sophisticated rules and requires more collaborative efforts. Therefore, how should language documentation be done in a country like Cameroon in order to benefit all partners? References Author (2007). “Documenting in a Multilingual Setting: the case of the Barombi Language in Cameroon.” In David, Maya Khemlani, Nicholas, Ostler and Caesar Dealwis eds. (2007) FEL XI - Working Together for Endangered Languages: Research Challenges and Social Impacts. Pp. 172-177. Bath: Foundation for Endangered Languages. Himmelmann, Nikolaus P. (1998). “Documentary and descriptive linguistics.” Linguistics 36. pp. 161-195. Berlin: de Gruyter.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4978. Atindogbe,Gratien Gualbert Atindogbe,Gratien Gualbert 2009-03-14 Language documentation (LD) is a relatively new concept in linguistic research in Cameroon in particular and maybe in Africa in general. So far, with the generally high numbers of languages spoken in the African countries, researchers have been solely or most involved in language description, a term which was, for long, interchangeable with language documentation. However, since Himmelmann (1998), these two terms refer to distinct realities and language researchers are quickly adapting to the requirements of LD. Thus, it is clear that LD demands more sophisticated and up-to-date technology, as well as more specific attitudes in the interaction with the informants and the speech community. This implies new teaching modules (appropriate training), new types of technological devices and a completely new mentality for the researcher, his institution and the speech community investigated. In fact, there is a need for an appropriate qualitative adjustment of all stakeholders for a successful documentation project. This paper examines the problems of language documentation in Cameroon from the three perspectives of the language documenter, the institution he/she belongs to and the hurdles in the field. Obviously, these three components are highly related and the malfunction of one of the links of this chain can jeopardize the whole process. The problems identified range from the lack of institutional support to the researcher to the delicate question of recording people’s spontaneous conversation and images in villages where the contact between modernism, tradition and beliefs can result in a serious clash: some traditional practices make people fear for their image and voice to be captured. Furthermore, how to create lasting records in our universities and in the speech community when we know all the technical problems our universities face? How to convince the stakeholders that language documentation is a priority? Language description is demanding; it has its own sophisticated rules and requires collaboration (Author, 2007). Language documentation is more demanding; it has more sophisticated rules and requires more collaborative efforts. Therefore, how should language documentation be done in a country like Cameroon in order to benefit all partners? References Author (2007). “Documenting in a Multilingual Setting: the case of the Barombi Language in Cameroon.” In David, Maya Khemlani, Nicholas, Ostler and Caesar Dealwis eds. (2007) FEL XI - Working Together for Endangered Languages: Research Challenges and Social Impacts. Pp. 172-177. Bath: Foundation for Endangered Languages. Himmelmann, Nikolaus P. (1998). “Documentary and descriptive linguistics.” Linguistics 36. pp. 161-195. Berlin: de Gruyter. http://hdl.handle.net/10125/4978 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported State of affairs and prospect of language documentation in Cameroon oai:scholarspace.manoa.hawaii.edu:10125/5028 2016-02-11 col_10125_5961 5028.mp3 Cutfield, Sarah, Cutfield, Sarah; 2009-03-12; While many have been focussed on methodological issues of documenting endangered languages, others have asked ‘How will this current focus on documenting endangered languages influence language description, and language typology?’ In this paper I will discuss how language endangerment may lead to biases in the data linguists collect for analytical and descriptive purposes, and the consequences of this for language description and language typology. Elicitation tools offer insight into language paradigms which may be difficult to document when relying on purely naturalistic data. They have a long history of use in descriptive linguistic fieldwork. Sometimes the use of such tools is the only way to collect data about specific domains and paradigms of severely endangered languages, where there is minimal opportunity to observe naturalistic language use. The endangered language context may also present a different set of challenges when it comes to using guided elicitations. Some elicitations require ‘controlled experiment’ conditions, which are unfamiliar and/or uncomfortable for elderly speakers. In such situations, there may be a preference to work with (younger) speakers who are more comfortable with elicitation tasks. The end result of this will be a bias in the data set towards their data, or their variety of the language. In this paper, I will discuss my own experiences with ‘bias’ when using the MPI demonstrative questionnaire (Wilkins 1999), with Dalabon speakers. Dalabon (Gunwinyguan, Australia) is a severely endangered language of south-western Arnhem Land. I will argue for the value of these tools for the insight they offer into linguistic systems, and discuss the resultant issues for analysis, description and typology which arose from relying heavily on data from younger semi-speakers. Working with younger semi-speakers produced a hypothesis I was able to test against data from the older fluent speakers, but at the same time, increased the possibility of recording language features which are inauthentic, or the product of interference from another code. For example, the younger semi-speaker's data contained a particular syntactic construction not seen previously in the data from older speakers. Bias is inherent in the collection of linguistic data, and I argue that the linguist must exercise extra care when using elicitations when documenting endangered languages. Wilkins, David P. 1999. The 1999 Demonstrative Questionnaire: "THIS" and "THAT" in comparative perspective. In "Manual" for the 1999 field season, edited by Stephen C. Levinson and N. J. Enfield. Nijmegen: Language and Cognition Group, Max Planck Institute for Psycholinguistics.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5028. Cutfield, Sarah Cutfield, Sarah 2009-03-14 While many have been focussed on methodological issues of documenting endangered languages, others have asked ‘How will this current focus on documenting endangered languages influence language description, and language typology?’ In this paper I will discuss how language endangerment may lead to biases in the data linguists collect for analytical and descriptive purposes, and the consequences of this for language description and language typology. Elicitation tools offer insight into language paradigms which may be difficult to document when relying on purely naturalistic data. They have a long history of use in descriptive linguistic fieldwork. Sometimes the use of such tools is the only way to collect data about specific domains and paradigms of severely endangered languages, where there is minimal opportunity to observe naturalistic language use. The endangered language context may also present a different set of challenges when it comes to using guided elicitations. Some elicitations require ‘controlled experiment’ conditions, which are unfamiliar and/or uncomfortable for elderly speakers. In such situations, there may be a preference to work with (younger) speakers who are more comfortable with elicitation tasks. The end result of this will be a bias in the data set towards their data, or their variety of the language. In this paper, I will discuss my own experiences with ‘bias’ when using the MPI demonstrative questionnaire (Wilkins 1999), with Dalabon speakers. Dalabon (Gunwinyguan, Australia) is a severely endangered language of south-western Arnhem Land. I will argue for the value of these tools for the insight they offer into linguistic systems, and discuss the resultant issues for analysis, description and typology which arose from relying heavily on data from younger semi-speakers. Working with younger semi-speakers produced a hypothesis I was able to test against data from the older fluent speakers, but at the same time, increased the possibility of recording language features which are inauthentic, or the product of interference from another code. For example, the younger semi-speaker's data contained a particular syntactic construction not seen previously in the data from older speakers. Bias is inherent in the collection of linguistic data, and I argue that the linguist must exercise extra care when using elicitations when documenting endangered languages. Wilkins, David P. 1999. The 1999 Demonstrative Questionnaire: "THIS" and "THAT" in comparative perspective. In "Manual" for the 1999 field season, edited by Stephen C. Levinson and N. J. Enfield. Nijmegen: Language and Cognition Group, Max Planck Institute for Psycholinguistics. http://hdl.handle.net/10125/5028 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Bias, elicitation, and endangered language description oai:scholarspace.manoa.hawaii.edu:10125/5034 2024-09-08 col_10125_5961 5034.jpg 1ICLDC Clifton.ppt KhyangAlphabet.pdf John M. Clifton, John M. Clifton; 2009-03-12; A practical orthography is especially important for language conservation in South Asia, since there is a close psychological connection in the region between language and script. A language without a script is frequently thought to be inferior to neighboring literary languages. In this paper I develop a model of orthography development as an ongoing collaborative process and show how it was applied in the Chittagong Hill Tracts of Bangladesh. Most commonly, a practical orthography is based on a technical phonological analysis done by an outside linguist. The linguist considers a wide range of factors important to orthography and develops a proposal that takes these factors into consideration. Significant community involvement is limited, and the final result is viewed as a stable object. When orthography development is conceived of as an ongoing collaborative process, community practices play a central role. Instead of beginning with a phonological analysis, this model begins with regional orthographic practices. Ideally, orthography development is undertaken simultaneously with application of the orthography, so that those involved can see the effects of their decisions. It is collaborative in that the linguist and the local community work together from the beginning, and is an ongoing process in that the local community learns to modify the orthography as needed. This model was applied in orthography development workshops in Bangladesh. My discussion of the workshops begins with an overview of the orthographic practices in the seven languages involved. One was previously unwritten, and four had either recently undergone script changes, or were contemplating script changes. Speakers from all of the languages indicated frustration with aspects of their orthographies. The workshops were held over a two week period; participants were simultaneously involved in producing materials for vernacular preschool programs. The collaboration between participants and linguist during the workshops uncovered many aspects of orthography development that a typical phonological analysis would have considered. Participants struggled with whether particular sound contrasts were distinctive, and whether they should be represented, with inconsistencies in spelling and wordbreaks, and the pros and con of changing scripts. For some issues, participants did not come to long-term conclusions. But they learned to make short-term decisions that allowed literacy work to proceed while the larger issues were discussed. Most importantly, they learned that orthography development is a process and that decisions can be changed. They gained skills needed to make orthography development an ongoing process over which they have control.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5034. John M. Clifton John M. Clifton 2009-03-14 A practical orthography is especially important for language conservation in South Asia, since there is a close psychological connection in the region between language and script. A language without a script is frequently thought to be inferior to neighboring literary languages. In this paper I develop a model of orthography development as an ongoing collaborative process and show how it was applied in the Chittagong Hill Tracts of Bangladesh. Most commonly, a practical orthography is based on a technical phonological analysis done by an outside linguist. The linguist considers a wide range of factors important to orthography and develops a proposal that takes these factors into consideration. Significant community involvement is limited, and the final result is viewed as a stable object. When orthography development is conceived of as an ongoing collaborative process, community practices play a central role. Instead of beginning with a phonological analysis, this model begins with regional orthographic practices. Ideally, orthography development is undertaken simultaneously with application of the orthography, so that those involved can see the effects of their decisions. It is collaborative in that the linguist and the local community work together from the beginning, and is an ongoing process in that the local community learns to modify the orthography as needed. This model was applied in orthography development workshops in Bangladesh. My discussion of the workshops begins with an overview of the orthographic practices in the seven languages involved. One was previously unwritten, and four had either recently undergone script changes, or were contemplating script changes. Speakers from all of the languages indicated frustration with aspects of their orthographies. The workshops were held over a two week period; participants were simultaneously involved in producing materials for vernacular preschool programs. The collaboration between participants and linguist during the workshops uncovered many aspects of orthography development that a typical phonological analysis would have considered. Participants struggled with whether particular sound contrasts were distinctive, and whether they should be represented, with inconsistencies in spelling and wordbreaks, and the pros and con of changing scripts. For some issues, participants did not come to long-term conclusions. But they learned to make short-term decisions that allowed literacy work to proceed while the larger issues were discussed. Most importantly, they learned that orthography development is a process and that decisions can be changed. They gained skills needed to make orthography development an ongoing process over which they have control. http://hdl.handle.net/10125/5034 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Orthography development as an ongoing collaborative process: Lessons from Bangladesh oai:scholarspace.manoa.hawaii.edu:10125/5070 2024-09-09 col_10125_5961 5070-01.JPG 5070.pdf Rice, Keren, Rolle, Nicholas, Iyioha, Ireh, Koren, Annat, Rice, Keren, Rolle, Nicholas, Iyioha, Ireh, Koren, Annat; 2009-03-12; In the past decade, as attention to language documentation has increased, so too has discussion of the goals of linguistic documentation with respect to the community of speakers, and community-based research paradigms have come increasingly to the fore. What happens if it is not possible to carry out linguistic work in a location where a language is traditionally spoken? Is it possible to create a kind of community-based project in such a situation? In 2006 in a linguistics field methods class, the speaker turned to the class and remarked that there was no grammar of Esan (Niger-Congo, Nigeria), the language under study, and very little in the way of written materials was available on the language. She challenged the class, a mixed group of advanced undergraduates and graduate students, to take on the writing of a grammar. A group of students decided to take up this challenge, and this was the beginning of the Esan Grammar Project. Most of one term was spent coming to an understanding of what a grammar is, and what the responsibilities to the Esan community, living an ocean away, were. Students formed groups, depending on their interests, and took on the responsibility for different aspects of the grammar. The speaker sought out other speakers of the language in the local community so that the grammar would represent more than the speech of a single individual, and it would be possible to look at language in use to some degree. A community arose through the students and speakers working together to build a grammar of the language, with each contributing to the knowledge of the others. This local community formed the backbone of the project in the absence of the Esan community in Nigeria, facilitating the documentation of the language as well as enhancing the pride that the speakers involved in the project take in the language. The goal of the project is to create a product which can be used both within the field of linguistics, and by the larger Esan community we have become intimate with. In this presentation, we outline some successful strategies we as a group have employed to overcome setbacks and challenges, and discuss the next phases of our project: sending a student and one of the speakers to conduct fieldwork in Nigeria, and have a grammar ready for publication by the end of 2009.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5070. Rice, Keren Rolle, Nicholas Iyioha, Ireh Koren, Annat Rice, Keren Rolle, Nicholas Iyioha, Ireh Koren, Annat 2009-03-14 In the past decade, as attention to language documentation has increased, so too has discussion of the goals of linguistic documentation with respect to the community of speakers, and community-based research paradigms have come increasingly to the fore. What happens if it is not possible to carry out linguistic work in a location where a language is traditionally spoken? Is it possible to create a kind of community-based project in such a situation? In 2006 in a linguistics field methods class, the speaker turned to the class and remarked that there was no grammar of Esan (Niger-Congo, Nigeria), the language under study, and very little in the way of written materials was available on the language. She challenged the class, a mixed group of advanced undergraduates and graduate students, to take on the writing of a grammar. A group of students decided to take up this challenge, and this was the beginning of the Esan Grammar Project. Most of one term was spent coming to an understanding of what a grammar is, and what the responsibilities to the Esan community, living an ocean away, were. Students formed groups, depending on their interests, and took on the responsibility for different aspects of the grammar. The speaker sought out other speakers of the language in the local community so that the grammar would represent more than the speech of a single individual, and it would be possible to look at language in use to some degree. A community arose through the students and speakers working together to build a grammar of the language, with each contributing to the knowledge of the others. This local community formed the backbone of the project in the absence of the Esan community in Nigeria, facilitating the documentation of the language as well as enhancing the pride that the speakers involved in the project take in the language. The goal of the project is to create a product which can be used both within the field of linguistics, and by the larger Esan community we have become intimate with. In this presentation, we outline some successful strategies we as a group have employed to overcome setbacks and challenges, and discuss the next phases of our project: sending a student and one of the speakers to conduct fieldwork in Nigeria, and have a grammar ready for publication by the end of 2009. http://hdl.handle.net/10125/5070 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Toronto Esan Grammar Project oai:scholarspace.manoa.hawaii.edu:10125/5049 2024-09-10 col_10125_5961 5049.JPG 5049.mp3 Linguistic knowledge_culturalTreasure.pdf Bell, Jeanie, Bell, Jeanie; 2009-03-12; Of the 250 traditional languages once spoken on the continent of Australia as recently as 100 years ago, there are now today only 20-30 languages considered to be healthy and viable into the foreseeable future as full languages. ‘Prior to British invasion, linguists estimated that there were approximately 230 languages, with between 500 and 600 dialects being spoken throughout the continent. (Fesl:1993, p8) While today many languages are being revived and maintained in different ways for future generations, the current situation with the lessening of fluent speakers and the intergenerational transmission of languages is of increasing concern to the remaining speakers and traditional custodians. of these languages. In this paper I discuss the work being carried out in Australia by Aboriginal women dedicated to the cause of language revival and maintenance in their endeavours as trained linguists, language workers or community researchers. These women are also language activists on behalf of their communities and they regularly work with non-Indigenous linguists who have an interest and concern for the futute of Australian Aboriginal languages. While many of the relationships between University trained linguists and community language workers work well in many situations, at times tensions do arise particularly if the Aboriginal member of the language team believes they have little power to negotiate their role and contribution to the project in a meaningful way. These Issues between the two groups can lead to further discontent if they are not addressed openly and with the pursuit of a satisfactory outcome. As a qualified linguist and an Aboriginal community person, I believe there must be more discussion around pertinent issues such as the control and management of language materials, intellectual proprerty rights and the return of products back to the community. Dialogue needs to happen in a non-threatening way for either group, ultimately fostering more productive relationships. Aboriginal people who participate in linguistic research projects or revival and maintenance language programs may feel powerless due to a lack of training and/or knowledge and understanding of linguistics or simply because they don’t have a high level of speaking competence in their own language which they may have for many decades had little or no access to. In order to strengthen their negotiating position within a language research team or language project there needs to be a more widely accepted and endorsed inclusive collaborative approach from beginning to end. In discussing particular issues of contention related to language work happening in many communities around Australia, I place the discussion within the current framework of Indigenest research methodologies as framed by leading Indigenous researcher Smith (2001), with a specific focus on intellectual and cultural property rights, and the ‘reporting back’ of results to Indigenous communities. As Smith states in her ground-breaking publication ‘Decolonizing Methodologies' (2001:p15) “Some methodologies regard the values and beliefs, practices and customs of communities as 'barriers' to research… Indigenous methodologies tend to approach cultural protocols, values and behaviour as an integral part of methodology. There are diverse ways of disseminating knowledge and of ensuring that research reaches the people who have helped make it. Two important ways not always addressed by scientific research are to do with 'reporting back' to the people and 'sharing knowledge'. Both ways assume a principle of reciprocity and feedback.” In conversation with Australian Aboriginal women involved in language and culture business in their respective communities, similar ideals as those expressed by Smith (2001) are strongly stated. While they work to maintain these ideals through a community focussed approach and practice in the development of their language programs may not be explained by them in the same way as described by Smith (2001) their work nonetheless closely reflects her philosophy. For instance when I spoke to Vicki Couzens, a widely acclaimed Aboriginal visual artist and cultural warrior, at her art gallery in Port Fairy in SW Victoria, adjacent to her own traditional land of the Keeray Wooroong people, she spoke of how she actively promotes the use of her Ancestral language in many different ways through her multi dimensional artwork within and across family and community situations. "But with cultural remembering in the way the old people take you on journeys in your dreams, you are given a certain role and we grow into that there are certain things that happen along the way. That's what motivates me it is so central and language is at the core of that culture and all the information if held in the language.' (pers.comm. with Author:2008) For most non-Indigenous linguists a scientific interest in Australian languages is motivated by a specific semantic, grammatical or typology feature in one or more of these languages, which often requires research involving ongoing investigation and analysis. While many wish to give back to the local Aboriginal language community, they may also concerned to document and analyse the dwindling numbers of endangered languages worldwide and linguistic diversity for future generations. However there are concerns about the usefulness of this work to the community if the linguist involved does not understand the needs of the language community. Eira states in a paper she delivered at a FEL Conference in Malaysia in late 2007 the following: "Nonetheless, when linguists particpate in work on endangered languages, we focus on the language itself - collecting language, analysing language, its grammar, its words etc. This has the effect of ignoring the ground of language endangerment. More importantly, it ignores the ways in which our work can actually perpetuate the status quo of unequal relations between groups. Because we still interact from a position of authority in the languages we are working with, we are maintaining the dominance of an outsider instead of acknowledging and supporting the authority of the community in their language." (Eira:2007) In order for this very valuable work to continue to benefit Aboriginal community people who are struggling to keep their traditional languages alive and strong, and for both Aboriginal community members and linguists to receive meaningful reward from this process, it is critical that there be an ongoing dialogue around the critical issues facing all of us involved in this area. 'Rather than attempting to impose our research interests, our project was formed as listening to the community's needs, forming lasting relationships.' (Otsuka and Wong: 2007) Bibliography Eira, C., 'Addressing the ground of language endangerment'. Working together for endangered languages: Research challenges and social impacts. Proceedings of Foundation for Endangered Languages Conference XI. Kaula Lumpur, October, 2007. Fesl, E. M., 'Conned' University of Queensland Press, Brisbane, 1993. Smith, L.T., 'Decolonizing Methodologies: research and Indigenous people.' University of Otaga, New Zealand. 2001 Otsuka,d Y. and Wong, A., 'Fostering the Growth of Budding Community Initiatives: The Role of Linguists in Tokelauan Maintenance in Hawai'i' in Language Documentation & Conservation;, Vol 1, No 2 (December, 2007) University of Hawii (online Journal).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5049. Bell, Jeanie Bell, Jeanie 2009-03-14 Of the 250 traditional languages once spoken on the continent of Australia as recently as 100 years ago, there are now today only 20-30 languages considered to be healthy and viable into the foreseeable future as full languages. ‘Prior to British invasion, linguists estimated that there were approximately 230 languages, with between 500 and 600 dialects being spoken throughout the continent. (Fesl:1993, p8) While today many languages are being revived and maintained in different ways for future generations, the current situation with the lessening of fluent speakers and the intergenerational transmission of languages is of increasing concern to the remaining speakers and traditional custodians. of these languages. In this paper I discuss the work being carried out in Australia by Aboriginal women dedicated to the cause of language revival and maintenance in their endeavours as trained linguists, language workers or community researchers. These women are also language activists on behalf of their communities and they regularly work with non-Indigenous linguists who have an interest and concern for the futute of Australian Aboriginal languages. While many of the relationships between University trained linguists and community language workers work well in many situations, at times tensions do arise particularly if the Aboriginal member of the language team believes they have little power to negotiate their role and contribution to the project in a meaningful way. These Issues between the two groups can lead to further discontent if they are not addressed openly and with the pursuit of a satisfactory outcome. As a qualified linguist and an Aboriginal community person, I believe there must be more discussion around pertinent issues such as the control and management of language materials, intellectual proprerty rights and the return of products back to the community. Dialogue needs to happen in a non-threatening way for either group, ultimately fostering more productive relationships. Aboriginal people who participate in linguistic research projects or revival and maintenance language programs may feel powerless due to a lack of training and/or knowledge and understanding of linguistics or simply because they don’t have a high level of speaking competence in their own language which they may have for many decades had little or no access to. In order to strengthen their negotiating position within a language research team or language project there needs to be a more widely accepted and endorsed inclusive collaborative approach from beginning to end. In discussing particular issues of contention related to language work happening in many communities around Australia, I place the discussion within the current framework of Indigenest research methodologies as framed by leading Indigenous researcher Smith (2001), with a specific focus on intellectual and cultural property rights, and the ‘reporting back’ of results to Indigenous communities. As Smith states in her ground-breaking publication ‘Decolonizing Methodologies' (2001:p15) “Some methodologies regard the values and beliefs, practices and customs of communities as 'barriers' to research… Indigenous methodologies tend to approach cultural protocols, values and behaviour as an integral part of methodology. There are diverse ways of disseminating knowledge and of ensuring that research reaches the people who have helped make it. Two important ways not always addressed by scientific research are to do with 'reporting back' to the people and 'sharing knowledge'. Both ways assume a principle of reciprocity and feedback.” In conversation with Australian Aboriginal women involved in language and culture business in their respective communities, similar ideals as those expressed by Smith (2001) are strongly stated. While they work to maintain these ideals through a community focussed approach and practice in the development of their language programs may not be explained by them in the same way as described by Smith (2001) their work nonetheless closely reflects her philosophy. For instance when I spoke to Vicki Couzens, a widely acclaimed Aboriginal visual artist and cultural warrior, at her art gallery in Port Fairy in SW Victoria, adjacent to her own traditional land of the Keeray Wooroong people, she spoke of how she actively promotes the use of her Ancestral language in many different ways through her multi dimensional artwork within and across family and community situations. "But with cultural remembering in the way the old people take you on journeys in your dreams, you are given a certain role and we grow into that there are certain things that happen along the way. That's what motivates me it is so central and language is at the core of that culture and all the information if held in the language.' (pers.comm. with Author:2008) For most non-Indigenous linguists a scientific interest in Australian languages is motivated by a specific semantic, grammatical or typology feature in one or more of these languages, which often requires research involving ongoing investigation and analysis. While many wish to give back to the local Aboriginal language community, they may also concerned to document and analyse the dwindling numbers of endangered languages worldwide and linguistic diversity for future generations. However there are concerns about the usefulness of this work to the community if the linguist involved does not understand the needs of the language community. Eira states in a paper she delivered at a FEL Conference in Malaysia in late 2007 the following: "Nonetheless, when linguists particpate in work on endangered languages, we focus on the language itself - collecting language, analysing language, its grammar, its words etc. This has the effect of ignoring the ground of language endangerment. More importantly, it ignores the ways in which our work can actually perpetuate the status quo of unequal relations between groups. Because we still interact from a position of authority in the languages we are working with, we are maintaining the dominance of an outsider instead of acknowledging and supporting the authority of the community in their language." (Eira:2007) In order for this very valuable work to continue to benefit Aboriginal community people who are struggling to keep their traditional languages alive and strong, and for both Aboriginal community members and linguists to receive meaningful reward from this process, it is critical that there be an ongoing dialogue around the critical issues facing all of us involved in this area. 'Rather than attempting to impose our research interests, our project was formed as listening to the community's needs, forming lasting relationships.' (Otsuka and Wong: 2007) Bibliography Eira, C., 'Addressing the ground of language endangerment'. Working together for endangered languages: Research challenges and social impacts. Proceedings of Foundation for Endangered Languages Conference XI. Kaula Lumpur, October, 2007. Fesl, E. M., 'Conned' University of Queensland Press, Brisbane, 1993. Smith, L.T., 'Decolonizing Methodologies: research and Indigenous people.' University of Otaga, New Zealand. 2001 Otsuka,d Y. and Wong, A., 'Fostering the Growth of Budding Community Initiatives: The Role of Linguists in Tokelauan Maintenance in Hawai'i' in Language Documentation & Conservation;, Vol 1, No 2 (December, 2007) University of Hawii (online Journal). http://hdl.handle.net/10125/5049 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Strengthening Australia's Indigenous languages: the relationship between community and linguists oai:scholarspace.manoa.hawaii.edu:10125/5058 2016-02-11 col_10125_5961 5058.jpg 5058.mp3 Munshi, Sadaf, Karim, Piar, Munshi, Sadaf, Karim, Piar; 2009-03-12; As globalization increases so does the loss of world languages. Two most common reasons for language endangerment are: (1) there are few living native speakers, and (2) many children do not learn the language of their parents because other languages are considered more helpful or powerful. While the first scenario leads to rapid extinction, the second scenario, quite common in South Asia and the developing world, leads to slow language attrition and eventual death. The two types of endangered languages are under pressure to differing degrees and in different ways in relation to language maintenance. Many linguists across the world are seeking to document and preserve the so-called “endangered” languages. Taking advantage of the latest state-of-the-art technologies, documentary linguists are making efforts towards documenting and recording oral and written linguistic traditions, translating and annotating documentation materials, compiling grammatical descriptions and dictionaries, and preparing pedagogical materials for language teaching/learning for the ethnic population which claims ownership of the language. The aim of this paper is to discuss the various steps, methods, and challenges in the documentation and revitalization of Burushaski – a linguistic isolate spoken by about 90,000 people in Gilgit, Pakistan (Ethnologue 2005), and (by approximately 300 speakers) in Srinagar, India (first author 2006). Burushaski is primarily orally-preserved and literacy in the native language is practically zero. Its survival is greatly threatened by multilingualism and language shift. Documentation efforts have been conducted by western scholars, but because their publications are mostly in foreign languages (Berger 1974-1998, Tiffou 1999), they are inaccessible to Burushos who are (mainly) literate in Urdu – the prestigious language. Recently, some Pakistani scholars have produced pedagogical materials for the promotion of Burushaski but, because of limited resources and lack of training, such efforts are yet to produce substantial results. Awaiting official standardization, local rivalries have also resulted in a number of competing writing systems. Burushaski is spoken in a socio-culturally conservative and a politically volatile region and documentation efforts by non-natives encounter many obstacles. Presenting a progress report of an ongoing project (starting 2003), this paper examines the various issues in documenting Burushaski, such as: initial encounters in encouraging community participation; social, cultural, political, and financial obstacles in data collection; effective use of information technologies without disrupting community traditions; and different challenges in revitalization efforts. To meet the various project goals, we propose steps in developing an integrated framework sensitive to the issues unique to this particular situation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5058. Munshi, Sadaf Karim, Piar Munshi, Sadaf Karim, Piar 2009-03-14 As globalization increases so does the loss of world languages. Two most common reasons for language endangerment are: (1) there are few living native speakers, and (2) many children do not learn the language of their parents because other languages are considered more helpful or powerful. While the first scenario leads to rapid extinction, the second scenario, quite common in South Asia and the developing world, leads to slow language attrition and eventual death. The two types of endangered languages are under pressure to differing degrees and in different ways in relation to language maintenance. Many linguists across the world are seeking to document and preserve the so-called “endangered” languages. Taking advantage of the latest state-of-the-art technologies, documentary linguists are making efforts towards documenting and recording oral and written linguistic traditions, translating and annotating documentation materials, compiling grammatical descriptions and dictionaries, and preparing pedagogical materials for language teaching/learning for the ethnic population which claims ownership of the language. The aim of this paper is to discuss the various steps, methods, and challenges in the documentation and revitalization of Burushaski – a linguistic isolate spoken by about 90,000 people in Gilgit, Pakistan (Ethnologue 2005), and (by approximately 300 speakers) in Srinagar, India (first author 2006). Burushaski is primarily orally-preserved and literacy in the native language is practically zero. Its survival is greatly threatened by multilingualism and language shift. Documentation efforts have been conducted by western scholars, but because their publications are mostly in foreign languages (Berger 1974-1998, Tiffou 1999), they are inaccessible to Burushos who are (mainly) literate in Urdu – the prestigious language. Recently, some Pakistani scholars have produced pedagogical materials for the promotion of Burushaski but, because of limited resources and lack of training, such efforts are yet to produce substantial results. Awaiting official standardization, local rivalries have also resulted in a number of competing writing systems. Burushaski is spoken in a socio-culturally conservative and a politically volatile region and documentation efforts by non-natives encounter many obstacles. Presenting a progress report of an ongoing project (starting 2003), this paper examines the various issues in documenting Burushaski, such as: initial encounters in encouraging community participation; social, cultural, political, and financial obstacles in data collection; effective use of information technologies without disrupting community traditions; and different challenges in revitalization efforts. To meet the various project goals, we propose steps in developing an integrated framework sensitive to the issues unique to this particular situation. http://hdl.handle.net/10125/5058 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting the Burushaski language: Issues in data collection, transmission, preservation, and revitalization oai:scholarspace.manoa.hawaii.edu:10125/5036 2024-09-11 col_10125_5961 5036.pdf 5036HO.pdf Aragon, Carolina; 2009-04-03T18:07:59Z; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5036. Aragon, Carolina 2009-04-03T18:07:59Z This paper focuses on the status of the Akuntsu language and its documentation. Akuntsu is a member of the Tupari subfamily of Tupían (Cabral and Author, 2004), together with Makuráp, Tuparí, Mekéns, Wayoró and Kepkiriwat (already extinct). Akuntsú is spoken by only six people, all monolinguals, the remnants of a genocide. Akuntsu people were first contacted by FUNAI only in 1995. After that contact, the Akuntsu people were free to begin their life again in a small part of the land remaining after an intensive deforestation of the region. In this paper I report how the fieldwork was conducted, briefly on the structural properties of the language, and on future plans for Akuntsu. Documentation began only in 2004. First, lexical items of many sorts were collected and digitized in LALI’s database. After some fieldwork trips, the morphology and aspects of the syntactic have been better understood. Fieldwork was undertaken twice each year, to stay as long as possible each time with these monolingual Akuntsu people, learning their language and their culture in daily contact. That work resulted in some papers (Cabral and Author 2005; Author and Carvalho 2008) and in an M.A. thesis about the phonology, morphology, and some aspects of the syntactic of Akuntsu language (Author 2008). According to Rodrigues (1999a), in Brazil there are approximately 220 indigenous groups who speak 180 different languages. Some of these languages are spoken by 20,000 people, while others are spoken by fewer than 20 people. Akuntsú is among the latter group; it is among the languages considered most strongly endangered in Brazil, because by the small number of its speakers and because they are not able to pass the native language on to another generation. It is destined to disappear. There are no marriageable men able to marry with the only woman who is of child-bearing age. So, what can be done to save this language from extinction? Is there any way to avoid this drastic loss to the world? Bibliography Author. 2008. Fonologia e aspectos morfologicos e sintaticos da lingua Akuntsu. Dissertação de Mestrado, Universidade de Brasilia. Author and Fernando O. Carvalho. 2008. Análise acústica das vogais orais da língua Akuntsú. Revista da ABRALIN. Cabral, A. S. A. C and Author. 2004. Relatório de identificação lingüística da língua Akuntsú. Departamento de Índios Isolados, Fundação Nacional do Índio, Brasília. Ms. Cabral, A. S. A.C. and Author 2005. A posição da língua Akuntsú na família lingüística Tuparí. In: Anais do IV Congresso Internacional da ABRALIN, CD-Rom, pg. 1533-1539. Rodrigues, Aryon D. 1999. A Originalidade das línguas indígenas brasileiras. Conferência proferida na inauguração do Laboratório de Línguas Indígenas do Instituto de Letras da Universidade de Brasília, em 8 de julho. http://hdl.handle.net/10125/5036 The status of Akuntsú Text Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/4989 2024-09-11 col_10125_5961 4989-A.pdf 4989.JPG 4989.mp3 4989.pdf Lüpke, Friederike, Lüpke, Friederike; 2009-03-12; Baïnouk is a severely endangered and undocumented language cluster spoken in the Casamance area of Senegal (West Africa). As typical for the region (Childs, 2004), the Baïnouk language area is characterised by a complex multilingual situation, and the different varieties are partly in contact with each other and with additional languages. Depending on their location, speakers use two varieties of the Atlantic language cluster Joola and/or the Mande language Mandinka. All of them are fluent to some extent in the national lingua franca Wolof, an Atlantic language, and many of them speak the official language French. The complex contact situation results in massive (and partly different) linguistic interferences. Evidence points to language contact playing a crucial role in explaining typologically highly unusual traits of its noun-class system: some nouns without an overt class prefix copy the first syllable of the stem onto agreeing elements, thus creating a potentially open class of agreement markers. Baïnouk is one of only two undisputed cases exhibiting this so-called literal (Dobrin, 1995), productive (Dimitriadis, 1997) or radical (Aronoff, 1998) alliterative concord/agreement. Literal alliterative concord (LAC) challenges our understanding of NC systems, since it creates a potentially open class of agreement affixes or target genders (Corbett, 1991, Corbett, 2006), only limited by constraints on syllable structure. In addition, it constitutes an apparent counterexample to the principle of phonology-free syntax (PPFS) (Zwicky, 1969, Zwicky and Pullum, 1986), stating that no syntactic rule can have recourse to phonology. Data I collected during a pilot project on Gunyaamolo point to more complex factors governing LAC than admitted so far. The nouns concerned by LAC are not always morphologically simple but can be blends out of loanwords and fossilised class markers that are still attested in related languages. In order to understand LAC in Baïnouk, it is crucial to model the complex contact situation and to consider data not just from the different Baïnouk varieties, but also from the main contact languages. The talk will outline a research paradigm taking these data into account for the description and documentation of Baïnouk. This issue is expected to be relevant for documentation projects in multilingual areas in general, where an essentialist view of the concepts of ‘language’ and ‘speech community’ fail to capture the complex ways in which linguistic structure is shaped in a multilingual environment.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4989. Lüpke, Friederike Lüpke, Friederike 2009-03-14 Baïnouk is a severely endangered and undocumented language cluster spoken in the Casamance area of Senegal (West Africa). As typical for the region (Childs, 2004), the Baïnouk language area is characterised by a complex multilingual situation, and the different varieties are partly in contact with each other and with additional languages. Depending on their location, speakers use two varieties of the Atlantic language cluster Joola and/or the Mande language Mandinka. All of them are fluent to some extent in the national lingua franca Wolof, an Atlantic language, and many of them speak the official language French. The complex contact situation results in massive (and partly different) linguistic interferences. Evidence points to language contact playing a crucial role in explaining typologically highly unusual traits of its noun-class system: some nouns without an overt class prefix copy the first syllable of the stem onto agreeing elements, thus creating a potentially open class of agreement markers. Baïnouk is one of only two undisputed cases exhibiting this so-called literal (Dobrin, 1995), productive (Dimitriadis, 1997) or radical (Aronoff, 1998) alliterative concord/agreement. Literal alliterative concord (LAC) challenges our understanding of NC systems, since it creates a potentially open class of agreement affixes or target genders (Corbett, 1991, Corbett, 2006), only limited by constraints on syllable structure. In addition, it constitutes an apparent counterexample to the principle of phonology-free syntax (PPFS) (Zwicky, 1969, Zwicky and Pullum, 1986), stating that no syntactic rule can have recourse to phonology. Data I collected during a pilot project on Gunyaamolo point to more complex factors governing LAC than admitted so far. The nouns concerned by LAC are not always morphologically simple but can be blends out of loanwords and fossilised class markers that are still attested in related languages. In order to understand LAC in Baïnouk, it is crucial to model the complex contact situation and to consider data not just from the different Baïnouk varieties, but also from the main contact languages. The talk will outline a research paradigm taking these data into account for the description and documentation of Baïnouk. This issue is expected to be relevant for documentation projects in multilingual areas in general, where an essentialist view of the concepts of ‘language’ and ‘speech community’ fail to capture the complex ways in which linguistic structure is shaped in a multilingual environment. http://hdl.handle.net/10125/4989 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Bainouk contact, concord and classification - a research paradigm for language documentation in multilingual areas oai:scholarspace.manoa.hawaii.edu:10125/5069 2024-09-11 col_10125_5961 5069.pdf Eggleston, Alyson, Baina, Mayangna Yulbarangyang, Benedicto, Elena; 2009-04-13T17:57:08Z; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5069. Eggleston, Alyson Baina, Mayangna Yulbarangyang Benedicto, Elena 2009-04-13T17:57:08Z This paper addresses the role of a Participatory Action Research (PAR) approach in the community's reappropriation of an externally-generated linguistic research project. By employing a PAR approach, we show that the indigenous researcher and community can still appropriate the work even if the research initiative has emerged from outside. The Mayangna of Nicaragua had established a linguistic research team in the mid 1990's. They were recently presented with a research initiative to document meronymies and spatial frames of reference as part of a larger project. Though part of this data had already been collected, this new project presented the opportunity to enlarge the database and view it from another perspective. The native researchers accepted that externally initiated proposal. Subsequently, a collaborative team was formed with indigenous and external researchers. The first step of the negotiation of the project involved a reevaluation of the experimental materials to adapt them to more culturally appropriate versions. Practical training on the technical aspects of the project ensued, including four parts: 1) experimental training in administering the tasks, 2) technical practice in video recording 3) the manipulation and uploading of digital media to ELAN, an annotation software tool, and 4) the actual collection and transcription of the data. During the first part of the training, the indigenous researchers performed the successive roles of participant, experimenter, and documenter. In this process, the indigenous researchers were able to evaluate the cultural appropriateness of the task design, and acquired new technological skills Ð building upon what they had acquired in a previous, internally-initiated research project. Through a continued rotation of roles, all native researchers trained collaboratively with each other and with the external researchers to conduct the experimental tasks, record results, and begin to interpret those results. This training culminated with the indigenous researchers all acting as main researchers in applying the corresponding experimental tasks with speakers of their own communities. As a result of applying a PAR approach to this project, we can observe that when native researchers take increasingly more responsibility for a project, even one that emerges external to the research group, they obtain greater directive power over the research process and the results obtained. The indigenous researcher is, thus, in a position to evaluate and adapt the research project, ultimately becoming the experts on the research design, implementation, and interpretation of the data, and consequently reappropriating the process for their own community use and benefit. http://hdl.handle.net/10125/5069 Participatory Action Research and the Experimental Process Text Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/6807 2024-09-11 col_10125_5961 ICLDC2009-cover.pdf ICLDC2009.pdf Department of Linguistics, Deborah Masterson; 2009-03-03T21:39:30Z; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/6807. Deborah Masterson Department of Linguistics 2009-03-03T21:39:30Z This is the program for the 1st International Conference on Language Documentation and Conservation (ICLDC) held at UH, March 12-14, 2009. 64 pages http://hdl.handle.net/10125/6807 language documentation conference language conservation conference program 1st International Conference on Language Documentation and Conservation (ICLDC) Program Text Other oai:scholarspace.manoa.hawaii.edu:10125/5105 2024-09-13 col_10125_5961 5105-01.jpg 5105-02.JPG 5105.mp3 5105.pdf O’Grady, William, J.Schafer, Amy, O’Grady, William, J.Schafer, Amy; 2009-03-12; From a socio-cultural perspective, language loss takes place at the level of a community, affecting virtually every aspect of its culture. Beneath this macro-phenomenon, however, is a much smaller-scale cognitive phenomenon that is manifested in individual speakers of the ill-fated language-a reduction in proficiency to the point where the language is no longer a viable tool for communication. The basic pattern is all too familiar: exposure to an external language leads first to bilingualism, then to language weakening, and finally to language loss. Even in those cases where a community wishes to act to preserve their indigenous language, there are serious challenges beyond the obvious social and political obstacles. One such challenge, which we wish to address, involves the question of how and whether language weakening can be measured so that (a) its presence can be diagnosed at an early point, and (b) the success of efforts to reverse it can be accurately assessed. A well known psycholinguistic correlate of limited linguistic proficiency is slow access to vocabulary and weak activation of the routines for forming and interpreting sentences. Our goal is to exploit this fact by developing an assessment package that will provide a reliable picture of a language's relative accessibility to its speaker-that is, a way of measuring the strength or weakness an indigenous language relative to a competitor language. As we will illustrate in our presentation, we are designing and pilot testing a series of psycholinguistic tasks that will allow us to measure a speaker's response time, both for lexical access and for phrase building. By comparing the scores on these tasks for the two (or more) languages used by individual speakers, we believe that inferences can be drawn about relative language strength in different vocabulary domains and for different types of linguistic performance. This information in turn will be useful for those interested in assessing the degree of language weakening in particular groups, regions, and communities. The assessment package that we will describe has a number of practical advantages as well: it is easily adaptable from language to language, it is inexpensive, it is easy to use, and it can be run on small portable devices, making it appropriate for most field circumstances. We anticipate opportunities for testing in a variety of field situations in the near future.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5105. O’Grady, William J.Schafer, Amy O’Grady, William J.Schafer, Amy 2009-03-14 From a socio-cultural perspective, language loss takes place at the level of a community, affecting virtually every aspect of its culture. Beneath this macro-phenomenon, however, is a much smaller-scale cognitive phenomenon that is manifested in individual speakers of the ill-fated language-a reduction in proficiency to the point where the language is no longer a viable tool for communication. The basic pattern is all too familiar: exposure to an external language leads first to bilingualism, then to language weakening, and finally to language loss. Even in those cases where a community wishes to act to preserve their indigenous language, there are serious challenges beyond the obvious social and political obstacles. One such challenge, which we wish to address, involves the question of how and whether language weakening can be measured so that (a) its presence can be diagnosed at an early point, and (b) the success of efforts to reverse it can be accurately assessed. A well known psycholinguistic correlate of limited linguistic proficiency is slow access to vocabulary and weak activation of the routines for forming and interpreting sentences. Our goal is to exploit this fact by developing an assessment package that will provide a reliable picture of a language's relative accessibility to its speaker-that is, a way of measuring the strength or weakness an indigenous language relative to a competitor language. As we will illustrate in our presentation, we are designing and pilot testing a series of psycholinguistic tasks that will allow us to measure a speaker's response time, both for lexical access and for phrase building. By comparing the scores on these tasks for the two (or more) languages used by individual speakers, we believe that inferences can be drawn about relative language strength in different vocabulary domains and for different types of linguistic performance. This information in turn will be useful for those interested in assessing the degree of language weakening in particular groups, regions, and communities. The assessment package that we will describe has a number of practical advantages as well: it is easily adaptable from language to language, it is inexpensive, it is easy to use, and it can be run on small portable devices, making it appropriate for most field circumstances. We anticipate opportunities for testing in a variety of field situations in the near future. http://hdl.handle.net/10125/5105 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A psycholinguistic tool for the assessment of language loss oai:scholarspace.manoa.hawaii.edu:10125/5134 2024-09-13 col_10125_5961 5134.jpg 5134.mp3 5134.pdf Indjieva, Elena, Indjieva, Elena; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5134. Indjieva, Elena Indjieva, Elena 2009-03-14 http://hdl.handle.net/10125/5134 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported GRADUATE STUDENTS Colloquium: I am a linguist therefore I am Kalmyk oai:scholarspace.manoa.hawaii.edu:10125/5113 2024-09-13 col_10125_5961 5113.jpg 5113.mp3 5113.pdf Holton, Gary, Holton, Gary; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5113. Holton, Gary Holton, Gary 2009-03-14 http://hdl.handle.net/10125/5113 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethics Colloquium: Relatively ethical: A comparison of linguistic research paradigms in Alaska and Indonesia oai:scholarspace.manoa.hawaii.edu:10125/5031 2016-02-11 col_10125_5961 5031.mp3 Tonko, Jose, Tonko, Jose; 2009-03-12; Some years ago the documentation of language and cultural data of Kawesqar, the only Fueguian language that is still spoken today, was aimed at the academic community with scarce participation of the speaker-community except as informants. Rarely the product of research projects reached the community and their evaluation of these results ranged from approval to indifference, indignation, concern. Approval because the language was going to be known by scholars and it would not disappear undocumented; indifference because language death was not something they should care about; indignation because they found out that some of the information they had provided such as songs or visual documentation were commercially used without their permission or compensation; concern because the direct descendants of the community would never know the language and culture of their forebears. The urban Kawesqars, being Spanish monolinguals considered the language of their ancestor the only way to reflect their identity, since no cultural or tradition feature could differentiate them from other ethnic groups. However they had no opportunity to learn the language or get acquainted with the ancestral culture. Therefore they urged the regional government to implement a plan to revitalize the language. This plan worked at a slow pace because of bureaucracy, but it allowed to get enough language materials to start a teaching program. Nevertheless it took long time to get the necessary funding for cultural data documentation. This paper will present how the community worked in this project, how their motivation increased positively and what have been the results of the work done, present problems and future expectations.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5031. Tonko, Jose Tonko, Jose 2009-03-14 Some years ago the documentation of language and cultural data of Kawesqar, the only Fueguian language that is still spoken today, was aimed at the academic community with scarce participation of the speaker-community except as informants. Rarely the product of research projects reached the community and their evaluation of these results ranged from approval to indifference, indignation, concern. Approval because the language was going to be known by scholars and it would not disappear undocumented; indifference because language death was not something they should care about; indignation because they found out that some of the information they had provided such as songs or visual documentation were commercially used without their permission or compensation; concern because the direct descendants of the community would never know the language and culture of their forebears. The urban Kawesqars, being Spanish monolinguals considered the language of their ancestor the only way to reflect their identity, since no cultural or tradition feature could differentiate them from other ethnic groups. However they had no opportunity to learn the language or get acquainted with the ancestral culture. Therefore they urged the regional government to implement a plan to revitalize the language. This plan worked at a slow pace because of bureaucracy, but it allowed to get enough language materials to start a teaching program. Nevertheless it took long time to get the necessary funding for cultural data documentation. This paper will present how the community worked in this project, how their motivation increased positively and what have been the results of the work done, present problems and future expectations. http://hdl.handle.net/10125/5031 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Rescuing Kawesqar cultural heritage: A community-based documentation initiative oai:scholarspace.manoa.hawaii.edu:10125/5166 2016-02-11 col_10125_5961 5166.mp3 Rehg, Ken, Rehg, Ken; 2009-03-12; The closing speech made at the conference; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5166. Rehg, Ken Rehg, Ken 2009-03-14 The closing speech made at the conference http://hdl.handle.net/10125/5166 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Closing speech oai:scholarspace.manoa.hawaii.edu:10125/5064 2024-09-14 col_10125_5961 5064.jpg 5064.mp3 5064.pdf Michael, Lev, Michael, Lev; 2009-03-12; This paper focuses on the infrastructure that was developed to coordinate research activities among the participants of the Iquito Language Documentation Project (ILDP), a team-based project involving both graduate students and trained community members, aimed at documenting Iquito, a highly endangered language of Peruvian Amazonia. The ILDP was designed to document Iquito during six eight-week field periods between 2002 and 2006. To compensate for these short field periods, fieldwork was carried out by a team of researchers. Additionally, the project was designed to rely on graduate student researchers, thereby tapping this large pool for endangered language documentation. Concomittantly, the ILDP was intended to test methods for team-based language documentation, the focus of the present talk. Team-based research faces two challenges not faced by a lone linguist: a synchronic coordination problem and a diachronic one. The synchronic problem arises from the holistic character of linguistic fieldwork, and the fact that knowledge gained by any one researcher on a team is relevant to the work of the other researchers. In order to avoid duplication of research, overlap in research topics must be avoided, and data and analyses need to be shared rapidly among researchers. The diachronic problem concerns documentation of the findings of one season's research team for use by the following one. To address these issues, we developed the module-and-seminar model, which consisted of domain-specific project coordinators, modules, a module schedule, and daily seminars. Briefly, modules were week-long research projects assigned to individual researchers, focusing on a particular part of the grammar; these were written up in reports that were presented to the rest of the team during the daily seminar. The revised modules were subsequently included in a project-internal volume of that season's findings, for use in following years. In order to provide continuity in the project, two coordinators were selected, one who coordinated text and pedagogical materials preparation, and another who coordinated dictionary and module preparation. The latter coordinator also prepared each season's module schedule, in consultation with participating researchers. In this talk I discuss the overall success of this model, especially in addressing the synchronic coordination problem, and its potential replicability in other field contexts. I also discuss the few difficulties faced by this model, principally with respect to diachronic coordination, as new students were challenged to rapidly assimilate previous findings in order to contribute to new descriptive work.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5064. Michael, Lev Michael, Lev 2009-03-14 This paper focuses on the infrastructure that was developed to coordinate research activities among the participants of the Iquito Language Documentation Project (ILDP), a team-based project involving both graduate students and trained community members, aimed at documenting Iquito, a highly endangered language of Peruvian Amazonia. The ILDP was designed to document Iquito during six eight-week field periods between 2002 and 2006. To compensate for these short field periods, fieldwork was carried out by a team of researchers. Additionally, the project was designed to rely on graduate student researchers, thereby tapping this large pool for endangered language documentation. Concomittantly, the ILDP was intended to test methods for team-based language documentation, the focus of the present talk. Team-based research faces two challenges not faced by a lone linguist: a synchronic coordination problem and a diachronic one. The synchronic problem arises from the holistic character of linguistic fieldwork, and the fact that knowledge gained by any one researcher on a team is relevant to the work of the other researchers. In order to avoid duplication of research, overlap in research topics must be avoided, and data and analyses need to be shared rapidly among researchers. The diachronic problem concerns documentation of the findings of one season's research team for use by the following one. To address these issues, we developed the module-and-seminar model, which consisted of domain-specific project coordinators, modules, a module schedule, and daily seminars. Briefly, modules were week-long research projects assigned to individual researchers, focusing on a particular part of the grammar; these were written up in reports that were presented to the rest of the team during the daily seminar. The revised modules were subsequently included in a project-internal volume of that season's findings, for use in following years. In order to provide continuity in the project, two coordinators were selected, one who coordinated text and pedagogical materials preparation, and another who coordinated dictionary and module preparation. The latter coordinator also prepared each season's module schedule, in consultation with participating researchers. In this talk I discuss the overall success of this model, especially in addressing the synchronic coordination problem, and its potential replicability in other field contexts. I also discuss the few difficulties faced by this model, principally with respect to diachronic coordination, as new students were challenged to rapidly assimilate previous findings in order to contribute to new descriptive work. http://hdl.handle.net/10125/5064 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Developing infrastructure for team-based research: The module-and-seminar model oai:scholarspace.manoa.hawaii.edu:10125/5001 2024-09-15 col_10125_5961 5001-A.pdf 5001-B.pdf 5001.jpg Grimes, Charles E., Grimes, Charles E.; 2009-03-12; A visit to the island of Ndao, where they speak the Dhao language (Ethnologue/ISO code nfa; 5,000-7,000 speakers), at first gives the impression of vigorous use by all ages in almost all contexts, including in many local government interactions and church meetings. Periodic contact and research spanning ten years, however, reveals cracks appearing in this seemingly healthy picture. By working with various social segments of Dhao society for linguistic analysis, community-based dictionary-building (www.e-kamus2.org/html/dictionaries_.html), community-based text collection, and community-based translation efforts, we can document which groups know and use the “original” vernacular Dhao words, which use long-established loans from various sources that have assimilated to Dhao phonology, which only know recent loans that haven't yet assimilated to Dhao phonology, and which grammatical constructions seem to be getting lost or conflating to simpler forms. This paper discusses the discovery process, provides numerous examples of who is using what, shares comments on perceptions of trends and concerns of language use by Dhao speakers themselves, and reports some surprising trends when comparing social segments of society living on Ndao with those in the diaspora living elsewhere. It turns out that some of the younger generation in the diaspora have reasons that motivate them to learn and preserve Dhao (learning Indonesian and Kupang Malay are a given for them), whereas some of the younger generation on Dhao put their greatest efforts into learning and using Indonesian to have a chance to succed in the wider world, while they are not even aware of the ways they reduce the kinds of social contexts in which they are exposed to other-than-normal uses of Dhao.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5001. Grimes, Charles E. Grimes, Charles E. 2009-03-14 A visit to the island of Ndao, where they speak the Dhao language (Ethnologue/ISO code nfa; 5,000-7,000 speakers), at first gives the impression of vigorous use by all ages in almost all contexts, including in many local government interactions and church meetings. Periodic contact and research spanning ten years, however, reveals cracks appearing in this seemingly healthy picture. By working with various social segments of Dhao society for linguistic analysis, community-based dictionary-building (www.e-kamus2.org/html/dictionaries_.html), community-based text collection, and community-based translation efforts, we can document which groups know and use the “original” vernacular Dhao words, which use long-established loans from various sources that have assimilated to Dhao phonology, which only know recent loans that haven't yet assimilated to Dhao phonology, and which grammatical constructions seem to be getting lost or conflating to simpler forms. This paper discusses the discovery process, provides numerous examples of who is using what, shares comments on perceptions of trends and concerns of language use by Dhao speakers themselves, and reports some surprising trends when comparing social segments of society living on Ndao with those in the diaspora living elsewhere. It turns out that some of the younger generation in the diaspora have reasons that motivate them to learn and preserve Dhao (learning Indonesian and Kupang Malay are a given for them), whereas some of the younger generation on Dhao put their greatest efforts into learning and using Indonesian to have a chance to succed in the wider world, while they are not even aware of the ways they reduce the kinds of social contexts in which they are exposed to other-than-normal uses of Dhao. http://hdl.handle.net/10125/5001 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting incipient obsolescence: a multi-pronged approach to Dhao, eastern Indonesia oai:scholarspace.manoa.hawaii.edu:10125/4981 2016-02-11 col_10125_5961 4981.jpg 4981.mp3 Chacaby, Maya, Chacaby, Maya; 2009-03-12; Waaciye, Maya nitishinikaas, Kaministiqua nitoonci, Amik Dodem. Aasha ni-kakwe-nitaa Anishinaabem. Miikwec Kishe-Manito o-we-ki-minobimaatiziyan wiicishin. Aasha ni-ninanatawentan anishnaabemowin toonci ni-kanohkentaan kaa onciiyaan Miikwec* . It is my belief that Anishinaabe (Ojibwe) traditional knowledge practices are critical to the retention of new language learners and ultimately to the future direction of Anishinaabemowin (Ojibwe language) revitalization. However, the forced displacement of Anishinaabe peoples from their traditional territories and the contemporary context in which this is reenacted has created a “cultural void” where oral practices, storytelling, and experiential-social learning are often secondary to western pedagogical structures. My research focuses on developing ways that Anishinaabe traditional knowledge practices for language transmission can work in contemporary institutional contexts. Rather than simply providing students with a short repertoire of basic words, this work focuses on creating an environment that will allow students to become part of a long-term language-learning community, which fosters fluency through an Anishinaabe framework. I have been working with northern First Nations communities, community members, and community organizations to create viable options for prioritizing methods of language transmission that emphasize the spiritual, physical, emotional and mental aspects of our identities and promote foundational Anishinaabe knowledge in language transmission. In a contemporary context, some of theses options include the development of video conferencing networks and video documentaries that can enhance oral teaching practices and create accessible story archives in the language. As well, the work has involved creating a sustainable language learning community locally at the University of Toronto and by internet-based communications across northern Ontario, through social activities, theatre projects and community participation. The goal is to stretch Anishinaabemowin interactions beyond classroom boundaries and to create greater opportunities to retain new learners and allow for more experiential, traditional learning. My vision is that, when combined, the Anishinaabe methods for transmitting the language (via traditional knowledge practices and philosophies) and technologies that promote oral language transmission could become a powerful tool for recreating healthy, vibrant Anishinaabe communities. *As Anishinaabe (Ojibwe person), I have been taught to introduce myself and state my intentions first in my language; this, according to the Elders I have learned from, is the way that my intentions are heard not just by you, but by the spirits of my ancestors and by creation. In this way, I am held responsible to my intentions on a level much deeper than words on paper.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4981. Chacaby, Maya Chacaby, Maya 2009-03-14 Waaciye, Maya nitishinikaas, Kaministiqua nitoonci, Amik Dodem. Aasha ni-kakwe-nitaa Anishinaabem. Miikwec Kishe-Manito o-we-ki-minobimaatiziyan wiicishin. Aasha ni-ninanatawentan anishnaabemowin toonci ni-kanohkentaan kaa onciiyaan Miikwec* . It is my belief that Anishinaabe (Ojibwe) traditional knowledge practices are critical to the retention of new language learners and ultimately to the future direction of Anishinaabemowin (Ojibwe language) revitalization. However, the forced displacement of Anishinaabe peoples from their traditional territories and the contemporary context in which this is reenacted has created a “cultural void” where oral practices, storytelling, and experiential-social learning are often secondary to western pedagogical structures. My research focuses on developing ways that Anishinaabe traditional knowledge practices for language transmission can work in contemporary institutional contexts. Rather than simply providing students with a short repertoire of basic words, this work focuses on creating an environment that will allow students to become part of a long-term language-learning community, which fosters fluency through an Anishinaabe framework. I have been working with northern First Nations communities, community members, and community organizations to create viable options for prioritizing methods of language transmission that emphasize the spiritual, physical, emotional and mental aspects of our identities and promote foundational Anishinaabe knowledge in language transmission. In a contemporary context, some of theses options include the development of video conferencing networks and video documentaries that can enhance oral teaching practices and create accessible story archives in the language. As well, the work has involved creating a sustainable language learning community locally at the University of Toronto and by internet-based communications across northern Ontario, through social activities, theatre projects and community participation. The goal is to stretch Anishinaabemowin interactions beyond classroom boundaries and to create greater opportunities to retain new learners and allow for more experiential, traditional learning. My vision is that, when combined, the Anishinaabe methods for transmitting the language (via traditional knowledge practices and philosophies) and technologies that promote oral language transmission could become a powerful tool for recreating healthy, vibrant Anishinaabe communities. *As Anishinaabe (Ojibwe person), I have been taught to introduce myself and state my intentions first in my language; this, according to the Elders I have learned from, is the way that my intentions are heard not just by you, but by the spirits of my ancestors and by creation. In this way, I am held responsible to my intentions on a level much deeper than words on paper. http://hdl.handle.net/10125/4981 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Traditional knowledge and technologies of orality for community-based Anishinaabemowin revitalization in northern Ontario oai:scholarspace.manoa.hawaii.edu:10125/5103 2024-09-15 col_10125_5961 5103.jpg 5103.pdf Nathan, David, Nathan, David; 2009-03-12; Documentary linguistics for endangered languages emphasizes primary data - recordings and representation of linguistic events - and audio and video recordings are a priority for both fieldwork and for archiving because those events are unlikely to occur into the future. Audio is the focal component of our primary data. While video offers much promise, it is by definition less close to the principal concerns of documenting (spoken) languages, and introduces many costs. Recent debates about the motivations for and value of video have raised valuable questions such as: What/who is it for? What makes a good recording? How can we figure the documentation value? What aspects of events are captured/not captured? But these questions, in turn (and some of the arguments for video), when applied to audio, reveal that we have tended to take audio for granted; at worst (and frequently enough), audio is simply an inconvenience on the way to creating symbolic representations such as transcriptions and analyses. Up till now, there have been some developments, such as increasing the accountability of analyses by providing direct links to "primary audio data", and tools built to support this such as Thieberger's Audiamus. But these on their own are not enough; they do not challenge audio's emasculated status as evidence rather than performance. Finnegan (2008), for example, has recently pointed out the almost unbounded richness of audio phenomena in linguistic performance, for which we don't have a vocabulary nor even recognition that without such a framework we are effectively hiding these phenomena from research. And we have been reminded (by Dietrich Schueller) that linguistics is one of the least scientific of disciplines when it comes to audio data collection. This paper considers audio from several perspectives, including documentary linguistics, experiences in training young documenters, information theory, and acoustics, to propose an epistemology for audio within documentation that surpasses descriptors such as formats and resolutions, and restores criteria such as informativeness, replicability, and representational validity for audio in language documentation. References Finnegan, R. 2008. Data – but data from what? In Peter Austin (ed) Language Documentation and Description. London: SOAS Schueller, D. 2006. Audio recording, digitisation and archiving. Workshop held at ELAR, SOAS, 13 February 2006.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5103. Nathan, David Nathan, David 2009-03-14 Documentary linguistics for endangered languages emphasizes primary data - recordings and representation of linguistic events - and audio and video recordings are a priority for both fieldwork and for archiving because those events are unlikely to occur into the future. Audio is the focal component of our primary data. While video offers much promise, it is by definition less close to the principal concerns of documenting (spoken) languages, and introduces many costs. Recent debates about the motivations for and value of video have raised valuable questions such as: What/who is it for? What makes a good recording? How can we figure the documentation value? What aspects of events are captured/not captured? But these questions, in turn (and some of the arguments for video), when applied to audio, reveal that we have tended to take audio for granted; at worst (and frequently enough), audio is simply an inconvenience on the way to creating symbolic representations such as transcriptions and analyses. Up till now, there have been some developments, such as increasing the accountability of analyses by providing direct links to "primary audio data", and tools built to support this such as Thieberger's Audiamus. But these on their own are not enough; they do not challenge audio's emasculated status as evidence rather than performance. Finnegan (2008), for example, has recently pointed out the almost unbounded richness of audio phenomena in linguistic performance, for which we don't have a vocabulary nor even recognition that without such a framework we are effectively hiding these phenomena from research. And we have been reminded (by Dietrich Schueller) that linguistics is one of the least scientific of disciplines when it comes to audio data collection. This paper considers audio from several perspectives, including documentary linguistics, experiences in training young documenters, information theory, and acoustics, to propose an epistemology for audio within documentation that surpasses descriptors such as formats and resolutions, and restores criteria such as informativeness, replicability, and representational validity for audio in language documentation. References Finnegan, R. 2008. Data – but data from what? In Peter Austin (ed) Language Documentation and Description. London: SOAS Schueller, D. 2006. Audio recording, digitisation and archiving. Workshop held at ELAR, SOAS, 13 February 2006. http://hdl.handle.net/10125/5103 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The soundness of documentation: an epistemology for audio in documentary linguistics oai:scholarspace.manoa.hawaii.edu:10125/5109 2016-02-11 col_10125_5961 5109.jpg 5109.mp3 Harata Te Aika, Lynne, Harata Te Aika, Lynne; 2009-03-12; This presentation examines the process involved in developing a Māori language mentoring and coaching programme for teachers in two Māori language medium programmes. The Reo doctor or 'language doctor' model has evolved out of a partnership with schools, the local Māori tribal group Ngāi Tahu who commissioned the programme and the researchers themselves University of Canterbury staff. The goal of the programme was to see if teachers Māori language proficiency and tribal dialect usage could be enhanced by an individualised programme supporting teachers in the classroom over a 20 week period. The pilot project involved designing and implementing a new professional development model, observing teachers, analysing their Maori language knowledge and use prior to the start of the programme. A diagnosis was made after studying oral, written and visual interview data about each individual teacher and their own personal language goals. A 'language fitness' programme was designed to support teachers over a 16 week period to improve their proficiency in the areas described above.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5109. Harata Te Aika, Lynne Harata Te Aika, Lynne 2009-03-14 This presentation examines the process involved in developing a Māori language mentoring and coaching programme for teachers in two Māori language medium programmes. The Reo doctor or 'language doctor' model has evolved out of a partnership with schools, the local Māori tribal group Ngāi Tahu who commissioned the programme and the researchers themselves University of Canterbury staff. The goal of the programme was to see if teachers Māori language proficiency and tribal dialect usage could be enhanced by an individualised programme supporting teachers in the classroom over a 20 week period. The pilot project involved designing and implementing a new professional development model, observing teachers, analysing their Maori language knowledge and use prior to the start of the programme. A diagnosis was made after studying oral, written and visual interview data about each individual teacher and their own personal language goals. A 'language fitness' programme was designed to support teachers over a 16 week period to improve their proficiency in the areas described above. http://hdl.handle.net/10125/5109 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Reo Kura: Developing teachers Maori language proficiency and Ngai Tahu tribal dialect proficiency in an in-school professional development programme oai:scholarspace.manoa.hawaii.edu:10125/5027 2016-02-11 col_10125_5961 5027.jpg Lee, Jason, Lee, Jason; 2009-03-12; Audiovisual archives in Australia and around the world include significant recordings of Australian indigenous languages. Newer documentation programs are digital and some have high standards of metadata and annotation. Two challenges that audiovisual archives face are documentation and repatriation. Older analogue recordings are being digitised. However, not many have content metadata or annotation such as transcriptions and translations added. Indigenous languages are nearly all highly endangered and inadequately documented. As time passes, the ease with which detailed documentation can be carried out is lessened. The number of native speakers and researchers who understand these languages may decrease. Many recordings are in danger of becoming less meaningful to future generations. In Australia many Indigenous people are assisting to document recordings through their own bodies like Regional Indigenous Language Centres. They are using them to create educational materials which will help keep their heritage alive. In some cases, materials from repositories are simply returned to communities. In the absence of proper local archiving and documentation, this can be ineffective. In other cases, local archives are set up in communities. However, the infrastructure and expertise needed to maintain such operations is sometimes beyond local capacities. An alternative is to build an online central repository which can provide materials to local and regional centres as needed. OLCAP is a pilot to trial, from AIATSIS (the Australian Institute of Aboriginal and Torres Strait Islander Studies), the Max Planck Institute for Psycholinguistics' online system of storing digital recordings, adding annotation such as transcriptions and translations, adding metadata, and, the online delivery of such recordings to communities. That is, MPI Nijmegen's Language Archiving Tools (the software tools that support the DoBeS Documentation of Endangered Languages archive) are being used. Centres in Katherine serving the Victoria River District, Northern Territory; the Iwaidja community on Croker Island, Northern Territory; and, at Lockhart River in Cape York Peninsula, Queensland are linked in and Indigenous users are trialling the system. This paper describes OLCAP and evaluates some of the issues (such as rights management and user experiences) and the direction it is heading.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5027. Lee, Jason Lee, Jason 2009-03-14 Audiovisual archives in Australia and around the world include significant recordings of Australian indigenous languages. Newer documentation programs are digital and some have high standards of metadata and annotation. Two challenges that audiovisual archives face are documentation and repatriation. Older analogue recordings are being digitised. However, not many have content metadata or annotation such as transcriptions and translations added. Indigenous languages are nearly all highly endangered and inadequately documented. As time passes, the ease with which detailed documentation can be carried out is lessened. The number of native speakers and researchers who understand these languages may decrease. Many recordings are in danger of becoming less meaningful to future generations. In Australia many Indigenous people are assisting to document recordings through their own bodies like Regional Indigenous Language Centres. They are using them to create educational materials which will help keep their heritage alive. In some cases, materials from repositories are simply returned to communities. In the absence of proper local archiving and documentation, this can be ineffective. In other cases, local archives are set up in communities. However, the infrastructure and expertise needed to maintain such operations is sometimes beyond local capacities. An alternative is to build an online central repository which can provide materials to local and regional centres as needed. OLCAP is a pilot to trial, from AIATSIS (the Australian Institute of Aboriginal and Torres Strait Islander Studies), the Max Planck Institute for Psycholinguistics' online system of storing digital recordings, adding annotation such as transcriptions and translations, adding metadata, and, the online delivery of such recordings to communities. That is, MPI Nijmegen's Language Archiving Tools (the software tools that support the DoBeS Documentation of Endangered Languages archive) are being used. Centres in Katherine serving the Victoria River District, Northern Territory; the Iwaidja community on Croker Island, Northern Territory; and, at Lockhart River in Cape York Peninsula, Queensland are linked in and Indigenous users are trialling the system. This paper describes OLCAP and evaluates some of the issues (such as rights management and user experiences) and the direction it is heading. http://hdl.handle.net/10125/5027 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported OLCAP: The Online Language Community Access Program in Australia oai:scholarspace.manoa.hawaii.edu:10125/5107 2024-09-16 col_10125_5961 5107-01.JPG 5107-02.JPG 5107-04.JPG 5107-05.JPG 5107-06.JPG 5107.mp3 5107.pdf Takayuki, Okazaki, Kumar Mishra Mahendra, Kepa, Mere, Manu'atu, Linita, Tolenoa, Alister, David A. Hough, Takayuki, Okazaki, Kumar Mishra Mahendra, Kepa, Mere, Manu'atu, Linita, Tolenoa, Alister, David A. Hough; 2009-03-12; It is necessary that linguists and others involved in the documentation of indigenous and minority languages listen to the voices of the communities they wish to serve. This one-hour panel session brings together experts from Asia and the Pacific who will report on community perspectives as they apply to indigenous and minority language protection and promotion. Particular emphasis will be placed on what such communities have to say regarding the applicability of linguistic documentation within the context of educational initiatives, either as part of language/culture revitalization projects, or as part of mother tongue medium of instruction, bilingual or multilingual/multicultural education programs. The panelists, who for the most part are indigenous themselves, have been both activists and leaders on issues of language policy, planning and implementation in their respective regions. Their work covers a wide geographical span including Kosrae in the Federated States of Micronesia; Maori, Tongan and Pasifika communities in Aotearoa/New Zealand and the South Pacific; and among Udeghe and Nanai communities in Far East Russia. Their reports will focus on what these communities have to say about some of the following key issues: 1. The extent to which indigenous and minority language communities – even highly endangered ones – have traditional ecological knowledge (TEK) and related skills to tell their stories and develop educational materials which will protect and promote their languages and cultures. 2. The degree to which much linguistic documentation involves "outside experts" collecting data from "native informants" and how this may create an elitist dichotomy, which serves to marginalize indigenous communities, and further exacerbate what has been referred to as a "glass barrier" in academia. 3. How well linguistic documentation is linked to application and why in some cases data never gets back to the community – or never gets back in usable form. 4. How to ensure that funding procedures and decisions regarding research methodologies are placed in the hands of the community and based on indigenous models of communication and epistemologies, rather than on research models and technical categories imposed from the outside. (This is in keeping with the 2007 United Nations Resolution on the Rights of Indigenous Peoples) 5. The necessity of linking all work within indigenous communities to a critical understanding of the processes of globalization and how these relate to the killing of biological, cultural and linguistic diversity.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5107. Takayuki, Okazaki Kumar Mishra Mahendra Kepa, Mere Manu'atu, Linita Tolenoa, Alister David A. Hough Takayuki, Okazaki Kumar Mishra Mahendra Kepa, Mere Manu'atu, Linita Tolenoa, Alister David A. Hough 2009-03-14 It is necessary that linguists and others involved in the documentation of indigenous and minority languages listen to the voices of the communities they wish to serve. This one-hour panel session brings together experts from Asia and the Pacific who will report on community perspectives as they apply to indigenous and minority language protection and promotion. Particular emphasis will be placed on what such communities have to say regarding the applicability of linguistic documentation within the context of educational initiatives, either as part of language/culture revitalization projects, or as part of mother tongue medium of instruction, bilingual or multilingual/multicultural education programs. The panelists, who for the most part are indigenous themselves, have been both activists and leaders on issues of language policy, planning and implementation in their respective regions. Their work covers a wide geographical span including Kosrae in the Federated States of Micronesia; Maori, Tongan and Pasifika communities in Aotearoa/New Zealand and the South Pacific; and among Udeghe and Nanai communities in Far East Russia. Their reports will focus on what these communities have to say about some of the following key issues: 1. The extent to which indigenous and minority language communities – even highly endangered ones – have traditional ecological knowledge (TEK) and related skills to tell their stories and develop educational materials which will protect and promote their languages and cultures. 2. The degree to which much linguistic documentation involves "outside experts" collecting data from "native informants" and how this may create an elitist dichotomy, which serves to marginalize indigenous communities, and further exacerbate what has been referred to as a "glass barrier" in academia. 3. How well linguistic documentation is linked to application and why in some cases data never gets back to the community – or never gets back in usable form. 4. How to ensure that funding procedures and decisions regarding research methodologies are placed in the hands of the community and based on indigenous models of communication and epistemologies, rather than on research models and technical categories imposed from the outside. (This is in keeping with the 2007 United Nations Resolution on the Rights of Indigenous Peoples) 5. The necessity of linking all work within indigenous communities to a critical understanding of the processes of globalization and how these relate to the killing of biological, cultural and linguistic diversity. http://hdl.handle.net/10125/5107 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Making language documentation work for the community: Some indigenous priorities and perspectives oai:scholarspace.manoa.hawaii.edu:10125/5136 2016-02-11 col_10125_5961 5136.jpg 5136.mp3 Nagai, Kayo, Nagai, Kayo; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5136. Nagai, Kayo Nagai, Kayo 2009-03-14 http://hdl.handle.net/10125/5136 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Research in Japan Colloquium: The present state of descriptive linguistics in Japan oai:scholarspace.manoa.hawaii.edu:10125/5149 2024-09-16 col_10125_5961 5149.jpg 5149.mp3 5149.pdf Donaghy, Keola, Donaghy, Keola; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5149. Donaghy, Keola Donaghy, Keola 2009-03-14 http://hdl.handle.net/10125/5149 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Music Colloquium: He ola ka ielo i ke mele: Hawaiian language lives through its songs oai:scholarspace.manoa.hawaii.edu:10125/5055 2024-09-17 col_10125_5961 5055-01.jpg 5055.jpg 5055.mp3 5055.pdf Trilsbeek, Paul, Müller, Gabriele, Miller, Julia Colleen, Trilsbeek, Paul, Müller, Gabriele, Miller, Julia Colleen; 2009-03-12; In many areas of the world, language archives are being created, containing information on endangered languages, adhering to sophisticated metadata schemes and archiving standards. The data deposited in these archives, however, is as of yet hard to access, especially for community members who might be easily frustrated when trying to access data. In the DoBeS archive, there are various ways of searching and browsing through the deposited data, allowing for sophisticated queries targeting information in the metadata or annotations, so that expert users can work with the language documentations. However, this user-interface is too complex for a visitor that has not been thoroughly introduced to the structures and it is difficult to find results that may satisfy typical community members’ interests. As a shortcut for users from the community, a community portal has been created which displays an array of traditionally relevant topics in a simple and attractive way and links to resources in the archive. Topics include traditional and personal stories, procedurals and traditional activities. It is suitable for school use and due to its topical structure, may also serve as a base for developing teaching materials. In the community portal, a number of pre-defined searches have been set up for certain resource categories. These categories are marked in the metadata, so whenever a metadata file is uploaded into the archive containing one of these values, it will automatically become part of the search results in the portal. The query to the metadata database is made possible through a so-called REST interface. Via this protocol, the metadata search can be accessed as a web service within any other dynamic web content management framework. This search technology could also be used to implement a portal for a broader audience, introducing the archive from various angles to different potential user groups. Here too, the dynamic searches guarantee a low maintenance effort once the portal has been created. And finally, we will show additional ways to represent archived data (e. g. using Google Earth layers), in order to draw a comprehensive picture of the various ways to enter the DoBeS archive and efficiently access relevant information. It is hoped that this paper will contribute to bridging the gap between the creation of comprehensive language documentation and community efforts at revitalization, and help researchers to fulfill their ethical commitment to make data as accessible as possible.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5055. Trilsbeek, Paul Müller, Gabriele Miller, Julia Colleen Trilsbeek, Paul Müller, Gabriele Miller, Julia Colleen 2009-03-14 In many areas of the world, language archives are being created, containing information on endangered languages, adhering to sophisticated metadata schemes and archiving standards. The data deposited in these archives, however, is as of yet hard to access, especially for community members who might be easily frustrated when trying to access data. In the DoBeS archive, there are various ways of searching and browsing through the deposited data, allowing for sophisticated queries targeting information in the metadata or annotations, so that expert users can work with the language documentations. However, this user-interface is too complex for a visitor that has not been thoroughly introduced to the structures and it is difficult to find results that may satisfy typical community members’ interests. As a shortcut for users from the community, a community portal has been created which displays an array of traditionally relevant topics in a simple and attractive way and links to resources in the archive. Topics include traditional and personal stories, procedurals and traditional activities. It is suitable for school use and due to its topical structure, may also serve as a base for developing teaching materials. In the community portal, a number of pre-defined searches have been set up for certain resource categories. These categories are marked in the metadata, so whenever a metadata file is uploaded into the archive containing one of these values, it will automatically become part of the search results in the portal. The query to the metadata database is made possible through a so-called REST interface. Via this protocol, the metadata search can be accessed as a web service within any other dynamic web content management framework. This search technology could also be used to implement a portal for a broader audience, introducing the archive from various angles to different potential user groups. Here too, the dynamic searches guarantee a low maintenance effort once the portal has been created. And finally, we will show additional ways to represent archived data (e. g. using Google Earth layers), in order to draw a comprehensive picture of the various ways to enter the DoBeS archive and efficiently access relevant information. It is hoped that this paper will contribute to bridging the gap between the creation of comprehensive language documentation and community efforts at revitalization, and help researchers to fulfill their ethical commitment to make data as accessible as possible. http://hdl.handle.net/10125/5055 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Creating alternative access layers to the DOBES archive from existing metadata structure oai:scholarspace.manoa.hawaii.edu:10125/5099 2024-09-17 col_10125_5961 5099.jpg 5099.mp3 5099.pdf Beier, Christine, Beier, Christine; 2009-03-12; This paper focuses on the strategies developed by the Iquito Language Documentation Project (ILDP) to involve community members in the documentation and revitalization of Iquito, a highly endangered language of Peruvian Amazonia. As a five-year, team-based project, the ILDP was designed around a central goal: to involve members of the heritage language community in both documentation and revitalization work. To meet this goal, the ILDP deployed various strategies. First, the research team included several Community Linguists (CLs), literate adults trained by the ILDP’s coordinators in basic linguistic description, text transcription and translation, and lexicography. The CLs became active participants in the research process; made concrete decisions about orthography and other aspects of language policy; and played an active role in language teaching and the design of pedagogical materials. These CLs (literate, but not fluent speakers of Iquito) worked year-round with a core group of older Language Specialists (LSs), all native speakers of Iquito. The CLs and LSs were paired together from the outset to give the project local continuity and stability; and to enable them to contribute consistently to the project’s concrete documentation goals. The longer-term goal was to create independent local experts who could serve the community beyond the life of the ILDP. Second, the ILDP developed mechanisms for accountability to the community at large. These included making periodic reports at public meetings and establishing a supervisory committee, which, for example, chose the CLs and LSs. Third, the ILDP's products include pedagogical and textual materials designed for local use. Some of these materials are already in use by the community’s school teachers; in addition, the CLs and LSs have participated in Iquito language teaching in the classroom. This paper describes and evaluates the ILDP’s strategies in terms of their degree of success and their potential replicability in other language documentation contexts. These strategies were most successful at the level of language revalorization within the community. In addition, the CLs developed lasting skills in text transcription and translation, and lexicography; while the LSs greatly increased their fluency. The greatest challenges were cultivating individual long-term commitments to documentation beyond the ILDP; and developing the CLs’ skills in grammatical description. In hindsight, the CLs needed more focused training; however, the participants’ low level of literacy became a serious obstacle as the difficulty of their work increased. Synthesizing these observations, this paper concludes with concrete recommendations for improving upon the ILDP’s strategies.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5099. Beier, Christine Beier, Christine 2009-03-14 This paper focuses on the strategies developed by the Iquito Language Documentation Project (ILDP) to involve community members in the documentation and revitalization of Iquito, a highly endangered language of Peruvian Amazonia. As a five-year, team-based project, the ILDP was designed around a central goal: to involve members of the heritage language community in both documentation and revitalization work. To meet this goal, the ILDP deployed various strategies. First, the research team included several Community Linguists (CLs), literate adults trained by the ILDP’s coordinators in basic linguistic description, text transcription and translation, and lexicography. The CLs became active participants in the research process; made concrete decisions about orthography and other aspects of language policy; and played an active role in language teaching and the design of pedagogical materials. These CLs (literate, but not fluent speakers of Iquito) worked year-round with a core group of older Language Specialists (LSs), all native speakers of Iquito. The CLs and LSs were paired together from the outset to give the project local continuity and stability; and to enable them to contribute consistently to the project’s concrete documentation goals. The longer-term goal was to create independent local experts who could serve the community beyond the life of the ILDP. Second, the ILDP developed mechanisms for accountability to the community at large. These included making periodic reports at public meetings and establishing a supervisory committee, which, for example, chose the CLs and LSs. Third, the ILDP's products include pedagogical and textual materials designed for local use. Some of these materials are already in use by the community’s school teachers; in addition, the CLs and LSs have participated in Iquito language teaching in the classroom. This paper describes and evaluates the ILDP’s strategies in terms of their degree of success and their potential replicability in other language documentation contexts. These strategies were most successful at the level of language revalorization within the community. In addition, the CLs developed lasting skills in text transcription and translation, and lexicography; while the LSs greatly increased their fluency. The greatest challenges were cultivating individual long-term commitments to documentation beyond the ILDP; and developing the CLs’ skills in grammatical description. In hindsight, the CLs needed more focused training; however, the participants’ low level of literacy became a serious obstacle as the difficulty of their work increased. Synthesizing these observations, this paper concludes with concrete recommendations for improving upon the ILDP’s strategies. http://hdl.handle.net/10125/5099 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Prioritizing community involvement in collaborative language documentation: The Iquito case oai:scholarspace.manoa.hawaii.edu:10125/5143 2024-09-17 col_10125_5961 5143.jpg 5143.mp3 5143.pdf Gavin, Michael, Gavin, Michael; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5143. Gavin, Michael Gavin, Michael 2009-03-14 http://hdl.handle.net/10125/5143 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethnobiology Colloquium: Traditional ecological knowledge and languages: Diversity, loss, and conservation in Malakula, Vanuatu oai:scholarspace.manoa.hawaii.edu:10125/5151 2024-09-18 col_10125_5961 5151.mp3 5151.pdf 5151.ppt Boyce, Mary, Boyce, Mary; 2009-03-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5151. Boyce, Mary Boyce, Mary 2009-03-14 http://hdl.handle.net/10125/5151 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported TEACHING AND LEARNING Colloquium: Challenges in Maori-medium instruction: teacher education, teacher language proficiency, and development of quality curriculum resources oai:scholarspace.manoa.hawaii.edu:10125/4975 2024-09-18 col_10125_5961 4975.pdf Wittenburg, Peter, Cox, Chris, Budin, Gerhard, Garside, Debbie, Wittenburg, Peter, Cox, Chris, Budin, Gerhard, Garside, Debbie; 2009-03-12; In language documentation it is a necessity to uniquely identify the documented language/dialect in a unique way. In general researchers use a specific name which has been established due to scholarly discourse or interaction with the language community. However, names are often spelled differently, various names are handled by different groups for the same language and even sometimes it may occur that a single name is used to refer to different languages. So language names only clarify for a limited group which language is meant. Language codes in the contrary were created to uniquely identify the language in focus. Statistics on 27.000 metadata descriptions in the language resource archive of the Max Planck Institute has shown that researchers, however, are often reluctant to use language codes. While the language name element was used in almost 100% of the cases exhibiting all the possible pitfalls, the language code element was only used in 40%, although the tools offered the Ethnologue list for easy classification. Some major reasons are: • unawareness of the language codes systems • disagreement with the classification system despite the fact that standards may offer alternative names • unwillingness to use codes due to potential political impacts This presentation provides information on recent and future changes to the ISO 639 family of standards which deals exclusively with codes for language families, languages and dialects. Recently, pushed by the linguistic community it was recognized that the two- and three-letter codes (ISO 639-1/2) were not at all sufficient to identify the majority of the 6500 languages spoken today. Therefore, ISO adopted the Ethnologue code worked out by SIL as 639-3 since it is already widely used and has a broad coverage. However, 639-3 cannot be seen as final step along the road, since there are large communities that do not accept the chosen classification scheme and the process that is not based on regionally accepted expert communities. Therefore, work was started to specify ISO 639-4 to regulate operations within the ISO 639 family; ISO 639-5 to provide representations for the identification of language groupings and ISO 639-6, a hierarchical system to provide four letter codes for the identification of linguistic entities to a level of granularity not already included within the preceding standards. The talk will discuss the need for involving regional expert communities to comply with the basic ISO rules.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4975. Wittenburg, Peter Cox, Chris Budin, Gerhard Garside, Debbie Wittenburg, Peter Cox, Chris Budin, Gerhard Garside, Debbie 2009-03-14 In language documentation it is a necessity to uniquely identify the documented language/dialect in a unique way. In general researchers use a specific name which has been established due to scholarly discourse or interaction with the language community. However, names are often spelled differently, various names are handled by different groups for the same language and even sometimes it may occur that a single name is used to refer to different languages. So language names only clarify for a limited group which language is meant. Language codes in the contrary were created to uniquely identify the language in focus. Statistics on 27.000 metadata descriptions in the language resource archive of the Max Planck Institute has shown that researchers, however, are often reluctant to use language codes. While the language name element was used in almost 100% of the cases exhibiting all the possible pitfalls, the language code element was only used in 40%, although the tools offered the Ethnologue list for easy classification. Some major reasons are: • unawareness of the language codes systems • disagreement with the classification system despite the fact that standards may offer alternative names • unwillingness to use codes due to potential political impacts This presentation provides information on recent and future changes to the ISO 639 family of standards which deals exclusively with codes for language families, languages and dialects. Recently, pushed by the linguistic community it was recognized that the two- and three-letter codes (ISO 639-1/2) were not at all sufficient to identify the majority of the 6500 languages spoken today. Therefore, ISO adopted the Ethnologue code worked out by SIL as 639-3 since it is already widely used and has a broad coverage. However, 639-3 cannot be seen as final step along the road, since there are large communities that do not accept the chosen classification scheme and the process that is not based on regionally accepted expert communities. Therefore, work was started to specify ISO 639-4 to regulate operations within the ISO 639 family; ISO 639-5 to provide representations for the identification of language groupings and ISO 639-6, a hierarchical system to provide four letter codes for the identification of linguistic entities to a level of granularity not already included within the preceding standards. The talk will discuss the need for involving regional expert communities to comply with the basic ISO rules. http://hdl.handle.net/10125/4975 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported ISO 639 language codes in language documentation oai:scholarspace.manoa.hawaii.edu:10125/5040 2024-09-18 col_10125_5961 5040.mp3 5040.pdf Vinas-de-Puig, Ricard, Balna, Mayangna Yulbarangyang, Vinas-de-Puig, Ricard, Balna, Mayangna Yulbarangyang; 2009-03-12; This paper addresses linguistic technical training of members of the community, under a Participatory Action Research approach. We show how it can be a contributing factor to obtain an egalitarian relationship between the speaking community and the external researchers. Also, this training increases the self-sufficiency of the indigenous team, and facilitates their role as agents in research, while being an effective element to facilitate the community’s empowerment process and strengthen their agentive role in linguistic research. The project concerns the Mayangna community of North Eastern Nicaragua. The Mayangna linguists’ team, a team of indigenous linguists, had been established in the mid 1990’s and had been working on the collection of oral history, traditional folktales, and life stories. The team had also received linguistic training. At this point the need to consolidate the linguistic data and its analysis called for an optimization of the handling of the data. The external member of the team provided, then, the technical training for transfer and annotation of the linguistic data collected, which involved the following steps: (a) the use of (video, audio) equipment for (new) data recording, (b) the conversion of the collected data from analog to digital format, (d) the transfer of the linguistic data into ELAN software, and (c) its use for transcription and annotation. The external researcher arranged an ELAN template with the different fields relevant for the actual annotation: original text, sentence, word category, lexical meaning, inflectional information, and Spanish and English translations. The Mayangna team worked with this template in the training sessions, where the whole process (a-d above) was reviewed step-by-step. Once the training sessions were completed, the team of local linguists was able to do the actual recording, transferring and annotation tasks by themselves. These materials will be used in the bilingual educational system, in radio-broadcasting programs and for cultural revival activities. This experience of PAR, involving the equal collaboration of members of the Mayangna community and external researchers, provides an example of how a multi-faceted, continuous linguistic training enhances the process of decision making by the members of the speaking community, since the members of the community, as owners of the data, decide what kinds of elements are to be collected and analyzed and, eventually, what the research will focus on. Besides, this training component results in the empowerment of the language community, as it contributes to their self-sufficiency and autonomy as a linguistic team.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5040. Vinas-de-Puig, Ricard Balna, Mayangna Yulbarangyang Vinas-de-Puig, Ricard Balna, Mayangna Yulbarangyang 2009-03-14 This paper addresses linguistic technical training of members of the community, under a Participatory Action Research approach. We show how it can be a contributing factor to obtain an egalitarian relationship between the speaking community and the external researchers. Also, this training increases the self-sufficiency of the indigenous team, and facilitates their role as agents in research, while being an effective element to facilitate the community’s empowerment process and strengthen their agentive role in linguistic research. The project concerns the Mayangna community of North Eastern Nicaragua. The Mayangna linguists’ team, a team of indigenous linguists, had been established in the mid 1990’s and had been working on the collection of oral history, traditional folktales, and life stories. The team had also received linguistic training. At this point the need to consolidate the linguistic data and its analysis called for an optimization of the handling of the data. The external member of the team provided, then, the technical training for transfer and annotation of the linguistic data collected, which involved the following steps: (a) the use of (video, audio) equipment for (new) data recording, (b) the conversion of the collected data from analog to digital format, (d) the transfer of the linguistic data into ELAN software, and (c) its use for transcription and annotation. The external researcher arranged an ELAN template with the different fields relevant for the actual annotation: original text, sentence, word category, lexical meaning, inflectional information, and Spanish and English translations. The Mayangna team worked with this template in the training sessions, where the whole process (a-d above) was reviewed step-by-step. Once the training sessions were completed, the team of local linguists was able to do the actual recording, transferring and annotation tasks by themselves. These materials will be used in the bilingual educational system, in radio-broadcasting programs and for cultural revival activities. This experience of PAR, involving the equal collaboration of members of the Mayangna community and external researchers, provides an example of how a multi-faceted, continuous linguistic training enhances the process of decision making by the members of the speaking community, since the members of the community, as owners of the data, decide what kinds of elements are to be collected and analyzed and, eventually, what the research will focus on. Besides, this training component results in the empowerment of the language community, as it contributes to their self-sufficiency and autonomy as a linguistic team. http://hdl.handle.net/10125/5040 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Linguistic and technical training as a community empowerment tool oai:scholarspace.manoa.hawaii.edu:10125/5075 2016-02-11 col_10125_5961 5075.mp3 Woods, Gail, Woods, Gail; 2009-03-12; The Centre for Australian Languages and Linguistics (CALL) at Batchelor Institute of Indigenous Tertiary Education (BIITE) has developed Certificates I and II in Own Language Work to assist in building capacity in remote Indigenous communities to maintain, strengthen and preserve Indigenous languages. The courses provide training in language worker skills including vernacular literacy development, audio and visual recording, language analysis, transcribing and translating, language management and planning, language teaching skills and resource development. We take a project-based, interdisciplinary approach to course delivery, responding specifically to community needs and aspirations. In so doing, the foundations for community-based documentation initiatives are laid. In late 2007, a group of older women from Utopia, a remote Aboriginal communtiy in Central Australia, requested support to document bush medicine knowledge. The women wanted to create opportunities for ‘old people’ and young people to come together to ‘record stories and write them down’. In response to this request, lecturers for Certificates in Own Language Work, Certificates in Visual Arts and Contemporary Crafts and youth media trainers have been collaborating with the community, drawing on existing strengths: oral language competence, elders’ traditional knowledge and visual art practices, to establish a community driven documentation process. Key factors of the process are: • to engage youth to research and document local knowledge of bush medicine and, • to encourage them to express and respond to this knowledge through contemporary visual art, multimedia and the Alyawarr and Anmatyerr languages. Critical to the success of this project is the creation and maintenance of a space that allows for self-directed, creative and culturally meaningful activity for youth, to afford them the opportunity to confidently take on the role of mediating between old knowledges and digital technologies. This paper will report on the effectiveness of combining youth, media and art practices with respect to cultural knowledge preservation and language documentation. The discussion will consider factors including: successful youth engagement, the benefits of a collaborative approach to intergenerational knowledge transfer, the range and effectiveness of artefacts produced, reactions from youth and elders, and the acquisiton of new skills and roles.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5075. Woods, Gail Woods, Gail 2009-03-14 The Centre for Australian Languages and Linguistics (CALL) at Batchelor Institute of Indigenous Tertiary Education (BIITE) has developed Certificates I and II in Own Language Work to assist in building capacity in remote Indigenous communities to maintain, strengthen and preserve Indigenous languages. The courses provide training in language worker skills including vernacular literacy development, audio and visual recording, language analysis, transcribing and translating, language management and planning, language teaching skills and resource development. We take a project-based, interdisciplinary approach to course delivery, responding specifically to community needs and aspirations. In so doing, the foundations for community-based documentation initiatives are laid. In late 2007, a group of older women from Utopia, a remote Aboriginal communtiy in Central Australia, requested support to document bush medicine knowledge. The women wanted to create opportunities for ‘old people’ and young people to come together to ‘record stories and write them down’. In response to this request, lecturers for Certificates in Own Language Work, Certificates in Visual Arts and Contemporary Crafts and youth media trainers have been collaborating with the community, drawing on existing strengths: oral language competence, elders’ traditional knowledge and visual art practices, to establish a community driven documentation process. Key factors of the process are: • to engage youth to research and document local knowledge of bush medicine and, • to encourage them to express and respond to this knowledge through contemporary visual art, multimedia and the Alyawarr and Anmatyerr languages. Critical to the success of this project is the creation and maintenance of a space that allows for self-directed, creative and culturally meaningful activity for youth, to afford them the opportunity to confidently take on the role of mediating between old knowledges and digital technologies. This paper will report on the effectiveness of combining youth, media and art practices with respect to cultural knowledge preservation and language documentation. The discussion will consider factors including: successful youth engagement, the benefits of a collaborative approach to intergenerational knowledge transfer, the range and effectiveness of artefacts produced, reactions from youth and elders, and the acquisiton of new skills and roles. http://hdl.handle.net/10125/5075 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language, art, media and youth: a community-based, collaborative approach to documentation oai:scholarspace.manoa.hawaii.edu:10125/5258 2011-09-28 col_10125_19397 5258.mp3 Walsh, Michael, Barwick, Linda, Marett, Allan, Walsh, Michael; 2011-02-12; We present results of a project in Wadeye (Northern Territory, Australia) to document and make accessible public dance-song traditions of Murriny Patha clans. We discuss dissemination and storage of the results locally and within research institutional contexts, including community consultation to ensure that they approved of its direction and results.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5258. Walsh, Michael Walsh, Michael Barwick, Linda Marett, Allan 2011-09-30 We present results of a project in Wadeye (Northern Territory, Australia) to document and make accessible public dance-song traditions of Murriny Patha clans. We discuss dissemination and storage of the results locally and within research institutional contexts, including community consultation to ensure that they approved of its direction and results. http://hdl.handle.net/10125/5258 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Archiving languages and song in Wadeye: Future access to song knowledge oai:scholarspace.manoa.hawaii.edu:10125/5217 2011-09-28 col_10125_19397 5217.mp3 Baez, Gabriela Perez, Baez, Gabriela Perez; 2011-02-12; Since 1993, researchers and consultants with the Project for the Documentation of the Languages of Mesoamerica have documented 30 Mesoamerican languages and conducted dialectal surveys on five language groups. This work is of unique value given language endangerment trends and highlights the urgency and challenges of language documentation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5217. Baez, Gabriela Perez Baez, Gabriela Perez 2011-09-30 Since 1993, researchers and consultants with the Project for the Documentation of the Languages of Mesoamerica have documented 30 Mesoamerican languages and conducted dialectal surveys on five language groups. This work is of unique value given language endangerment trends and highlights the urgency and challenges of language documentation. http://hdl.handle.net/10125/5217 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported One project, thirty languages: The Project for the Documentation of the Languages of Mesoamerica oai:scholarspace.manoa.hawaii.edu:10125/5256 2011-06-02 col_10125_19397 5256.mp3 Hyslop, Gwendolyn, Tshering, Karma, Hyslop, Gwendolyn, Tshering, Karma; 2011-02-12; The traditional orthography in Bhutan is 'Ucen, derived from written Tibetan. However, the adaptation of ’Ucen to endangered languages of Bhutan-an expected outcome in documentation projects-has been challenging. In this talk we outline the problems encountered and the steps we have taken in resolving them.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5256. Hyslop, Gwendolyn Tshering, Karma Hyslop, Gwendolyn Tshering, Karma 2011-06-02 The traditional orthography in Bhutan is 'Ucen, derived from written Tibetan. However, the adaptation of ’Ucen to endangered languages of Bhutan-an expected outcome in documentation projects-has been challenging. In this talk we outline the problems encountered and the steps we have taken in resolving them. http://hdl.handle.net/10125/5256 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Developing 'Ucen orthographies for the endangered languages of Bhutan oai:scholarspace.manoa.hawaii.edu:10125/5189 2024-07-29 col_10125_19397 5189c4.mp3 Maxwell-c4.pdf Maxwell, Mike; 2011-05-30; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5189. Maxwell, Mike 2011-05-30 This paper shows how a formal grammar can be embedded into a descriptive grammar using Literate Programming. The formal grammar can automatically be extracted and converted into a parser, and the parser can be tested on the examples in the grammar. The result is an archivable, reproducible and verifiable grammatical description. http://hdl.handle.net/10125/5189 Creative Commons Attribution Non-Commercial Share Alike Attribution Non-Commercial Share Alike by-nc-d-sa C4 grammaticography colloquium: Electronic grammars: Taking advantage of the possibilities Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5295 2024-07-30 col_10125_19397 5295.pdf Tamelan, Thersia, Tamelan, Thersia; 2011-02-12; Dela-Oenale was once banned from schools as inhibiting the learning of Indonesian. While new policies make space for vernaculars, the government does nothing to promote or develop them. It is up to the D-O community to do so. This poster documents efforts to date and describes plans for moving forward.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5295. Tamelan, Thersia Tamelan, Thersia 2011-06-02 Dela-Oenale was once banned from schools as inhibiting the learning of Indonesian. While new policies make space for vernaculars, the government does nothing to promote or develop them. It is up to the D-O community to do so. This poster documents efforts to date and describes plans for moving forward. http://hdl.handle.net/10125/5295 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported I am proud to speak a language once banned in school' Community-based intiatives to document Dela-Oenale in eastern Indonesia oai:scholarspace.manoa.hawaii.edu:10125/5242 2011-06-02 col_10125_19397 5242.mp3 Linn, Mary, Morgan, Candessa, Linn, Mary, Morgan, Candessa; 2011-02-12; Oklahoma's linguistic and cultural diversity provides a unique challenge for developing a single training program to serve the varying needs and approaches to language revitalization in the state. This paper shows how the Oklahoma Native Language Association has provided flexibility and innovation in responding to training needs.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5242. Linn, Mary Morgan, Candessa Linn, Mary Morgan, Candessa 2011-06-02 Oklahoma's linguistic and cultural diversity provides a unique challenge for developing a single training program to serve the varying needs and approaches to language revitalization in the state. This paper shows how the Oklahoma Native Language Association has provided flexibility and innovation in responding to training needs. http://hdl.handle.net/10125/5242 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported C3 CTLDC panel: Finding our way: Language documentation and teacher training through the Oklahoma Native Languages Association oai:scholarspace.manoa.hawaii.edu:10125/5190 2024-07-31 col_10125_19397 Notesforpresentation.pdf Observer'sParadoxhandout.pdf 5190.mp3 Merrill.pdf Selectedbibliography.pdf Merrill, Elizabeth, Merrill, Elizabeth; 2011-02-12; Skewing due to the observer’s paradox in a language documentation project can create inaccuracies or unnaturalness in the data. This paper offers some possible ways to mitigate those effects during the preparation phase, wordlist elicitation, the recording sessions themselves, and also in respect to the metadata annotation and the archiving.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5190. Merrill, Elizabeth Merrill, Elizabeth 2011-06-02 Skewing due to the observer’s paradox in a language documentation project can create inaccuracies or unnaturalness in the data. This paper offers some possible ways to mitigate those effects during the preparation phase, wordlist elicitation, the recording sessions themselves, and also in respect to the metadata annotation and the archiving. http://hdl.handle.net/10125/5190 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The observer's paradox: Some forms of skewing that can occur in language documentation and some possible ways to mitigate them oai:scholarspace.manoa.hawaii.edu:10125/5224 2011-09-28 col_10125_19397 5224.mp3 Shaw, Patricia A., Shaw, Patricia A.; 2011-02-12; Revitalization efforts often confront the issue of standardization vs. the preservation of dialect diversity. This paper discusses a community-initiated research and curriculum development project that honors unique “dialect” features linked to place and family lineage, at the same time as clarifying what characterizes the shared "language" as a unifying identity.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5224. Shaw, Patricia A. Shaw, Patricia A. 2011-09-30 Revitalization efforts often confront the issue of standardization vs. the preservation of dialect diversity. This paper discusses a community-initiated research and curriculum development project that honors unique “dialect” features linked to place and family lineage, at the same time as clarifying what characterizes the shared "language" as a unifying identity. http://hdl.handle.net/10125/5224 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Sustaining dialect diversity across an endangered langauge diaspora oai:scholarspace.manoa.hawaii.edu:10125/5232 2011-09-28 col_10125_19397 5232.mp3 Holton, Gary, Holton, Gary; 2011-02-12; This paper suggests a strategy by which language archives can mitigate against the ‘unknown unknowns’ which arise when a scholarly community comes to falsely believe that a language or aspect of language has been adequately documented, even though in practice that documentation is either non-existent or non-retrievable.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5232. Holton, Gary Holton, Gary 2011-09-30 This paper suggests a strategy by which language archives can mitigate against the ‘unknown unknowns’ which arise when a scholarly community comes to falsely believe that a language or aspect of language has been adequately documented, even though in practice that documentation is either non-existent or non-retrievable. http://hdl.handle.net/10125/5232 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Unknown unknowns' and the retrieval problem in language archiving oai:scholarspace.manoa.hawaii.edu:10125/5231 2011-09-28 col_10125_19397 5231.mp3 Tomokiyo, Laura, Glenn, Patuk, Tomokiyo, Laura; 2011-02-12; Recent advances in imaging technology have made it possible for community organizations to capture, annotate, and share gigapixel-level images cheaply and easily. We report on efforts to use explorable high-resolution imagery as a tool for documentation of Iñupiaq, giving a visual focus for language elicitation and maximizing community empowerment; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5231. Tomokiyo, Laura Tomokiyo, Laura Glenn, Patuk 2011-09-30 Recent advances in imaging technology have made it possible for community organizations to capture, annotate, and share gigapixel-level images cheaply and easily. We report on efforts to use explorable high-resolution imagery as a tool for documentation of Iñupiaq, giving a visual focus for language elicitation and maximizing community empowerment http://hdl.handle.net/10125/5231 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Image-centered, community-based language documentation oai:scholarspace.manoa.hawaii.edu:10125/5247 2011-09-28 col_10125_19397 5247.mp3 Quinn, Conor, Quinn, Conor; 2011-02-12; Documentation-revitalization efforts continue to emphasize print literacy, assuming that it is a simple, cheap, and effective technology to implement. While acknowledging the motivations for this norm, we outline material and non-material costs of this prioritization, demonstrating why higher-technology alternatives can often be more accessible than print media.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5247. Quinn, Conor Quinn, Conor 2011-09-30 Documentation-revitalization efforts continue to emphasize print literacy, assuming that it is a simple, cheap, and effective technology to implement. While acknowledging the motivations for this norm, we outline material and non-material costs of this prioritization, demonstrating why higher-technology alternatives can often be more accessible than print media. http://hdl.handle.net/10125/5247 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Books are too high-tech … try a DVD instead: Rethinking production priorities for maximal accessibility in documentation and revitalization oai:scholarspace.manoa.hawaii.edu:10125/5244 2011-06-02 col_10125_19397 5244.mp3 Keegan, Peter, Keegan, Peter; 2011-02-12; Māori lexical resources were complied into a searchable source that can be searched (offline) by a laptop, tablet or smart phone. A tool was devised for accessing resources which can be used or modified or adapted for Māori or any other language by those with reasonable computer knowledge.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5244. Keegan, Peter Keegan, Peter 2011-06-02 Māori lexical resources were complied into a searchable source that can be searched (offline) by a laptop, tablet or smart phone. A tool was devised for accessing resources which can be used or modified or adapted for Māori or any other language by those with reasonable computer knowledge. http://hdl.handle.net/10125/5244 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A simple tool for comprehensive access to digital (Māori) dictionary material oai:scholarspace.manoa.hawaii.edu:10125/5193 2011-06-02 col_10125_19397 5193.mp3 Anip, Erenst, Anip, Erenst; 2011-02-12; Established in 2004, the Language Documentation Training Center has been entirely initiated and run by graduate students in the Linguistics department, University of Hawai‘i at Mānoa, to contribute to the worldwide effort to document endangered languages. In this presentation, we will describe its history, growth, and potential as model for community based documentation effort.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5193. Anip, Erenst Anip, Erenst 2011-06-02 Established in 2004, the Language Documentation Training Center has been entirely initiated and run by graduate students in the Linguistics department, University of Hawai‘i at Mānoa, to contribute to the worldwide effort to document endangered languages. In this presentation, we will describe its history, growth, and potential as model for community based documentation effort. http://hdl.handle.net/10125/5193 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Building up broad support for heritage language maintenance through the Language Documentation Training Center at the University of Hawaii at Mānoa oai:scholarspace.manoa.hawaii.edu:10125/5177 2011-09-28 col_10125_19397 5177.mp3 Marmion, Doug, Obata, Kazuko, Marmion, Doug, Obata, Kazuko; 2011-02-12; AIATSIS is currently in the planning stage for the second Australian National Indigenous Languages Survey. The paper describes the first NILS conducted in 2004, its outcomes, and the report published in 2005. It also discusses the implications of the first NILS for the implementation of the second.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5177. Marmion, Doug Obata, Kazuko Marmion, Doug Obata, Kazuko 2011-09-30 AIATSIS is currently in the planning stage for the second Australian National Indigenous Languages Survey. The paper describes the first NILS conducted in 2004, its outcomes, and the report published in 2005. It also discusses the implications of the first NILS for the implementation of the second. http://hdl.handle.net/10125/5177 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The National Indigenous Languages Survey of Australia , 2011 oai:scholarspace.manoa.hawaii.edu:10125/5228 2024-08-07 col_10125_19397 5228.mp3 Austin_5228.pdf Austin, Peter, Austin, Peter; 2011-02-12; An essential component of Documentary linguistics is metadata: data about documentation records and analysis ensuring context, meaning and use can be determined for archiving, data management, retrieval, and ethical responsibilities. I propose Meta-documentary linguistics: theorising and creating documentation of documentations and their outcomes, illustrated by Australian legacy materials work.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5228. Austin, Peter Austin, Peter 2011-06-02 An essential component of Documentary linguistics is metadata: data about documentation records and analysis ensuring context, meaning and use can be determined for archiving, data management, retrieval, and ethical responsibilities. I propose Meta-documentary linguistics: theorising and creating documentation of documentations and their outcomes, illustrated by Australian legacy materials work. http://hdl.handle.net/10125/5228 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documentary and meta-documentary linguistics oai:scholarspace.manoa.hawaii.edu:10125/5255 2011-09-28 col_10125_19397 5255.mp3 Hill, Deborah, Hill, Deborah; 2011-02-12; The Solomon Islands' time of Truth and Reconciliation provides the context for a discussion about the issues involved in documenting stories relevant to key issues involved in the ethnic violence of the recent past, and about the significance of the political context in lexicographic decision-making.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5255. Hill, Deborah Hill, Deborah 2011-09-30 The Solomon Islands' time of Truth and Reconciliation provides the context for a discussion about the issues involved in documenting stories relevant to key issues involved in the ethnic violence of the recent past, and about the significance of the political context in lexicographic decision-making. http://hdl.handle.net/10125/5255 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language documentation in a time of Truth and Reconciliation oai:scholarspace.manoa.hawaii.edu:10125/5261 2011-09-28 col_10125_19397 5261.mp3 Tangiku, Itsuji, Tangiku, Itsuji; 2011-02-12; Publication by Nivkh language speakers (Russian Far East, ethnic population 5000 [100-200 speakers]) was increased in 2000's, but most publications were in the Russian language because of a problem of orthography. The orthography was revised in 2005 and now it is easier to publish in Nivkh language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5261. Tangiku, Itsuji Tangiku, Itsuji 2011-09-30 Publication by Nivkh language speakers (Russian Far East, ethnic population 5000 [100-200 speakers]) was increased in 2000's, but most publications were in the Russian language because of a problem of orthography. The orthography was revised in 2005 and now it is easier to publish in Nivkh language. http://hdl.handle.net/10125/5261 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Problem of orthography on publication in Nivkh languages oai:scholarspace.manoa.hawaii.edu:10125/5170 2011-09-28 col_10125_19397 5170.mp3 Arka, Wayan, Arka, Wayan; 2011-02-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5170. Arka, Wayan Arka, Wayan 2011-09-30 http://hdl.handle.net/10125/5170 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language management and minority language maintenance in Indonesia: Strategy issues oai:scholarspace.manoa.hawaii.edu:10125/5219 2011-05-31 col_10125_19397 5219c4.mp3 Bender, Emily M.; 2011-05-31; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5219. Bender, Emily M. 2011-05-31 This paper considers how implemented grammars can enhance descriptive ones. An implemented grammar encodes the analyses in machine readable form, facilitating automatic annotation of morphological, syntactic and semantic structures. A grammar augmented with a collection of such structures would enable, for example, a reader to search for items in which a PP argument fills the third most prominent semantic role. http://hdl.handle.net/10125/5219 Creative Commons Attribution Non-Commercial Share Alike Attribution Non-Commercial Share Alike by-nc-d-sa C4 grammaticography colloquium: From database to treebank: Enhancing a hypertext grammar with grammar engineering Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5246 2016-02-11 col_10125_19397 5246.mp3 Tang, Apay Ai-yu; 2011-06-02; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5246. Tang, Apay Ai-yu 2011-06-02 Will Truku, an indigenous/endangered dialect of the Seediq language spoken in eastern Taiwan, be commonly spoken again in Truku villages? This project intends to diagnose the relative language strength of Truku (vs. Mandarin), document the linguistic aspects of attrition, and propose a community-based conservation plan for Truku speech communities. http://hdl.handle.net/10125/5246 Creative Commons Attribution Non-Commercial Share Alike Attribution Non-Commercial Share Alike by-nc-d-sa From diagnosis to remedial plan: A psycholinguistic assessment of language shift, linguistic aspects of attrition, and conservation planning in Truku Seediq Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5187 2011-09-28 col_10125_19397 5187.mp3 Hansen, Magnus Pharao, Turnbull, Rory, Thomsen, Ditte Boeg, Turnbull, Rory, Thomsen, Ditte Boeg; 2011-02-12; This paper discusses methodological and practical issues regarding community based language documentation. We describe how what was originally envisioned as a simple project of salvage linguistics on the endangered Acazulco Otomí language took a turn and became a fruitfully interdisciplinary community based documentation project.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5187. Turnbull, Rory Thomsen, Ditte Boeg Hansen, Magnus Pharao Turnbull, Rory Thomsen, Ditte Boeg 2011-09-30 This paper discusses methodological and practical issues regarding community based language documentation. We describe how what was originally envisioned as a simple project of salvage linguistics on the endangered Acazulco Otomí language took a turn and became a fruitfully interdisciplinary community based documentation project. http://hdl.handle.net/10125/5187 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported From academic salvage linguistics to community-based documentation in only three weeks: Report from a collective and interdisciplinary fieldwork on Acazulco Otomi oai:scholarspace.manoa.hawaii.edu:10125/5241 2011-09-28 col_10125_19397 5241.mp3 O'Grady, William, O'Grady, William; 2011-02-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5241. O'Grady, William O'Grady, William 2011-09-30 http://hdl.handle.net/10125/5241 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Welcome address: Chair of Linguistics Deparment oai:scholarspace.manoa.hawaii.edu:10125/5234 2011-09-28 col_10125_19397 5234.mp3 Lee, Jeremy, Schroeder, Sara, Yamamoto, Shiho, Burke, Sean, Chatsis, Annabelle, Miyashita, Mizuki, Lee, Jeremy, Schroeder, Sara, Yamamoto, Shiho, Burke, Sean, Chatsis, Annabelle, Miyashita, Mizuki; 2011-02-12; Our project is an attempt at filling the void in instructional tools available to Blackfoot language teachers. This initial phase involves an original story, artwork and a native speaker’s recitation synthesized in the following three formats: a picture book, an interactive online book and a digital archive of these materials.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5234. Lee, Jeremy Schroeder, Sara Yamamoto, Shiho Burke, Sean Chatsis, Annabelle Miyashita, Mizuki Lee, Jeremy Schroeder, Sara Yamamoto, Shiho Burke, Sean Chatsis, Annabelle Miyashita, Mizuki 2011-09-30 Our project is an attempt at filling the void in instructional tools available to Blackfoot language teachers. This initial phase involves an original story, artwork and a native speaker’s recitation synthesized in the following three formats: a picture book, an interactive online book and a digital archive of these materials. http://hdl.handle.net/10125/5234 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Developing and archiving open-source Blackfoot teaching materials oai:scholarspace.manoa.hawaii.edu:10125/5195 2024-08-15 col_10125_19397 5195.mp3 Whitecloud_Grenoble.pdf Whitecloud, Simone, Grenoble, Lenore, Whitecloud, Simone, Grenoble, Lenore; 2011-02-12; We report on ongoing work in documenting Kalaallisut plant knowledge in Greenland, where traditional uses have been largely forgotten and are being revitalized. Our interdisciplinary team consists of a Western-trained biologist (and also an external indigenous practitioner) and a documentary linguist who together collect botanical, cultural and linguistic information.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5195. Whitecloud, Simone Grenoble, Lenore Whitecloud, Simone Grenoble, Lenore 2011-06-02 We report on ongoing work in documenting Kalaallisut plant knowledge in Greenland, where traditional uses have been largely forgotten and are being revitalized. Our interdisciplinary team consists of a Western-trained biologist (and also an external indigenous practitioner) and a documentary linguist who together collect botanical, cultural and linguistic information. http://hdl.handle.net/10125/5195 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported An interdisciplinary approach to documenting reconstructed knowledge: Plants and their uses in Greenland oai:scholarspace.manoa.hawaii.edu:10125/5223 2011-09-28 col_10125_19397 5223.mp3 Nathan, David, Nathan, David; 2011-02-12; The Endangered Languages Archive (ELAR) at SOAS preserves and publishes digital documentations of endangered languages. This paper describes ELAR’s recently-implemented information systems using a Web 2.0 framework. The key features are flexible and depositor-managed access control, and use of depositors’ metadata to create navigable interfaces.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5223. Nathan, David Nathan, David 2011-09-30 The Endangered Languages Archive (ELAR) at SOAS preserves and publishes digital documentations of endangered languages. This paper describes ELAR’s recently-implemented information systems using a Web 2.0 framework. The key features are flexible and depositor-managed access control, and use of depositors’ metadata to create navigable interfaces. http://hdl.handle.net/10125/5223 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Archives as publishers of language documentation: experiences from ELAR oai:scholarspace.manoa.hawaii.edu:10125/5272 2024-08-16 col_10125_19397 Museu-Goeldi-ICLDC-2011.pdf Museu-Goeldi-ICLDC-2011-A4.pdf Costa, Rosileide Gomes, Galúcio, Ana Vilacy, Costa, Rosileide Gomes, Galúcio, Ana Vilacy; 2011-02-12; This poster reports on the challenges and solutions in creating a large LAT-based digital language archive of the indigenous languages of the Brazilian Amazon region, focusing on standards and work_x0017_ ow concerning data management, on training and the applied tools and technology.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5272. Costa, Rosileide Gomes Galúcio, Ana Vilacy Costa, Rosileide Gomes Galúcio, Ana Vilacy 2011-09-30 This poster reports on the challenges and solutions in creating a large LAT-based digital language archive of the indigenous languages of the Brazilian Amazon region, focusing on standards and work_x0017_ ow concerning data management, on training and the applied tools and technology. http://hdl.handle.net/10125/5272 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Building a regional digital language archive for Amazonian languages: Methods for digitalization, organization, archiving and training at the Museu Goeldi/Brazil oai:scholarspace.manoa.hawaii.edu:10125/5188 2011-09-28 col_10125_19397 5188.mp3 Bird, Steven, Sai, Anastasia, Tama, Philip, Kamene, Sakarape, Bird, Steven; 2011-02-12; This paper describes an experiment with “Basic Oral Language Documentation” involving students from three universities in Papua New Guinea. Students recorded, transcribed and translated a sample of oral literature from their ancestral language, using digital voice recorders. We report a variety of challenges and the methods we used to address them.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5188. Bird, Steven Bird, Steven Sai, Anastasia Tama, Philip Kamene, Sakarape 2011-09-30 This paper describes an experiment with “Basic Oral Language Documentation” involving students from three universities in Papua New Guinea. Students recorded, transcribed and translated a sample of oral literature from their ancestral language, using digital voice recorders. We report a variety of challenges and the methods we used to address them. http://hdl.handle.net/10125/5188 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Equipping university students to document their ancestral languages oai:scholarspace.manoa.hawaii.edu:10125/5238 2011-09-28 col_10125_19397 5238.mp3 Schmidt, Richard, Schmidt, Richard; 2011-02-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5238. Schmidt, Richard Schmidt, Richard 2011-09-30 http://hdl.handle.net/10125/5238 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Welcome address: Director of National Foreign Language Resource Center oai:scholarspace.manoa.hawaii.edu:10125/5266 2024-08-17 col_10125_19397 5266c1.mp3 Austin_c1.pdf Austin, Peter; 2011-05-30; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5266. Austin, Peter 2011-05-30 Drawing on the experience of compiling a trilingual dictionary of the Sasak language, spoken on Lombok in eastern Indonesia, this paper proposes innovative lexicographic techniques for dealing with linguistic variation on a host of levels whether it be regional, social, literary, or contact variation. http://hdl.handle.net/10125/5266 Creative Commons Attribution Non-Commercial Share Alike Attribution Non-Commercial Share Alike by-nc-d-sa C1 dictionaries colloquium: Dealing with variation in a trilingual dictionary Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5252 2011-06-02 col_10125_19397 5252.mp3 Matsumoto-Gray, Katherine, Matsumoto-Gray, Katherine; 2011-02-12; The Shoshone/Goshute Youth Language Apprenticeship Program brings Native teenagers to the university to apprentice in language materials development and experience the university while learning Shoshone. This language program also emphasizes experiences that will help students succeed in school. This presentation discusses challenges of balancing these two emphases as an outsider.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5252. Matsumoto-Gray, Katherine Matsumoto-Gray, Katherine 2011-06-02 The Shoshone/Goshute Youth Language Apprenticeship Program brings Native teenagers to the university to apprentice in language materials development and experience the university while learning Shoshone. This language program also emphasizes experiences that will help students succeed in school. This presentation discusses challenges of balancing these two emphases as an outsider. http://hdl.handle.net/10125/5252 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The language apprenticeship program: The role of community outsiders in language revitalization oai:scholarspace.manoa.hawaii.edu:10125/5248 2011-06-02 col_10125_19397 5248.mp3 Li, Paul, Li, Paul; 2011-02-12; I shall explain how I collaborated with ethnomusicologists recording the traditional songs of a few critically endangered Formosan languages: Pazih,Thao, Kanakanavu and Saaroa. I transcribed and interpreted the words with the help of informants in the field, while my colleagues in music worked out the music notes and melody.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5248. Li, Paul Li, Paul 2011-06-02 I shall explain how I collaborated with ethnomusicologists recording the traditional songs of a few critically endangered Formosan languages: Pazih,Thao, Kanakanavu and Saaroa. I transcribed and interpreted the words with the help of informants in the field, while my colleagues in music worked out the music notes and melody. http://hdl.handle.net/10125/5248 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Interdisciplinary approach to endangered Formosan languages: A case study of their traditional songs oai:scholarspace.manoa.hawaii.edu:10125/5284 2024-08-20 col_10125_19397 5284.pdf Bani, Heronimus, Grimes, Charles, Bani, Heronimus, Grimes, Charles; 2011-02-12; Corn has become so important in the Amarasi culture and economy that they have developed several overlapping systems for counting it. One rean can refer to 384 ears of corn, or 400, or 480, depending on which counting system is used. The poster is illustrated with photos and video clips.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5284. Bani, Heronimus Grimes, Charles Bani, Heronimus Grimes, Charles 2011-06-02 Corn has become so important in the Amarasi culture and economy that they have developed several overlapping systems for counting it. One rean can refer to 384 ears of corn, or 400, or 480, depending on which counting system is used. The poster is illustrated with photos and video clips. http://hdl.handle.net/10125/5284 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethno-mathematics in Amarasi: How to count 400 ears of corn in 80 seconds oai:scholarspace.manoa.hawaii.edu:10125/5253 2024-08-20 col_10125_19397 5253.mp3 Meyer.pdf Meyer, Julien, Drude, Sebastian; 2011-02-12; Instrumental speech emulates sung or spoken speech by means of musical sounds. It is a verbal art performed with traditional musical instruments. It is often a highly endangered communicative practice. It requires specific documentation methodologies encompassing both music and language. We present examples from three languages of Asia and Amazonia.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5253. Drude, Sebastian Meyer, Julien 2011-09-30 Instrumental speech emulates sung or spoken speech by means of musical sounds. It is a verbal art performed with traditional musical instruments. It is often a highly endangered communicative practice. It requires specific documentation methodologies encompassing both music and language. We present examples from three languages of Asia and Amazonia. http://hdl.handle.net/10125/5253 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Strategies to document the verbal content that is played on talking musical instruments: Methodologies on the edge of the music-language relation oai:scholarspace.manoa.hawaii.edu:10125/5191 2011-09-28 col_10125_19397 5191.mp3 House, Toni, House, Toni; 2011-02-12; This study illustrates the relationship of learning Oneida language and culture simultaneously. It identifies benefits that emerges as a result of indigenous language learning thus highlighting the value of maintaining and preserving indigenous languages. Furthermore, it appears to support the value indigenous languages have on individuals, families, communities, and society.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5191. House, Toni House, Toni 2011-09-30 This study illustrates the relationship of learning Oneida language and culture simultaneously. It identifies benefits that emerges as a result of indigenous language learning thus highlighting the value of maintaining and preserving indigenous languages. Furthermore, it appears to support the value indigenous languages have on individuals, families, communities, and society. http://hdl.handle.net/10125/5191 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A qualitative study of the impact Oneida language learning has on the preservation of Oneida culture oai:scholarspace.manoa.hawaii.edu:10125/5230 2011-09-28 col_10125_19397 5230.mp3 Sammons, Olivia, Sammons, Olivia; 2011-02-12; This paper describes the ongoing development of "Grammar Guides" to be used in conjunction with the Sauk Language Master-Apprentice Program in Oklahoma. Their development raises issues related to creating usable materials for a non-linguistic audience, as well as how such materials can further both documentation and revitalization goals.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5230. Sammons, Olivia Sammons, Olivia 2011-09-30 This paper describes the ongoing development of "Grammar Guides" to be used in conjunction with the Sauk Language Master-Apprentice Program in Oklahoma. Their development raises issues related to creating usable materials for a non-linguistic audience, as well as how such materials can further both documentation and revitalization goals. http://hdl.handle.net/10125/5230 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Grammar guides to accompany Master-Apprentice Sauk language learning oai:scholarspace.manoa.hawaii.edu:10125/5221 2011-09-28 col_10125_19397 5221.mp3 Oakley, Kymberley, Hobson, John, Oakley, Kymberley, Hobson, John; 2011-02-12; While the benefits of emerging technologies for documenting and analysing of endangered languages are clearly evident, their positive outcomes in teaching those languages remains assumed rather than proven. This paper reports on research conducted to assess the effect of the interactive whiteboard in revitalising language classrooms that yielded surprising results.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5221. Oakley, Kymberley Hobson, John Oakley, Kymberley Hobson, John 2011-09-30 While the benefits of emerging technologies for documenting and analysing of endangered languages are clearly evident, their positive outcomes in teaching those languages remains assumed rather than proven. This paper reports on research conducted to assess the effect of the interactive whiteboard in revitalising language classrooms that yielded surprising results. http://hdl.handle.net/10125/5221 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Interactive whiteboard versus paper-based mateirals in a revitalising language classroom oai:scholarspace.manoa.hawaii.edu:10125/5239 2011-06-02 col_10125_19397 5239.mp3 Cox, Christopher, Cox, Christopher; 2011-02-12; While computational tools for language documentation and revitalization have contributed substantially to current practice in both areas, the development of such software has received comparatively little attention. This paper considers practical challenges facing linguistic software development, adopting as a case study a software package first demonstrated at ICLDC 2009.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5239. Cox, Christopher Cox, Christopher 2011-06-02 While computational tools for language documentation and revitalization have contributed substantially to current practice in both areas, the development of such software has received comparatively little attention. This paper considers practical challenges facing linguistic software development, adopting as a case study a software package first demonstrated at ICLDC 2009. http://hdl.handle.net/10125/5239 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The ecology of documentary linguistic software development oai:scholarspace.manoa.hawaii.edu:10125/5260 2011-09-28 col_10125_19397 5260.mp3 Viana, Laura, Viana, Laura; 2011-02-12; This presentation will provide an overview of the education policies and practices affecting the indigenous communities of Brazil stemming from the 1988 Constitution amendments and UNESCO's Education For All policy, with special emphasis on bilingual education. It will discuss the successes and challenges implementing intercultural and bilingual (Portuguese/indigenous language) education.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5260. Viana, Laura Viana, Laura 2011-09-30 This presentation will provide an overview of the education policies and practices affecting the indigenous communities of Brazil stemming from the 1988 Constitution amendments and UNESCO's Education For All policy, with special emphasis on bilingual education. It will discuss the successes and challenges implementing intercultural and bilingual (Portuguese/indigenous language) education. http://hdl.handle.net/10125/5260 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Diversity and bilingual education in Brazil: From policy to practice oai:scholarspace.manoa.hawaii.edu:10125/5183 2011-05-30 col_10125_19397 5183c1.mp3 Hatton, John; 2011-05-30; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5183. Hatton, John 2011-05-30 More and more dictionary projects today have multiple authors. This is especially the case for projects which seek to involve community members in the compilation process. But how can teams collaborate if they don't all live in the same location and they don't all have unlimited access to the Internet? This paper presents a new solution: Chorus developed by the creators of WeSay. http://hdl.handle.net/10125/5183 Creative Commons Attribution Non-Commercial Share Alike Attribution Non-Commercial Share Alike by-nc-d-sa C1 dictionaries colloquium: Collaborative dictionary making with WeSay Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5210 2011-09-28 col_10125_19397 5210.mp3 Valenzuela, Pilar, Valenzuela, Pilar; 2011-02-12; This talk discusses various issues that arose during the process of casting audio-recorded Shiwilu texts in a practical orthography: need and motivations, target audience(s), agents, linguistic and non-linguistic factors for orthographical decisions. These are complex questions currently faced by those involved in the documentation and revitalization of critically endangered languages.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5210. Valenzuela, Pilar Valenzuela, Pilar 2011-09-30 This talk discusses various issues that arose during the process of casting audio-recorded Shiwilu texts in a practical orthography: need and motivations, target audience(s), agents, linguistic and non-linguistic factors for orthographical decisions. These are complex questions currently faced by those involved in the documentation and revitalization of critically endangered languages. http://hdl.handle.net/10125/5210 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Writing Shiwilu, a critically endangered language of Peruvian Amazonia oai:scholarspace.manoa.hawaii.edu:10125/5222 2011-06-02 col_10125_19397 5222.mp3 Margetts, Anna, Margetts, Anna; 2011-02-12; The community had a prime interest in video documentation of events with no linguistic value. We asked speakers for a commentary via radio-microphone. This strategy proved a success and provided a new text type to our database. I discuss the data collected, the limitations of this method, and the equipment needed.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5222. Margetts, Anna Margetts, Anna 2011-06-02 The community had a prime interest in video documentation of events with no linguistic value. We asked speakers for a commentary via radio-microphone. This strategy proved a success and provided a new text type to our database. I discuss the data collected, the limitations of this method, and the equipment needed. http://hdl.handle.net/10125/5222 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Making the most of filming for the community oai:scholarspace.manoa.hawaii.edu:10125/5240 2015-06-08 col_10125_19397 5240.mp3 Hardman, M.J., Beck, Howard, Iturrizaga, Dimas Bautista, Legg, Sue, Lowe, Elizabeth, Hardman, MJ, Beck, Howard, Iturrizaga, Dimas Bautista, Legg, Sue, Lowe, Elizabeth; 2011-02-12; Jaqi database for Aymara, Jaqaru, Kawki with translation to Spanish and English. The data preservation includes the text itself, the voice of the original speaker, accompanying photographs, cultural notes, and, almost uniquely, a complete annotation of the grammatical structure of the texts. Word and morpheme dictionaries with concordances are generated.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5240. Hardman, MJ Beck, Howard Iturrizaga, Dimas Bautista Legg, Sue Lowe, Elizabeth Hardman, M.J. Beck, Howard Iturrizaga, Dimas Bautista Legg, Sue Lowe, Elizabeth 2011-09-30 Jaqi database for Aymara, Jaqaru, Kawki with translation to Spanish and English. The data preservation includes the text itself, the voice of the original speaker, accompanying photographs, cultural notes, and, almost uniquely, a complete annotation of the grammatical structure of the texts. Word and morpheme dictionaries with concordances are generated. http://hdl.handle.net/10125/5240 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Jaqi languages on the internet (Jaqaru, Kawki, Aymara [Andes]) oai:scholarspace.manoa.hawaii.edu:10125/5269 2011-05-30 col_10125_19397 5269c4.mp3 Lehmann, Christian; 2011-05-30; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5269. Lehmann, Christian 2011-05-30 This presentation will outline a system for a hypertext description of a language. Options for accessing the data include an index of terms, an index of linguistic forms and, for the grammar section, the systems of constructions and of cognitive and communicative functions. http://hdl.handle.net/10125/5269 Creative Commons Attribution Non-Commercial Share Alike Attribution Non-Commercial Share Alike by-nc-d-sa C4 grammaticography colloquium: A system for an online language description Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5204 2011-09-28 col_10125_19397 5204.mp3 Aso, Reiko, Niinaga, Yuto, Shimoji, Michinori, Aso, Reiko, Niinaga, Yuto; 2011-02-12; This talk aims to share with the linguistic community an interesting experience by a group of student linguists in Japan: a two-year research project that sought to develop motivations and techniques for writing grammars of major Ryukyuan dialects (titled 'Toward an easy access to research outcomes of Ryukyuan studies').; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5204. Aso, Reiko Niinaga, Yuto Aso, Reiko Niinaga, Yuto Shimoji, Michinori 2011-09-30 This talk aims to share with the linguistic community an interesting experience by a group of student linguists in Japan: a two-year research project that sought to develop motivations and techniques for writing grammars of major Ryukyuan dialects (titled 'Toward an easy access to research outcomes of Ryukyuan studies'). http://hdl.handle.net/10125/5204 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Growing grammars, grammar-writers, and grammar-writing tradition oai:scholarspace.manoa.hawaii.edu:10125/5206 2011-05-30 col_10125_19397 5206c4.mp3 Nordhoff, Sebastian; 2011-05-30; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5206. Nordhoff, Sebastian 2011-05-30 The grammar writing platform GALOES is presented. It runs as a web-application on any computer (also offline) and features collaboration tools, multimedia, versioning, templates, full text search, graphical user interface, among other things. The presentation will be practical and show how one can write a grammar in hypertext format. http://hdl.handle.net/10125/5206 Creative Commons Attribution Non-Commercial Share Alike Attribution Non-Commercial Share Alike by-nc-d-sa C4 grammaticography colloquium: Time-warping legacy descriptions Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5197 2011-09-28 col_10125_19397 5197.mp3 Czaykowska-Higgins, Ewa, Daniels, Deanna, Hukari, Tom, Kulchyski, Tim, Paige, Marlo, Czaykowska-Higgins, Ewa, Daniels, Deanna; 2011-02-12; This paper is a case-study in Community-Based Language Research involving a high degree of “true collaboration” and community guidance. We illustrate how the partners respected community goals, and define and exemplify the project’s quantifiable, Tangible Outcomes, and its less easily quantifiable Intangible Outcomes which are particularly important in revitalization contexts.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5197. Czaykowska-Higgins, Ewa Daniels, Deanna Czaykowska-Higgins, Ewa Daniels, Deanna Hukari, Tom Kulchyski, Tim Paige, Marlo 2011-09-30 This paper is a case-study in Community-Based Language Research involving a high degree of “true collaboration” and community guidance. We illustrate how the partners respected community goals, and define and exemplify the project’s quantifiable, Tangible Outcomes, and its less easily quantifiable Intangible Outcomes which are particularly important in revitalization contexts. http://hdl.handle.net/10125/5197 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Community-based langauge research in practice: A report on the Coast Salish Language Revitazliation CURA Project oai:scholarspace.manoa.hawaii.edu:10125/5208 2024-08-31 col_10125_19397 5208.mp3 Berez_Linnell_ICLDC2011.pdf Berez, Andrea L., Linnell, Karen, Finnesand, Tana, Pete, Tana Mae, Berez, Andrea L.; 2011-02-12; We present the incipient C’ek’aedi Hwnax, a tribally-run digital archive of Ahtna (Alaska) linguistic and ethnographic audio and video recordings. We trace the history of the archive, including assessment of need, funding, facilities, equipment, training, workflow, and future plans. We also discuss our local administration in consultation with tribal Elders.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5208. Berez, Andrea L. Berez, Andrea L. Linnell, Karen Finnesand, Tana Pete, Tana Mae 2011-09-30 We present the incipient C’ek’aedi Hwnax, a tribally-run digital archive of Ahtna (Alaska) linguistic and ethnographic audio and video recordings. We trace the history of the archive, including assessment of need, funding, facilities, equipment, training, workflow, and future plans. We also discuss our local administration in consultation with tribal Elders. http://hdl.handle.net/10125/5208 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported International standards on a local scale: Building the Ahtna digital linguistic and ethnographic archive oai:scholarspace.manoa.hawaii.edu:10125/5174 2011-09-28 col_10125_19397 5174.mp3 McDonough, Joyce, McDonough, Joyce; 2011-02-12; This talk discusses the development of an online speech atlas of the Dene speaking communities in the Mackenzie Basin, for purposes of documentation, revitalization, education. The map-based website allows the localization Dene language data and resources to specific speech communities, reflecting the way the Dene identify themselves.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5174. McDonough, Joyce McDonough, Joyce 2011-09-30 This talk discusses the development of an online speech atlas of the Dene speaking communities in the Mackenzie Basin, for purposes of documentation, revitalization, education. The map-based website allows the localization Dene language data and resources to specific speech communities, reflecting the way the Dene identify themselves. http://hdl.handle.net/10125/5174 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The speech atlas of the Mackenzie Basin Dene: Language conservation and identity in the Mackenzie Basin oai:scholarspace.manoa.hawaii.edu:10125/5237 2024-09-01 col_10125_19397 ToolboxICLDC.pdf Bickford, Albert, Bickford, Albert; 2011-02-12; This workshop was conducted on February 9 and 10, 2011.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5237. Bickford, Albert Bickford, Albert 2011-09-30 This workshop was conducted on February 9 and 10, 2011. http://hdl.handle.net/10125/5237 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Advanced Toolbox Workshop oai:scholarspace.manoa.hawaii.edu:10125/5218 2011-09-28 col_10125_19397 5218.mp3 Obata, Kazuko, Obata, Kazuko; 2011-02-12; This paper describes an online Australian Indigenous languages resource database AIATSIS is currently developing. The database aims to gather information about language resources as much as possible into one database. This would help us to build our knowledge of existing resources and extent of resources available on each Australian language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5218. Obata, Kazuko Obata, Kazuko 2011-09-30 This paper describes an online Australian Indigenous languages resource database AIATSIS is currently developing. The database aims to gather information about language resources as much as possible into one database. This would help us to build our knowledge of existing resources and extent of resources available on each Australian language. http://hdl.handle.net/10125/5218 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Australian Indigenous Languages Resource Database oai:scholarspace.manoa.hawaii.edu:10125/5251 2011-06-02 col_10125_19397 5251.mp3 Jany, Carmen, Jany, Carmen; 2011-02-12; This paper presents the challenges, solutions, and reasonings behind the decisions made during the early stages of orthography development for Chuxnabán Mixe, a somewhat endangered Mexican indigenous language, and discusses the establishment of a working orthography in collaboration with the community for the purpose of language documentation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5251. Jany, Carmen Jany, Carmen 2011-06-02 This paper presents the challenges, solutions, and reasonings behind the decisions made during the early stages of orthography development for Chuxnabán Mixe, a somewhat endangered Mexican indigenous language, and discusses the establishment of a working orthography in collaboration with the community for the purpose of language documentation. http://hdl.handle.net/10125/5251 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Early stages of orthography design: The case of Chuxnaban Mixe oai:scholarspace.manoa.hawaii.edu:10125/5294 2024-09-03 col_10125_19397 5294.pdf Simons, Gary, Simons, Gary; 2011-02-12; With the call for greater language activism, language development is a term that is entering the vocabulary of the language documentation and conservation movement. However, the term has yet to appear in any dictionary of linguistics. This poster reviews its use in the literature and proposes a three-sense definition.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5294. Simons, Gary Simons, Gary 2011-06-02 With the call for greater language activism, language development is a term that is entering the vocabulary of the language documentation and conservation movement. However, the term has yet to appear in any dictionary of linguistics. This poster reviews its use in the literature and proposes a three-sense definition. http://hdl.handle.net/10125/5294 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported On defining language development oai:scholarspace.manoa.hawaii.edu:10125/5194 2011-05-30 col_10125_19397 5194c4.mp3 Good, Jeff; 2011-05-30; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5194. Good, Jeff 2011-05-30 This talk focuses on the question: How can disparate pieces of data and analysis be assembled to create a complete and consistent grammatical description? Two key notions, coverage and coherence, are developed, and parallels are drawn between them and the concepts of data modelling and data validation are well known from work on database design. http://hdl.handle.net/10125/5194 Creative Commons Attribution Non-Commercial Share Alike Attribution Non-Commercial Share Alike by-nc-d-sa C4 grammaticography colloquium: Grammars in the cloud: Linking grammatical data into grammatical stories Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5236 2024-09-04 col_10125_19397 5236Toolboxexperiments.zip 5236.mp3 5236margetts.pdf Margetts, Andrew, Margetts, Andrew; 2011-02-12; A document-oriented database is a good alternative to a relational database in certain circumstances. Arguably this model is a better fit for developing the usefulness of a Toolbox text collection. This paper demonstrates some techniques and benefits of a document-oriented method, and discusses the potential for further development beyond Toolbox.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5236. Margetts, Andrew Margetts, Andrew 2011-06-02 A document-oriented database is a good alternative to a relational database in certain circumstances. Arguably this model is a better fit for developing the usefulness of a Toolbox text collection. This paper demonstrates some techniques and benefits of a document-oriented method, and discusses the potential for further development beyond Toolbox. http://hdl.handle.net/10125/5236 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Enhancing a text collection with a document-oriented database model: A Toolbox based example oai:scholarspace.manoa.hawaii.edu:10125/5235 2015-06-08 col_10125_19397 5235.mp3 Rayphand, L.J., Rayphand, LJ; 2011-02-12; This project uses web technology to present native songs and dances in the hope of sharing the language, culture, and the history of the Chuukese people to a broader audience. Six native songs and three traditional dances that have significant connections to the culture and history will be explored.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5235. Rayphand, LJ Rayphand, L.J. 2011-09-30 This project uses web technology to present native songs and dances in the hope of sharing the language, culture, and the history of the Chuukese people to a broader audience. Six native songs and three traditional dances that have significant connections to the culture and history will be explored. http://hdl.handle.net/10125/5235 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Osufenuw Kapasen, nonomwun, me Uruwon Chuuk: Presenting native songs and dances through web technology to share and preserve language, culture, and history of Chuuk, Federated States of Micronesia oai:scholarspace.manoa.hawaii.edu:10125/5298 2011-06-02 col_10125_19397 5298.mp3 Genetti, Carol, Genetti, Carol; 2011-02-12; The Consortium on Training in Language Documentation and Conservation is a global network of organizations which train people in LDC practices or support training through allied activities. The CTLDC will maximize the effective sharing of resources such that expertise and materials will have broad impact in communities across the globe.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5298. Genetti, Carol Genetti, Carol 2011-06-02 The Consortium on Training in Language Documentation and Conservation is a global network of organizations which train people in LDC practices or support training through allied activities. The CTLDC will maximize the effective sharing of resources such that expertise and materials will have broad impact in communities across the globe. http://hdl.handle.net/10125/5298 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported C3 CTLDC panel: Creating global training networks: The Consortium on Training in Language Documentation and Conservation oai:scholarspace.manoa.hawaii.edu:10125/5283 2011-06-02 col_10125_19397 5283.mp3 Florey, Margaret, Florey, Margaret; 2011-02-12; Documenting and Revitalising Indigenous Languages (DRIL) is an innovative program that offers grassroots training to Aboriginal people who aspire to develop, implement and manage their own language documentation and revitalisation projects. This paper outlines the motivation behind the model, and discusses the results emerging from the pilot training phase.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5283. Florey, Margaret Florey, Margaret 2011-06-02 Documenting and Revitalising Indigenous Languages (DRIL) is an innovative program that offers grassroots training to Aboriginal people who aspire to develop, implement and manage their own language documentation and revitalisation projects. This paper outlines the motivation behind the model, and discusses the results emerging from the pilot training phase. http://hdl.handle.net/10125/5283 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported C3 CTLDC panel: Developing grassroots training for Australia's Indigenous langauages: RNLD and the Documenting and Revitalising Indigenous Languages (DRIL) training model oai:scholarspace.manoa.hawaii.edu:10125/5254 2011-09-28 col_10125_19397 5254.mp3 Hermes, Mary, Nichols, John, Roach, Kevin, Sullivan, Mike, Cowell, Andrew, Cowell, Andrew; 2011-02-12; In this documentation and materials project, we bring an indigenous endangered language into everyday domains. By re-imagining Ojibwe as the norm: the language of commerce, raising kids, snagging a date and arguing with relatives, we hope to not only preserve the cultural context of the language but to invite learners to explore new ways of using Ojibwe. This paper is also an invitation for those engaged in documentation to think about documentation and production as a process of cultural intervention and revitalization. Can a design process done in close consultation with community members generate materials that serve documentation and revitalization goals?; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5254. Cowell, Andrew Hermes, Mary Nichols, John Roach, Kevin Sullivan, Mike Cowell, Andrew 2011-09-30 In this documentation and materials project, we bring an indigenous endangered language into everyday domains. By re-imagining Ojibwe as the norm: the language of commerce, raising kids, snagging a date and arguing with relatives, we hope to not only preserve the cultural context of the language but to invite learners to explore new ways of using Ojibwe. This paper is also an invitation for those engaged in documentation to think about documentation and production as a process of cultural intervention and revitalization. Can a design process done in close consultation with community members generate materials that serve documentation and revitalization goals? http://hdl.handle.net/10125/5254 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Re-imagining Ojibwe domains: Documentation as revitalization oai:scholarspace.manoa.hawaii.edu:10125/5175 2024-09-09 col_10125_19397 5175c4.mp3 5175Drude.pdf Drude, Sebastian; 2011-05-30; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5175. Drude, Sebastian 2011-05-30 A planned 3-year collaborative project proposes the development of an information infrastructure for authoring linguistic work based on primary data. Such "digital grammars" are TEI/XML hypertext documents in a structured content-management-system, interlinked with other resources such as LAT language corpora, online lexica and terminological databases. http://hdl.handle.net/10125/5175 Creative Commons Attribution Non-Commercial Share Alike Attribution Non-Commercial Share Alike by-nc-d-sa C4 grammaticography colloquium: The 'Digital Grammar' project- integrating the WIKI/CMS approach with Language Archiving Technology and TEI Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5184 2011-06-02 col_10125_19397 5184.mp3 Keegan, Te Taka, Mato, Paora, Keegan, Te Taka, Mato, Paora; 2011-02-12; Common computer applications such as Microsoft Windows and Office, Moodle, the Google Search Engine and the Google Translator Toolkit have recently become available with a te reo Māori interface. But are these tools being used in and for te reo Māori? This paper will report some initial findings.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5184. Keegan, Te Taka Mato, Paora Keegan, Te Taka Mato, Paora 2011-06-02 Common computer applications such as Microsoft Windows and Office, Moodle, the Google Search Engine and the Google Translator Toolkit have recently become available with a te reo Māori interface. But are these tools being used in and for te reo Māori? This paper will report some initial findings. http://hdl.handle.net/10125/5184 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Are computer applications being used in Te Reo Māori? oai:scholarspace.manoa.hawaii.edu:10125/5200 2011-06-02 col_10125_19397 5200.mp3 Lovick, Olga, Lovick, Olga; 2011-02-12; Upper Tanana Athabascan is defined by its unique vowel system, result of language change. Recent fieldwork shows that these developments are not concluded, demonstrating the need for continuing documentation to avoid being left with an obsolescent snapshot. We need to generate a movie of a language, not a still image.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5200. Lovick, Olga Lovick, Olga 2011-06-02 Upper Tanana Athabascan is defined by its unique vowel system, result of language change. Recent fieldwork shows that these developments are not concluded, demonstrating the need for continuing documentation to avoid being left with an obsolescent snapshot. We need to generate a movie of a language, not a still image. http://hdl.handle.net/10125/5200 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Upper Tanana vowels and language change: Taking a snapshot of a language oai:scholarspace.manoa.hawaii.edu:10125/5202 2015-06-08 col_10125_19397 5202.mp3 Si, Aung, Aung Si; 2011-02-12; Like many non-industralised communities around the world, the Sholaga of southern India have a profound knowledge of the biological world around them. Documenting the language that encodes such themes helps not only to document the language as a whole, but also to preserve an important aspect of cultural heritage.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5202. Aung Si Si, Aung 2011-09-30 Like many non-industralised communities around the world, the Sholaga of southern India have a profound knowledge of the biological world around them. Documenting the language that encodes such themes helps not only to document the language as a whole, but also to preserve an important aspect of cultural heritage. http://hdl.handle.net/10125/5202 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting traditional biological and ecological knowledge: An Indian example oai:scholarspace.manoa.hawaii.edu:10125/5211 2011-06-02 col_10125_19397 5211.mp3 Hobson, John, Hobson, John; 2011-02-12; The Master of Indigenous Languages Education is a unique professional development program for Indigenous Australian teachers that allows them to begin or develop teaching in any of a multiplicity of languages - most of which have limited documentation and resources, few speakers and short, if any, histories of school-based programs.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5211. Hobson, John Hobson, John 2011-06-02 The Master of Indigenous Languages Education is a unique professional development program for Indigenous Australian teachers that allows them to begin or develop teaching in any of a multiplicity of languages - most of which have limited documentation and resources, few speakers and short, if any, histories of school-based programs. http://hdl.handle.net/10125/5211 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported How do you teach a language with no teachers? oai:scholarspace.manoa.hawaii.edu:10125/5207 2011-06-02 col_10125_19397 5207.mp3 Hill, Montgomery, Hill, Montgomery; 2011-02-12; The 'Language Kit' was a month-long effort in the Summer of 2009 to raise awareness of language revitalization efforts by creating and distributing a grammatical primer supplemented by activities and audio recordings of the language. This paper discusses the positive effects on the community members that participated in the project, and the project’s methodology.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5207. Hill, Montgomery Hill, Montgomery 2011-06-02 The 'Language Kit' was a month-long effort in the Summer of 2009 to raise awareness of language revitalization efforts by creating and distributing a grammatical primer supplemented by activities and audio recordings of the language. This paper discusses the positive effects on the community members that participated in the project, and the project’s methodology. http://hdl.handle.net/10125/5207 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The 'Language Kit': A community language effort on the Tuscarora Indian Reservation oai:scholarspace.manoa.hawaii.edu:10125/5259 2011-09-28 col_10125_19397 5259.mp3 Rice, Sally, Wilmot, Joe, Rice, Sally, Wilmot, Joe; 2011-02-12; The Community Linguist Certificate program delivered through CILLDI at the University of Alberta provides linguistic analysis and language documentation training to speakers of endangered languages interested in working towards the preservation of their languages. This paper describes the coursework associated with the CLC and offers samples of in-class training modules.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5259. Rice, Sally Wilmot, Joe Rice, Sally Wilmot, Joe 2011-09-30 The Community Linguist Certificate program delivered through CILLDI at the University of Alberta provides linguistic analysis and language documentation training to speakers of endangered languages interested in working towards the preservation of their languages. This paper describes the coursework associated with the CLC and offers samples of in-class training modules. http://hdl.handle.net/10125/5259 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported C3 CTLDC Panel: Delivering linguistic training to speakers of endangered languages: CILLDI (University of Alberta) and the Community Linguist Certificate Program oai:scholarspace.manoa.hawaii.edu:10125/5198 2024-09-13 col_10125_19397 Granadillo.pdf 5198.mp3 Granadillo, Tania, Granadillo, Tania; 2011-02-12; I will draw from experiences with two ethic boards to illustrate some of the difficulties in reconciliating community and institutional concerns. I will concentrate on the most problematic requirements for the Kurripako community: anonymity of the subjects, destruction of the data and written consent forms, and its negotiation with the boards.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5198. Granadillo, Tania Granadillo, Tania 2011-06-02 I will draw from experiences with two ethic boards to illustrate some of the difficulties in reconciliating community and institutional concerns. I will concentrate on the most problematic requirements for the Kurripako community: anonymity of the subjects, destruction of the data and written consent forms, and its negotiation with the boards. http://hdl.handle.net/10125/5198 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Reconciliating research ethic board requirements and community concerns oai:scholarspace.manoa.hawaii.edu:10125/5243 2011-06-02 col_10125_19397 5243.mp3 Wörner, Kai, Wörner, Kai; 2011-02-12; This paper introduces EXMARaLDA, a system for the management of spoken language corpora, which puts a special emphasis on establishing and making productive use of the linkage between recordings, transcriptions and metadata.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5243. Wörner, Kai Wörner, Kai 2011-06-02 This paper introduces EXMARaLDA, a system for the management of spoken language corpora, which puts a special emphasis on establishing and making productive use of the linkage between recordings, transcriptions and metadata. http://hdl.handle.net/10125/5243 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported EXMARaLDA - Facilitating analysis of spoken language corpora by employing the linkage between recordings, transcriptions and metadata oai:scholarspace.manoa.hawaii.edu:10125/5171 2011-05-30 col_10125_19397 5171c1.mp3 Cablitz, Gaby; 2011-05-30; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5171. Cablitz, Gaby 2011-05-30 This paper looks at the creation of multimedia encyclopedic lexicons which are able to represent folk taxonomies and ethno-ontologies. It is based on the results of a DoBeS project that aims to document, maintain, and preserve the indigenous knowledge of the Marquesan speech community in the southern Pacific. http://hdl.handle.net/10125/5171 Creative Commons Attribution Non-Commercial Share Alike Attribution Non-Commercial Share Alike by-nc-d-sa C1 dictionaries colloquium: Documenting indigenous knowledge in dictionaries: The Marquesas Islands Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5205 2011-05-30 col_10125_19397 5205c4.mp3 Evans, Nicholas; 2011-05-30; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5205. Evans, Nicholas 2011-05-30 Hypertextual connections of various sorts occupy a substantial proportion of good reference grammars. But we lack a developed overall theory of the functions that hypertext can discharge in reference grammars. This paper will first develop an inductive typology of the different roles played by hypertext, based on a sample of reference grammars, and then work in the other direction by showing how the analysis of one specific problem – verb paradigms in the Papuan language Nen – leads out in a complex network of hypertextual connections. http://hdl.handle.net/10125/5205 Creative Commons Attribution Non-Commercial Share Alike Attribution Non-Commercial Share Alike by-nc-d-sa C4 grammaticography colloquium: In, out and all about: Theorising hypertext in reference grammars Sound Conference Paper oai:scholarspace.manoa.hawaii.edu:10125/5185 2011-09-29 col_10125_19397 5185.mp3 Rosés Labrada, Jorge Emilio, Rosés Labrada, Jorge Emilio; 2011-02-12; I will argue in favor of monolingual field training with more than one language consultant. Discussion will be based on Everett’s (2001) “Monolingual field research” and will focus on how Everett’s ideas were successfully applied to a field training course at InField 2010. Class elicitation examples, props, and anecdotes will be used.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5185. Rosés Labrada, Jorge Emilio Rosés Labrada, Jorge Emilio 2011-06-02 I will argue in favor of monolingual field training with more than one language consultant. Discussion will be based on Everett’s (2001) “Monolingual field research” and will focus on how Everett’s ideas were successfully applied to a field training course at InField 2010. Class elicitation examples, props, and anecdotes will be used. http://hdl.handle.net/10125/5185 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Monolingual field methods: Applying Everett's (2001) 'Monolingual field research' to field training oai:scholarspace.manoa.hawaii.edu:10125/5172 2011-09-28 col_10125_19397 5172.mp3 Mason, Michael, Mason, Michael; 2011-02-12; The Smithsonian’s Recovering Voices initiative is planning an exhibition and outreach program to engage the public in the loss of language diversity and indigenous knowledge. The initiative is built around intense collaborations with communities of speakers of endangered languages and should have unparalleled impact, reaching millions of people each year.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5172. Mason, Michael Mason, Michael 2011-09-30 The Smithsonian’s Recovering Voices initiative is planning an exhibition and outreach program to engage the public in the loss of language diversity and indigenous knowledge. The initiative is built around intense collaborations with communities of speakers of endangered languages and should have unparalleled impact, reaching millions of people each year. http://hdl.handle.net/10125/5172 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Recovering voices: Collaborating with communities and engaging millions in the challenge of endangered languages oai:scholarspace.manoa.hawaii.edu:10125/5229 2024-09-17 col_10125_19397 ICLDC2_program.pdf ICLDC2_programupdate.pdf ICLDC2programcover.pdf Organizing Committee of the 2nd International Conference on Language Documentation and Conservation; 2011-05-24; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5229. Organizing Committee of the 2nd International Conference on Language Documentation and Conservation 2011-05-24 59 pages http://hdl.handle.net/10125/5229 Creative Commons Attribution Non-Commercial Share Alike Attribution Non-Commercial Share Alike by-nc-d-sa language documentation language conservation conference program 2nd International Conference on Language Documentation and Conservation program Text Other oai:scholarspace.manoa.hawaii.edu:10125/5178 2011-09-28 col_10125_19397 5178.mp3 Helmbrecht, Johannes, Bouda, Peter, Helmbrecht, Johannes; 2011-02-12; The presentation on the methods of the corpus linguistic exploitation of DOBES corpora will consist of three parts. A general introduction will outline the relation between a DOBES corpus, a possible corpus analysis and descriptive linguistics. The second part will present a typology of corpus searches that retrieve the data a descriptive linguist needs. And the third part will present a user friendly database/ concordancing software that is especially designed to fulfill the needs of a descriptive linguist.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5178. Helmbrecht, Johannes Helmbrecht, Johannes Bouda, Peter 2011-09-30 The presentation on the methods of the corpus linguistic exploitation of DOBES corpora will consist of three parts. A general introduction will outline the relation between a DOBES corpus, a possible corpus analysis and descriptive linguistics. The second part will present a typology of corpus searches that retrieve the data a descriptive linguist needs. And the third part will present a user friendly database/ concordancing software that is especially designed to fulfill the needs of a descriptive linguist. http://hdl.handle.net/10125/5178 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported From corpus to grammar: How DOBES corpora can be exploited for descriptive linguistics oai:scholarspace.manoa.hawaii.edu:10125/5169 2011-09-28 col_10125_19397 5169.mp3 Rice, Keren, Rice, Keren; 2011-02-12; This conference is called “Strategies for Moving Ahead.” I would like to address the pillars of the title, documentation and conservation, and examine some different models than are usually found in the literature on documentation, conservation, and revitalization that provide strategies, under appropriate circumstances, for moving ahead. In early discussions of language documentation, the recording of language is generally the primary goal, with work with communities taking a secondary role. There has been increasing emphasis on community more recently, with language and linguistics continuing to be at the centre in discussions of this extended view of documentation. Communities are often interested in language conservation, with revitalization frequently part of a broader goal of community development, sustainability, and growth. Where the linguistic notion of documentation fits the community goals is not always clear. In this talk, I would like to describe two projects that I have been involved with that have such goals, and look at the role that linguistics plays. One project, Ciimaan (‘canoe’ in Anishinaabemowin), is run out of the University of Toronto, and was designed as an urban learning community for participants to become bi-cultural navigators. Ciimaan provides an opportunity to develop transferable job and leadership skills while teaching, learning, and promoting Anishinaabemowin through culturally-based activities and community projects. What role might a linguist play in such a project that is motivated by goals of creating community? The program, while focused on language, did not engage the skills that a linguist has to offer at the start, but those skills have come to be regarded as critical to the overall conception of the project. The second project, the Déline Knowledge Project, has been going on in Déline, Northwest Territories, Canada for some time. This project is broadly concerned with traditional knowledge and self government. Language is one important interest, and there has been extensive work done on recording, archiving, transcription of stories, as well as work with youth on valuing cultural knowledge, including language. As this a community-driven project has evolved, participants have become increasingly interested in developing dictionaries, in literacy, in language variation, and in other areas where linguists have a contribution to make, and have sought education in linguistics. This was not the starting point, but, as with Ciimaan, linguistics has come to be a critical piece of the work of rethinking community governance. In these cases, language plays an essential role in ongoing work on efforts to strengthen the community. In both cases, the starting point has been community rather than language and language documentation. The role of linguistic work has emerged from other priorities, being one piece of a complex, with the linguist part of a team of academic and community researchers working together to move ahead, and contributions to language understanding often arising in rather indirect ways.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5169. Rice, Keren Rice, Keren 2011-09-30 This conference is called “Strategies for Moving Ahead.” I would like to address the pillars of the title, documentation and conservation, and examine some different models than are usually found in the literature on documentation, conservation, and revitalization that provide strategies, under appropriate circumstances, for moving ahead. In early discussions of language documentation, the recording of language is generally the primary goal, with work with communities taking a secondary role. There has been increasing emphasis on community more recently, with language and linguistics continuing to be at the centre in discussions of this extended view of documentation. Communities are often interested in language conservation, with revitalization frequently part of a broader goal of community development, sustainability, and growth. Where the linguistic notion of documentation fits the community goals is not always clear. In this talk, I would like to describe two projects that I have been involved with that have such goals, and look at the role that linguistics plays. One project, Ciimaan (‘canoe’ in Anishinaabemowin), is run out of the University of Toronto, and was designed as an urban learning community for participants to become bi-cultural navigators. Ciimaan provides an opportunity to develop transferable job and leadership skills while teaching, learning, and promoting Anishinaabemowin through culturally-based activities and community projects. What role might a linguist play in such a project that is motivated by goals of creating community? The program, while focused on language, did not engage the skills that a linguist has to offer at the start, but those skills have come to be regarded as critical to the overall conception of the project. The second project, the Déline Knowledge Project, has been going on in Déline, Northwest Territories, Canada for some time. This project is broadly concerned with traditional knowledge and self government. Language is one important interest, and there has been extensive work done on recording, archiving, transcription of stories, as well as work with youth on valuing cultural knowledge, including language. As this a community-driven project has evolved, participants have become increasingly interested in developing dictionaries, in literacy, in language variation, and in other areas where linguists have a contribution to make, and have sought education in linguistics. This was not the starting point, but, as with Ciimaan, linguistics has come to be a critical piece of the work of rethinking community governance. In these cases, language plays an essential role in ongoing work on efforts to strengthen the community. In both cases, the starting point has been community rather than language and language documentation. The role of linguistic work has emerged from other priorities, being one piece of a complex, with the linguist part of a team of academic and community researchers working together to move ahead, and contributions to language understanding often arising in rather indirect ways. http://hdl.handle.net/10125/5169 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Strategies for moving ahead: Linguistics and community goals oai:scholarspace.manoa.hawaii.edu:10125/5225 2011-06-02 col_10125_19397 5225.mp3 Schneider, Cynthia, Schneider, Cynthia; 2011-02-12; In 2008, the Qairaq community of PNG improved their language’s orthography. However, this raised further questions: Must an orthography conform to computer limitations? How much attention do marginal phonemes deserve? And when is it too late to “tinker” with an orthography? This paper considers the socio/linguistic issues embedded in such questions.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/5225. Schneider, Cynthia Schneider, Cynthia 2011-06-02 In 2008, the Qairaq community of PNG improved their language’s orthography. However, this raised further questions: Must an orthography conform to computer limitations? How much attention do marginal phonemes deserve? And when is it too late to “tinker” with an orthography? This paper considers the socio/linguistic issues embedded in such questions. http://hdl.handle.net/10125/5225 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Kairak (Qairaq) Writing Workshop: Moving forward with a work-in-progress orthography oai:scholarspace.manoa.hawaii.edu:10125/26085 2017-05-11 col_10125_26591 26085.mp3 Mason, Michael, Benally, Suzanne, Mason, Michael, Benally, Suzanne; 2013-03-02; The Smithsonian’s Recovering Voices Initiative partnered with the NGO Cultural Survival to host a conference titled Our Voices on the Air: Reaching New Audiences through Indigenous Radio in Washington, DC, from July 31 through August 2, 2012. The conference convened Indigenous radio producers, linguists, and language and media advocates from Canada, Colombia, El Salvador, Guatemala, Mexico, New Zealand, Peru and the United States, and featured panel discussions, workshops, and one-on-one interviews with participating producers. By providing an opportunity for radio producers committed to broadcasting content in Indigenous languages to share their experiences and learn about each others’ approach to developing content, the conference inspired the production of innovative programming and promoted collaborations to enhance the role that Indigenous language radio plays within communities around the world. In every community, the struggle for language revitalization and access to community radio reflects a larger effort for human rights and self-determination in communities around the world. Many participants shared their experiences of intimidation and government intervention in their radio and revitalization work. Yet radio is a strong and widely accessible educational medium, and communities can developed and sustain a station with relative ease. In some communities, a dynamic combination of immersion programs for youth and community radio broadcasts in endangered languages has led to significant revitalization. At the conference, producers and language activists also created new collaborations with participants, sharing content across their stations and formalizing two interrelated broadcast networks, one based in the US and the other in Peru. Cultural Survival and Smithsonian continue collaborating with local Indigenous radio producers to expand on the stories and recordings from the conference to develop an international radio series for broadcast to a wide community and public radio audience. The series will tell the story of the endangerment of the world’s languages, the importance of revitalizing these languages, and the crucial role that community radio programming can play in revitalizing Indigenous languages. Practical information, large-scale strategies, inspiration for a shared struggle, and a desire to inform the broader public about these issues created a successful conference that Wena Tait from a Maori-language station elegantly summed up with these words: Survival is the treasured goal for all of us, and our language is our strength.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26085. Mason, Michael Benally, Suzanne Mason, Michael Benally, Suzanne 2013-03-02 The Smithsonian’s Recovering Voices Initiative partnered with the NGO Cultural Survival to host a conference titled Our Voices on the Air: Reaching New Audiences through Indigenous Radio in Washington, DC, from July 31 through August 2, 2012. The conference convened Indigenous radio producers, linguists, and language and media advocates from Canada, Colombia, El Salvador, Guatemala, Mexico, New Zealand, Peru and the United States, and featured panel discussions, workshops, and one-on-one interviews with participating producers. By providing an opportunity for radio producers committed to broadcasting content in Indigenous languages to share their experiences and learn about each others’ approach to developing content, the conference inspired the production of innovative programming and promoted collaborations to enhance the role that Indigenous language radio plays within communities around the world. In every community, the struggle for language revitalization and access to community radio reflects a larger effort for human rights and self-determination in communities around the world. Many participants shared their experiences of intimidation and government intervention in their radio and revitalization work. Yet radio is a strong and widely accessible educational medium, and communities can developed and sustain a station with relative ease. In some communities, a dynamic combination of immersion programs for youth and community radio broadcasts in endangered languages has led to significant revitalization. At the conference, producers and language activists also created new collaborations with participants, sharing content across their stations and formalizing two interrelated broadcast networks, one based in the US and the other in Peru. Cultural Survival and Smithsonian continue collaborating with local Indigenous radio producers to expand on the stories and recordings from the conference to develop an international radio series for broadcast to a wide community and public radio audience. The series will tell the story of the endangerment of the world’s languages, the importance of revitalizing these languages, and the crucial role that community radio programming can play in revitalizing Indigenous languages. Practical information, large-scale strategies, inspiration for a shared struggle, and a desire to inform the broader public about these issues created a successful conference that Wena Tait from a Maori-language station elegantly summed up with these words: Survival is the treasured goal for all of us, and our language is our strength. http://hdl.handle.net/10125/26085 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Our Voices on the Air: Results on a conference exploring the nexus of community radio and language revitalization oai:scholarspace.manoa.hawaii.edu:10125/26185 2017-05-11 col_10125_26591 26185.mp3 Berez, Andrea, Anderson, Victoria, Fergerstrom, Lokelani, Apple, Thomas, Taylor, Brian, Kondo-Brown, Kimi, Brown, J.D., Rehg, Kenneth, Berez, Andrea, Anderson, Victoria, Fergerstrom, Lokelani, Apple, Thomas, Taylor, Brian, Kondo-Brown, Kimi, Brown, J.D., Rehg, Kenneth; 2013-02-28; Opening ceremony of the 3rd ICLDC, including opening oli by Lokelani Ferguson; remarks by Andrea L. Berez, Victoria Anderson (conference co-chairs), Chancellor Tom Apple, Vice Chancellor Brian Taylor, Associate Dean Kimi Kondo-Brown, NFLRC Director JD Brown, and Linguistics Chair Kenneth Rehg.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26185. Berez, Andrea Anderson, Victoria Fergerstrom, Lokelani Apple, Thomas Taylor, Brian Kondo-Brown, Kimi Brown, J.D. Rehg, Kenneth Berez, Andrea Anderson, Victoria Fergerstrom, Lokelani Apple, Thomas Taylor, Brian Kondo-Brown, Kimi Brown, J.D. Rehg, Kenneth 2013-02-28 Opening ceremony of the 3rd ICLDC, including opening oli by Lokelani Ferguson; remarks by Andrea L. Berez, Victoria Anderson (conference co-chairs), Chancellor Tom Apple, Vice Chancellor Brian Taylor, Associate Dean Kimi Kondo-Brown, NFLRC Director JD Brown, and Linguistics Chair Kenneth Rehg. http://hdl.handle.net/10125/26185 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Opening ceremony of the 3rd ICLDC oai:scholarspace.manoa.hawaii.edu:10125/26178 2024-07-27 col_10125_26591 26178-1.pdf 26178-2.pdf Paterson III, Hugh, Nordmoe, Jeremy, Paterson III, Hugh, Nordmoe, Jeremy; 2013-03-02; In January 2011, this institutionʼs archive launched a corporate instance of DSpace as part of a larger and ongoing effort to digitally archive language data and resources. Along with that instance of DSpace, it also launched a software application (RAMP) which allows users to bundle electronic resources with the associated metadata for submission to DSpace (Author 2011). As the archive has deployed and supported this software it has encountered several ongoing challenges. This paper focuses on three factors which are affecting the success and use of RAMP. Broadly, these include: ● User expectations - the metadata schema remains too complex for some usersʼ preference. ● Organizational implementation - the failure of some parts of the institution to deploy the software. ● User adoption - during the first 18 months approximately 15% of staff have routinely archived data through RAMP. In todayʼs digital environment, interactions and their resulting success or failure to achieve specific business goals are ever more dependent on the user experience design. User Experience starts before the user has contact with the software but continues through the use cycle of that software to include issues like the infrastructure available for software support and the pleasure derived by the software user during use. RAMP is designed to facilitate the accession of items and to assist the archivist in identifying the items submitted by linguists. In its current design RAMP is heavily biased in solving the archivistʼs problems related to the organization of archived language materials. For the linguist, this means learning the archivistʼs terminology and learning how to work a tool designed from an archivist perspective. For successful communication between archivists and linguists to occur, these issues must be addressed through user experience design. References Author. 2011. Introducing RAMP: an application for packaging metadata and resources offline for submission to an institutional repository. In Proceedings of Workshop on Language Documentation & Archiving 18 November 2011 at SOAS, London. Edited by: David Nathan. p. 27-32.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26178. Paterson III, Hugh Nordmoe, Jeremy Paterson III, Hugh Nordmoe, Jeremy 2013-03-02 In January 2011, this institutionʼs archive launched a corporate instance of DSpace as part of a larger and ongoing effort to digitally archive language data and resources. Along with that instance of DSpace, it also launched a software application (RAMP) which allows users to bundle electronic resources with the associated metadata for submission to DSpace (Author 2011). As the archive has deployed and supported this software it has encountered several ongoing challenges. This paper focuses on three factors which are affecting the success and use of RAMP. Broadly, these include: ● User expectations - the metadata schema remains too complex for some usersʼ preference. ● Organizational implementation - the failure of some parts of the institution to deploy the software. ● User adoption - during the first 18 months approximately 15% of staff have routinely archived data through RAMP. In todayʼs digital environment, interactions and their resulting success or failure to achieve specific business goals are ever more dependent on the user experience design. User Experience starts before the user has contact with the software but continues through the use cycle of that software to include issues like the infrastructure available for software support and the pleasure derived by the software user during use. RAMP is designed to facilitate the accession of items and to assist the archivist in identifying the items submitted by linguists. In its current design RAMP is heavily biased in solving the archivistʼs problems related to the organization of archived language materials. For the linguist, this means learning the archivistʼs terminology and learning how to work a tool designed from an archivist perspective. For successful communication between archivists and linguists to occur, these issues must be addressed through user experience design. References Author. 2011. Introducing RAMP: an application for packaging metadata and resources offline for submission to an institutional repository. In Proceedings of Workshop on Language Documentation & Archiving 18 November 2011 at SOAS, London. Edited by: David Nathan. p. 27-32. http://hdl.handle.net/10125/26178 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Challenges of implementing a tool to extract metadata from linguists: the use case of RAMP oai:scholarspace.manoa.hawaii.edu:10125/26187 2017-05-11 col_10125_26591 26187.mp3 Berez, Andrea, Anderson, Victoria, Campbell, Lyle, O'Grady, William, Berez, Andrea, Anderson, Victoria, Campbell, Lyle, O'Grady, William; 2013-03-03; Closing ceremony of the 3rd ICLDC, including comments by Andrea Berez, Victoria Anderson, Lyle Campbell and William O'Grady.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26187. Berez, Andrea Anderson, Victoria Campbell, Lyle O'Grady, William Berez, Andrea Anderson, Victoria Campbell, Lyle O'Grady, William 2013-03-03 Closing ceremony of the 3rd ICLDC, including comments by Andrea Berez, Victoria Anderson, Lyle Campbell and William O'Grady. http://hdl.handle.net/10125/26187 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Closing ceremony of the 3rd ICLDC oai:scholarspace.manoa.hawaii.edu:10125/26195 2017-05-11 col_10125_26591 26195.mp3 McClatchey, Will, McClatchey, Will; 2013-03-02; The Folk Taxonomy workshop will focus on practical collection of biological/environmental terms, and determination of effective classification systems. Several field methods will be practiced. Participants are not expected to have any background knowledge in biological or physical sciences in order to develop a reasonable level of confidence and success. Discussions will describe how to develop collaborations with topical experts and how to work effectively with such experts for mutual benefit. Additional topics that will be discussed as time permits are: Intellectual property rights, general/”universal” roles of classification, roles of evidence to support dictionaries, databases for folk taxonomy, likely ethical dilemmas, classifications for specialized categories.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26195. McClatchey, Will McClatchey, Will 2013-03-02 The Folk Taxonomy workshop will focus on practical collection of biological/environmental terms, and determination of effective classification systems. Several field methods will be practiced. Participants are not expected to have any background knowledge in biological or physical sciences in order to develop a reasonable level of confidence and success. Discussions will describe how to develop collaborations with topical experts and how to work effectively with such experts for mutual benefit. Additional topics that will be discussed as time permits are: Intellectual property rights, general/”universal” roles of classification, roles of evidence to support dictionaries, databases for folk taxonomy, likely ethical dilemmas, classifications for specialized categories. http://hdl.handle.net/10125/26195 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Folk taxonomy oai:scholarspace.manoa.hawaii.edu:10125/26186 2017-05-11 col_10125_26591 26186.mp3 Baybayan, Chad Kālepa, Kimura, Larry, Baybayan, Chad Kālepa, Kimura, Larry; 2013-03-03; Captain and navigator of renowned Hawaiian voyaging canoes, Chad Kālepa Baybayan presents on the history of deep-sea voyaging, exploration, and oceanic wayfinding, the indigenous system of orientation and navigation at sea. He also talks about the efforts to use these experiences to revitalize a once dynamic maritime culture by educating through a native world view, beginning with learning using the language of the host culture, as well as steering connections through an experience that explains the symbiotic relationship between land, sea, sky, science, and culture. Introduction by Larry Kimura.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26186. Baybayan, Chad Kālepa Kimura, Larry Baybayan, Chad Kālepa Kimura, Larry 2013-03-03 Captain and navigator of renowned Hawaiian voyaging canoes, Chad Kālepa Baybayan presents on the history of deep-sea voyaging, exploration, and oceanic wayfinding, the indigenous system of orientation and navigation at sea. He also talks about the efforts to use these experiences to revitalize a once dynamic maritime culture by educating through a native world view, beginning with learning using the language of the host culture, as well as steering connections through an experience that explains the symbiotic relationship between land, sea, sky, science, and culture. Introduction by Larry Kimura. http://hdl.handle.net/10125/26186 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported He lani ko luna, A sky above: "In losing the sight of land, you discover the stars" oai:scholarspace.manoa.hawaii.edu:10125/26058 2024-07-28 col_10125_26591 26058.pdf 26058.mp3 Schackow, Diana, Schackow, Diana; 2013-03-01; This presentation deals with the problem of the grammar/lexicon distinction, illustrated by example of the complex predicates (CPs) of Yakkha, an endangered Tibeto-Burman language of Nepal (currently documented as part of the author's PhD thesis). CPs have tended to receive marginal attention in grammaticography, as they occupy an intermediate position between grammar and lexicon (Schultze-Berndt 2006). The presentation will give an overview of the highly productive and multifunctional system of complex predication in Yakkha, arguing that a grammar which neglected these CPs would miss a vital component of the 'genius' of this language. A CP in Yakkha consists of at least two verbs: a lexical verb (V1) and one or more of thirty ‘function verbs’ (V2), responsible for the fine-tuning of a predicate, regarding the argument structure, temporal structure, spatial orientation or modality of an event. This description, however, simplifies the heterogenous internal structure of the CPs, as grammaticalizations and lexicalizations have equally contributed to their formation. A particular V2 may have a productive grammatical function, and also participate in non-compositional, idiomatic verb- verb combinations. For instance, the verb pipma ‘give’ is a benefactive marker and it marks events by which some participant is affected involuntarily. This semantic component is also found in lexicalizations such as yoŋdipma ‘be frightened’ (‘shake-give’). The verb tsama ‘eat’ has developed into a reflexive marker, but it also occurs in dozens of lexicalized predicates, often with typical middle semantics (actions involving the body, social interactions), e.g. intsama ‘play’ (‘revolve-eat’) or lemtsama ‘cheat’ (‘flatter-eat’). Many V2 occur in intermediate stages between lexicalization and grammaticalization. These examples serve to illustrate that due to the heterogenous structure of the CPs and the various ways in which V1 and V2 may interact, it is not a trivial question where to draw the line between grammar and lexicon. The more general lesson for language documentation that we can draw from this particular (but surely not unique) case is that pre-established concepts (like 'grammar' and 'lexicon'), as useful as they are, may have to be re-thought and further developed in order to provide a just description of a particular language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26058. Schackow, Diana Schackow, Diana 2013-03-01 This presentation deals with the problem of the grammar/lexicon distinction, illustrated by example of the complex predicates (CPs) of Yakkha, an endangered Tibeto-Burman language of Nepal (currently documented as part of the author's PhD thesis). CPs have tended to receive marginal attention in grammaticography, as they occupy an intermediate position between grammar and lexicon (Schultze-Berndt 2006). The presentation will give an overview of the highly productive and multifunctional system of complex predication in Yakkha, arguing that a grammar which neglected these CPs would miss a vital component of the 'genius' of this language. A CP in Yakkha consists of at least two verbs: a lexical verb (V1) and one or more of thirty ‘function verbs’ (V2), responsible for the fine-tuning of a predicate, regarding the argument structure, temporal structure, spatial orientation or modality of an event. This description, however, simplifies the heterogenous internal structure of the CPs, as grammaticalizations and lexicalizations have equally contributed to their formation. A particular V2 may have a productive grammatical function, and also participate in non-compositional, idiomatic verb- verb combinations. For instance, the verb pipma ‘give’ is a benefactive marker and it marks events by which some participant is affected involuntarily. This semantic component is also found in lexicalizations such as yoŋdipma ‘be frightened’ (‘shake-give’). The verb tsama ‘eat’ has developed into a reflexive marker, but it also occurs in dozens of lexicalized predicates, often with typical middle semantics (actions involving the body, social interactions), e.g. intsama ‘play’ (‘revolve-eat’) or lemtsama ‘cheat’ (‘flatter-eat’). Many V2 occur in intermediate stages between lexicalization and grammaticalization. These examples serve to illustrate that due to the heterogenous structure of the CPs and the various ways in which V1 and V2 may interact, it is not a trivial question where to draw the line between grammar and lexicon. The more general lesson for language documentation that we can draw from this particular (but surely not unique) case is that pre-established concepts (like 'grammar' and 'lexicon'), as useful as they are, may have to be re-thought and further developed in order to provide a just description of a particular language. http://hdl.handle.net/10125/26058 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Yakkha complex predicates and the grammar/lexicon distinction oai:scholarspace.manoa.hawaii.edu:10125/26126 2024-07-28 col_10125_26591 26126.mp3 26126.pdf Brooks, Joseph, Brooks, Joseph; 2013-03-03; In the 1970s, the linguist John Haiman spent seventeen months among the Hua of the Eastern Highlands of Papua New Guinea, during which time he documented and described their language. Currently, the Hua corpus consists of a grammar, a Hua-English dictionary, and hundreds of recorded texts. In June 2012, I visited the Hua community in PNG in order to lay the groundwork for a project to modernize the documentation by repatriating, robustly annotating, and archiving all Hua legacy materials. The community’s negotiation of the proposed work directly impacts two ethical issues considered central in language documentation: community engagement and the outside linguist's responsibilities to meet the expectations of the community. Several scholars have highlighted how the diverse cultural contexts in which documentary linguists work entail different community expectations about the relationship between the researcher and the researched, as well as about the nature of the linguistic fieldwork itself (c.f. Czaykowska-Higgins 2009; Rice 2011). Research anecdotes from the interior and periphery of Melanesia have enriched this discussion by challenging assumptions about the universal applicability of certain ethical standards (Dobrin 2008; Holton 2009). In Melanesian cultural terms, the primary responsibility of the linguist is arguably to fulfill obligations attributed to the role of a powerful outsider who benefits from local knowledge. The material and intellectual profit the outsider makes from the linguistic work is desirable as long as the linguist recognizes their debt to the community by maintaining an interdependent relationship fueled by exchange. In this paper, evidence from my visit with the Hua supports the position that the world’s moral diversity necessitates an understanding of the roles of “local community” and “outside linguist” in a way that is fundamentally culturally relative. A history of interactions with outside academics adds complexity to community expectations with respect to those roles. Forty years after Haiman’s presence in the community, the Hua are now acutely aware of the potential value of their cultural heritage to outsiders. They conveyed the attitude that their language is unique local property, but also an object to engage the linguist in a mutually beneficial relationship. This explains the Hua community’s almost disinterested response to hearing legacy recordings and to the notion of repatriation. Instead of interpreting repatriation as an act of “giving back”, the community representatives seized upon my linguistic agenda as a means to initiate a relationship more binding than they perceive previous relationships with outsiders to have been.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26126. Brooks, Joseph Brooks, Joseph 2013-03-03 In the 1970s, the linguist John Haiman spent seventeen months among the Hua of the Eastern Highlands of Papua New Guinea, during which time he documented and described their language. Currently, the Hua corpus consists of a grammar, a Hua-English dictionary, and hundreds of recorded texts. In June 2012, I visited the Hua community in PNG in order to lay the groundwork for a project to modernize the documentation by repatriating, robustly annotating, and archiving all Hua legacy materials. The community’s negotiation of the proposed work directly impacts two ethical issues considered central in language documentation: community engagement and the outside linguist's responsibilities to meet the expectations of the community. Several scholars have highlighted how the diverse cultural contexts in which documentary linguists work entail different community expectations about the relationship between the researcher and the researched, as well as about the nature of the linguistic fieldwork itself (c.f. Czaykowska-Higgins 2009; Rice 2011). Research anecdotes from the interior and periphery of Melanesia have enriched this discussion by challenging assumptions about the universal applicability of certain ethical standards (Dobrin 2008; Holton 2009). In Melanesian cultural terms, the primary responsibility of the linguist is arguably to fulfill obligations attributed to the role of a powerful outsider who benefits from local knowledge. The material and intellectual profit the outsider makes from the linguistic work is desirable as long as the linguist recognizes their debt to the community by maintaining an interdependent relationship fueled by exchange. In this paper, evidence from my visit with the Hua supports the position that the world’s moral diversity necessitates an understanding of the roles of “local community” and “outside linguist” in a way that is fundamentally culturally relative. A history of interactions with outside academics adds complexity to community expectations with respect to those roles. Forty years after Haiman’s presence in the community, the Hua are now acutely aware of the potential value of their cultural heritage to outsiders. They conveyed the attitude that their language is unique local property, but also an object to engage the linguist in a mutually beneficial relationship. This explains the Hua community’s almost disinterested response to hearing legacy recordings and to the notion of repatriation. Instead of interpreting repatriation as an act of “giving back”, the community representatives seized upon my linguistic agenda as a means to initiate a relationship more binding than they perceive previous relationships with outsiders to have been. http://hdl.handle.net/10125/26126 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported When repatriation is not "giving back": Evidence from a meeting with the Hua of Papua New Guinea oai:scholarspace.manoa.hawaii.edu:10125/26177 2024-07-28 col_10125_26591 26177.pdf Lindsey, Kate, Lindsey, Kate; 2013-02-28; The Chuvash language, spoken by 1.2 million people in Russia, is unknowingly declining very rapidly. Less than half of Chuvash children are learning the language and a high number of Russian-dominant bilingual speakers are masking Chuvash’s steady decline. Chuvash is not alone; recognition of language loss is often delayed, especially when there is a large bilingual population. Because of this, documentation and revitalization often begin too late, after valuable community resources (e.g., fluency across all generations, usage in multiple domains, a large and supportive community) have waned or disappeared. Clearly, there is a need for a tool for the early diagnosis of language attrition, especially among highly bilingual populations. Earlier detection of language decline will give the community the opportunity to establish important revitalization programs while key resources are available. To detect this attrition, it is necessary to measure relative language strengths to determine whether bilinguals are drifting towards monolingualism. To that end, I am using two novel tools to assess language dominance among Chuvash bilinguals. The Hawai’i Assessment of Language Access (HALA) project offers a body-part naming task that elicits common lexical items in both languages and records reaction times. Studies have established a strong correlation between language strength and reaction times, even in highly fluent bilingual speakers (O’Grady, 2009). The Bilingual Language Profile (BLP) is a recently developed tool for assessing language dominance through self-reporting. It is a quick and easy-to-use questionnaire that produces a continuous dominance score and a general bilingual profile taking into account a variety of linguistic variables (Birdsong, 2012). By administering these tools simultaneously to speakers from urban and rural environments, across multiple age groups, I hope to illuminate the spectrum of bilingualism among the Chuvash using quantitative data, and also determine whether the questions posed in the BLP accurately elicit the dominance measured with the HALA project. Preliminary results from a pilot study performed among Russian/English bilinguals in Washington, DC suggest that the variables addressed in the BLP may not contribute equally to relative language dominance as the BLP assumes. Additional factors, such as environment and domain use, may give an even clearer picture of the speakers’ current bilingual profile in both tests. I have developed a questionnaire supplement and testing procedure that will control for these factors among a sample of the participants to see how they may affect the results of the HALA and BLP tasks.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26177. Lindsey, Kate Lindsey, Kate 2013-02-28 The Chuvash language, spoken by 1.2 million people in Russia, is unknowingly declining very rapidly. Less than half of Chuvash children are learning the language and a high number of Russian-dominant bilingual speakers are masking Chuvash’s steady decline. Chuvash is not alone; recognition of language loss is often delayed, especially when there is a large bilingual population. Because of this, documentation and revitalization often begin too late, after valuable community resources (e.g., fluency across all generations, usage in multiple domains, a large and supportive community) have waned or disappeared. Clearly, there is a need for a tool for the early diagnosis of language attrition, especially among highly bilingual populations. Earlier detection of language decline will give the community the opportunity to establish important revitalization programs while key resources are available. To detect this attrition, it is necessary to measure relative language strengths to determine whether bilinguals are drifting towards monolingualism. To that end, I am using two novel tools to assess language dominance among Chuvash bilinguals. The Hawai’i Assessment of Language Access (HALA) project offers a body-part naming task that elicits common lexical items in both languages and records reaction times. Studies have established a strong correlation between language strength and reaction times, even in highly fluent bilingual speakers (O’Grady, 2009). The Bilingual Language Profile (BLP) is a recently developed tool for assessing language dominance through self-reporting. It is a quick and easy-to-use questionnaire that produces a continuous dominance score and a general bilingual profile taking into account a variety of linguistic variables (Birdsong, 2012). By administering these tools simultaneously to speakers from urban and rural environments, across multiple age groups, I hope to illuminate the spectrum of bilingualism among the Chuvash using quantitative data, and also determine whether the questions posed in the BLP accurately elicit the dominance measured with the HALA project. Preliminary results from a pilot study performed among Russian/English bilinguals in Washington, DC suggest that the variables addressed in the BLP may not contribute equally to relative language dominance as the BLP assumes. Additional factors, such as environment and domain use, may give an even clearer picture of the speakers’ current bilingual profile in both tests. I have developed a questionnaire supplement and testing procedure that will control for these factors among a sample of the participants to see how they may affect the results of the HALA and BLP tasks. http://hdl.handle.net/10125/26177 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported How HALA and the BLP can be used for an earlier detection of language attrition in the Chuvash community oai:scholarspace.manoa.hawaii.edu:10125/26077 2017-05-11 col_10125_26591 26077.mp3 McKenny, Daryn, Genetti, Carol, Chacon, Thiago, McKenny, Daryn, Genetti, Carol, Chacon, Thiago; 2013-03-01; This paper presents a case study of the Miromaa Aboriginal Language and Technology Centre in Australia. MALTC is special in two ways: (1) it has been entirely independent and indigenous-run from the time of its conception; and (2) its work has involved the reclamation of a language that was not spoken for more than a century. The paper explores how MALTC sees language and culture as inseparable and tightly linked to identity, and how this vision has been at the heart of the centre's work, shaping its goals, methods, and outputs. First, we discuss MALTC's Wildlife Dictionary, which relates to the centre's lexicographic work. Here the primary focus has been on uncovering the knowledge systems and cultural practices that are seen as the definition of words. Wildlife was chosen as the primary topic for a thematic dictionary because it relates to the creation of the world, to the very essence of a land, and to the identity of individuals as they pass through different phases of their lives. Second, we explore the centre's focus on developing technologies to support their language and cultural work, as embodied in the Miromaa software and in Puliima, an indigenous language and technology forum, organized by MALTC. Unlike traditional language materials, new and powerful information technology allows the sort of multimedia and multiplatform approaches capable of creating resources that do justice to complex aboriginal conceptions of language, as well as making the work more engaging, practical and effective. Third, we will discuss the MALTC’s work with heritage artifacts, specifically the traditional Possum Skin Cloak, which is made from a series of panels containing symbols with great significance to aboriginal communities and to the lives of the individuals who wear them. The process of translation and exploration of semantic connotation provides access to previously unknown symbolic meanings, hence to the uncovering and creation of knowledge and a deepening of culture. Thus the language is not seen as the end point of language documentation and reclamation, but as a path to something broader, including cultural understanding, the enhancement of community knowledge, and identity. This paper illustrates how indigenous conceptions and ideologies can lead to choices of activities and methods of LDC that are distinct from those determined by academic linguists. Language centres, in being locally grounded, tied to community, and focused on strengthening languages, are in a unique position to present alternative models of LDC work.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26077. McKenny, Daryn Genetti, Carol Chacon, Thiago McKenny, Daryn Genetti, Carol Chacon, Thiago 2013-03-01 This paper presents a case study of the Miromaa Aboriginal Language and Technology Centre in Australia. MALTC is special in two ways: (1) it has been entirely independent and indigenous-run from the time of its conception; and (2) its work has involved the reclamation of a language that was not spoken for more than a century. The paper explores how MALTC sees language and culture as inseparable and tightly linked to identity, and how this vision has been at the heart of the centre's work, shaping its goals, methods, and outputs. First, we discuss MALTC's Wildlife Dictionary, which relates to the centre's lexicographic work. Here the primary focus has been on uncovering the knowledge systems and cultural practices that are seen as the definition of words. Wildlife was chosen as the primary topic for a thematic dictionary because it relates to the creation of the world, to the very essence of a land, and to the identity of individuals as they pass through different phases of their lives. Second, we explore the centre's focus on developing technologies to support their language and cultural work, as embodied in the Miromaa software and in Puliima, an indigenous language and technology forum, organized by MALTC. Unlike traditional language materials, new and powerful information technology allows the sort of multimedia and multiplatform approaches capable of creating resources that do justice to complex aboriginal conceptions of language, as well as making the work more engaging, practical and effective. Third, we will discuss the MALTC’s work with heritage artifacts, specifically the traditional Possum Skin Cloak, which is made from a series of panels containing symbols with great significance to aboriginal communities and to the lives of the individuals who wear them. The process of translation and exploration of semantic connotation provides access to previously unknown symbolic meanings, hence to the uncovering and creation of knowledge and a deepening of culture. Thus the language is not seen as the end point of language documentation and reclamation, but as a path to something broader, including cultural understanding, the enhancement of community knowledge, and identity. This paper illustrates how indigenous conceptions and ideologies can lead to choices of activities and methods of LDC that are distinct from those determined by academic linguists. Language centres, in being locally grounded, tied to community, and focused on strengthening languages, are in a unique position to present alternative models of LDC work. http://hdl.handle.net/10125/26077 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported How indigenous conceptions shape the work: The case of the Miromaa Aboriginal Language and Technology Centre oai:scholarspace.manoa.hawaii.edu:10125/26194 2024-07-29 col_10125_26591 26194.mp3 26194.pdf 26194-1.pdf Ticktin, Tamara, Ticktin, Tamara; 2013-03-02; How can basic ethnobotanical skills aid linguists in the process of language documentation? Why is this important? In this course we will discuss methods that ethnobotanists use to document plant and animal names and the traditional knowledge associated with them (uses, phenological and ecological information, stories, songs, chants etc). Topics include collection of plants in the field, preparation of voucher specimens, metadata, herbaria, recording of traditional ecological knowledge, as well as a discussion of ethical issues that can arise. We will conclude with a discussion of the importance of collaborations between linguists and ethnobotanists, and the opportunities and challenges this can present.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26194. Ticktin, Tamara Ticktin, Tamara 2013-03-02 How can basic ethnobotanical skills aid linguists in the process of language documentation? Why is this important? In this course we will discuss methods that ethnobotanists use to document plant and animal names and the traditional knowledge associated with them (uses, phenological and ecological information, stories, songs, chants etc). Topics include collection of plants in the field, preparation of voucher specimens, metadata, herbaria, recording of traditional ecological knowledge, as well as a discussion of ethical issues that can arise. We will conclude with a discussion of the importance of collaborations between linguists and ethnobotanists, and the opportunities and challenges this can present. http://hdl.handle.net/10125/26194 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting ethnobotany oai:scholarspace.manoa.hawaii.edu:10125/26120 2024-07-29 col_10125_26591 26120.mp3 26120.pdf Rosborough, Trish, Rosborough, Trish; 2013-03-02; “My journey with Kwak’wala is so different from my failed attempts to learn Spanish. I am not learning a second language; I am learning my language. It is not uncommon to hear Indigenous people say, “I don’t know my language”; yet not being able to understand or speak our languages does not mean that these languages are any less ours.” (author, 2012, p. 181) Kwak’wala, the language of the Kwakwa̱ka̱’wakw people in British Columbia, Canada, is considered endangered. For Indigenous peoples in colonizing societies, language revitalization is a complex endeavour. Within the fields of language revitalization and Indigenous studies, the practices and policies of colonization have been identified as key factors in Indigenous language decline. This paper draws on the author’s doctoral study that was conducted through a Ḵ̓a̱ngex̱tola framework, an Indigenous methodology based on the metaphor of creating a button blanket, the ceremonial regalia of the Kwakwa̱ka̱’wakw. The research has built understanding through the author’s experience as a Kwakwa̱ka̱’wakw person learning Kwak’wala through the use of various approaches to language learning, including two years with the Master-Apprentice approach. The research employs the researcher’s journals and personal stories, as well as interviews with individuals who are engaged in Kwak’wala revitalization. The study identifies the need for Kwak’wala revitalization efforts to employ multifaceted approaches that take into account the impacts of colonization. Learning or recovering one’s mother tongue is not akin to learning a second or foreign language. Working to recover Kwak’wala involves deep personal, interpersonal, and social processes and an untangling of messages carried at a profound level. Encouragement, safe environments and relationships for language work through explicit agreements and commitment, are identified as important supports for Kwak’wala learning and speaking. Further, it is important to sustain the spirit of the language by maintaining the literal and symbolic meanings and constructs of Kwak’wala that are important in the transmission and maintenance of Kwakwa̱ka̱’wakw culture. This research has led to an understanding of the necessity for Indigenous language revitalization efforts to give consideration to what it means for community members to learn and speak their own languages.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26120. Rosborough, Trish Rosborough, Trish 2013-03-02 “My journey with Kwak’wala is so different from my failed attempts to learn Spanish. I am not learning a second language; I am learning my language. It is not uncommon to hear Indigenous people say, “I don’t know my language”; yet not being able to understand or speak our languages does not mean that these languages are any less ours.” (author, 2012, p. 181) Kwak’wala, the language of the Kwakwa̱ka̱’wakw people in British Columbia, Canada, is considered endangered. For Indigenous peoples in colonizing societies, language revitalization is a complex endeavour. Within the fields of language revitalization and Indigenous studies, the practices and policies of colonization have been identified as key factors in Indigenous language decline. This paper draws on the author’s doctoral study that was conducted through a Ḵ̓a̱ngex̱tola framework, an Indigenous methodology based on the metaphor of creating a button blanket, the ceremonial regalia of the Kwakwa̱ka̱’wakw. The research has built understanding through the author’s experience as a Kwakwa̱ka̱’wakw person learning Kwak’wala through the use of various approaches to language learning, including two years with the Master-Apprentice approach. The research employs the researcher’s journals and personal stories, as well as interviews with individuals who are engaged in Kwak’wala revitalization. The study identifies the need for Kwak’wala revitalization efforts to employ multifaceted approaches that take into account the impacts of colonization. Learning or recovering one’s mother tongue is not akin to learning a second or foreign language. Working to recover Kwak’wala involves deep personal, interpersonal, and social processes and an untangling of messages carried at a profound level. Encouragement, safe environments and relationships for language work through explicit agreements and commitment, are identified as important supports for Kwak’wala learning and speaking. Further, it is important to sustain the spirit of the language by maintaining the literal and symbolic meanings and constructs of Kwak’wala that are important in the transmission and maintenance of Kwakwa̱ka̱’wakw culture. This research has led to an understanding of the necessity for Indigenous language revitalization efforts to give consideration to what it means for community members to learn and speak their own languages. http://hdl.handle.net/10125/26120 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported I’m not learning a second language, I’m learning my language: Being Kwakwa̱ka̱’wakw and learning Kwak’wala oai:scholarspace.manoa.hawaii.edu:10125/26100 2017-05-11 col_10125_26591 26100.mp3 Van Way, John, Bzang po, Bkra shis, Roche, Gerald, McKinlay, Elena, Van Way, John, Bzang po, Bkra shis, Roche, Gerald, McKinlay, Elena; 2013-03-02; This presentation reports on the advantages of collaboration between language documentation research and an ongoing cultural documentation project by community members. Cultural documentation involves gathering oral literature, rituals, songs, interviews, material culture, home remedies, etc., in audio or video format, leading to the publication of DVDs, books, and other products desirable to the community. Such work has immediate value for community members and contributes a sense of ownership of documentation. This presentation shows how the two endeavors – cultural documentation and language documentation – can complement each other, describes the authors’ collaboration in western China, and offers practical advice on how such collaboration can be fostered in other contexts. A natural symbiosis arises between the cultural documentation and language documentation in which the goals of one inform and enrich the other. On the one hand, the content or priorities of the cultural documentation project can help identify appropriate semantic domains for lexical elicitation and enrich the definitions of lexical items collected, as well as suggesting what kinds of discourse to elicit, and helping identify exemplary consultants. It also provides valuable texts in a variety of genres for linguistic analysis. On the other hand, the language documentation project can guide the cultural documentation project toward documenting words (e.g., body parts, terminology related to traditional crafts, activities, etc.), constructions (e.g., noun classifiers/genders, verb morphology, etc.) and phrases, idioms or speech styles, which may be at various stages of attrition or be otherwise overlooked in cultural documentation. The authors will also present their own experiences collaborating and offer practical guidance for ways to apply what they have learned to other projects. Recently, an ongoing effort by a community member to document Nyagrong Minyag Tibetan culture and oral traditions was connected with the nascent language documentation project of Nyagrong Minyag, an understudied and endangered language of Sichuan, China. Both projects have benefited greatly from this partnership; the cultural documentation providing linguistic material and the language documentation suggesting new semantic domains and alternative texts and speakers to enrich the ongoing cultural documentation. Practical advice on how to foster cultural documentation projects and link them with language documentation projects will also be discussed.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26100. Van Way, John Bzang po, Bkra shis Roche, Gerald McKinlay, Elena Van Way, John Bzang po, Bkra shis Roche, Gerald McKinlay, Elena 2013-03-02 This presentation reports on the advantages of collaboration between language documentation research and an ongoing cultural documentation project by community members. Cultural documentation involves gathering oral literature, rituals, songs, interviews, material culture, home remedies, etc., in audio or video format, leading to the publication of DVDs, books, and other products desirable to the community. Such work has immediate value for community members and contributes a sense of ownership of documentation. This presentation shows how the two endeavors – cultural documentation and language documentation – can complement each other, describes the authors’ collaboration in western China, and offers practical advice on how such collaboration can be fostered in other contexts. A natural symbiosis arises between the cultural documentation and language documentation in which the goals of one inform and enrich the other. On the one hand, the content or priorities of the cultural documentation project can help identify appropriate semantic domains for lexical elicitation and enrich the definitions of lexical items collected, as well as suggesting what kinds of discourse to elicit, and helping identify exemplary consultants. It also provides valuable texts in a variety of genres for linguistic analysis. On the other hand, the language documentation project can guide the cultural documentation project toward documenting words (e.g., body parts, terminology related to traditional crafts, activities, etc.), constructions (e.g., noun classifiers/genders, verb morphology, etc.) and phrases, idioms or speech styles, which may be at various stages of attrition or be otherwise overlooked in cultural documentation. The authors will also present their own experiences collaborating and offer practical guidance for ways to apply what they have learned to other projects. Recently, an ongoing effort by a community member to document Nyagrong Minyag Tibetan culture and oral traditions was connected with the nascent language documentation project of Nyagrong Minyag, an understudied and endangered language of Sichuan, China. Both projects have benefited greatly from this partnership; the cultural documentation providing linguistic material and the language documentation suggesting new semantic domains and alternative texts and speakers to enrich the ongoing cultural documentation. Practical advice on how to foster cultural documentation projects and link them with language documentation projects will also be discussed. http://hdl.handle.net/10125/26100 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documentation of culture and language: a mutually enriching collaboration oai:scholarspace.manoa.hawaii.edu:10125/26139 2024-07-29 col_10125_26591 26139.mp3 26139.pdf Hill, Deborah, Hill, Deborah; 2013-02-28; Interdisciplinary approaches to language documentation can reflect connections between disciplines over time, as well as at the same time. This paper describes the roles that anthropology, cultural heritage, and linguistics play in a language documentation project in the Solomon Islands. The Longgu (lgu) community of Guadalcanal is engaged in developing a thematic dictionary on weaving: learning how to write definitions, choosing headwords, and drawing on the disparate knowledge of weavers, elders who remember seldom-used words, and teachers. A dictionary workshop, held in July 2012, highlighted the value of being able to draw on earlier anthropological work in undertaking lexicographic work today. The anthropological legacy consisted of an extensive photographic collection and a study of the society that included information about house construction, domestic tasks and feasts, all of which involve woven products. Access to the photographic collection was gained through a current interdisciplinary project that connected the museums and archives where the images were held with a linguist (the author) and an anthropologist focusing on cultural heritage. While the anthropological work was done nearly 80 years ago, the careful archiving of the material enables new work to be done. The interdisciplinary nature of the current work is exemplified by the community’s intended outcomes for the language documentation project: a dictionary, but also examples of the products described and defined in the dictionary, as well as a special ‘project house’ to display them. Through involvement in a project that brought two Longgu speakers to view and annotate the photographic images in 2012, there is increased community awareness of the importance of preserving and caring for cultural objects; one way in which the community is doing this is by building a house for this purpose. This interdisciplinary approach can be likened to a woven product: the threads are becoming more difficult to disentangle. This can be seen from a current cultural heritage project with the Longgu community that incorporates its lexicographic endeavors as an example of life today. Just as the anthropologist, 80 years ago, deposited his field notes and photographs of the community in the archives as a reflection of his experience of that community, now the community has been invited by one of the museums that houses the cultural heritage of the Longgu people to document aspects of their daily life for display in the museum. The community’s lexicographic work forms part of that reality.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26139. Hill, Deborah Hill, Deborah 2013-02-28 Interdisciplinary approaches to language documentation can reflect connections between disciplines over time, as well as at the same time. This paper describes the roles that anthropology, cultural heritage, and linguistics play in a language documentation project in the Solomon Islands. The Longgu (lgu) community of Guadalcanal is engaged in developing a thematic dictionary on weaving: learning how to write definitions, choosing headwords, and drawing on the disparate knowledge of weavers, elders who remember seldom-used words, and teachers. A dictionary workshop, held in July 2012, highlighted the value of being able to draw on earlier anthropological work in undertaking lexicographic work today. The anthropological legacy consisted of an extensive photographic collection and a study of the society that included information about house construction, domestic tasks and feasts, all of which involve woven products. Access to the photographic collection was gained through a current interdisciplinary project that connected the museums and archives where the images were held with a linguist (the author) and an anthropologist focusing on cultural heritage. While the anthropological work was done nearly 80 years ago, the careful archiving of the material enables new work to be done. The interdisciplinary nature of the current work is exemplified by the community’s intended outcomes for the language documentation project: a dictionary, but also examples of the products described and defined in the dictionary, as well as a special ‘project house’ to display them. Through involvement in a project that brought two Longgu speakers to view and annotate the photographic images in 2012, there is increased community awareness of the importance of preserving and caring for cultural objects; one way in which the community is doing this is by building a house for this purpose. This interdisciplinary approach can be likened to a woven product: the threads are becoming more difficult to disentangle. This can be seen from a current cultural heritage project with the Longgu community that incorporates its lexicographic endeavors as an example of life today. Just as the anthropologist, 80 years ago, deposited his field notes and photographs of the community in the archives as a reflection of his experience of that community, now the community has been invited by one of the museums that houses the cultural heritage of the Longgu people to document aspects of their daily life for display in the museum. The community’s lexicographic work forms part of that reality. http://hdl.handle.net/10125/26139 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Interwoven: material culture, museums and lexicography oai:scholarspace.manoa.hawaii.edu:10125/26184 2017-05-11 col_10125_26591 26184.mp3 Evans, Nicholas, Thieberger, Nicholas, Evans, Nicholas, Thieberger, Nicholas; 2013-02-28; There are many reasons to see linguistics and biology as connected sister fields. Both draw their inspiration from the stunning diversity in their respective worlds, developing evolutionary accounts of change and diversification, and the dialogue between historical linguistics and evolutionary biology has been going on since the famous correspondence between Darwin and Schleicher. in the 1860s. A substantial part of any language is devoted to the description of biological phenomena, so that we cannot give a complete account of how any language functions without examining how it represents these in its vocabulary, grammar and phraseology. And, in an era when there is increasing appreciation of how much small-scale speech communities know about the natural world that have yet to be ‘discovered’ by mainstream biology, the study of little-documented languages is a natural key to unlocking the full dimensions of Traditional Ecological Knowledge. Despite the natural affinity between these two fields, the potential for fruitful collaboration has waned in recent decades. Compared to the heyday of interaction from the 1960s to the early 1980s, when studies of ethnobiological terminology flourished under the aegis of Berlin and his colleagues, representative journals like Ethnobiology now contained negligible amounts of linguistic material. A possible explanation for this is that the Berlinian paradigm for the ethnobiology/linguistics connection became so focussed on its own ‘taxonomocentric’ set of questions – about universals of folk taxonomic structure, and about the relations of linguistic categories at various levels to those found in the natural world – that a whole series of other research questions were put aside. In this talk I will resuscitate a number of these, illustrating my argument with examples drawn from fieldwork in northern Australia and southern New Guinea. These include: (a) the use of non-morphological criteria in constructing categories, including similaries of sound (bird calls), behaviour (bird nesting patterns), gait (kangaroos and wallabies) and cosociality (some bird sps) (b) ecological relations, including habitat, diet, succession (c) behaviour, including cache defence, mating, migration and nesting (d) utility for humans, including food, medicine, material for manufacture, but also as information signalling (e.g. birds, insects, ‘calendar flowers’), route guides and fire management The above topics are organised by type of information, but while discussing them I will also investigate the linguistic dimension of how this is encoded, including the use of gait verbs, reduplication, various types of derivational morphology in nouns, and ‘sign metonymies’ signalled by gender alternations. By examining the coevolution of human knowledge about the natural world, and the linguistic means for expressing it, I will show that the two fields of linguistics and ethnobiology are ripe for reengagement across a broad range of questions. As McClatchey (2012:297) has put it: "The ethnobiologists and other scientists are waiting for the linguists to call." Introduced by Nicholas Thieberger; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26184. Evans, Nicholas Thieberger, Nicholas Evans, Nicholas Thieberger, Nicholas 2013-02-28 There are many reasons to see linguistics and biology as connected sister fields. Both draw their inspiration from the stunning diversity in their respective worlds, developing evolutionary accounts of change and diversification, and the dialogue between historical linguistics and evolutionary biology has been going on since the famous correspondence between Darwin and Schleicher. in the 1860s. A substantial part of any language is devoted to the description of biological phenomena, so that we cannot give a complete account of how any language functions without examining how it represents these in its vocabulary, grammar and phraseology. And, in an era when there is increasing appreciation of how much small-scale speech communities know about the natural world that have yet to be ‘discovered’ by mainstream biology, the study of little-documented languages is a natural key to unlocking the full dimensions of Traditional Ecological Knowledge. Despite the natural affinity between these two fields, the potential for fruitful collaboration has waned in recent decades. Compared to the heyday of interaction from the 1960s to the early 1980s, when studies of ethnobiological terminology flourished under the aegis of Berlin and his colleagues, representative journals like Ethnobiology now contained negligible amounts of linguistic material. A possible explanation for this is that the Berlinian paradigm for the ethnobiology/linguistics connection became so focussed on its own ‘taxonomocentric’ set of questions – about universals of folk taxonomic structure, and about the relations of linguistic categories at various levels to those found in the natural world – that a whole series of other research questions were put aside. In this talk I will resuscitate a number of these, illustrating my argument with examples drawn from fieldwork in northern Australia and southern New Guinea. These include: (a) the use of non-morphological criteria in constructing categories, including similaries of sound (bird calls), behaviour (bird nesting patterns), gait (kangaroos and wallabies) and cosociality (some bird sps) (b) ecological relations, including habitat, diet, succession (c) behaviour, including cache defence, mating, migration and nesting (d) utility for humans, including food, medicine, material for manufacture, but also as information signalling (e.g. birds, insects, ‘calendar flowers’), route guides and fire management The above topics are organised by type of information, but while discussing them I will also investigate the linguistic dimension of how this is encoded, including the use of gait verbs, reduplication, various types of derivational morphology in nouns, and ‘sign metonymies’ signalled by gender alternations. By examining the coevolution of human knowledge about the natural world, and the linguistic means for expressing it, I will show that the two fields of linguistics and ethnobiology are ripe for reengagement across a broad range of questions. As McClatchey (2012:297) has put it: "The ethnobiologists and other scientists are waiting for the linguists to call." Introduced by Nicholas Thieberger http://hdl.handle.net/10125/26184 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The web of words and the web of life: Reconnecting language documentation with ethnobiology oai:scholarspace.manoa.hawaii.edu:10125/26114 2024-07-30 col_10125_26591 26114.pdf 26114.mp3 Thieberger, Nick, Thieberger, Nick; 2013-03-02; In this paper I will address a general problem of working with manuscript vocabularies in a way that permits them to be used in various ways, including in language revitalisation work. I will illustrate with the example of a collection of papers made by Daisy Bates, an ethnographer who collected many vocabularies of Australian Indigenous languages in the early 1900s. She printed and distributed 500 copies of a questionnaire with 1,838 prompts, mainly for vocabulary, but including some sentence examples. This questionnaire was then filled in by a variety of observers, with different approaches to writing the local language. Some 200 completed questionnaires were then typed so the collection now includes 4,800 pages of typescripts and 8,600 pages of completed manuscript questionnaires representing 123 individual speakers in as many locations. Copies of this paper material are held in two state libraries and in the National Library of Australia. Individual vocabularies from this collection have been used in various ways in the sixty years that they have been available, including in language surveys, comparative work, and in Native Title cases. Typically a vocabulary was typed and analysed according to the needs of the particular project, and no copy of the digitised version was kept. In this project the typescripts have been retyped as structured text using XML, specifically using the Text Encoding Initiative1 (TEI) guidelines for text markup. Because of the problem of reading the diverse range of handwriting it is useful to have both the textual version and the image of the manuscript available, and to allow users to annotate the resulting material. Structured text will allow searching, sorting, retrieving and recombining items in the collection in new ways, for example, providing a geographic representation of the wordlist, a comparative list of all terms, and downloadable versions of wordlists for reuse in classrooms, among others. I will assess the usefulness of the TEI in structuring the vocabularies and illustrate the current state of the project.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26114. Thieberger, Nick Thieberger, Nick 2013-03-02 In this paper I will address a general problem of working with manuscript vocabularies in a way that permits them to be used in various ways, including in language revitalisation work. I will illustrate with the example of a collection of papers made by Daisy Bates, an ethnographer who collected many vocabularies of Australian Indigenous languages in the early 1900s. She printed and distributed 500 copies of a questionnaire with 1,838 prompts, mainly for vocabulary, but including some sentence examples. This questionnaire was then filled in by a variety of observers, with different approaches to writing the local language. Some 200 completed questionnaires were then typed so the collection now includes 4,800 pages of typescripts and 8,600 pages of completed manuscript questionnaires representing 123 individual speakers in as many locations. Copies of this paper material are held in two state libraries and in the National Library of Australia. Individual vocabularies from this collection have been used in various ways in the sixty years that they have been available, including in language surveys, comparative work, and in Native Title cases. Typically a vocabulary was typed and analysed according to the needs of the particular project, and no copy of the digitised version was kept. In this project the typescripts have been retyped as structured text using XML, specifically using the Text Encoding Initiative1 (TEI) guidelines for text markup. Because of the problem of reading the diverse range of handwriting it is useful to have both the textual version and the image of the manuscript available, and to allow users to annotate the resulting material. Structured text will allow searching, sorting, retrieving and recombining items in the collection in new ways, for example, providing a geographic representation of the wordlist, a comparative list of all terms, and downloadable versions of wordlists for reuse in classrooms, among others. I will assess the usefulness of the TEI in structuring the vocabularies and illustrate the current state of the project. http://hdl.handle.net/10125/26114 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Reusing manuscript vocabularies, an example from Western Australia oai:scholarspace.manoa.hawaii.edu:10125/26108 2017-05-11 col_10125_26591 26108.mp3 Sherry-Kirk, Laurie, Sherry-Kirk, Laurie; 2013-03-02; The endangered state of the world’s Indigenous languages has resulted in an emergent body of literature that approaches Indigenous languages from the perspective’s and needs of the instructors who are engaged in its recovery and preservation. Accordingly, there is little, if any studies that give voice to the learner’s experiential vantage point as s/he sets out on their own language recovery journey. This research provides insight into how the utilization of Indigenous theory can be put into practice. Since we live in an ever changing society, universities have become the societal mechanisms that lead to the certification of our doctors, nurses, counselors and other professional occupations, which in turn directly effect Indigenous people. Therefore, the academic mechanism that informs societal vocations needs to be provided with a valid understanding of the sacred nature of Indigenous epistemologies. The study explores the link between learning an Indigenous language and the meanings Indigenous second language learners attach to their experiences in terms of cultural identity and self esteem. The study further delves into the factors that motivate, enhance and serve as barriers to individual language revitalization efforts. Walker (2001:18)* asserts that in order to accurately reflect the true nature of Indigenous knowledge, “the interconnections between Indigenous people’s experiences of the sacred needs to inform the practical, analytical academic research process”. As such, the medicine wheel is utilized as a tool of analysis, and its teachings are used as a methodological roadmap in conducting ethical research with Indigenous people. The medicine wheels teachings also provide a theoretical lens from which to conceptualize the research findings. The goal of the research was to reassert an Indigenous worldview that is useful for Indigenous peoples as they pursue their own language reclamation journeys and was intended to communicate with Indigenous peoples in ways that are meaningful, respectful and culturally sensitive to them. Given that, the research suggests that an important step to the reconciliation and healing of Indigenous people is to reclaim our heritage through the use of our own Indigenous knowledge systems and that contained within these systems are concepts of epistemology, philosophy, language and scientific logical validity that are specific to Indigenous ways of being in the world, the pairing of Indigenous theory with the practical community experiences of ISL’s, demonstrates how the use of Anishinaawbe people’s experiential knowledge, systems of thought and ontology lend themselves well to the critical understanding necessary to successfully recovery our own endangered languages within the context of our relationships with self, community, spirit and environment.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26108. Sherry-Kirk, Laurie Sherry-Kirk, Laurie 2013-03-02 The endangered state of the world’s Indigenous languages has resulted in an emergent body of literature that approaches Indigenous languages from the perspective’s and needs of the instructors who are engaged in its recovery and preservation. Accordingly, there is little, if any studies that give voice to the learner’s experiential vantage point as s/he sets out on their own language recovery journey. This research provides insight into how the utilization of Indigenous theory can be put into practice. Since we live in an ever changing society, universities have become the societal mechanisms that lead to the certification of our doctors, nurses, counselors and other professional occupations, which in turn directly effect Indigenous people. Therefore, the academic mechanism that informs societal vocations needs to be provided with a valid understanding of the sacred nature of Indigenous epistemologies. The study explores the link between learning an Indigenous language and the meanings Indigenous second language learners attach to their experiences in terms of cultural identity and self esteem. The study further delves into the factors that motivate, enhance and serve as barriers to individual language revitalization efforts. Walker (2001:18)* asserts that in order to accurately reflect the true nature of Indigenous knowledge, “the interconnections between Indigenous people’s experiences of the sacred needs to inform the practical, analytical academic research process”. As such, the medicine wheel is utilized as a tool of analysis, and its teachings are used as a methodological roadmap in conducting ethical research with Indigenous people. The medicine wheels teachings also provide a theoretical lens from which to conceptualize the research findings. The goal of the research was to reassert an Indigenous worldview that is useful for Indigenous peoples as they pursue their own language reclamation journeys and was intended to communicate with Indigenous peoples in ways that are meaningful, respectful and culturally sensitive to them. Given that, the research suggests that an important step to the reconciliation and healing of Indigenous people is to reclaim our heritage through the use of our own Indigenous knowledge systems and that contained within these systems are concepts of epistemology, philosophy, language and scientific logical validity that are specific to Indigenous ways of being in the world, the pairing of Indigenous theory with the practical community experiences of ISL’s, demonstrates how the use of Anishinaawbe people’s experiential knowledge, systems of thought and ontology lend themselves well to the critical understanding necessary to successfully recovery our own endangered languages within the context of our relationships with self, community, spirit and environment. http://hdl.handle.net/10125/26108 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Reclaiming an indigenous epistemology: Indigenous language reclamation – The learners’ perspective oai:scholarspace.manoa.hawaii.edu:10125/26061 2024-07-31 col_10125_26591 26061.pdf 26061.mp3 Marks, Aaron, Harp, Desirae, Marks, Aaron, Harp, Desirae; 2013-03-01; The Wappo language of Sonoma and Napa counties, California, has been considered “extinct” since the passing of its last first-language speaker, Laura Fish Somersal, in 1990. However, a large amount of the language was documented during the 20th century. Paul Radin collected several Wappo narratives (1924) and wrote a grammar of the language (1929). Jesse Sawyer spent many years working with Laura Somersal and other Wappo speakers in the 1960s and 1970s, and published an English-Wappo dictionary (1965). Sawyer also recorded dozens of hours of elicitation and conversation with Laura Somersal during the 1960s. Sandra A. Thompson, Joseph Sung-Yul Park, and Charles N. Li also worked with Laura Somersal, in the 1970s and 1980s, and produced a concise modern reference grammar (2006). th In June 2012, the author and two Wappo community members participated in the 10 Breath of Life Workshop at the University of California, Berkeley; excited by our experience, we decided to embark on a language revitalization program among the Wappo community. In this forthcoming revitalization program, two approaches will be taken. The author will synthesize the extant documentation of the Wappo language (including both published works and unpublished fieldnotes and audio recordings) into a new reference grammar, a teaching grammar, and a bilingual dictionary. The Wappo members, drawing on some of the techniques outlined in Hinton 2002, will begin spoken-language instruction among the tribal community, focusing on the use of Wappo among youth groups engaged in culturally-based service projects. It is felt that introducing the language through the domain of community service and cultural activities will be both more effective and more adaptable than formal classroom instruction. Our goal is to gradually re-introduce the Wappo language into community life, at all age levels but particularly among youth; this approach is necessitated by the lack of elder native speakers, but also desirable because of the important role youth play as instruments of social change and incipient community leaders. The materials produced will also provide the basis for a language instruction program for the community once a “critical mass” of active participants is cultivated. In both aspects, we will be drawing on much of Joshua Fishman’s Reversing Language Shift framework (Fishman 2001: chs.1 &19). We are very optimistic that, through these approaches, the Wappo language will return to use among the Wappo tribal community, reinforcing the community’s cultural life, traditional practices, and political and economic independence.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26061. Marks, Aaron Harp, Desirae Marks, Aaron Harp, Desirae 2013-03-01 The Wappo language of Sonoma and Napa counties, California, has been considered “extinct” since the passing of its last first-language speaker, Laura Fish Somersal, in 1990. However, a large amount of the language was documented during the 20th century. Paul Radin collected several Wappo narratives (1924) and wrote a grammar of the language (1929). Jesse Sawyer spent many years working with Laura Somersal and other Wappo speakers in the 1960s and 1970s, and published an English-Wappo dictionary (1965). Sawyer also recorded dozens of hours of elicitation and conversation with Laura Somersal during the 1960s. Sandra A. Thompson, Joseph Sung-Yul Park, and Charles N. Li also worked with Laura Somersal, in the 1970s and 1980s, and produced a concise modern reference grammar (2006). th In June 2012, the author and two Wappo community members participated in the 10 Breath of Life Workshop at the University of California, Berkeley; excited by our experience, we decided to embark on a language revitalization program among the Wappo community. In this forthcoming revitalization program, two approaches will be taken. The author will synthesize the extant documentation of the Wappo language (including both published works and unpublished fieldnotes and audio recordings) into a new reference grammar, a teaching grammar, and a bilingual dictionary. The Wappo members, drawing on some of the techniques outlined in Hinton 2002, will begin spoken-language instruction among the tribal community, focusing on the use of Wappo among youth groups engaged in culturally-based service projects. It is felt that introducing the language through the domain of community service and cultural activities will be both more effective and more adaptable than formal classroom instruction. Our goal is to gradually re-introduce the Wappo language into community life, at all age levels but particularly among youth; this approach is necessitated by the lack of elder native speakers, but also desirable because of the important role youth play as instruments of social change and incipient community leaders. The materials produced will also provide the basis for a language instruction program for the community once a “critical mass” of active participants is cultivated. In both aspects, we will be drawing on much of Joshua Fishman’s Reversing Language Shift framework (Fishman 2001: chs.1 &19). We are very optimistic that, through these approaches, the Wappo language will return to use among the Wappo tribal community, reinforcing the community’s cultural life, traditional practices, and political and economic independence. http://hdl.handle.net/10125/26061 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language revitalization in Northern California: Awakening the Wappo language oai:scholarspace.manoa.hawaii.edu:10125/26190 2017-05-11 col_10125_26591 26190.mp3 Puju, Carl Christian Olsen, Grenoble, Lenore, Frederiksen, Katti, Heins, T.J., Sadock, Jerrold, Wong, Perry, Puju, Carl Christian Olsen, Grenoble, Lenore, Frederiksen, Katti, Heins, T.J., Sadock, Jerrold, Wong, Perry; 2013-03-01; Kalaallisut (West Greenlandic, iso‐639‐3 kal) is an Inuit language spoken in Greenland and is the official language of the country. In this presentation we discuss a collaborative project initiated by the Greenland Language Secretariat (Oqaasileriffik) to create a bilingual Kalaallisut‐English dictionary, aimed at two groups of users, Kalaallisut speakers who are learning English and English speakers learning Kalaallisut. We discuss the content and format of the dictionary, the underlying principles upon which it is being created, and the collaborative process itself. This collaborative project involves researchers from Greenland and the US. The dictionary, intended to include something in the order of 25,000‐35,000 entries, aims to provide the necessary information for both sets of users to both comprehend and produce both languages. The two languages are typologically distinct and there is limited correspondence between what counts as a word in each language. Kalaallisut is highly polysynthetic with very productive derivational and inflectional morphology, providing challenges for what constitutes a lexical entry versus which forms are one‐off creations by speakers. Language learners need information not only about word meaning, but also about “word” creation. By the same token, much of the grammatical information included in English words is encoded in Kalaallisut suffixes, providing challenges for Kalaallisut speakers learning English. The team began its work by establishing a core set of principles including: 1. The dictionary is based on the modern standard language, as currently spoken, with all entries approved by the Greenland Language Council (Oqaasiliortut). 2. The dictionary is usage‐driven. 3. The dictionary does not replace a reference grammar but provides an internal word grammar, i.e., it includes necessary and sufficient information for a user to generate correct word forms in both languages. 4. Irregular, unpredictable or otherwise not transparent forms need to be included. 5. The dictionary should include all necessary information for proper usage such as collocations, style and register information These principles are illustrated with sample entries from both languages. Entries are created through a collaborative process, but final approval of all material rests with Oqaasiliortut, the Language Council, which is part of the Greenland Self‐ Government. This particular project illustrates not only the importance of the concrete linguistic entries, but also the significance of the collaborative process of dictionary making, and the approval process, which is controlled by the local government.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26190. Puju, Carl Christian Olsen Grenoble, Lenore Frederiksen, Katti Heins, T.J. Sadock, Jerrold Wong, Perry Puju, Carl Christian Olsen Grenoble, Lenore Frederiksen, Katti Heins, T.J. Sadock, Jerrold Wong, Perry 2013-03-01 Kalaallisut (West Greenlandic, iso‐639‐3 kal) is an Inuit language spoken in Greenland and is the official language of the country. In this presentation we discuss a collaborative project initiated by the Greenland Language Secretariat (Oqaasileriffik) to create a bilingual Kalaallisut‐English dictionary, aimed at two groups of users, Kalaallisut speakers who are learning English and English speakers learning Kalaallisut. We discuss the content and format of the dictionary, the underlying principles upon which it is being created, and the collaborative process itself. This collaborative project involves researchers from Greenland and the US. The dictionary, intended to include something in the order of 25,000‐35,000 entries, aims to provide the necessary information for both sets of users to both comprehend and produce both languages. The two languages are typologically distinct and there is limited correspondence between what counts as a word in each language. Kalaallisut is highly polysynthetic with very productive derivational and inflectional morphology, providing challenges for what constitutes a lexical entry versus which forms are one‐off creations by speakers. Language learners need information not only about word meaning, but also about “word” creation. By the same token, much of the grammatical information included in English words is encoded in Kalaallisut suffixes, providing challenges for Kalaallisut speakers learning English. The team began its work by establishing a core set of principles including: 1. The dictionary is based on the modern standard language, as currently spoken, with all entries approved by the Greenland Language Council (Oqaasiliortut). 2. The dictionary is usage‐driven. 3. The dictionary does not replace a reference grammar but provides an internal word grammar, i.e., it includes necessary and sufficient information for a user to generate correct word forms in both languages. 4. Irregular, unpredictable or otherwise not transparent forms need to be included. 5. The dictionary should include all necessary information for proper usage such as collocations, style and register information These principles are illustrated with sample entries from both languages. Entries are created through a collaborative process, but final approval of all material rests with Oqaasiliortut, the Language Council, which is part of the Greenland Self‐ Government. This particular project illustrates not only the importance of the concrete linguistic entries, but also the significance of the collaborative process of dictionary making, and the approval process, which is controlled by the local government. http://hdl.handle.net/10125/26190 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Kalaallisut‐English Dictionary Project oai:scholarspace.manoa.hawaii.edu:10125/26134 2017-05-11 col_10125_26591 26134.flv 26134.mp3 Lutalo-Kiingi, Sam: De Clerck, Goedele, Lutalo-Kiingi, Sam: De Clerck, Goedele; 2013-03-03; Sign language and deaf community research in sub-Saharan Africa, though scarce, has already illuminated considerable linguistic and cultural diversity. In the light of endangerment, this indicates that the need for documentation is urgent. The development of urban deaf communities in the region has often been tied to the establishment of deaf schools, which have mostly adopted the sign language of the founding/supporting country. Contact between African sign languages and dominant Western sign languages such as American Sign Language (ASL), and the import of ideologies of Western education and religion, has lowered the perceived status of gestures and indigenous sign languages. Documentation also reveals the endangerment of rural sign communities, where sign languages are used widely and deaf people experience a sense of inclusion (for research review, see Authors, 2012). How can deaf/sign communities benefit from transnational exposure, while being able to revitalize indigenous linguistic and cultural practices? Questions of knowledge transfer and interdisciplinary anthropological/linguistic research are explored in the south-south cooperation between Uganda and Cameroon, which aims to document and vitalize an endangered rural sign language in the Extreme North of Cameroon. Whereas sign language documentation in Cameroon has only just begun, Ugandan Sign Language (USL) is well documented. Tailoring long-term deaf-led development cooperation to the needs of the community, the vitalization of USL was embedded in a broader approach of capacity building and human rights, which led to sustainable community development through the constitutional recognition of USL, the Ugandan Sign Language Dictionary, educational and employment access, training for deaf researchers, and the USL teacher and interpreter training programs and continued USL research at Kyambogo University (Author & Bergmann, 2012). Interdisciplinary (linguistic-anthropological) researchers found evidence for a rural sign language in Cameroon’s Extreme North (Author, 2011). These deaf scholars, including a Ugandan linguist, exposed Cameroonians to the USL community’s experiences of vitalization during the World Federation of the Deaf’s human rights and capacity building training. The Extreme North sign community resisted the adoption of ASL outside the deaf school that recently imported it, and specifically asked for linguistic knowledge transfer in the development of a dictionary. The training of language consultants and the use of multiple sources of data, including corpus and ethnographic methods in an on-going ELDP project, not only lead to a dictionary and an annotated and archived data corpus, but also to an educational DVD on the Extreme North’s sign language and sign community.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26134. Lutalo-Kiingi, Sam: De Clerck, Goedele Lutalo-Kiingi, Sam: De Clerck, Goedele 2013-03-03 Sign language and deaf community research in sub-Saharan Africa, though scarce, has already illuminated considerable linguistic and cultural diversity. In the light of endangerment, this indicates that the need for documentation is urgent. The development of urban deaf communities in the region has often been tied to the establishment of deaf schools, which have mostly adopted the sign language of the founding/supporting country. Contact between African sign languages and dominant Western sign languages such as American Sign Language (ASL), and the import of ideologies of Western education and religion, has lowered the perceived status of gestures and indigenous sign languages. Documentation also reveals the endangerment of rural sign communities, where sign languages are used widely and deaf people experience a sense of inclusion (for research review, see Authors, 2012). How can deaf/sign communities benefit from transnational exposure, while being able to revitalize indigenous linguistic and cultural practices? Questions of knowledge transfer and interdisciplinary anthropological/linguistic research are explored in the south-south cooperation between Uganda and Cameroon, which aims to document and vitalize an endangered rural sign language in the Extreme North of Cameroon. Whereas sign language documentation in Cameroon has only just begun, Ugandan Sign Language (USL) is well documented. Tailoring long-term deaf-led development cooperation to the needs of the community, the vitalization of USL was embedded in a broader approach of capacity building and human rights, which led to sustainable community development through the constitutional recognition of USL, the Ugandan Sign Language Dictionary, educational and employment access, training for deaf researchers, and the USL teacher and interpreter training programs and continued USL research at Kyambogo University (Author & Bergmann, 2012). Interdisciplinary (linguistic-anthropological) researchers found evidence for a rural sign language in Cameroon’s Extreme North (Author, 2011). These deaf scholars, including a Ugandan linguist, exposed Cameroonians to the USL community’s experiences of vitalization during the World Federation of the Deaf’s human rights and capacity building training. The Extreme North sign community resisted the adoption of ASL outside the deaf school that recently imported it, and specifically asked for linguistic knowledge transfer in the development of a dictionary. The training of language consultants and the use of multiple sources of data, including corpus and ethnographic methods in an on-going ELDP project, not only lead to a dictionary and an annotated and archived data corpus, but also to an educational DVD on the Extreme North’s sign language and sign community. http://hdl.handle.net/10125/26134 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Interdisciplinary perspectives on sign language and deaf/sign community documentation and vitalization in Uganda and Cameroon oai:scholarspace.manoa.hawaii.edu:10125/26099 2024-08-02 col_10125_26591 26099.pdf 26099.mp3 Lovick, Olga, Cherry, Jessica, Harman, Patrick, Lovick, Olga, Cherry, Jessica, Harman, Patrick; 2013-03-02; In this talk, we report on an interdisciplinary project involving a hydrologist, a linguist, and a media designer, to document the ways in which water has shaped and continues to shape the way of life for the Tetlin people. The old settlement of Last Tetlin lies among numerous lakes and small rivers near the origin of the Tanana river in eastern interior Alaska. The traditional language of the Tetlin people is the Tetlin dialect of Upper Tanana Athabascan, but today, only a few handfuls of speakers remain. Water and its changes through the seasons and across decades form the matrix in which this culture has functioned for thousands of years. Water provides both resources (fish) and travelways (via boat and winter trail network) to access these and other resources, leading to a semi-nomadic lifestyle. Many of the old-time stories tell of the people’s interactions with their land, as can be seen in David (2011), a collection of Tetlin narratives. While documentation of the relationship between the landscape and the people living in it has been a focus in Alaskan Athabascan research due to the efforts mainly of James Kari (see e.g. Kari 1997, 2010 or Kari and Fall 2003 for a small selection), the resulting compilations of lists or story collections are by definition static. Additionally, they are scholarly works and as such not always easily accessible to members of the language community or the general public. In “Waterways”, we present three short story segments illustrating the relationship between the Tetlin people and their waterscape using the original (Upper Tanana Athabascan) audio, animated text, and, following every Athabascan line, a spoken English translation. Enriching this material with maps, airborne images of hydrologic features, archival imagery, and new video footage of the Tetlin area, we created an educational, museum-quality exhibit suitable for anyone with an interest in the changing way of life of an interior Alaskan Athabascan group.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26099. Lovick, Olga Cherry, Jessica Harman, Patrick Lovick, Olga Cherry, Jessica Harman, Patrick 2013-03-02 In this talk, we report on an interdisciplinary project involving a hydrologist, a linguist, and a media designer, to document the ways in which water has shaped and continues to shape the way of life for the Tetlin people. The old settlement of Last Tetlin lies among numerous lakes and small rivers near the origin of the Tanana river in eastern interior Alaska. The traditional language of the Tetlin people is the Tetlin dialect of Upper Tanana Athabascan, but today, only a few handfuls of speakers remain. Water and its changes through the seasons and across decades form the matrix in which this culture has functioned for thousands of years. Water provides both resources (fish) and travelways (via boat and winter trail network) to access these and other resources, leading to a semi-nomadic lifestyle. Many of the old-time stories tell of the people’s interactions with their land, as can be seen in David (2011), a collection of Tetlin narratives. While documentation of the relationship between the landscape and the people living in it has been a focus in Alaskan Athabascan research due to the efforts mainly of James Kari (see e.g. Kari 1997, 2010 or Kari and Fall 2003 for a small selection), the resulting compilations of lists or story collections are by definition static. Additionally, they are scholarly works and as such not always easily accessible to members of the language community or the general public. In “Waterways”, we present three short story segments illustrating the relationship between the Tetlin people and their waterscape using the original (Upper Tanana Athabascan) audio, animated text, and, following every Athabascan line, a spoken English translation. Enriching this material with maps, airborne images of hydrologic features, archival imagery, and new video footage of the Tetlin area, we created an educational, museum-quality exhibit suitable for anyone with an interest in the changing way of life of an interior Alaskan Athabascan group. http://hdl.handle.net/10125/26099 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Waterways: a film about water, language, and a changing way of life oai:scholarspace.manoa.hawaii.edu:10125/26115 2024-08-03 col_10125_26591 26115.pdf 26115.mp3 Nathan, David, Nathan, David; 2013-03-02; Archiving is regarded as an indispensable aspect of language documentation, because records of endangered languages should not be at risk (Bird & Simons 2003), and to enable access to those records by a variety of users and disciplines (Himmelmann 1998). While language documentation has been theorised (e.g. Himmelmann 1998, Woodbury 2011) and there is vigorous discussion about its goals and practices, there has been little theorisation about the interrelationship between archiving and documentation. Currently, the Endangered Languages Archive (ELAR) at SOAS is developing policies and systems for “progressive depositing”, where documenters (and others) can submit materials to the archive in various stages of completeness as projects and activities progress. Although early depositing is already encouraged as good practice (Johnson 2004: 145), once systematised it would have deep-running implications for documentation theory and practice. Documenters depositing early outputs of projects will need to design and maintain metadata earlier in their workflow than is typically done at present, including collecting access restrictions which may themselves change over time. The value of “metadocumentation” - contextualising information and explicit descriptions accounting for the nature of materials as they appear in the archive over time (Austin 2010:28, Author 2010:196) - will be highlighted. Metadocumentation describing relationships between various versions and tranches of resources would become paramount. To retain the integrity and readability of a documentary collection expanding over time, the identity, naming, structures and relationships between materials will need to be carefully managed. This would emphasise the role of data management in documentary work, place documenters and archives into a closer partnership, and expose documenters to principles and techniques of corpus linguistics (Cox 2011). Metadocumentation would also describe, for example, how the documenter’s understanding and representations of the language change during the project. Other benefits include documenters receiving earlier and ongoing feedback from both the archive and from others who would have earlier access to materials. By changing perspectives of archiving from “finality” and “comprehensiveness” to open and evolutionary, a major disincentive to broader types of depositing (including from community members) is attenuated, and there is more scope for a variety of disciplines and people, including community members, to view progress and to engage with projects. A fully progressive depositing model would also have far-reaching implications for, and demands on, archives, but the potential benefits for documentation, for broader research and for language communities all seem to be positive.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26115. Nathan, David Nathan, David 2013-03-02 Archiving is regarded as an indispensable aspect of language documentation, because records of endangered languages should not be at risk (Bird & Simons 2003), and to enable access to those records by a variety of users and disciplines (Himmelmann 1998). While language documentation has been theorised (e.g. Himmelmann 1998, Woodbury 2011) and there is vigorous discussion about its goals and practices, there has been little theorisation about the interrelationship between archiving and documentation. Currently, the Endangered Languages Archive (ELAR) at SOAS is developing policies and systems for “progressive depositing”, where documenters (and others) can submit materials to the archive in various stages of completeness as projects and activities progress. Although early depositing is already encouraged as good practice (Johnson 2004: 145), once systematised it would have deep-running implications for documentation theory and practice. Documenters depositing early outputs of projects will need to design and maintain metadata earlier in their workflow than is typically done at present, including collecting access restrictions which may themselves change over time. The value of “metadocumentation” - contextualising information and explicit descriptions accounting for the nature of materials as they appear in the archive over time (Austin 2010:28, Author 2010:196) - will be highlighted. Metadocumentation describing relationships between various versions and tranches of resources would become paramount. To retain the integrity and readability of a documentary collection expanding over time, the identity, naming, structures and relationships between materials will need to be carefully managed. This would emphasise the role of data management in documentary work, place documenters and archives into a closer partnership, and expose documenters to principles and techniques of corpus linguistics (Cox 2011). Metadocumentation would also describe, for example, how the documenter’s understanding and representations of the language change during the project. Other benefits include documenters receiving earlier and ongoing feedback from both the archive and from others who would have earlier access to materials. By changing perspectives of archiving from “finality” and “comprehensiveness” to open and evolutionary, a major disincentive to broader types of depositing (including from community members) is attenuated, and there is more scope for a variety of disciplines and people, including community members, to view progress and to engage with projects. A fully progressive depositing model would also have far-reaching implications for, and demands on, archives, but the potential benefits for documentation, for broader research and for language communities all seem to be positive. http://hdl.handle.net/10125/26115 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Progressive archiving: theoretical and practical implications for documentary linguistics oai:scholarspace.manoa.hawaii.edu:10125/26128 2017-05-11 col_10125_26591 26128.mp3 Shaw, Patricia A., Cranmer Webster, Gloria, Cranmer, Laura, Mortimer, Carrie, Shaw, Patricia A., Cranmer Webster, Gloria, Cranmer, Laura, Mortimer, Carrie; 2013-03-03; The Kwak’wala word kota translates as ‘to play with string’. In 1930-31, a Russian ethnologist, Averkieva, accompanied Boas to Kwakiutl (Kwagu’ɬ, Kwakwaka’wakw) territory, where she recorded 112 string figures, many accompanied by lyrics (transcribed by Boas) and music (untranscribed; only a small subset of the melodies are still known). This collection, decyphered from her fieldnotes and published in English by Sherman in 1992, stands as “the most comprehensive Native American string figure collection ever assembled from a single tribe” (Averkieva & Sherman 1992:xiii). Even at the time they were documented, Averkieva reported that the figures were “not played extensively” (1992:3), and they have in the generations since then fallen away from practice and memory. Our goals in this research project have been, through the re-introduction of kota into the now critically endangered Kwak’wala community, to bring together the domains of language documentation and revitalization as an integral part of the multifaceted, interdisciplinary, ever-evolving culture in which that language is embedded. Our research team represents a strong collaboration among the worlds of knowledge, life experiences, and perspectives of three Kwakwaka’wakw community members with extensive experience in academia and a linguist who has been working with the community for several years. Our language documentation research sought, first, to establish the extant pronunciation (80+ years later) of the Boasian transcriptions of the kota. Among the revitalization consequences are not only the bringing back of the lyrics themselves as an oral tradition, but also the thrill for Kwak’wala speakers to (re-)discover words long dormant. Particularly challenging - but fundamental to the community’s revitalization goal of integrating Kwakwaka’wakw epistemology into fluent language usage - is moving beyond a literal interpretation of the kota lyrics. More like a genre of poetry than story, kota language may be cryptic, condensed, ambiguous - mirroring the visual form, the nature of kota being to ignite the imagination through spatial abstraction and minimalism. In a search for the layers of meaning in the kota chants, the insights of the few fluent speakers as the cultural knowledge-bearers are indispensible. Beyond reconstructing the language of kota performance, we illustrate how string games function as an innovative, engaging, culturally-grounded methodology for eliciting features of the complex domains of geometrical shape, spatial orientation and temporal sequencing in Kwak’wala. From the community perspective, kota engages all generations, it isn’t classroom-bound, it nurtures security beyond literacy, laughter overrides inhibition, and ... it’s creatively, infectiously fun!; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26128. Shaw, Patricia A. Cranmer Webster, Gloria Cranmer, Laura Mortimer, Carrie Shaw, Patricia A. Cranmer Webster, Gloria Cranmer, Laura Mortimer, Carrie 2013-03-03 The Kwak’wala word kota translates as ‘to play with string’. In 1930-31, a Russian ethnologist, Averkieva, accompanied Boas to Kwakiutl (Kwagu’ɬ, Kwakwaka’wakw) territory, where she recorded 112 string figures, many accompanied by lyrics (transcribed by Boas) and music (untranscribed; only a small subset of the melodies are still known). This collection, decyphered from her fieldnotes and published in English by Sherman in 1992, stands as “the most comprehensive Native American string figure collection ever assembled from a single tribe” (Averkieva & Sherman 1992:xiii). Even at the time they were documented, Averkieva reported that the figures were “not played extensively” (1992:3), and they have in the generations since then fallen away from practice and memory. Our goals in this research project have been, through the re-introduction of kota into the now critically endangered Kwak’wala community, to bring together the domains of language documentation and revitalization as an integral part of the multifaceted, interdisciplinary, ever-evolving culture in which that language is embedded. Our research team represents a strong collaboration among the worlds of knowledge, life experiences, and perspectives of three Kwakwaka’wakw community members with extensive experience in academia and a linguist who has been working with the community for several years. Our language documentation research sought, first, to establish the extant pronunciation (80+ years later) of the Boasian transcriptions of the kota. Among the revitalization consequences are not only the bringing back of the lyrics themselves as an oral tradition, but also the thrill for Kwak’wala speakers to (re-)discover words long dormant. Particularly challenging - but fundamental to the community’s revitalization goal of integrating Kwakwaka’wakw epistemology into fluent language usage - is moving beyond a literal interpretation of the kota lyrics. More like a genre of poetry than story, kota language may be cryptic, condensed, ambiguous - mirroring the visual form, the nature of kota being to ignite the imagination through spatial abstraction and minimalism. In a search for the layers of meaning in the kota chants, the insights of the few fluent speakers as the cultural knowledge-bearers are indispensible. Beyond reconstructing the language of kota performance, we illustrate how string games function as an innovative, engaging, culturally-grounded methodology for eliciting features of the complex domains of geometrical shape, spatial orientation and temporal sequencing in Kwak’wala. From the community perspective, kota engages all generations, it isn’t classroom-bound, it nurtures security beyond literacy, laughter overrides inhibition, and ... it’s creatively, infectiously fun! http://hdl.handle.net/10125/26128 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Sharing Kwakwaka’wakw worlds of knowledge through Kota oai:scholarspace.manoa.hawaii.edu:10125/26179 2024-08-04 col_10125_26591 26179.pdf Tomokiyo, Laura, Hellmann, Ashley, Tomokiyo, Laura, Hellmann, Ashley; 2013-02-28; Lack of awareness of the value of language diversity among the general public is a significant barrier for advocates of endangered languages. Even among the highly educated, the simple facts of language endangerment are largely unknown, and in fact those in positions of influence may undervalue endangered languages because of the role of languages of wider communication in their own personal experience and success. Endangered language conservation efforts are impacted by the attitudes of the wider community through policy, media, and technological development; in this paper, we consider how to bring awareness of language diversity broadly to the youth who will be shaping the infrastructure of tomorrow. We describe an approach to incorporating a language diversity thread in the K­12 foreign language curriculum. Foreign language teachers are well positioned to take on this challenge because they are already language advocates, often already teach the culture and geography of regions where marginalized languages are spoken, and have flexibility in their curriculum to integrate a layer of enrichment. We hypothesized that the simple act of introducing language communities living in the regions where the language being taught is spoken will have a cumulative impact on students’ awareness and valuing of language diversity To explore this idea, we designed two short lesson sequences connecting with units to be implemented at a local school where students K­5 receive 15 minutes of Spanish instruction daily. Developmentally appropriate surveys were given several days before and after the lessons, focusing on two questions: the child’s estimate of the number of languages spoken in the world, and the value of continuing to speak an endangered language when a language of wider communication is available. In two second­grade classes, the study was implemented during a thematic unit about the regions of Peru. Students learned about the Quechua people and Quechua language, which are both important components of Peruvian cultural identify. The students then hypothesized the origin of various Spanish and Quechua words. In two fourth­grade classes studying Spain, students learned also about the Catalan, Basque, and Galician languages, hypothesizing the number of speakers as well as the regions in which these languages are spoken. At the end of the unit, students learned briefly about the Spanish Civil War and how the war impacted attitudes towards languages spoken in Spain in past and present. Impact measures, methods, observations, and planned extensions will be detailed in the presentation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26179. Tomokiyo, Laura Hellmann, Ashley Tomokiyo, Laura Hellmann, Ashley 2013-02-28 Lack of awareness of the value of language diversity among the general public is a significant barrier for advocates of endangered languages. Even among the highly educated, the simple facts of language endangerment are largely unknown, and in fact those in positions of influence may undervalue endangered languages because of the role of languages of wider communication in their own personal experience and success. Endangered language conservation efforts are impacted by the attitudes of the wider community through policy, media, and technological development; in this paper, we consider how to bring awareness of language diversity broadly to the youth who will be shaping the infrastructure of tomorrow. We describe an approach to incorporating a language diversity thread in the K­12 foreign language curriculum. Foreign language teachers are well positioned to take on this challenge because they are already language advocates, often already teach the culture and geography of regions where marginalized languages are spoken, and have flexibility in their curriculum to integrate a layer of enrichment. We hypothesized that the simple act of introducing language communities living in the regions where the language being taught is spoken will have a cumulative impact on students’ awareness and valuing of language diversity To explore this idea, we designed two short lesson sequences connecting with units to be implemented at a local school where students K­5 receive 15 minutes of Spanish instruction daily. Developmentally appropriate surveys were given several days before and after the lessons, focusing on two questions: the child’s estimate of the number of languages spoken in the world, and the value of continuing to speak an endangered language when a language of wider communication is available. In two second­grade classes, the study was implemented during a thematic unit about the regions of Peru. Students learned about the Quechua people and Quechua language, which are both important components of Peruvian cultural identify. The students then hypothesized the origin of various Spanish and Quechua words. In two fourth­grade classes studying Spain, students learned also about the Catalan, Basque, and Galician languages, hypothesizing the number of speakers as well as the regions in which these languages are spoken. At the end of the unit, students learned briefly about the Spanish Civil War and how the war impacted attitudes towards languages spoken in Spain in past and present. Impact measures, methods, observations, and planned extensions will be detailed in the presentation. http://hdl.handle.net/10125/26179 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Toward development of a language diversity curricular thread in K-12 education oai:scholarspace.manoa.hawaii.edu:10125/26148 2024-08-04 col_10125_26591 26148.mp3 26148.pdf Tshering, Karma, Tshering, Karma; 2013-02-28; The documentation of kinship terminology as part of a language documentation project can reveal rich information about the social organization of a given community. In Bhutan, documentation of the Tibeto-Burman language Dzongkha reveals a fascinating kinship system. In this talk I present Dzongkha kinship in light of Tibetan data, which, I argue, suggests that Dzongkha speakers have experienced a social history divergent from neighboring Tibetan speakers. Dzongkha is linguistically a Tibetan dialect (van Driem 1998) but displays a different kinship system than Tibetan. There are several forms, such as terms for ‘mother’, ‘father’, ‘grandmother’ and ‘grandfather’ which are shared between the two languages. There are also several terms similar in form but slightly different in use. For example, Dzongkha ‘aku ‘uncle’ references father’s brother and mother’s second husband but Tibetan akhu references only father’s brother. Other domains show more divergence in form and use. In sibling terminology, for example, Tibetan has different terms for elder sister (M ego), elder brother (F ego), sister (M ego), brother (F ego) and an additional term for younger sibling of the same gender. Dzongkha, however, has different terms for younger sister (F ego), younger sister (M ego), elder sister, elder brother, and younger brother. Some of the Dzongkha terms appear to be cognate, in part, to Tibetan terms but neither phonological or semantic relationships are straightforward. Finally, some domains exist in Dzongkha but are completely absent from Tibetan. Most strikingly, there is a reciprocal term in Dzongkha for husbands of sisters; the term ’mâro references the special relationship a man has with his wife’s sister’s husband. No equivalent exists for women married to brothers. In fact, through study of Dzongkha kinship a general tendency emerges for there to be more terms to express relationships to women than to men. Dzongkha is often passed over in serious language documentation studies as a national language and merely a Tibetan ‘dialect’. However, a deep study in the domain of kinship reveals a fascinating world of social organization, unique to Dzongkha-speaking society and indeed quite distinct from Tibetan. More specifically, I argue the kinship data suggest the Dzongkha-speaking world has been historically shaped by matrilocal and matrilineal social organization, unlike in Tibet. Data in this presentation are organized and illustrated using the MPI program KinOath Kinship Archiver.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26148. Tshering, Karma Tshering, Karma 2013-02-28 The documentation of kinship terminology as part of a language documentation project can reveal rich information about the social organization of a given community. In Bhutan, documentation of the Tibeto-Burman language Dzongkha reveals a fascinating kinship system. In this talk I present Dzongkha kinship in light of Tibetan data, which, I argue, suggests that Dzongkha speakers have experienced a social history divergent from neighboring Tibetan speakers. Dzongkha is linguistically a Tibetan dialect (van Driem 1998) but displays a different kinship system than Tibetan. There are several forms, such as terms for ‘mother’, ‘father’, ‘grandmother’ and ‘grandfather’ which are shared between the two languages. There are also several terms similar in form but slightly different in use. For example, Dzongkha ‘aku ‘uncle’ references father’s brother and mother’s second husband but Tibetan akhu references only father’s brother. Other domains show more divergence in form and use. In sibling terminology, for example, Tibetan has different terms for elder sister (M ego), elder brother (F ego), sister (M ego), brother (F ego) and an additional term for younger sibling of the same gender. Dzongkha, however, has different terms for younger sister (F ego), younger sister (M ego), elder sister, elder brother, and younger brother. Some of the Dzongkha terms appear to be cognate, in part, to Tibetan terms but neither phonological or semantic relationships are straightforward. Finally, some domains exist in Dzongkha but are completely absent from Tibetan. Most strikingly, there is a reciprocal term in Dzongkha for husbands of sisters; the term ’mâro references the special relationship a man has with his wife’s sister’s husband. No equivalent exists for women married to brothers. In fact, through study of Dzongkha kinship a general tendency emerges for there to be more terms to express relationships to women than to men. Dzongkha is often passed over in serious language documentation studies as a national language and merely a Tibetan ‘dialect’. However, a deep study in the domain of kinship reveals a fascinating world of social organization, unique to Dzongkha-speaking society and indeed quite distinct from Tibetan. More specifically, I argue the kinship data suggest the Dzongkha-speaking world has been historically shaped by matrilocal and matrilineal social organization, unlike in Tibet. Data in this presentation are organized and illustrated using the MPI program KinOath Kinship Archiver. http://hdl.handle.net/10125/26148 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Kinship and language documentation in Bhutan oai:scholarspace.manoa.hawaii.edu:10125/26102 2017-05-11 col_10125_26591 26102.mp3 Hyslop, Gwendolyn, Hyslop, Gwendolyn; 2013-03-02; ’Olekha, a dialect of ‘Black Mountain Mönpa’ (van Driem 1995), is a highly endangered Tibeto- Burman isolate of Central Bhutan with only a handful of fluent speakers remaining. With so few speakers, full documentation and description of many grammatical aspects of the language has been difficult. However, speakers are readily able to discuss various lexical domains, providing a fascinating window into traditional Black Mountain culture. In this paper I illustrate three semantic domains in ’Olekha: agriculture, kinship, and ethnobotany, and discuss how these domains illustrate social history of the ’Olekha speakers apart from and related to other groups in Bhutan. Bhutan is home to 19 different ethnolinguistic groups, representing six primary subgroups of Tibeto-Burman: Tibetic (e.g. Dzongkha), East Bodish (e.g. Kurtöp), Tshangla, Gongduk, Lhop, and ’Olekha. A comparison of ’Olekha agriculture terminology shows similarity with East Bodish languages and Dzongkha. For example, ’Olekha mámá ‘bitter buckwheat’ and carama ‘sweet buckwheat’ are similar to Proto-East Bodish *branma and *gyarama while nápha ‘barley’ and ka: ‘wheat’ are similar to both East Bodish and Dzongkha. Domesticated animal terminology is almost identical to Dzongkha. In terms of kinship the ’Olekha speakers are distinct in Bhutan. For example, apeng ‘grandmother’ and tana ‘grandfather’ and are unlike the terms found elsewhere in Bhutanese languages (’aya, ’angge, ’abi ‘grandmother’ and ’âge, meme, meme ‘grandfather’ in Dzongkha, Kurtöp and Tshangla, respectively). They further lack terms for cross-cousins, which are important kin relations for other Bhutanese groups. The domain of ethnobotany shows the greatest difference between the ’Olekha speakers and other known Bhutanese populations. In addition to having words for plants not used by other groups, the words in this domain show unusual phonological features. For example, a jungle plant commonly used in curries is called sɔʁoʔla (scientific name still to be identified by Botanist), showing a uvular consonant and glottal stop phoneme not found in other Bhutanese languages. In total, approximately 50 such words are found to date. Following a survey of these three semantic domains (agriculture, kinship, ethnobotany) I put forth the tentative hypothesis that these domains exemplify different periods of social history. The ethnobotanical terms illustrate the oldest substrate in the language, representing a time when the original inhabitants were hunter-gatherers and had little contact with other groups. The kinship terminology may represent a similar time period. Agriculture, however, represents the recent contact the ’Olekha speakers have had with the ruling elite.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26102. Hyslop, Gwendolyn Hyslop, Gwendolyn 2013-03-02 ’Olekha, a dialect of ‘Black Mountain Mönpa’ (van Driem 1995), is a highly endangered Tibeto- Burman isolate of Central Bhutan with only a handful of fluent speakers remaining. With so few speakers, full documentation and description of many grammatical aspects of the language has been difficult. However, speakers are readily able to discuss various lexical domains, providing a fascinating window into traditional Black Mountain culture. In this paper I illustrate three semantic domains in ’Olekha: agriculture, kinship, and ethnobotany, and discuss how these domains illustrate social history of the ’Olekha speakers apart from and related to other groups in Bhutan. Bhutan is home to 19 different ethnolinguistic groups, representing six primary subgroups of Tibeto-Burman: Tibetic (e.g. Dzongkha), East Bodish (e.g. Kurtöp), Tshangla, Gongduk, Lhop, and ’Olekha. A comparison of ’Olekha agriculture terminology shows similarity with East Bodish languages and Dzongkha. For example, ’Olekha mámá ‘bitter buckwheat’ and carama ‘sweet buckwheat’ are similar to Proto-East Bodish *branma and *gyarama while nápha ‘barley’ and ka: ‘wheat’ are similar to both East Bodish and Dzongkha. Domesticated animal terminology is almost identical to Dzongkha. In terms of kinship the ’Olekha speakers are distinct in Bhutan. For example, apeng ‘grandmother’ and tana ‘grandfather’ and are unlike the terms found elsewhere in Bhutanese languages (’aya, ’angge, ’abi ‘grandmother’ and ’âge, meme, meme ‘grandfather’ in Dzongkha, Kurtöp and Tshangla, respectively). They further lack terms for cross-cousins, which are important kin relations for other Bhutanese groups. The domain of ethnobotany shows the greatest difference between the ’Olekha speakers and other known Bhutanese populations. In addition to having words for plants not used by other groups, the words in this domain show unusual phonological features. For example, a jungle plant commonly used in curries is called sɔʁoʔla (scientific name still to be identified by Botanist), showing a uvular consonant and glottal stop phoneme not found in other Bhutanese languages. In total, approximately 50 such words are found to date. Following a survey of these three semantic domains (agriculture, kinship, ethnobotany) I put forth the tentative hypothesis that these domains exemplify different periods of social history. The ethnobotanical terms illustrate the oldest substrate in the language, representing a time when the original inhabitants were hunter-gatherers and had little contact with other groups. The kinship terminology may represent a similar time period. Agriculture, however, represents the recent contact the ’Olekha speakers have had with the ruling elite. http://hdl.handle.net/10125/26102 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Worlds of knowledge in Central Bhutan: Documentation of ’Olekha oai:scholarspace.manoa.hawaii.edu:10125/26197 2024-08-04 col_10125_26591 26197.pdf McClay, Elise, Little, Carol, Wysote, Mary-Beth, Vicaire, Sarah, Wysote, Travis, Metallic, Madelaine, Metallic, Janine, Coon, Jessica, McClay, Elise, Little, Carol, Wysote, Mary-Beth, Vicaire, Sarah, Wysote, Travis, Metallic, Madelaine, Metallic, Janine, Coon, Jessica; 2013-02-28; This paper aims to share the experiences of heritage Mi’gmaq language learners who engaged in a summer Mi'gmaq-as-a-second-language class. Also participating in the class were linguists collaborating with the teachers to document and expand the multi-modal teaching method to a digital platform. In this method, teachers Mary Ann Metallic and Janice Vicaire fostered an atmosphere of equality between themselves and the students. The students were encouraged to learn horizontally from each other, as well as from the speakers around them in their day-to- day life. The method combines pictures, speaking, and minimal text in an optimally-challenging environment. The pictures encourage students to leave English outside the classroom and reduce the amount of word-to-word translation, thereby diminishing English's status as the default communicative language. There was no strict syllabus and the teachings catered to the students, focusing on material they wanted to learn. The absence of grading relieves the habitual school-related pressure to perform; students are self-motivated. This method could be extended to other Algonquian languages because of its effectiveness in simplifying polysyntheticity (see e.g. Baker 1996), and because it reflects the primarily oral status of the language in the community. The linguists made the following contributions to the program: (i) documentation of the program and adaptation into a digital platform; (ii) connecting intuitive speaker knowledge to meta- linguistic information about formal grammatical patterns; and (iii) documentation of the language for linguistic research and community interests. Linguistic research informed the data structure of the complementary digital program, developed to both complement the in-class instruction, as well as to increase accessibility for students living outside of the community. In our presentation, we introduce the method, its strengths and weaknesses as experienced by students, and provide suggestions for the implementation of such a program in your own community.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26197. McClay, Elise Little, Carol Wysote, Mary-Beth Vicaire, Sarah Wysote, Travis Metallic, Madelaine Metallic, Janine Coon, Jessica McClay, Elise Little, Carol Wysote, Mary-Beth Vicaire, Sarah Wysote, Travis Metallic, Madelaine Metallic, Janine Coon, Jessica 2013-02-28 This paper aims to share the experiences of heritage Mi’gmaq language learners who engaged in a summer Mi'gmaq-as-a-second-language class. Also participating in the class were linguists collaborating with the teachers to document and expand the multi-modal teaching method to a digital platform. In this method, teachers Mary Ann Metallic and Janice Vicaire fostered an atmosphere of equality between themselves and the students. The students were encouraged to learn horizontally from each other, as well as from the speakers around them in their day-to- day life. The method combines pictures, speaking, and minimal text in an optimally-challenging environment. The pictures encourage students to leave English outside the classroom and reduce the amount of word-to-word translation, thereby diminishing English's status as the default communicative language. There was no strict syllabus and the teachings catered to the students, focusing on material they wanted to learn. The absence of grading relieves the habitual school-related pressure to perform; students are self-motivated. This method could be extended to other Algonquian languages because of its effectiveness in simplifying polysyntheticity (see e.g. Baker 1996), and because it reflects the primarily oral status of the language in the community. The linguists made the following contributions to the program: (i) documentation of the program and adaptation into a digital platform; (ii) connecting intuitive speaker knowledge to meta- linguistic information about formal grammatical patterns; and (iii) documentation of the language for linguistic research and community interests. Linguistic research informed the data structure of the complementary digital program, developed to both complement the in-class instruction, as well as to increase accessibility for students living outside of the community. In our presentation, we introduce the method, its strengths and weaknesses as experienced by students, and provide suggestions for the implementation of such a program in your own community. http://hdl.handle.net/10125/26197 Student perspectives on Mi'gmaq language-learning through multi-modal teaching: A community-linguistics partnership oai:scholarspace.manoa.hawaii.edu:10125/26167 2017-05-11 col_10125_26591 26167.mp3 Burenhult, Niclas, Burenhult, Niclas; 2013-02-28; I will present compelling linguistic reasons why landscape is a field worthy of in-depth exploration, and why it provides an effective and high-gain approach to language documentation. I will illustrate with examples from several endangered languages and also discuss GIS applications for data collection, analysis, and archiving.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26167. Burenhult, Niclas Burenhult, Niclas 2013-02-28 I will present compelling linguistic reasons why landscape is a field worthy of in-depth exploration, and why it provides an effective and high-gain approach to language documentation. I will illustrate with examples from several endangered languages and also discuss GIS applications for data collection, analysis, and archiving. http://hdl.handle.net/10125/26167 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Domain-driven documentation: The case of landscape oai:scholarspace.manoa.hawaii.edu:10125/26056 2024-08-05 col_10125_26591 26056.pdf 26056.mp3 Bartee, Ellen, Tsering, Gyesang, Bartee, Ellen, Tsering, Gyesang; 2013-03-01; The beginnings of Tibetan linguistic studies date back to the 7th century when the popular Tibetan king Songtsan Gangpo is traditionally thought to have sent a scholar named Thonmi Sambhota to India to develop a script for Tibetan. Thonmi Sambhota is credited with devising a script and writing a two-volume grammatical description of Tibetan. While actual historical accounts that would document this version of the origin of Tibetan script are non-existent, it is known that, at least by the middle of the 8th century, Written Tibetan was inscribed on 'huge monolithic pillars to record their victories and correspondence among the military outposts of their empire' (Beyer 1992: 29). James Matisoff, a well-known Tibeto-Burman scholar says that Written Tibetan is 'the most archaic attested T[ibeto-]B[urman] language' (Matisoff 2003). While this situation is very helpful for historical reconstruction, one consequence of such a long history of the written language has been to create a diglossic situation in which divergent written and spoken forms contribute to low literacy rates. This is especially true in the peripheries of Tibetan areas where, for a variety of reasons, spoken Tibetan varieties tend to be less 'standard'. In these areas, literacy can be almost non-existent and speakers can face prejudice from Tibetans outside the area who speak more standard dialects. Due in large part to topographical and historical reasons, Diqing Tibetan Autonomous Prefecture, located in Northwest Yunnan Province, has a multitude of Tibetan dialects varying in degrees of intelligibility with one another. Working on a documentation project which has spanned five years to date, we are developing a dictionary of modern colloquial varieties which has the primary goal of being a useful tool for local Tibetans. It is a multi-dialectal dictionary (currently containing ten varieties) and includes Written Tibetan etymologies, recordings of entries, and example sentences, as well as pictures of difficult-to-describe entries. In this talk we will present the dictionary and discuss issues such as training a local team, historical sound changes, semantic shift and useability.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26056. Bartee, Ellen Tsering, Gyesang Bartee, Ellen Tsering, Gyesang 2013-03-01 The beginnings of Tibetan linguistic studies date back to the 7th century when the popular Tibetan king Songtsan Gangpo is traditionally thought to have sent a scholar named Thonmi Sambhota to India to develop a script for Tibetan. Thonmi Sambhota is credited with devising a script and writing a two-volume grammatical description of Tibetan. While actual historical accounts that would document this version of the origin of Tibetan script are non-existent, it is known that, at least by the middle of the 8th century, Written Tibetan was inscribed on 'huge monolithic pillars to record their victories and correspondence among the military outposts of their empire' (Beyer 1992: 29). James Matisoff, a well-known Tibeto-Burman scholar says that Written Tibetan is 'the most archaic attested T[ibeto-]B[urman] language' (Matisoff 2003). While this situation is very helpful for historical reconstruction, one consequence of such a long history of the written language has been to create a diglossic situation in which divergent written and spoken forms contribute to low literacy rates. This is especially true in the peripheries of Tibetan areas where, for a variety of reasons, spoken Tibetan varieties tend to be less 'standard'. In these areas, literacy can be almost non-existent and speakers can face prejudice from Tibetans outside the area who speak more standard dialects. Due in large part to topographical and historical reasons, Diqing Tibetan Autonomous Prefecture, located in Northwest Yunnan Province, has a multitude of Tibetan dialects varying in degrees of intelligibility with one another. Working on a documentation project which has spanned five years to date, we are developing a dictionary of modern colloquial varieties which has the primary goal of being a useful tool for local Tibetans. It is a multi-dialectal dictionary (currently containing ten varieties) and includes Written Tibetan etymologies, recordings of entries, and example sentences, as well as pictures of difficult-to-describe entries. In this talk we will present the dictionary and discuss issues such as training a local team, historical sound changes, semantic shift and useability. http://hdl.handle.net/10125/26056 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Discussion of the development of a multi-dialectal dictionary in Southeastern Tibet oai:scholarspace.manoa.hawaii.edu:10125/26145 2024-08-05 col_10125_26591 26145.mp3 26145.pdf Campbell, Lyle, Lee, Nala Huiying, Okura, Eve, Simpson, Sean, Ueki, Kaori, Campbell, Lyle, Lee, Nala Huiying, Okura, Eve, Simpson, Sean, Ueki, Kaori; 2013-02-28; The Catalogue of Endangered Languages, recently launched at endangeredlanguages.com, has already produced valuable new knowledge about the endangered languages of the world. The purpose of this paper is to make some of these findings known, in particular, ones with particular importance for how endangered languages are talked about generally. We report examples of the following sorts: Hard evidence from the Catalogue shows that 3054 languages are currently endangered (43% of all languages), based on precise criteria. This 43% is near to the oft-cited 50% (but far from the 90% worst-case) scenario of languages expected to become extinct or doomed by the century’s end. Of all known named languages, 634 have become extinct, 141 of these (22%) in recent times (in the last 40 years). This concrete evidence demonstrates that the rate of language extinction has become much more highly accelerated in recent times, as often claimed. All the languages of exactly 100 families, including isolates, have become extinct, from among the world’s 420 language families –24% of linguistic diversity has been lost forever. This confirms the common claim of significant loss of language diversity. There are 335 languages with fewer than 10 speakers (11% of all endangered languages). The very frequently repeated claim that one language goes extinct each 2 weeks is not supported by the findings; rather, the Catalogue of Endangered Languages finds that on average only 3.5 languages become extinct per year, i.e. about 1 each 4 months, true now and for any time span during the last 40 years. Though not as dramatic as the oft-cited claim, loss of 1 language every 4 months is tragic, with its irreparable damage and loss. There is no need to continue to repeat the inaccurate claim, which ultimately could have negative repercussions for our field -- the number is still shocking. We side with Copernicus: “to know that we know what we know, and to know that we do not know what we do not know, is true knowledge.” As the Catalogue of Endangered Languages moves into the next phase, its goal is to achieve true knowledge by obtaining information on the endangered languages that we know that we do not currently have enough information for, and thereby produce new knowledge relevant to several audiences and relevant to how endangered languages are talked about generally.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26145. Campbell, Lyle Lee, Nala Huiying Okura, Eve Simpson, Sean Ueki, Kaori Campbell, Lyle Lee, Nala Huiying Okura, Eve Simpson, Sean Ueki, Kaori 2013-02-28 The Catalogue of Endangered Languages, recently launched at endangeredlanguages.com, has already produced valuable new knowledge about the endangered languages of the world. The purpose of this paper is to make some of these findings known, in particular, ones with particular importance for how endangered languages are talked about generally. We report examples of the following sorts: Hard evidence from the Catalogue shows that 3054 languages are currently endangered (43% of all languages), based on precise criteria. This 43% is near to the oft-cited 50% (but far from the 90% worst-case) scenario of languages expected to become extinct or doomed by the century’s end. Of all known named languages, 634 have become extinct, 141 of these (22%) in recent times (in the last 40 years). This concrete evidence demonstrates that the rate of language extinction has become much more highly accelerated in recent times, as often claimed. All the languages of exactly 100 families, including isolates, have become extinct, from among the world’s 420 language families –24% of linguistic diversity has been lost forever. This confirms the common claim of significant loss of language diversity. There are 335 languages with fewer than 10 speakers (11% of all endangered languages). The very frequently repeated claim that one language goes extinct each 2 weeks is not supported by the findings; rather, the Catalogue of Endangered Languages finds that on average only 3.5 languages become extinct per year, i.e. about 1 each 4 months, true now and for any time span during the last 40 years. Though not as dramatic as the oft-cited claim, loss of 1 language every 4 months is tragic, with its irreparable damage and loss. There is no need to continue to repeat the inaccurate claim, which ultimately could have negative repercussions for our field -- the number is still shocking. We side with Copernicus: “to know that we know what we know, and to know that we do not know what we do not know, is true knowledge.” As the Catalogue of Endangered Languages moves into the next phase, its goal is to achieve true knowledge by obtaining information on the endangered languages that we know that we do not currently have enough information for, and thereby produce new knowledge relevant to several audiences and relevant to how endangered languages are talked about generally. http://hdl.handle.net/10125/26145 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported New knowledge: Findings from the Catalogue of Endangered Languages oai:scholarspace.manoa.hawaii.edu:10125/26165 2017-05-11 col_10125_26591 26165.mp3 Anderson, Patricia, Anderson, Patricia; 2013-02-28; In the last two decades, lexicography has been shaped by an influx of new technologies that have put the creation of dictionaries into the hands of everyday computer users. Sites such as Wikitionary and Urban Dictionary have expanded the limits on who can create dictionary entries and who might see them. However, while the process of dictionary creation and distribution has been altered, the format has largely remained the same. That is to say that even with more images, better cross references, unlimited entry space and a variety of authors, online dictionaries look like digital copies of something you could theoretically find in print. Little has been done to explore the ways in which entirely new kinds of dictionaries may be adopted to engage a technologically savvy generation of language learners. This issue was tackled last spring by a group of Tulane students developing an engaging way to teach Tunica. The Tunica language has not been spoken since the 1960s; but in 2010, the Tunica-Biloxi Tribe of Marksville, Louisiana approached the Tulane linguistics department for help in revitalizing their language. Initial work consisted of developing a new orthography, adapting Tunica stories into illustrated children’s books, and digitizing Tunica language sources. This past year, the development pedagogy was undertaken, and the topic of digital resources was broached. This paper examines the ways in which social media websites can be used to building new kinds of dictionaries that are composed of internet memes to aid in language learning. Internet memes are audiovisual concepts that contain cultural references, satire, parody, and wordplay. Memes are particularly useful for language learning because they encourage language learners to engage with vocabulary in creative ways, expanding words into new, culturally-relevant domains. For example, the Tunica word lawutamuhkini “dew” is paired with a picture of Scooby Doo holding a Mountain Dew. Lapuya meaning “well, thoroughly, correct, properly, or just right” is placed with a picture of the Three Bears hovering over Goldilocks. One major advantage of using social media is that content is not controlled by a single user. Nor is language learning passive. Tunica learners are encouraged to create their own account and start their own meme dictionary that can be easily cross referenced. Memes can be reposted to different websites with the click of a button. Overall, the creative engagement and quick dissemination memes encourage make them an innovative language learning tool in the process of revitalization.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26165. Anderson, Patricia Anderson, Patricia 2013-02-28 In the last two decades, lexicography has been shaped by an influx of new technologies that have put the creation of dictionaries into the hands of everyday computer users. Sites such as Wikitionary and Urban Dictionary have expanded the limits on who can create dictionary entries and who might see them. However, while the process of dictionary creation and distribution has been altered, the format has largely remained the same. That is to say that even with more images, better cross references, unlimited entry space and a variety of authors, online dictionaries look like digital copies of something you could theoretically find in print. Little has been done to explore the ways in which entirely new kinds of dictionaries may be adopted to engage a technologically savvy generation of language learners. This issue was tackled last spring by a group of Tulane students developing an engaging way to teach Tunica. The Tunica language has not been spoken since the 1960s; but in 2010, the Tunica-Biloxi Tribe of Marksville, Louisiana approached the Tulane linguistics department for help in revitalizing their language. Initial work consisted of developing a new orthography, adapting Tunica stories into illustrated children’s books, and digitizing Tunica language sources. This past year, the development pedagogy was undertaken, and the topic of digital resources was broached. This paper examines the ways in which social media websites can be used to building new kinds of dictionaries that are composed of internet memes to aid in language learning. Internet memes are audiovisual concepts that contain cultural references, satire, parody, and wordplay. Memes are particularly useful for language learning because they encourage language learners to engage with vocabulary in creative ways, expanding words into new, culturally-relevant domains. For example, the Tunica word lawutamuhkini “dew” is paired with a picture of Scooby Doo holding a Mountain Dew. Lapuya meaning “well, thoroughly, correct, properly, or just right” is placed with a picture of the Three Bears hovering over Goldilocks. One major advantage of using social media is that content is not controlled by a single user. Nor is language learning passive. Tunica learners are encouraged to create their own account and start their own meme dictionary that can be easily cross referenced. Memes can be reposted to different websites with the click of a button. Overall, the creative engagement and quick dissemination memes encourage make them an innovative language learning tool in the process of revitalization. http://hdl.handle.net/10125/26165 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported What does it meme? Lexicography for a new generation of language learners oai:scholarspace.manoa.hawaii.edu:10125/26107 2024-08-05 col_10125_26591 26107.mp3 26107.pdf Florey, Margaret, Olawsky, Knut, Florey, Margaret, Olawsky, Knut; 2013-03-02; In March 2012, 36 Indigenous participants representing 31 languages from all Australian states and territories participated in two Master-Apprentice Language Learning Program train-the-trainer workshops. Although the MALLP model has been highly successful particularly with Indigenous communities in North America, it has not yet been firmly established within the Australian context. The sole ongoing Australian Master-Apprentice program has run at Mirima Dawang Woorlab-gerring Language and Culture Centre in Kununurra, WA since mid-2009. The two train-the-trainer workshops discussed here thus represent the first attempt to introduce the MALLP method widely in Australia and to build a national network of trainers. The Australian MALLP workshops developed as a collaboration between the Resource Network for Linguistic Diversity, Mirima Dawang Woorlab-gerring Language and Culture Centre, Batchelor Institute of Indigenous Tertiary Education, and the Koori Centre, University of Sydney. Three trainers from the Advocates for Indigenous California Language Survival formed the lead training team at both workshops. The 36 participants were carefully chosen for the key roles that they play in supporting Indigenous languages within their communities and professional networks — in Aboriginal language centres, educational programs and Indigenous organisations. The workshops aimed to provide participants with a broad overview of and practise in the Master-Apprentice goals, principles and activities while also preparing them to train other Master-Apprentice teams in their regions. There was a wide range in linguistic vitality amongst the languages represented at the workshop, ranging from reclamation to revitalisation scenarios and through to relatively strong languages. Particular attention was paid to the adaption of MALLP methods to varying contexts in different parts of Australia. The training thus incorporated aspects of both the Breath of Life and Master-Apprentice methods. Participants were also introduced to the language pod method which is proving useful in situations which lack fluent speakers, and offers a transitional stage towards a more fully-fledged MALLP program. This paper first reviews the motivation and background to the MALLP workshops and the goals which were established. Highlights of the training program are discussed along with ways of adapting the MALLP method to Australian contexts. We then focus on the realistic steps which will need to be taken in building and training local teams and expanding the MALLP model in Australia. Despite the challenges, some fledgling programs have already been created and we conclude by presenting some emerging outcomes.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26107. Florey, Margaret Olawsky, Knut Florey, Margaret Olawsky, Knut 2013-03-02 In March 2012, 36 Indigenous participants representing 31 languages from all Australian states and territories participated in two Master-Apprentice Language Learning Program train-the-trainer workshops. Although the MALLP model has been highly successful particularly with Indigenous communities in North America, it has not yet been firmly established within the Australian context. The sole ongoing Australian Master-Apprentice program has run at Mirima Dawang Woorlab-gerring Language and Culture Centre in Kununurra, WA since mid-2009. The two train-the-trainer workshops discussed here thus represent the first attempt to introduce the MALLP method widely in Australia and to build a national network of trainers. The Australian MALLP workshops developed as a collaboration between the Resource Network for Linguistic Diversity, Mirima Dawang Woorlab-gerring Language and Culture Centre, Batchelor Institute of Indigenous Tertiary Education, and the Koori Centre, University of Sydney. Three trainers from the Advocates for Indigenous California Language Survival formed the lead training team at both workshops. The 36 participants were carefully chosen for the key roles that they play in supporting Indigenous languages within their communities and professional networks — in Aboriginal language centres, educational programs and Indigenous organisations. The workshops aimed to provide participants with a broad overview of and practise in the Master-Apprentice goals, principles and activities while also preparing them to train other Master-Apprentice teams in their regions. There was a wide range in linguistic vitality amongst the languages represented at the workshop, ranging from reclamation to revitalisation scenarios and through to relatively strong languages. Particular attention was paid to the adaption of MALLP methods to varying contexts in different parts of Australia. The training thus incorporated aspects of both the Breath of Life and Master-Apprentice methods. Participants were also introduced to the language pod method which is proving useful in situations which lack fluent speakers, and offers a transitional stage towards a more fully-fledged MALLP program. This paper first reviews the motivation and background to the MALLP workshops and the goals which were established. Highlights of the training program are discussed along with ways of adapting the MALLP method to Australian contexts. We then focus on the realistic steps which will need to be taken in building and training local teams and expanding the MALLP model in Australia. Despite the challenges, some fledgling programs have already been created and we conclude by presenting some emerging outcomes. http://hdl.handle.net/10125/26107 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Developing a regional Master-Apprentice training network in Australia oai:scholarspace.manoa.hawaii.edu:10125/26155 2024-08-05 col_10125_26591 26155.pdf 26155.mp3 Withers, Peter, Withers, Peter; 2013-02-28; KinOath Kinship Archiver is an application for collecting and analysing kinship data which can be linked with archive data. It is designed to be flexible and culturally nonspecific, so that it does not impose extraneous concepts onto the data being recorded. Graphical representation of the data is a key feature, it produces publishable quality diagrams that can be exported to SVG, PDF and JPG formats. Data can be imported from GEDCOM, CSV and TIP files. Data can be exported into CSV format, with additional formats becoming available in the next version. The most common format, GEDCOM (Family History Department, 1999), exhibits cultural specificities. GEDCOM has a predetermined set of kinship types, genders and initiation ceremonies. We know that there is a wider array of kinship types (e.g. suckling relations (Altorki, 1980)) and genders (e.g. the Māhū of Hawaiʻi (Matzner, 2001)). There are also initiation ceremonies beyond the Christian and Jewish ceremonies that are predefined in GEDCOM. The cultural nonspecificity in KinOath is achieved by providing very flexible data fields, customisable relation types, customisable symbols and customisable kintypes. This means, for example, that any number of genders and kinship relations can be defined and represented on a diagram. There are two types of diagram: freeform, which is like a quick sketch; and project based diagrams, which share data across diagrams. Project based diagrams allow kintype string queries, allowing individuals to be found based on their relations to others. Individuals in a project diagram can be duplicated and merged, which can be useful, for example, in correcting data, or merging multiple data sets on kin groups that overlap. Kin terms can be defined with kintype strings and shown on the diagram, organised in groups, imported and exported. Statistical Analysis can be performed on the data exported from KinOath with the use of R or SPSS. This combined with queries based on kintypes and other search parameters, provides great potential in the analysis of both the kin data and the archive data that has been recorded. The intended users of Kinoath are any researchers that collect data in a context of social relations. Kinship data is often not systematically included in the metadata of archives, however these kin relations provide a context that enriches that archived data. The stable version of the application is available and the development version is being actively worked on with a number of new features. One of the new features is a plugin layer so that third parties can add functionality specific to their needs. Other new features include additional exporters/ importers and tighter R integration. The various versions and the manual are available at: http:// tla.mpi.nl/tools/tla-tools/kinoath/; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26155. Withers, Peter Withers, Peter 2013-02-28 KinOath Kinship Archiver is an application for collecting and analysing kinship data which can be linked with archive data. It is designed to be flexible and culturally nonspecific, so that it does not impose extraneous concepts onto the data being recorded. Graphical representation of the data is a key feature, it produces publishable quality diagrams that can be exported to SVG, PDF and JPG formats. Data can be imported from GEDCOM, CSV and TIP files. Data can be exported into CSV format, with additional formats becoming available in the next version. The most common format, GEDCOM (Family History Department, 1999), exhibits cultural specificities. GEDCOM has a predetermined set of kinship types, genders and initiation ceremonies. We know that there is a wider array of kinship types (e.g. suckling relations (Altorki, 1980)) and genders (e.g. the Māhū of Hawaiʻi (Matzner, 2001)). There are also initiation ceremonies beyond the Christian and Jewish ceremonies that are predefined in GEDCOM. The cultural nonspecificity in KinOath is achieved by providing very flexible data fields, customisable relation types, customisable symbols and customisable kintypes. This means, for example, that any number of genders and kinship relations can be defined and represented on a diagram. There are two types of diagram: freeform, which is like a quick sketch; and project based diagrams, which share data across diagrams. Project based diagrams allow kintype string queries, allowing individuals to be found based on their relations to others. Individuals in a project diagram can be duplicated and merged, which can be useful, for example, in correcting data, or merging multiple data sets on kin groups that overlap. Kin terms can be defined with kintype strings and shown on the diagram, organised in groups, imported and exported. Statistical Analysis can be performed on the data exported from KinOath with the use of R or SPSS. This combined with queries based on kintypes and other search parameters, provides great potential in the analysis of both the kin data and the archive data that has been recorded. The intended users of Kinoath are any researchers that collect data in a context of social relations. Kinship data is often not systematically included in the metadata of archives, however these kin relations provide a context that enriches that archived data. The stable version of the application is available and the development version is being actively worked on with a number of new features. One of the new features is a plugin layer so that third parties can add functionality specific to their needs. Other new features include additional exporters/ importers and tighter R integration. The various versions and the manual are available at: http:// tla.mpi.nl/tools/tla-tools/kinoath/ http://hdl.handle.net/10125/26155 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported KinOath Kinship Archiver: a new tool for recording and exploring kinship relations oai:scholarspace.manoa.hawaii.edu:10125/26065 2024-08-06 col_10125_26591 26065.pdf 26065.mp3 Si, Aung, Si, Aung; 2013-03-01; The documentation of a community’s traditional knowledge about various aspects of the natural world can result in a rich, culturally relevant corpus of language material. Ethnobiological investigations frequently lead to discoveries of species or ecological phenomena unknown to ‘western’ science, while simultaneously recording a potentially endangered domain of language and traditional knowledge. Honeybees, along with the various products they yield, are highly valued by communities living in most parts of the world, and it is to be expected that people will have detailed and in-depth traditional knowledge of this important group of species. In this paper, I describe my efforts to document the honeybee knowledge of the Solega (Dravidian, southern India), and present some of the insights community members have into various aspects of this insect’s behaviour, ecology and physiology. The Solega lexicon contains many words to describe various bee types, honeycomb growth stages and honey varieties. Much of what the Solega know about honeybee biology was discovered by ‘western’ science two to three centuries ago. This includes an awareness that the single ‘queen bee’ found in each honeybee colony is female, that she is the mother of all the worker bees that make up the bulk of a colony’s population, and that the birth of a second queen usually results in the division of the colony into two separate entities. The Solega are also aware of the direct link between the visits of foraging bees to flowering plants, and the development of fruit on those plants, as well as of the floral origins of honey. While such facts might seem mundane to most people living in urban communities, I argue that they represent significant insights, based on inductive reasoning, on the part of the Solega, and are therefore worth recording in an ethnobiologically-focused language documentation project. These insights appear all the more remarkable when it is noted that the Solega are gatherers of wild honey, and have never been beekeepers. The Solega, lacking any scientific instrumentation, formal methodology or artificial hives, have been able to uncover extremely hard-to-observe aspects of honeybee biology simply through opportunistic interactions with these insects on honey-gathering excursions. I conclude by noting that folk science should be perceived as an autonomous, self-contained body of knowledge in its own right, and that language documenters should resist the temptation to be dismissive of those elements of folk science that appear to be commonplace.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26065. Si, Aung Si, Aung 2013-03-01 The documentation of a community’s traditional knowledge about various aspects of the natural world can result in a rich, culturally relevant corpus of language material. Ethnobiological investigations frequently lead to discoveries of species or ecological phenomena unknown to ‘western’ science, while simultaneously recording a potentially endangered domain of language and traditional knowledge. Honeybees, along with the various products they yield, are highly valued by communities living in most parts of the world, and it is to be expected that people will have detailed and in-depth traditional knowledge of this important group of species. In this paper, I describe my efforts to document the honeybee knowledge of the Solega (Dravidian, southern India), and present some of the insights community members have into various aspects of this insect’s behaviour, ecology and physiology. The Solega lexicon contains many words to describe various bee types, honeycomb growth stages and honey varieties. Much of what the Solega know about honeybee biology was discovered by ‘western’ science two to three centuries ago. This includes an awareness that the single ‘queen bee’ found in each honeybee colony is female, that she is the mother of all the worker bees that make up the bulk of a colony’s population, and that the birth of a second queen usually results in the division of the colony into two separate entities. The Solega are also aware of the direct link between the visits of foraging bees to flowering plants, and the development of fruit on those plants, as well as of the floral origins of honey. While such facts might seem mundane to most people living in urban communities, I argue that they represent significant insights, based on inductive reasoning, on the part of the Solega, and are therefore worth recording in an ethnobiologically-focused language documentation project. These insights appear all the more remarkable when it is noted that the Solega are gatherers of wild honey, and have never been beekeepers. The Solega, lacking any scientific instrumentation, formal methodology or artificial hives, have been able to uncover extremely hard-to-observe aspects of honeybee biology simply through opportunistic interactions with these insects on honey-gathering excursions. I conclude by noting that folk science should be perceived as an autonomous, self-contained body of knowledge in its own right, and that language documenters should resist the temptation to be dismissive of those elements of folk science that appear to be commonplace. http://hdl.handle.net/10125/26065 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting folk science – Solega honeybee knowledge as a case study oai:scholarspace.manoa.hawaii.edu:10125/26055 2024-08-06 col_10125_26591 26055.mp3 26055.pdf Priestley, Carol, Priestley, Carol; 2013-03-01; In language documentation we face the challenge of representing different worlds of knowledge in terms that can be understood in both the target language and other languages. This applies to the documentation of knowledge from many facets of life, including knowledge about the language expressed in reference grammars. This paper examines the question of whether the complexities of grammar can be expressed through the lens of the endangered language itself. The study benefits from my experience of the challenges of writing a detailed reference grammar of a Papuan language in Papua New Guinea (Author 2008/2009). The grammar was based on material recorded during linguistic fieldwork visits and during several years living in a village where the language was spoken. Data was recorded with many different speakers in a range of genres. The process highlighted the difficulties of understanding and describing the meaning of grammatical categories and also of using English and Latinate terms that impart the perspective of other languages, rather than the perspective of the target language (Goddard and Wierzbicka forthcoming, cf. Koptjevskaja-Tamm et al 2007, Hellwig 2010). Considerable research (for, e.g., Goddard and Wierzbicka 2002) has indicated the usefulness of a natural semantic metalanguage for the description of meaning. This metalanguage uses terms found in many languages. In this paper I explore how grammatical categories of verbal morphology and their meanings can be investigated and described using exponents of semantic primes from the natural semantic metalanguage, in both English and the example language (see also Author 2012). It is proposed that this process can be used in many other languages where it can contribute to clearer understanding and description of grammatical categories. Furthermore, terms and perspectives from within the described language can then be used in the creation of reference grammar materials. The long term goal is to enable people to use such reference grammars, and connected educational materials (cf. Innes 2008, Yamada 2008), to contribute to maintenance and revitalization within endangered language communities.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26055. Priestley, Carol Priestley, Carol 2013-03-01 In language documentation we face the challenge of representing different worlds of knowledge in terms that can be understood in both the target language and other languages. This applies to the documentation of knowledge from many facets of life, including knowledge about the language expressed in reference grammars. This paper examines the question of whether the complexities of grammar can be expressed through the lens of the endangered language itself. The study benefits from my experience of the challenges of writing a detailed reference grammar of a Papuan language in Papua New Guinea (Author 2008/2009). The grammar was based on material recorded during linguistic fieldwork visits and during several years living in a village where the language was spoken. Data was recorded with many different speakers in a range of genres. The process highlighted the difficulties of understanding and describing the meaning of grammatical categories and also of using English and Latinate terms that impart the perspective of other languages, rather than the perspective of the target language (Goddard and Wierzbicka forthcoming, cf. Koptjevskaja-Tamm et al 2007, Hellwig 2010). Considerable research (for, e.g., Goddard and Wierzbicka 2002) has indicated the usefulness of a natural semantic metalanguage for the description of meaning. This metalanguage uses terms found in many languages. In this paper I explore how grammatical categories of verbal morphology and their meanings can be investigated and described using exponents of semantic primes from the natural semantic metalanguage, in both English and the example language (see also Author 2012). It is proposed that this process can be used in many other languages where it can contribute to clearer understanding and description of grammatical categories. Furthermore, terms and perspectives from within the described language can then be used in the creation of reference grammar materials. The long term goal is to enable people to use such reference grammars, and connected educational materials (cf. Innes 2008, Yamada 2008), to contribute to maintenance and revitalization within endangered language communities. http://hdl.handle.net/10125/26055 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting grammar through the lens of endangered languages: Examples from a Papuan language oai:scholarspace.manoa.hawaii.edu:10125/26154 2024-08-06 col_10125_26591 26154.mp3 26154.pdf Sloetjes, Han, Stehouwer, Herman, Drude, Sebastian, Sloetjes, Han, Stehouwer, Herman, Drude, Sebastian; 2013-02-28; Modern language documentation depends on suitable software infrastructure. ELAN is a well-known tool developed at The Language Archive / MPI-PL which allows multi-tier, multi-speaker, time-linked annotation of audio and video recordings, in particular in a field work and language documentation setting. In the past two years ELAN has been under constant development. Here we will give an overview of the major recent enhancements to ELAN and ongoing work. These changes combined provide for a better and much faster process for the field linguist. Below we address five aspects, each consisting of multiple new features. We will discuss briefly their impact on typical workflows. First, there are modes that help you perform specialized tasks more efficiently. These are a) the segmentation mode, b) the transcription mode, and c) the interlinearization mode. With a focused user interface for each task, the segmentation and the transcription modes together provide very efficient means for the initial steps of a typical workflow. The interlinearization mode, which is still in an early phase of development, is optimized for the next steps of (morphological) parsing, glossing and tagging. It does so by providing an interface to a new program: Lexan. Lexan is an extensible system for "annotyzers" (annotation-suggestion modules). These can be used to perform many complex and simple tasks: from tier copying via word segmentation and interlinearization to machine learning. Second, the interoperability with FLEx (FieldWork Language Explorer) has been improved. An export function for the FLEx file format now complements the, updated, import function. Third, extensive support for performing operations on multiple files have been added. These include a) file-format conversion (including Toolbox and Praat), and b) creation of similarly structured EAF files for a selection of media files. Fourth, facilities have been added to create new tiers with annotations on the basis of existing tiers while applying logical operations. E.g. if the annotation occurs in both tier A and tier B, then copy it combined to tier C. The concept of creating new tiers on the basis of existing ones is currently further explored in Lexan (mentioned above). However these features provide for a straightforward interface to basic, but extremely helpful operations. Fifth, preliminary interaction with relevant web services (online audio-video and text processors that create annotations) has been implemented. In short, in the past years several crucial features have been added that make ELAN better and faster to use in many aspects.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26154. Sloetjes, Han Stehouwer, Herman Drude, Sebastian Sloetjes, Han Stehouwer, Herman Drude, Sebastian 2013-02-28 Modern language documentation depends on suitable software infrastructure. ELAN is a well-known tool developed at The Language Archive / MPI-PL which allows multi-tier, multi-speaker, time-linked annotation of audio and video recordings, in particular in a field work and language documentation setting. In the past two years ELAN has been under constant development. Here we will give an overview of the major recent enhancements to ELAN and ongoing work. These changes combined provide for a better and much faster process for the field linguist. Below we address five aspects, each consisting of multiple new features. We will discuss briefly their impact on typical workflows. First, there are modes that help you perform specialized tasks more efficiently. These are a) the segmentation mode, b) the transcription mode, and c) the interlinearization mode. With a focused user interface for each task, the segmentation and the transcription modes together provide very efficient means for the initial steps of a typical workflow. The interlinearization mode, which is still in an early phase of development, is optimized for the next steps of (morphological) parsing, glossing and tagging. It does so by providing an interface to a new program: Lexan. Lexan is an extensible system for "annotyzers" (annotation-suggestion modules). These can be used to perform many complex and simple tasks: from tier copying via word segmentation and interlinearization to machine learning. Second, the interoperability with FLEx (FieldWork Language Explorer) has been improved. An export function for the FLEx file format now complements the, updated, import function. Third, extensive support for performing operations on multiple files have been added. These include a) file-format conversion (including Toolbox and Praat), and b) creation of similarly structured EAF files for a selection of media files. Fourth, facilities have been added to create new tiers with annotations on the basis of existing tiers while applying logical operations. E.g. if the annotation occurs in both tier A and tier B, then copy it combined to tier C. The concept of creating new tiers on the basis of existing ones is currently further explored in Lexan (mentioned above). However these features provide for a straightforward interface to basic, but extremely helpful operations. Fifth, preliminary interaction with relevant web services (online audio-video and text processors that create annotations) has been implemented. In short, in the past years several crucial features have been added that make ELAN better and faster to use in many aspects. http://hdl.handle.net/10125/26154 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Novel developments in ELAN oai:scholarspace.manoa.hawaii.edu:10125/26175 2024-08-06 col_10125_26591 26175.pdf Boas, Hans, Krause, Todd, Boas, Hans, Krause, Todd; 2013-02-28; This poster presents a unified ecosystem for the documentation and teaching of dead languages at the Linguistics Research Center at UT Austin. It discusses how the lexicon, lesson plans, and texts from a variety of Indo-European languages are connected and used for research and teaching. Most research in documenting and archiving languages over the past decade has focused on endangered languages (Himmelmann 1998, Bird & Simons 2003, Seifart et al. 2012). While some researchers are interested in determining the best methods for collecting, managing, and archiving data, others are concerned with ethical issues, revitalization, and teaching/learning small languages. This poster presentation offers an in-depth discussion of a very different kind of documentation project, one that focuses on Indo-European (IE) languages that have already gone extinct. In presenting ongoing research at the Linguistics Research Center (LRC) at the University of Texas at Austin (http://www.utexas.edu/cola/centers/lrc/) this talk aims to highlight specific issues arising from documenting languages that are no longer spoken (but which are partially documented by different types of resources). Section 1 outlines the goals of the Indo-European archiving efforts at the LRC. Among other activities, the LRC currently focuses on the assembly and annotation of a significant IE Lexicon consisting of Proto-Indo-European (PIE) etyma (lexical roots) indexed using Carl Buck’s (1949) semantic fields. The lexicon contains a wide array of reflexes in languages more modern than the original, with an emphasis on English words and their etymologies, which span thousands of years. Linguistic and Semantic indices provide complementary windows through which to view the information and explore the reconstruction and transmission of ancient, pre-literate culture. Section 2 discusses the workflow of the LRC. First, it addresses problems in assembling the lexicon based on a wide variety of existing resources (print and manuscript form; e.g. Fick 1890; Pokorny 1959; Lehmann 1986, Watkins 2000). Specifically, it shows some sample PIE etyma, which exemplify the treatment of PIE phonemes. Next, we present how semantic fields index PIE roots by category and how they can be linked in the future to word uses in IE texts as well as lessons texts in the Early Indo-European OnLine (EIEOL) project. Finally, we discuss some issues related to producing electronic materials for extinct languages (character sets, indexing, formatting, meta-data). Section 3 presents how the IE Lexicon dovetails with the lesson series contained in EIEOL (http://www.utexas.edu/cola/centers/lrc/eieol/) to provide a unified ecosystem for historical linguistic study, allowing users a point of entry at any stage of interest and expertise, beginner and specialist alike. Each series provides a complete introduction to the study of a particular ancient IE language, including original texts with word-by-word grammatical analyses and contextual translations, and accompanied by a complete glossary, a base-form dictionary, and an English meaning index. Each lesson in a series situates the language and text in its historical and cultural context. Finally, we highlight a number of valuable insights we have had while assembling online IE materials, which we hope are helpful for colleagues engaged in documenting yet living endangered languages.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26175. Boas, Hans Krause, Todd Boas, Hans Krause, Todd 2013-02-28 This poster presents a unified ecosystem for the documentation and teaching of dead languages at the Linguistics Research Center at UT Austin. It discusses how the lexicon, lesson plans, and texts from a variety of Indo-European languages are connected and used for research and teaching. Most research in documenting and archiving languages over the past decade has focused on endangered languages (Himmelmann 1998, Bird & Simons 2003, Seifart et al. 2012). While some researchers are interested in determining the best methods for collecting, managing, and archiving data, others are concerned with ethical issues, revitalization, and teaching/learning small languages. This poster presentation offers an in-depth discussion of a very different kind of documentation project, one that focuses on Indo-European (IE) languages that have already gone extinct. In presenting ongoing research at the Linguistics Research Center (LRC) at the University of Texas at Austin (http://www.utexas.edu/cola/centers/lrc/) this talk aims to highlight specific issues arising from documenting languages that are no longer spoken (but which are partially documented by different types of resources). Section 1 outlines the goals of the Indo-European archiving efforts at the LRC. Among other activities, the LRC currently focuses on the assembly and annotation of a significant IE Lexicon consisting of Proto-Indo-European (PIE) etyma (lexical roots) indexed using Carl Buck’s (1949) semantic fields. The lexicon contains a wide array of reflexes in languages more modern than the original, with an emphasis on English words and their etymologies, which span thousands of years. Linguistic and Semantic indices provide complementary windows through which to view the information and explore the reconstruction and transmission of ancient, pre-literate culture. Section 2 discusses the workflow of the LRC. First, it addresses problems in assembling the lexicon based on a wide variety of existing resources (print and manuscript form; e.g. Fick 1890; Pokorny 1959; Lehmann 1986, Watkins 2000). Specifically, it shows some sample PIE etyma, which exemplify the treatment of PIE phonemes. Next, we present how semantic fields index PIE roots by category and how they can be linked in the future to word uses in IE texts as well as lessons texts in the Early Indo-European OnLine (EIEOL) project. Finally, we discuss some issues related to producing electronic materials for extinct languages (character sets, indexing, formatting, meta-data). Section 3 presents how the IE Lexicon dovetails with the lesson series contained in EIEOL (http://www.utexas.edu/cola/centers/lrc/eieol/) to provide a unified ecosystem for historical linguistic study, allowing users a point of entry at any stage of interest and expertise, beginner and specialist alike. Each series provides a complete introduction to the study of a particular ancient IE language, including original texts with word-by-word grammatical analyses and contextual translations, and accompanied by a complete glossary, a base-form dictionary, and an English meaning index. Each lesson in a series situates the language and text in its historical and cultural context. Finally, we highlight a number of valuable insights we have had while assembling online IE materials, which we hope are helpful for colleagues engaged in documenting yet living endangered languages. http://hdl.handle.net/10125/26175 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Resurrecting the Dead (Languages): Documenting, archiving, and teaching at the Linguistics Research Center of the University of Texas oai:scholarspace.manoa.hawaii.edu:10125/26068 2024-08-06 col_10125_26591 26068.pdf 26068.mp3 Ewing, Michael, Florey, Margaret, Rassool, Romola, Ewing, Michael, Florey, Margaret, Rassool, Romola; 2013-03-01; Intergenerational transmission is the key determinant in language maintenance, while many other considerations associated with language vitality, such as speaker numbers, political circumstances and speaker attitudes play important roles in supporting or discouraging transmission, contributing to an overall endangerment scenario (Himmelmann 2010). To gauge intergenerational transmission, evaluations of language vitality have often relied on surveys, self-reporting or observations as indirect means to estimate proficiency. In order to obtain more empirical evidence of proficiency and thus contribute to more accurate assessments of language vitality, we have developed a standardised testing protocol that allows us to learn how linguistic ability varies within and between communities. In this presentation we report on the development of this testing protocol and its use in two different locations. The test evaluates receptive, productive and creative ability in the target language through the use of picture recognition, translation and open-ended discourse. It is designed to be easily administered and to reduce any stress felt by participants. By testing community members from primary school through to the oldest members of the community, a clear picture of intergenerational transmission can be developed. We have used the test in two locations: among four language groups in Central Maluku, eastern Indonesia, and among Sri Lanka Malay speakers in four parts of Sri Lanka. We report on the process of administering the tests, challenges in assessing outcomes, and the final results, in order to demonstrate what the tool can show us about language vitality. Findings are particularly robust for indicating differing trends in the appearance of ‘tip’ (Dorian 1981: 51) or abrupt transmission failure, across different communities. These tests have been conducted in cooperation with local community members and their results provide graphic evidence of trends in vitality which is not only useful to linguistics, but can also provide information which communities can use in the decision-making process around language maintenance.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26068. Ewing, Michael Florey, Margaret Rassool, Romola Ewing, Michael Florey, Margaret Rassool, Romola 2013-03-01 Intergenerational transmission is the key determinant in language maintenance, while many other considerations associated with language vitality, such as speaker numbers, political circumstances and speaker attitudes play important roles in supporting or discouraging transmission, contributing to an overall endangerment scenario (Himmelmann 2010). To gauge intergenerational transmission, evaluations of language vitality have often relied on surveys, self-reporting or observations as indirect means to estimate proficiency. In order to obtain more empirical evidence of proficiency and thus contribute to more accurate assessments of language vitality, we have developed a standardised testing protocol that allows us to learn how linguistic ability varies within and between communities. In this presentation we report on the development of this testing protocol and its use in two different locations. The test evaluates receptive, productive and creative ability in the target language through the use of picture recognition, translation and open-ended discourse. It is designed to be easily administered and to reduce any stress felt by participants. By testing community members from primary school through to the oldest members of the community, a clear picture of intergenerational transmission can be developed. We have used the test in two locations: among four language groups in Central Maluku, eastern Indonesia, and among Sri Lanka Malay speakers in four parts of Sri Lanka. We report on the process of administering the tests, challenges in assessing outcomes, and the final results, in order to demonstrate what the tool can show us about language vitality. Findings are particularly robust for indicating differing trends in the appearance of ‘tip’ (Dorian 1981: 51) or abrupt transmission failure, across different communities. These tests have been conducted in cooperation with local community members and their results provide graphic evidence of trends in vitality which is not only useful to linguistics, but can also provide information which communities can use in the decision-making process around language maintenance. http://hdl.handle.net/10125/26068 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Developing a tool to assess language vitality oai:scholarspace.manoa.hawaii.edu:10125/26071 2017-05-11 col_10125_26591 26071.mp3 Lowe, Kevin, Baisden, Faith, Paton, Paul, Lowe, Kevin, Baisden, Faith, Paton, Paul; 2013-03-01; The “Group”* is a confederation of Aboriginal language advocates from across Eastern Australia. They have elected to act as a 2-way conduit between government – both state and commonwealth and the many Aboriginal and Torres Strait Islander communities and individuals who are currently working on the reclamation and maintenance of their languages. Currently the group is working in collaboration with national archival and acquisition institutions, national media organisations, labour organisations, state and commonwealth education and curriculum development agencies. In respect to its task of collaborating and representing the interests and needs of language centres, the group has facilitated state and national workshops with Aboriginal language centres. These have generated considerable discussion and agreement on a wide range of common concerns that focus on matters such as staffing, funding, training, relationships development and maintenance with government and community stakeholders and the promotion of Indigenous languages within an overwhelmingly monolingual environment. This presentation will focus on a range of these concerns and outline the proactive role that the group has taken to address these issues with government, their agents, and communities themselves. Author 1. The ‘author’ a Gubbi Gubbi man from southeast Queensland, until recently was the Inspector, Aboriginal Education in the New South Wales Board of Studies. He has had extensive experience in schools, vocational education and universities before taking up his position at the Board in 2001. He was held positions in national, state and regional Indigenous organisations over many years. Over the last decade his work has focused on developing curriculum to teach both Aboriginal Studies and Aboriginal Languages. He has also worked with Aboriginal communities, schools and education systems across NSW to facilitate the development of quality educational projects that support effective school and community learning partnerships. He is currently a post-graduate doctoral student at Newcastle University. Author 2. The ‘Author’ is from the Yugambeh community south of Brisbane, in Queensland Australia. She has been involved for over twenty years with Indigenous language projects both at the community level and in consultation for state and national policy in support of languages. The ‘Author’ has for the past four years been the coordinator for two major language organisations providing representation for language centres over half of Australia. Through this work she played a key role in liaising with the Federal Government for the announcement of the 2009 National Indigenous Languages Policy. She has had extensive experience in writing, editing and publishing, and is an author and publisher of a range of books designed to help teach languages to young children. * The term “Group” is used in this document to replace the title of the organisation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26071. Lowe, Kevin Baisden, Faith Paton, Paul Lowe, Kevin Baisden, Faith Paton, Paul 2013-03-01 The “Group”* is a confederation of Aboriginal language advocates from across Eastern Australia. They have elected to act as a 2-way conduit between government – both state and commonwealth and the many Aboriginal and Torres Strait Islander communities and individuals who are currently working on the reclamation and maintenance of their languages. Currently the group is working in collaboration with national archival and acquisition institutions, national media organisations, labour organisations, state and commonwealth education and curriculum development agencies. In respect to its task of collaborating and representing the interests and needs of language centres, the group has facilitated state and national workshops with Aboriginal language centres. These have generated considerable discussion and agreement on a wide range of common concerns that focus on matters such as staffing, funding, training, relationships development and maintenance with government and community stakeholders and the promotion of Indigenous languages within an overwhelmingly monolingual environment. This presentation will focus on a range of these concerns and outline the proactive role that the group has taken to address these issues with government, their agents, and communities themselves. Author 1. The ‘author’ a Gubbi Gubbi man from southeast Queensland, until recently was the Inspector, Aboriginal Education in the New South Wales Board of Studies. He has had extensive experience in schools, vocational education and universities before taking up his position at the Board in 2001. He was held positions in national, state and regional Indigenous organisations over many years. Over the last decade his work has focused on developing curriculum to teach both Aboriginal Studies and Aboriginal Languages. He has also worked with Aboriginal communities, schools and education systems across NSW to facilitate the development of quality educational projects that support effective school and community learning partnerships. He is currently a post-graduate doctoral student at Newcastle University. Author 2. The ‘Author’ is from the Yugambeh community south of Brisbane, in Queensland Australia. She has been involved for over twenty years with Indigenous language projects both at the community level and in consultation for state and national policy in support of languages. The ‘Author’ has for the past four years been the coordinator for two major language organisations providing representation for language centres over half of Australia. Through this work she played a key role in liaising with the Federal Government for the announcement of the 2009 National Indigenous Languages Policy. She has had extensive experience in writing, editing and publishing, and is an author and publisher of a range of books designed to help teach languages to young children. * The term “Group” is used in this document to replace the title of the organisation. http://hdl.handle.net/10125/26071 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Eastern Australian indigenous language centres - Collective action for community needs oai:scholarspace.manoa.hawaii.edu:10125/26088 2017-05-11 col_10125_26591 26088.mp3 Chacon, Thiago, Chacon, Thiago; 2013-03-02; This paper reports on an ongoing project among the Kubeo Indians in the Brazilian Northwest Amazon that demonstrates how the documentation of threatened domains of traditional culture can be used as a method and resource for enhancing language, culture, and formal education in a minority ethnic group. By engaging young speakers in language and cultural documentation through training and practice the project allows them to reassess and re-elaborate cosmological values, acquire traditional linguistic practices and develop educational resources that can enrich the school curriculum. Sacred landscapes are central to the Kubeo's conception of the world. The Kubeo creation story views the present Kubeo groups as descendants of aquatic beings who underwent a long underwater journey. The sacred places noted in this mythology not only demarcate their conception of territory, but ultimately describe the phases through which the Kubeo people have undergone in order to emerge as Kubeo human beings (as opposed to fish or other humans). The sacred places are also foundational to their acquisition of fundamental cultural traits (e.g. shamanism, vital substances, and their sacred ornaments and musical instruments). Under the scope of the Kubeo Documentation Project, we have created a program where senior high school students document the cultural knowledge around sacred places through research with community elders. Preparatory meetings were held to make this a community project, rather than a "school" or "individual's" project. Then, students were trained in language documentation and interviewing techniques (audio and video recording, transcription, translation, and annotation with relevant cultural information). They documented traditional narratives about the creation of humankind and with the elders investigated in depth the cosmological significance of each important sacred place. In a second phase, a fieldtrip took both the students and the elders to document the sacred places on site. Finally, we organized a workshop to wrap up the project and to produce its tangible outcomes: a textbook on native geography and a short movie documenting the research process. This project is also related to the current momentum in Kubeo society where their cultural and linguistic heritage is being challenged by modern values and demands. Enhancing training of native speakers, improving access to technology, contextualizing traditional culture and language in the school curriculum are important in the present so that the Kubeos can bridge the past and the future of their society.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26088. Chacon, Thiago Chacon, Thiago 2013-03-02 This paper reports on an ongoing project among the Kubeo Indians in the Brazilian Northwest Amazon that demonstrates how the documentation of threatened domains of traditional culture can be used as a method and resource for enhancing language, culture, and formal education in a minority ethnic group. By engaging young speakers in language and cultural documentation through training and practice the project allows them to reassess and re-elaborate cosmological values, acquire traditional linguistic practices and develop educational resources that can enrich the school curriculum. Sacred landscapes are central to the Kubeo's conception of the world. The Kubeo creation story views the present Kubeo groups as descendants of aquatic beings who underwent a long underwater journey. The sacred places noted in this mythology not only demarcate their conception of territory, but ultimately describe the phases through which the Kubeo people have undergone in order to emerge as Kubeo human beings (as opposed to fish or other humans). The sacred places are also foundational to their acquisition of fundamental cultural traits (e.g. shamanism, vital substances, and their sacred ornaments and musical instruments). Under the scope of the Kubeo Documentation Project, we have created a program where senior high school students document the cultural knowledge around sacred places through research with community elders. Preparatory meetings were held to make this a community project, rather than a "school" or "individual's" project. Then, students were trained in language documentation and interviewing techniques (audio and video recording, transcription, translation, and annotation with relevant cultural information). They documented traditional narratives about the creation of humankind and with the elders investigated in depth the cosmological significance of each important sacred place. In a second phase, a fieldtrip took both the students and the elders to document the sacred places on site. Finally, we organized a workshop to wrap up the project and to produce its tangible outcomes: a textbook on native geography and a short movie documenting the research process. This project is also related to the current momentum in Kubeo society where their cultural and linguistic heritage is being challenged by modern values and demands. Enhancing training of native speakers, improving access to technology, contextualizing traditional culture and language in the school curriculum are important in the present so that the Kubeos can bridge the past and the future of their society. http://hdl.handle.net/10125/26088 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Kubeo sacred landscapes: a key to culture and language maintenance oai:scholarspace.manoa.hawaii.edu:10125/26097 2017-05-11 col_10125_26591 26097.mp3 McDonough, Joyce, McDonough, Joyce; 2013-03-02; As part of a study of the areal properties of the phonetic structures of the Mackenzie Basin Dene (Athabaskan) languages and dialects, this talk examines the realization of tone in several of these language communities which constitute an important group for which, until recently, little phonetic documentation has been available. Despite their impressive geographic spread, these languages are known to be phonetically and morphologically conservative (Sapir 1945): they share a surprisingly consistent phonemic inventory, phonetic realization patterns, and a morphological structure well known for its complexity. There are several reasons why areal properties of tone in this group are of interest. First, these are consonantal languages, the inventories are obstruent heavy, with several laryngeal consonants, including ejectives and glottal stops. The sonorant inventory is quite small. The pitch contour is broken constrained to the often reduced vowels, contrary to what we find in other tone language groups. Second, the distinction between paradigmatic (grammatical) and lexical tone is not transparent. Third, tonogenesis, arguably resulting from the incorporation of glottal suffixes into the word-final stem, in a random way produced both H and L tone, even between neighboring daughter languages. This tonal reversal cannot be linked to a single historical change. Thus the documentation of this type tone reversal within a closely related group with near identical tonongenesis patterns is important to theories of tone and language change. Fourth, plausibly the contrast between constricted and non-constricted stem vowels resulted from the incorporation of glottal suffixes, preceding the development of stem tonal contrasts; constriction may have effected the development of tone contrasts in the pre-stem domain, may be related to the reversals via a role in enhancing stem distinctions. In this talk, we examine tone from 4 communities in the Mackenzie Basin group, with examples of both H and L tone-marked languages (tone reversal), in an instrumental analysis of fieldwork data, in a preliminary analysis of the tone data. The broad goal is to provide a documentation of the pitch typology and variation in this area and its relationship to the theories of Athabaskan tonogenesis, with an instrumental analysis of pitch patterns including pitch range, tone bearing units, peak/valley alignment, tone distribution, and patterns in tone realization between the morphological categories (pre-stem (inflectional) versus stem (content) domains); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26097. McDonough, Joyce McDonough, Joyce 2013-03-02 As part of a study of the areal properties of the phonetic structures of the Mackenzie Basin Dene (Athabaskan) languages and dialects, this talk examines the realization of tone in several of these language communities which constitute an important group for which, until recently, little phonetic documentation has been available. Despite their impressive geographic spread, these languages are known to be phonetically and morphologically conservative (Sapir 1945): they share a surprisingly consistent phonemic inventory, phonetic realization patterns, and a morphological structure well known for its complexity. There are several reasons why areal properties of tone in this group are of interest. First, these are consonantal languages, the inventories are obstruent heavy, with several laryngeal consonants, including ejectives and glottal stops. The sonorant inventory is quite small. The pitch contour is broken constrained to the often reduced vowels, contrary to what we find in other tone language groups. Second, the distinction between paradigmatic (grammatical) and lexical tone is not transparent. Third, tonogenesis, arguably resulting from the incorporation of glottal suffixes into the word-final stem, in a random way produced both H and L tone, even between neighboring daughter languages. This tonal reversal cannot be linked to a single historical change. Thus the documentation of this type tone reversal within a closely related group with near identical tonongenesis patterns is important to theories of tone and language change. Fourth, plausibly the contrast between constricted and non-constricted stem vowels resulted from the incorporation of glottal suffixes, preceding the development of stem tonal contrasts; constriction may have effected the development of tone contrasts in the pre-stem domain, may be related to the reversals via a role in enhancing stem distinctions. In this talk, we examine tone from 4 communities in the Mackenzie Basin group, with examples of both H and L tone-marked languages (tone reversal), in an instrumental analysis of fieldwork data, in a preliminary analysis of the tone data. The broad goal is to provide a documentation of the pitch typology and variation in this area and its relationship to the theories of Athabaskan tonogenesis, with an instrumental analysis of pitch patterns including pitch range, tone bearing units, peak/valley alignment, tone distribution, and patterns in tone realization between the morphological categories (pre-stem (inflectional) versus stem (content) domains) http://hdl.handle.net/10125/26097 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The areal properties of tone in the Mackenzie Basin Dene (Athabaskan) languages oai:scholarspace.manoa.hawaii.edu:10125/26146 2024-08-11 col_10125_26591 26146.mp3 26146.pdf Simpson, Sean, Simpson, Sean; 2013-02-28; The Endangered Languages Project (ELP) website, launched in June of 2012 and available online at www.endangeredlanguages.com, is the result of collaboration between Google and the Catalogue of Endangered Languages (ELCat). The purpose of the Endangered Languages Project is two-fold: 1) to provide the most accurate and up to date statistics, information, and vitality assessments for the world’s endangered languages, and 2) to provide a space where users can share audio, video, and textual samples of their languages, connect with one another, collaborate, and share their experiences. Broadly, these purposes correspond to two different (although not mutually exclusive) audiences: 1) professional linguists and researchers, and 2) community member stakeholders and speakers of endangered languages. The goals of this paper are to demonstrate how both these audiences can use the ELP site to their advantage, and to stimulate discussion about how the website may be improved in the future to further benefit speakers, community stakeholders, and researchers of endangered languages. Specific features of the ELP site and their applications are examined, with particular attention given to: • Unique tools the ELP site provides endangered language researchers, such as the Documentation Index, levels of certainty associated with vitality assessments, and the language guide tab. • Features geared towards facilitating discussion, collaboration, and the dissemination of information among endangered language speakers and community members, such as the language material (‘samples’) upload function and the linkage of language specific Google Groups to individual language pages. • Examples of how the ELP site has already been put to use for documentation, revitalization, and instructional purposes. Both the ELP website and the ELCat database are works in progress, not yet fully completed. The paper concludes with an assessment of how successful the ELP site has been so far in reaching the two audiences indicated above, whether users have been taking advantage of all the functions of the site, and ways in which endangeredlanguages.com may be improved in the future to maximize utility to speakers, community members, and researchers of endangered languages alike.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26146. Simpson, Sean Simpson, Sean 2013-02-28 The Endangered Languages Project (ELP) website, launched in June of 2012 and available online at www.endangeredlanguages.com, is the result of collaboration between Google and the Catalogue of Endangered Languages (ELCat). The purpose of the Endangered Languages Project is two-fold: 1) to provide the most accurate and up to date statistics, information, and vitality assessments for the world’s endangered languages, and 2) to provide a space where users can share audio, video, and textual samples of their languages, connect with one another, collaborate, and share their experiences. Broadly, these purposes correspond to two different (although not mutually exclusive) audiences: 1) professional linguists and researchers, and 2) community member stakeholders and speakers of endangered languages. The goals of this paper are to demonstrate how both these audiences can use the ELP site to their advantage, and to stimulate discussion about how the website may be improved in the future to further benefit speakers, community stakeholders, and researchers of endangered languages. Specific features of the ELP site and their applications are examined, with particular attention given to: • Unique tools the ELP site provides endangered language researchers, such as the Documentation Index, levels of certainty associated with vitality assessments, and the language guide tab. • Features geared towards facilitating discussion, collaboration, and the dissemination of information among endangered language speakers and community members, such as the language material (‘samples’) upload function and the linkage of language specific Google Groups to individual language pages. • Examples of how the ELP site has already been put to use for documentation, revitalization, and instructional purposes. Both the ELP website and the ELCat database are works in progress, not yet fully completed. The paper concludes with an assessment of how successful the ELP site has been so far in reaching the two audiences indicated above, whether users have been taking advantage of all the functions of the site, and ways in which endangeredlanguages.com may be improved in the future to maximize utility to speakers, community members, and researchers of endangered languages alike. http://hdl.handle.net/10125/26146 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Practical applications of the Endangered Languages Project oai:scholarspace.manoa.hawaii.edu:10125/26057 2017-05-11 col_10125_26591 26057.mp3 Boyce, Mary, Stephens, Māmari, Boyce, Mary, Stephens, Māmari; 2013-03-01; "Utaina!" This exhortation, attributed to Sir Apirana Ngata, BA and LLB, the first Māori be admitted to the legal profession in New Zealand, "commands that the precious heritage (i.e. the Māori language as embodied in quotations from the past) be recorded for study by the present and future generations." The Legal Māori Project began in mid 2008, in the spirit of this statement of Ngata's. It documents the use of Māori in written legal contexts. It has produced a publicly available archive of legal texts from pre-1910, a legal lexicon, and a corpus of legal texts spanning the late 1820s to 2010. The major portion (c. 5.2 million words) of the c. 8 million word corpus is already available to the public, the remainder is being cleared for release. The vision for the future is to complement this with a spoken corpus of Māori in the legal domain. The final major output of the Legal Māori project is a dictionary of legal terms in Māori. The Legal Māori Dictionary is expected to be in print by February 2013. Legal Māori language has changed over time. The use of Māori in legal contexts flourished from the 1820s to 1910. This was followed by a period of decline, and then a resurgence in the 1970s; this accompanied more general efforts to reverse language shift and revitalize the language. Māori has customary legal terms, and retains these in contemporary times. It has acquired new terms at various times over the past 180 or so years. These acquired terms are especially noticeable in terms for Western legal concepts; many were borrowed from English. Customary legal terns and acquired legal terms have at times intermingled. Many terms, both customary and acquired, have changed in meanings or in their patterns of use over time. In compiling the Legal Māori Dictionary we had to tackle this issue of change over time. This paper reports on aspects of that lexico-legal journey.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26057. Boyce, Mary Stephens, Māmari Boyce, Mary Stephens, Māmari 2013-03-01 "Utaina!" This exhortation, attributed to Sir Apirana Ngata, BA and LLB, the first Māori be admitted to the legal profession in New Zealand, "commands that the precious heritage (i.e. the Māori language as embodied in quotations from the past) be recorded for study by the present and future generations." The Legal Māori Project began in mid 2008, in the spirit of this statement of Ngata's. It documents the use of Māori in written legal contexts. It has produced a publicly available archive of legal texts from pre-1910, a legal lexicon, and a corpus of legal texts spanning the late 1820s to 2010. The major portion (c. 5.2 million words) of the c. 8 million word corpus is already available to the public, the remainder is being cleared for release. The vision for the future is to complement this with a spoken corpus of Māori in the legal domain. The final major output of the Legal Māori project is a dictionary of legal terms in Māori. The Legal Māori Dictionary is expected to be in print by February 2013. Legal Māori language has changed over time. The use of Māori in legal contexts flourished from the 1820s to 1910. This was followed by a period of decline, and then a resurgence in the 1970s; this accompanied more general efforts to reverse language shift and revitalize the language. Māori has customary legal terms, and retains these in contemporary times. It has acquired new terms at various times over the past 180 or so years. These acquired terms are especially noticeable in terms for Western legal concepts; many were borrowed from English. Customary legal terns and acquired legal terms have at times intermingled. Many terms, both customary and acquired, have changed in meanings or in their patterns of use over time. In compiling the Legal Māori Dictionary we had to tackle this issue of change over time. This paper reports on aspects of that lexico-legal journey. http://hdl.handle.net/10125/26057 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Utaina! Documenting the use of Māori in legal contexts since the 1820s oai:scholarspace.manoa.hawaii.edu:10125/26171 2024-08-12 col_10125_26591 26171.pdf Clarke, Te Hurinui, Clarke, Te Hurinui; 2013-03-02; Māori medium schools have been established and include early childhood education centres, primary schools, secondary schools and tertiary institutions. Even with the emergence of these Māori medium educational facilities, 85% of Māori students aged 13 to 18 still choose to attend English medium schools. If te reo Māori is to be maintained by young Māori speakers who are able to be fluent Māori speakers in their communities, then retention in senior te reo Māori programmes in English medium schools is vital. Mā te huruhuru, te manu ka rere translates as “With feathers birds can fly”. This research was conducted across six English medium secondary schools in Waitaha, Canterbury, New Zealand. These schools represented a cross section of decile ranges, single sex and co-educational schools and were urban or rurally located. The students were both Māori and non-Māori in years 11 to 13. While this group represented a general cross section of schools in the Waitaha rohe (region) there were no private schools included in this cohort. This whakataukī or proverb reinforces the notion that with support from the many stake holders involved in education (the feathers) our fledgling students (the birds) will be able to soar. This presentation focuses primarily on research exploring the factors which affect the retention of students in te reo Māori (Māori language) classes in English medium schools in Waitaha, Canterbury New Zealand. A mixed methodology was used to collect the data. A survey was first carried out to collect some baseline data. As a result, a school was selected to participate in the remainder of the research. A focus group interview was conducted with these students. The data collected from the focus group interview was compiled alongside the survey data. A teacher was also involved as a research participant. The teacher was selected by virtue of their school having the highest rates of retention of students in senior te reo Māori programmes out of the six participant schools. An individual interview was conducted with the teacher. This data collection process was underpinned by principles of Kaupapa Māori research ensuring the cultural safety of all of the research participants. The findings from this research have only just been reported in my Masters thesis.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26171. Clarke, Te Hurinui Clarke, Te Hurinui 2013-03-02 Māori medium schools have been established and include early childhood education centres, primary schools, secondary schools and tertiary institutions. Even with the emergence of these Māori medium educational facilities, 85% of Māori students aged 13 to 18 still choose to attend English medium schools. If te reo Māori is to be maintained by young Māori speakers who are able to be fluent Māori speakers in their communities, then retention in senior te reo Māori programmes in English medium schools is vital. Mā te huruhuru, te manu ka rere translates as “With feathers birds can fly”. This research was conducted across six English medium secondary schools in Waitaha, Canterbury, New Zealand. These schools represented a cross section of decile ranges, single sex and co-educational schools and were urban or rurally located. The students were both Māori and non-Māori in years 11 to 13. While this group represented a general cross section of schools in the Waitaha rohe (region) there were no private schools included in this cohort. This whakataukī or proverb reinforces the notion that with support from the many stake holders involved in education (the feathers) our fledgling students (the birds) will be able to soar. This presentation focuses primarily on research exploring the factors which affect the retention of students in te reo Māori (Māori language) classes in English medium schools in Waitaha, Canterbury New Zealand. A mixed methodology was used to collect the data. A survey was first carried out to collect some baseline data. As a result, a school was selected to participate in the remainder of the research. A focus group interview was conducted with these students. The data collected from the focus group interview was compiled alongside the survey data. A teacher was also involved as a research participant. The teacher was selected by virtue of their school having the highest rates of retention of students in senior te reo Māori programmes out of the six participant schools. An individual interview was conducted with the teacher. This data collection process was underpinned by principles of Kaupapa Māori research ensuring the cultural safety of all of the research participants. The findings from this research have only just been reported in my Masters thesis. http://hdl.handle.net/10125/26171 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ka tō, ka whāngai, ka puawai: Retention + engagement = revitalisation oai:scholarspace.manoa.hawaii.edu:10125/26122 2017-05-11 col_10125_26591 26122.mov 26122.mp3 Valencia Perez, Elizabeth, Rodríguez, Iveth, Valencia Perez, Elizabeth, Rodríguez, Iveth; 2013-03-03; The study of endangered languages raises the need to consider how the sociocultural practices related to language use are affected by the threatening situation of such languages. In this talk, I present some reflections on this topic drawn from the experience our research group has had during the documentation and description of two endangered languages from the Vaupés region in Colombia. Pisamira (scarcely 12 speakers) and Yurutí (around 600 speakers) belong to the Eastern Tukanoan (ET) linguistic subfamily in Northwest Amazonia. Their cultural practices such as manufacturing musical instruments, building a maloka, practicing and playing carrizo have been mentioned in the existing literature about ET groups. Nevertheless, very little members do actually have this knowledge and do apply it in their daily life. From a linguistic perspective, it has been proven through the comparative method that Pisamira and Yuruti keep consistent similarities in lexical, morphological and syntactical paradigms, and systematic changes in their phonological patterns (e.g. the loss of tones -characteristic of ET languages- in Pisamira and other phonological variations). Moreover, both languages present some loanwords from other languages in the region, including Spanish, as well as lexical innovation. We have traced those changes by analyzing their close relationships in the past. As they state, both groups used to intermarry and share territories, until Pisamiras left their ancestral lands. The actual sociolinguistic status of these groups varies enormously. Pisamiras are critically endangered. With less than a hundred members and living surrounded by Cubeos whose language is dominant, most of Pisamiras no longer speak their language and many do not even understand it. On the contrary, Yurutís are well organised and work towards the preservation of their cultural practices and language. Still, there are some changes in their social organisation. The linguistic exogamy, one of the most outstanding traits in ET culture, evidenced in the language with a large set of words differentiating the way relationships go (mother’s or father’s family, cross-cousins), is changing as a more flexible view of the possibilities of intermarrying is developed. Will the core meaning of these terms be affected by these cultural changes? We will discuss some questions arisen from the situations presented; Is the linguistic area of the Vaupés facing a change of sociocultural paradigms (due to the contact or other factors)? What would be the implications of current practices in the future?; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26122. Valencia Perez, Elizabeth Rodríguez, Iveth Valencia Perez, Elizabeth Rodríguez, Iveth 2013-03-03 The study of endangered languages raises the need to consider how the sociocultural practices related to language use are affected by the threatening situation of such languages. In this talk, I present some reflections on this topic drawn from the experience our research group has had during the documentation and description of two endangered languages from the Vaupés region in Colombia. Pisamira (scarcely 12 speakers) and Yurutí (around 600 speakers) belong to the Eastern Tukanoan (ET) linguistic subfamily in Northwest Amazonia. Their cultural practices such as manufacturing musical instruments, building a maloka, practicing and playing carrizo have been mentioned in the existing literature about ET groups. Nevertheless, very little members do actually have this knowledge and do apply it in their daily life. From a linguistic perspective, it has been proven through the comparative method that Pisamira and Yuruti keep consistent similarities in lexical, morphological and syntactical paradigms, and systematic changes in their phonological patterns (e.g. the loss of tones -characteristic of ET languages- in Pisamira and other phonological variations). Moreover, both languages present some loanwords from other languages in the region, including Spanish, as well as lexical innovation. We have traced those changes by analyzing their close relationships in the past. As they state, both groups used to intermarry and share territories, until Pisamiras left their ancestral lands. The actual sociolinguistic status of these groups varies enormously. Pisamiras are critically endangered. With less than a hundred members and living surrounded by Cubeos whose language is dominant, most of Pisamiras no longer speak their language and many do not even understand it. On the contrary, Yurutís are well organised and work towards the preservation of their cultural practices and language. Still, there are some changes in their social organisation. The linguistic exogamy, one of the most outstanding traits in ET culture, evidenced in the language with a large set of words differentiating the way relationships go (mother’s or father’s family, cross-cousins), is changing as a more flexible view of the possibilities of intermarrying is developed. Will the core meaning of these terms be affected by these cultural changes? We will discuss some questions arisen from the situations presented; Is the linguistic area of the Vaupés facing a change of sociocultural paradigms (due to the contact or other factors)? What would be the implications of current practices in the future? http://hdl.handle.net/10125/26122 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Pisamira(tuo) and Yurutí(yui): Split halfway. A sociocultural view from a linguistic research oai:scholarspace.manoa.hawaii.edu:10125/26196 2017-05-11 col_10125_26591 26196.mp3 Mark, David M., Mark, David M.; 2013-03-02; The landscape is an important domain of human experience and activity. Ethnophysioraphy seeks to document the folk taxonomy and terminology for landscape features and components, as well as other cultural connections to land and landscape, including topophilia and sense of place. By landscape, we mean the larger components of the human environment, composed of very large features and places--features such as mountains, rivers, valleys, and forests. Voegelin and Voegelin (1957) recognized topography as a fundamental domain for language documentation. Ethnophysiography also includes landscape-scale water and vegetation features. Documenting linguistic aspects of the landscape domain is especially complicated because the landscape has few bona fide objects; rather, features are extracted from a continuous landscape in ways that themselves may vary across cultures and language. The use of ontological principles to clarify feature extraction and classification will be discussed.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26196. Mark, David M. Mark, David M. 2013-03-02 The landscape is an important domain of human experience and activity. Ethnophysioraphy seeks to document the folk taxonomy and terminology for landscape features and components, as well as other cultural connections to land and landscape, including topophilia and sense of place. By landscape, we mean the larger components of the human environment, composed of very large features and places--features such as mountains, rivers, valleys, and forests. Voegelin and Voegelin (1957) recognized topography as a fundamental domain for language documentation. Ethnophysiography also includes landscape-scale water and vegetation features. Documenting linguistic aspects of the landscape domain is especially complicated because the landscape has few bona fide objects; rather, features are extracted from a continuous landscape in ways that themselves may vary across cultures and language. The use of ontological principles to clarify feature extraction and classification will be discussed. http://hdl.handle.net/10125/26196 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethnophysiogeography: Documenting categories of landscape features oai:scholarspace.manoa.hawaii.edu:10125/26147 2024-08-13 col_10125_26591 26147.mp3 26147.pdf Holton, Gary, Holton, Gary; 2013-02-28; Kinship represents one of the most complex and rich domains of language knowledge. However, linguists often lack the tools with which to approach kinship documentation, while at the same time the study of kinship systems has fallen out of favor within mainstream anthropology. Yet, kinship systems are among the first semantic domains to erode under conditions of language shift. Classificatory systems are easily calqued onto languages of wider communication, leading to reanalysis and loss. Hence, the documentation of kinship systems must be a priority for endangered language documentation efforts (Dousset 2012). This paper presents a tentative typology of kinship classification in the languages of the Alor-Pantar family of eastern Indonesia, drawing on data from three years of collaborative field work. Comparing sibling, cousin, and parents’ sibling classifications across four of these languages reveals a significant degree of variation, even between closely related, neighboring languages. The most elaborated systems reflect a cross-cousin pattern in which siblings and children of parent’s same-sex sibling are classed together and opposed to children of parent’s opposite-sex sibling. Additional distinctions are made based on relative age and relative gender. However, some languages have much less elaborated systems which collapse some of these distinctions. Based on these comparisons it is possible to draw some conclusions about the historical evolution of kinship systems in Alor-Pantar languages, as well as possible language contact scenarios, augmenting recent work in historical phonology of the family (Author et al. 2012). Finally, this paper discusses two significant challenges which face field workers documenting kinship systems in endangered languages. First, kinship terms must be understood as an interrelating semantic system rather than a set of lexical items. In this sense the documentation of kinship is analogous to the documentation of ethnobiological domains, where it is not just the lexical items but also the underlying taxonomy which is important. Second, ongoing shift from indigenous languages to languages of wider communication, as well as increasing intermarriage between language groups, leads to interference from second languages. Such interference may be difficult to detect when original lexical items have been retained but the kinship system itself has shifted semantically. The paper concludes by suggesting several strategies for overcoming these challenges.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26147. Holton, Gary Holton, Gary 2013-02-28 Kinship represents one of the most complex and rich domains of language knowledge. However, linguists often lack the tools with which to approach kinship documentation, while at the same time the study of kinship systems has fallen out of favor within mainstream anthropology. Yet, kinship systems are among the first semantic domains to erode under conditions of language shift. Classificatory systems are easily calqued onto languages of wider communication, leading to reanalysis and loss. Hence, the documentation of kinship systems must be a priority for endangered language documentation efforts (Dousset 2012). This paper presents a tentative typology of kinship classification in the languages of the Alor-Pantar family of eastern Indonesia, drawing on data from three years of collaborative field work. Comparing sibling, cousin, and parents’ sibling classifications across four of these languages reveals a significant degree of variation, even between closely related, neighboring languages. The most elaborated systems reflect a cross-cousin pattern in which siblings and children of parent’s same-sex sibling are classed together and opposed to children of parent’s opposite-sex sibling. Additional distinctions are made based on relative age and relative gender. However, some languages have much less elaborated systems which collapse some of these distinctions. Based on these comparisons it is possible to draw some conclusions about the historical evolution of kinship systems in Alor-Pantar languages, as well as possible language contact scenarios, augmenting recent work in historical phonology of the family (Author et al. 2012). Finally, this paper discusses two significant challenges which face field workers documenting kinship systems in endangered languages. First, kinship terms must be understood as an interrelating semantic system rather than a set of lexical items. In this sense the documentation of kinship is analogous to the documentation of ethnobiological domains, where it is not just the lexical items but also the underlying taxonomy which is important. Second, ongoing shift from indigenous languages to languages of wider communication, as well as increasing intermarriage between language groups, leads to interference from second languages. Such interference may be difficult to detect when original lexical items have been retained but the kinship system itself has shifted semantically. The paper concludes by suggesting several strategies for overcoming these challenges. http://hdl.handle.net/10125/26147 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting kinship systems in eastern Indonesia oai:scholarspace.manoa.hawaii.edu:10125/26192 2024-08-13 col_10125_26591 26192.pdf Thornes, Tim, Fletcher, Catherine, Thornes, Tim, Fletcher, Catherine; 2013-03-02; Archived at the University of Nevada-Reno Special Collections department are the collected field materials of the late Sven Liljeblad, a Swedish folklorist who first arrived in the area of Fort Hall, Idaho in the 1940s. In work that spanned four decades, he recorded and made meticulous notes of a range of Northern Paiute and Shoshoni dialects, as well as Nez Perce. His slip files served as the primary source for the newly-published Northern Paiute-Bannock Dictionary (Liljeblad, Fowler, and Powell 2012). There remain many hours of audio recordings on various media—wire, gramophone, vinyl disc, and reel-to-reel—as well as notes, miscellany, and transcriptions in various states of completion. Most of the collection lacks basic metadata, leaving annotations and recordings in disparate areas of the archive without the benefit of cross-referencing. This paper reports on progress toward linking the audio recordings of just one body of materials—those of Northern Paiute storyteller, Pete Snapp (92 years old at the time of the ~1963 recordings)—to the available transcriptions and translations using EUDICO Linguistic Annotator (ELAN). In so doing, conceptually linked elements from different places in the archive are time-aligned in an XML format that can be archived alongside the digitized version of the audio files. One goal has been to preserve the integrity Liljeblad's work while making it accessible for in-depth study of the language by both linguists and community activists. Part of this process has involved developing tiers (annotations) for the original transcriptions, translations, and footnotes associated with the Pete Snapp Tales, while adding tiers for native listener responses, intonation units, and other previously unannotated elements of the recordings. The content of the Tales includes both traditional and historical narratives of great value to the community. An overarching goal of the project is to facilitate access to that content for members of the community. Only 13 of the more than 30 tales recorded from Pete Snapp have been found to carry any annotation whatsoever. This material has been incorporated into our ELAN database and will become a permanent part of the Liljeblad collection. The next obvious step in the digital re-documentation process will be to provide more complete annotations for all the Tales, with the help of native speakers and local technical assistants, and to migrate the materials into a searchable database from which lexical and grammatical information can be found and used. Liljeblad, Sven S., Catherine S. Fowler, and Glenda Powell. 2012. Northern Paiute-Bannock Dictionary. University of Utah Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26192. Thornes, Tim Fletcher, Catherine Thornes, Tim Fletcher, Catherine 2013-03-02 Archived at the University of Nevada-Reno Special Collections department are the collected field materials of the late Sven Liljeblad, a Swedish folklorist who first arrived in the area of Fort Hall, Idaho in the 1940s. In work that spanned four decades, he recorded and made meticulous notes of a range of Northern Paiute and Shoshoni dialects, as well as Nez Perce. His slip files served as the primary source for the newly-published Northern Paiute-Bannock Dictionary (Liljeblad, Fowler, and Powell 2012). There remain many hours of audio recordings on various media—wire, gramophone, vinyl disc, and reel-to-reel—as well as notes, miscellany, and transcriptions in various states of completion. Most of the collection lacks basic metadata, leaving annotations and recordings in disparate areas of the archive without the benefit of cross-referencing. This paper reports on progress toward linking the audio recordings of just one body of materials—those of Northern Paiute storyteller, Pete Snapp (92 years old at the time of the ~1963 recordings)—to the available transcriptions and translations using EUDICO Linguistic Annotator (ELAN). In so doing, conceptually linked elements from different places in the archive are time-aligned in an XML format that can be archived alongside the digitized version of the audio files. One goal has been to preserve the integrity Liljeblad's work while making it accessible for in-depth study of the language by both linguists and community activists. Part of this process has involved developing tiers (annotations) for the original transcriptions, translations, and footnotes associated with the Pete Snapp Tales, while adding tiers for native listener responses, intonation units, and other previously unannotated elements of the recordings. The content of the Tales includes both traditional and historical narratives of great value to the community. An overarching goal of the project is to facilitate access to that content for members of the community. Only 13 of the more than 30 tales recorded from Pete Snapp have been found to carry any annotation whatsoever. This material has been incorporated into our ELAN database and will become a permanent part of the Liljeblad collection. The next obvious step in the digital re-documentation process will be to provide more complete annotations for all the Tales, with the help of native speakers and local technical assistants, and to migrate the materials into a searchable database from which lexical and grammatical information can be found and used. Liljeblad, Sven S., Catherine S. Fowler, and Glenda Powell. 2012. Northern Paiute-Bannock Dictionary. University of Utah Press. http://hdl.handle.net/10125/26192 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Reviving Northern Paiute legacy materials using ELAN oai:scholarspace.manoa.hawaii.edu:10125/26169 2024-08-13 col_10125_26591 26169.pdf Anip, Erenst, Anip, Erenst; 2013-03-02; This presentation focuses on the author’s language documentation experience as a Chinese Indonesian (non-linguist) who as an international undergraduate business student in a US university. The author speaks Thong Boi, a language that shares a number of similarities with Hakka (ISO 639-3: hak) spoken in China although there has not been much interaction between the speech communities in China and Bangka. In Indonesia, it is spoken in Bangka Island ever since Chinese migrants came in the 18th century as tin miners. It is also spoken in several major cities where Chinese Indonesians from Bangka have moved to to seek better fortune. Due to its isolation from the rest of the Hakka communities, Thong Boi has evolved uniquely. However, due to external forces such as migrations, social stigma, and government ban on Chinese culture (until 1998), is potentially entering an endangered state with decreasing number of speakers. The Language Documentation Training Center (LDTC) is a program initiated and run by Linguistics graduate students at the University of Hawaii at Manoa, to contribute to the worldwide documentation effort of endangered languages and share the knowledge with the world. This presentation demonstrates how through his participation in language documentation activities offered by LDTC and guidance from a knowledgeable LDTC mentor, the author gradually contributes to the documentation and revitalization of Thong Boi through field works, data gathering, and analysis; and producing a website, online dictionary, a few papers/posters, and a grammatical sketch. Furthermore, as the author became more interested in the issue of language endangerment, he took on more responsibilities, using his marketing background and fundraising experience, as LDTC co-director and became more involved in other language documentation related activities, i.e. sharing and presenting his documentation efforts and newly found knowledge at different international, national, and local forums/conferences and organizing language documentation conferences. Also, by focusing on Thong Boi, a language with cultural origin in China yet bearing ‘Creole-like’ characteristics, this presentation unfolds the complexity of the sociolinguistic context and enriches our understanding and issues in documenting the language. This study presents an innovative example of how international academic initiatives can make a difference locally. Furthermore, the author’s experience in LDTC as participant, and later on as co-director, demonstrates how study-abroad contexts have offered spaces for language documentation and heritage language identity development and rediscovery. In a nutshell, this presentation will show how a non-linguist became a community linguist and language activist through participation in LDTC, a workshop to train speakers of underdocumented languages in a university setting. Thong Boi website: http://www.ling.hawaii.edu/ldtc/languages/thongboi/; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26169. Anip, Erenst Anip, Erenst 2013-03-02 This presentation focuses on the author’s language documentation experience as a Chinese Indonesian (non-linguist) who as an international undergraduate business student in a US university. The author speaks Thong Boi, a language that shares a number of similarities with Hakka (ISO 639-3: hak) spoken in China although there has not been much interaction between the speech communities in China and Bangka. In Indonesia, it is spoken in Bangka Island ever since Chinese migrants came in the 18th century as tin miners. It is also spoken in several major cities where Chinese Indonesians from Bangka have moved to to seek better fortune. Due to its isolation from the rest of the Hakka communities, Thong Boi has evolved uniquely. However, due to external forces such as migrations, social stigma, and government ban on Chinese culture (until 1998), is potentially entering an endangered state with decreasing number of speakers. The Language Documentation Training Center (LDTC) is a program initiated and run by Linguistics graduate students at the University of Hawaii at Manoa, to contribute to the worldwide documentation effort of endangered languages and share the knowledge with the world. This presentation demonstrates how through his participation in language documentation activities offered by LDTC and guidance from a knowledgeable LDTC mentor, the author gradually contributes to the documentation and revitalization of Thong Boi through field works, data gathering, and analysis; and producing a website, online dictionary, a few papers/posters, and a grammatical sketch. Furthermore, as the author became more interested in the issue of language endangerment, he took on more responsibilities, using his marketing background and fundraising experience, as LDTC co-director and became more involved in other language documentation related activities, i.e. sharing and presenting his documentation efforts and newly found knowledge at different international, national, and local forums/conferences and organizing language documentation conferences. Also, by focusing on Thong Boi, a language with cultural origin in China yet bearing ‘Creole-like’ characteristics, this presentation unfolds the complexity of the sociolinguistic context and enriches our understanding and issues in documenting the language. This study presents an innovative example of how international academic initiatives can make a difference locally. Furthermore, the author’s experience in LDTC as participant, and later on as co-director, demonstrates how study-abroad contexts have offered spaces for language documentation and heritage language identity development and rediscovery. In a nutshell, this presentation will show how a non-linguist became a community linguist and language activist through participation in LDTC, a workshop to train speakers of underdocumented languages in a university setting. Thong Boi website: http://www.ling.hawaii.edu/ldtc/languages/thongboi/ http://hdl.handle.net/10125/26169 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting Thong Boi Language: An LDTC participant experience (a.k.a. How a non-linguist became LDTC Co-director) oai:scholarspace.manoa.hawaii.edu:10125/26150 2017-05-11 col_10125_26591 26150.mp3 Bloyd, Tobias, Bloyd, Tobias; 2013-02-28; With the rise of global energy costs, calls for Hawaiian agricultural independence have increased. Many thousands of former plantation acres currently sit fallow, and many now see a return to subsistence farming as an economic feasibility. In 2011 I participated in a survey of Big Island soils to help determine the level of arsenic contamination along the Hamakua coast. I learned during this survey that the state of Hawaii has rich soil diversity--190 distinct series are classified across the state (Uehara, 1994)--and interestingly, that the convention for naming newly discovered series of soil is to apply a moniker that corresponds to the location of discovery. Now that the major plantations have left the islands, scientists face a formidable task in chronicling the lingering effects that generations of industrial farming have had on local ecologies. Although former plantation lands show great promise, I also discovered that there are many data gaps that complicate the prospects of implementing high-yield agricultural techniques. For instance, many areas around the islands have experienced drastic soil denudation from decades of monsoons over frequently plowed land, and other areas have seen complete restructuring of water tables where swamplands were drained for industrial use. In these sorts of situations, it might not be reasonable to assume that traditional crop cultivars will still thrive. Modern farmers are busy rediscovering appropriate crops and rotation cycles. Agricultural independence can become a Hawaiian reality, but it will require thoughtful planning and cooperation. Scientists must work with farmers in modifying traditional cultivars and techniques for today’s environmental conditions. Where gaps exist for a region's historical agricultural record and conditional changes, cultural specialists and linguists can be called upon: soil-series names alone contain a treasure trove of metadata--both cultural and geographical--that can help unlock worlds of heuristically valuable information. Combined with the morphological richness of place names that have been checked by cultural experts against oral histories of a region, valuable information is available to assist politicians and planners in plotting a course forward for a self-sufficient Hawaiian tomorrow. This paper details challenges facing the scientific community as it works to understand the radical changes to today's Hawaiian landscape, and it walks through specific scenarios in which collaborative work can reveal data that is useful for agricultural planning.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26150. Bloyd, Tobias Bloyd, Tobias 2013-02-28 With the rise of global energy costs, calls for Hawaiian agricultural independence have increased. Many thousands of former plantation acres currently sit fallow, and many now see a return to subsistence farming as an economic feasibility. In 2011 I participated in a survey of Big Island soils to help determine the level of arsenic contamination along the Hamakua coast. I learned during this survey that the state of Hawaii has rich soil diversity--190 distinct series are classified across the state (Uehara, 1994)--and interestingly, that the convention for naming newly discovered series of soil is to apply a moniker that corresponds to the location of discovery. Now that the major plantations have left the islands, scientists face a formidable task in chronicling the lingering effects that generations of industrial farming have had on local ecologies. Although former plantation lands show great promise, I also discovered that there are many data gaps that complicate the prospects of implementing high-yield agricultural techniques. For instance, many areas around the islands have experienced drastic soil denudation from decades of monsoons over frequently plowed land, and other areas have seen complete restructuring of water tables where swamplands were drained for industrial use. In these sorts of situations, it might not be reasonable to assume that traditional crop cultivars will still thrive. Modern farmers are busy rediscovering appropriate crops and rotation cycles. Agricultural independence can become a Hawaiian reality, but it will require thoughtful planning and cooperation. Scientists must work with farmers in modifying traditional cultivars and techniques for today’s environmental conditions. Where gaps exist for a region's historical agricultural record and conditional changes, cultural specialists and linguists can be called upon: soil-series names alone contain a treasure trove of metadata--both cultural and geographical--that can help unlock worlds of heuristically valuable information. Combined with the morphological richness of place names that have been checked by cultural experts against oral histories of a region, valuable information is available to assist politicians and planners in plotting a course forward for a self-sufficient Hawaiian tomorrow. This paper details challenges facing the scientific community as it works to understand the radical changes to today's Hawaiian landscape, and it walks through specific scenarios in which collaborative work can reveal data that is useful for agricultural planning. http://hdl.handle.net/10125/26150 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported What's in a name? Keying into traditional linguistic knowledge to help unlock modern scientific mysteries oai:scholarspace.manoa.hawaii.edu:10125/26092 2024-08-15 col_10125_26591 26092.mp3 26092.pdf Marmion, Doug, Troy, Jaky, Bradshaw, Suzanne, Marmion, Doug, Troy, Jaky, Bradshaw, Suzanne; 2013-03-02; This presentation reports on efforts to develop a single curriculum framework intended to support the teaching of Indigenous Australian languages in schools. The Australian government has recently begun the process of developing national curricula in a number of priority learning areas, one of which is languages. This has included Australian Indigenous languages but as the curriculum is intended to cover all of Australia’s Indigenous languages it requires a framework that is able to support the teaching of almost any of Australia’s Indigenous languages, ranging from those languages no longer with full speakers (‘sleeping’ languages) to those spoken by all generations. This has made the task complex and challenging and required careful consideration of the range of situations both of languages and of potential learners. In this presentation we will: • Describe the process of development of this curriculum framework and the various challenges and issues that had to be considered; • Explore the various educational and social benefits of learning an Australian language, for both Indigenous and non-Indigenous students; • Discuss the rationale for having a single curriculum framework; • Provide an overview of the key design features that make this framework applicable to a wide variety of language situations and learners; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26092. Marmion, Doug Troy, Jaky Bradshaw, Suzanne Marmion, Doug Troy, Jaky Bradshaw, Suzanne 2013-03-02 This presentation reports on efforts to develop a single curriculum framework intended to support the teaching of Indigenous Australian languages in schools. The Australian government has recently begun the process of developing national curricula in a number of priority learning areas, one of which is languages. This has included Australian Indigenous languages but as the curriculum is intended to cover all of Australia’s Indigenous languages it requires a framework that is able to support the teaching of almost any of Australia’s Indigenous languages, ranging from those languages no longer with full speakers (‘sleeping’ languages) to those spoken by all generations. This has made the task complex and challenging and required careful consideration of the range of situations both of languages and of potential learners. In this presentation we will: • Describe the process of development of this curriculum framework and the various challenges and issues that had to be considered; • Explore the various educational and social benefits of learning an Australian language, for both Indigenous and non-Indigenous students; • Discuss the rationale for having a single curriculum framework; • Provide an overview of the key design features that make this framework applicable to a wide variety of language situations and learners http://hdl.handle.net/10125/26092 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The National Curriculum Framework for Australian Indigenous languages oai:scholarspace.manoa.hawaii.edu:10125/26158 2024-08-15 col_10125_26591 26158.pdf 26158.mp3 Jany, Carmen, Jany, Carmen; 2013-02-28; Linguistic and dialectal diversity is uniquely complex and highly understudied for the hundreds of Mixean varieties spoken in Mexico. The sparsity of linguistic documentation poses a challenge for comparative work and prevents the development of a precise division into dialectal and linguistic groupings. As a result, each community retains its linguistic individuality which is reflected in their orthographies. This paper discusses the challenges of orthography design in the Mixean region and compares eight existing orthographies. It is shown that the implementation of a unified spelling system has largely failed and that established spelling conventions diverge, often highlighting dialectal idiosyncrasies. The Mixean territory is composed of 290 communities (Torres 1997) with each village speaking its own variety, many of which are mutually unintelligible. In most cases fine genetic distinctions still remain unclear, as linguistic documentation in the region is not pervasive. At present, there are a a handful of published grammars and dictionaries, but there is no widely used uniform orthography. Each Mixean variety, if documented, has established its own orthographic conventions (Author 2010). Efforts to create a unified writing system for all varieties have met with limited success (Suslak 2003:557). In the 1950s and 1960s the Summer Institute of Linguistics worked on several Mixean languages and developed different orthographic conventions for each variety. Acunzo (1991) and others claim that introducing different orthographies was a strategy aimed at fragmenting the Mixean community. As a reaction, a unified Mixean orthography was developed, but its implementation has not been successful. The comparison of eight Mixean orthographies illustrates divergence in four areas: (1) the adoption of certain allophonic variations, (2) the representations of /k/ and /h/ in regards to Spanish spelling, (3) symbols for less commonly found vowel qualities, and (4) suprasegmental palatalization. The Mixean vowel system poses a major challenge for orthography design, as it is the greatest source for dialectal variation ranging from six to nine phonemic vowels, and many do not occur in the dominant language, Spanish. Overall, this work demonstrates the difficulties encountered when attempting to design a spelling system in a linguistically and dialectally diverse and understudied region. While Mixean communities generally favor Spanish spelling conventions, they also prefer dialectal particularity over multidialectal uniformity. Thus, the paper highlights the complexity of orthography design and the challenges of language documentation and maintenance in a region with limited intellectual and economic resources to unify local communities and to ensure widespread impact.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26158. Jany, Carmen Jany, Carmen 2013-02-28 Linguistic and dialectal diversity is uniquely complex and highly understudied for the hundreds of Mixean varieties spoken in Mexico. The sparsity of linguistic documentation poses a challenge for comparative work and prevents the development of a precise division into dialectal and linguistic groupings. As a result, each community retains its linguistic individuality which is reflected in their orthographies. This paper discusses the challenges of orthography design in the Mixean region and compares eight existing orthographies. It is shown that the implementation of a unified spelling system has largely failed and that established spelling conventions diverge, often highlighting dialectal idiosyncrasies. The Mixean territory is composed of 290 communities (Torres 1997) with each village speaking its own variety, many of which are mutually unintelligible. In most cases fine genetic distinctions still remain unclear, as linguistic documentation in the region is not pervasive. At present, there are a a handful of published grammars and dictionaries, but there is no widely used uniform orthography. Each Mixean variety, if documented, has established its own orthographic conventions (Author 2010). Efforts to create a unified writing system for all varieties have met with limited success (Suslak 2003:557). In the 1950s and 1960s the Summer Institute of Linguistics worked on several Mixean languages and developed different orthographic conventions for each variety. Acunzo (1991) and others claim that introducing different orthographies was a strategy aimed at fragmenting the Mixean community. As a reaction, a unified Mixean orthography was developed, but its implementation has not been successful. The comparison of eight Mixean orthographies illustrates divergence in four areas: (1) the adoption of certain allophonic variations, (2) the representations of /k/ and /h/ in regards to Spanish spelling, (3) symbols for less commonly found vowel qualities, and (4) suprasegmental palatalization. The Mixean vowel system poses a major challenge for orthography design, as it is the greatest source for dialectal variation ranging from six to nine phonemic vowels, and many do not occur in the dominant language, Spanish. Overall, this work demonstrates the difficulties encountered when attempting to design a spelling system in a linguistically and dialectally diverse and understudied region. While Mixean communities generally favor Spanish spelling conventions, they also prefer dialectal particularity over multidialectal uniformity. Thus, the paper highlights the complexity of orthography design and the challenges of language documentation and maintenance in a region with limited intellectual and economic resources to unify local communities and to ensure widespread impact. http://hdl.handle.net/10125/26158 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Comparing Mixean orthographies: Is there hope for a unified writing system? oai:scholarspace.manoa.hawaii.edu:10125/26174 2024-08-15 col_10125_26591 26174.pdf Sardinha, Katie, Sardinha, Katie; 2013-03-02; This paper will introduce Story-builder, a set of picture cards designed to facilitate creative storytelling in any language. The Story-builder card set consists of ‘action cards’ depicting events and ‘character cards’ depicting people; these cards can be placed in various spatial configurations to create narratable visual stories. By drawing on people’s natural proclivity to make up stories, the tool engages consultants and language-learners alike to produce speech that is natural and fluid. This paper will look at ways of adapting the cards to be relevant for both language documenters and teachers, who alike must find ways of motivating speakers to produce natural, connected, and varied speech. An important concern for language documentation is how to a obtain a representative set of language data that includes a wide variety of vocabulary and sentence-types. Story-builder is a useful tool for eliciting some of this variety, as its ‘action cards’ have been designed to depict verbal events from across the semantic spectrum. This semantic variety combined with the inherent flexibility of the method ensures that speakers using the cards produce language data that is varied in both structure and vocabulary. As a picture-based elicitation method, the Story-builder card set is also useful for obtaining speech without the use of translation: data can be elicited in the target language directly, in an oral style the speaker is comfortable with. Depending on the goals of the documenter and speaker(s), the cards may be adapted as language games, cues for conversation and narration, or visual contexts for focused elicitation. Materials which facilitate conversation are also highly relevant for communities wishing to revive their languages, where materials for developing language skills, especially at an intermediate or advanced level, are often lacking. Because classroom conditions and access to technology vary greatly amongst small language communities, as do the goals of language teachers, Story-builder has been designed to be adaptable for a wide range of uses, levels, groups and material circumstances. Its potential classroom uses range from basic vocabulary- building to advanced story-telling, individually or in groups. Story-builder is currently being incorporated into classroom activities in several Pacific NW language programs and schools and is freely distributed under a Creative Commons license. For more information, or to download the cards, visit: www.story-builder.ca.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26174. Sardinha, Katie Sardinha, Katie 2013-03-02 This paper will introduce Story-builder, a set of picture cards designed to facilitate creative storytelling in any language. The Story-builder card set consists of ‘action cards’ depicting events and ‘character cards’ depicting people; these cards can be placed in various spatial configurations to create narratable visual stories. By drawing on people’s natural proclivity to make up stories, the tool engages consultants and language-learners alike to produce speech that is natural and fluid. This paper will look at ways of adapting the cards to be relevant for both language documenters and teachers, who alike must find ways of motivating speakers to produce natural, connected, and varied speech. An important concern for language documentation is how to a obtain a representative set of language data that includes a wide variety of vocabulary and sentence-types. Story-builder is a useful tool for eliciting some of this variety, as its ‘action cards’ have been designed to depict verbal events from across the semantic spectrum. This semantic variety combined with the inherent flexibility of the method ensures that speakers using the cards produce language data that is varied in both structure and vocabulary. As a picture-based elicitation method, the Story-builder card set is also useful for obtaining speech without the use of translation: data can be elicited in the target language directly, in an oral style the speaker is comfortable with. Depending on the goals of the documenter and speaker(s), the cards may be adapted as language games, cues for conversation and narration, or visual contexts for focused elicitation. Materials which facilitate conversation are also highly relevant for communities wishing to revive their languages, where materials for developing language skills, especially at an intermediate or advanced level, are often lacking. Because classroom conditions and access to technology vary greatly amongst small language communities, as do the goals of language teachers, Story-builder has been designed to be adaptable for a wide range of uses, levels, groups and material circumstances. Its potential classroom uses range from basic vocabulary- building to advanced story-telling, individually or in groups. Story-builder is currently being incorporated into classroom activities in several Pacific NW language programs and schools and is freely distributed under a Creative Commons license. For more information, or to download the cards, visit: www.story-builder.ca. http://hdl.handle.net/10125/26174 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Story-builder: A language tool for documentation and teaching oai:scholarspace.manoa.hawaii.edu:10125/26083 2024-08-15 col_10125_26591 26083.pdf 26083.mp3 Junker, Marie-Odile, Rosen, Nicole, St-Onge, Hélène, Wolvengrey, Arok, Neacappo, Mimie, Junker, Marie-Odile, Rosen, Nicole, St-Onge, Hélène, Wolvengrey, Arok, Neacappo, Mimie; 2013-03-01; The Algonquian On-line Interactive Linguistic Atlas is a collaborative participatory action research project with partners involved in the documentation and revitalization of languages of the Algonquian language family in North America. It was started in 2005 with a number of Cree, Innu and Naskapi communities, and is currently being expanded to other languages of the same family: Western Cree, Métis Cree, Michif and Ojibwe dialects. The Linguistic Atlas (www.atlas-ling.ca) is based on a phrase-book template (the East Cree conversation CD and manual) that is being used to develop similar second- language acquisition material across dialects. The atlas currently contains 21 topics of conversation in over 15 languages and dialects within the Algonquian family. It offers interactive maps, pedagogical activities, and downloadable texts with corresponding sound files of Cree, Michif, Naskapi, and Innu dialects. The atlas uses a Google map populated by an on-line relational database, allowing visualization and understanding of language diversity and unity within the Algonquian family. Central to the Atlas is the marrying of dialectal variation documentation with training and support for native speakers in language preservation and documentation, using information technology (IT). The central database is web-based, allowing collaboration at a distance between multiple university and language community members. On the academic side, the atlas project also turns out to be a hub for exchange and support between linguists engaged in developing on-line Algonquian dictionaries. In this multimedia presentation, we first show and discuss the tools, technology, and methods used to implement this wide-reaching documentation effort, then we focus on its pedagogical applications. Pedagogical applications include language acquisition via downloadable language lessons and linguistic training via the discovery of the characteristics of this language family, as well as the variation between languages and dialects at the phonological, morphological and lexicological levels. Our goal is to make linguistic principles accessible to students, lexicographers, terminologists and language teachers, facilitating the understanding of both the diversity and the deep unity of the Algonquian family of languages.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26083. Junker, Marie-Odile Rosen, Nicole St-Onge, Hélène Wolvengrey, Arok Neacappo, Mimie Junker, Marie-Odile Rosen, Nicole St-Onge, Hélène Wolvengrey, Arok Neacappo, Mimie 2013-03-01 The Algonquian On-line Interactive Linguistic Atlas is a collaborative participatory action research project with partners involved in the documentation and revitalization of languages of the Algonquian language family in North America. It was started in 2005 with a number of Cree, Innu and Naskapi communities, and is currently being expanded to other languages of the same family: Western Cree, Métis Cree, Michif and Ojibwe dialects. The Linguistic Atlas (www.atlas-ling.ca) is based on a phrase-book template (the East Cree conversation CD and manual) that is being used to develop similar second- language acquisition material across dialects. The atlas currently contains 21 topics of conversation in over 15 languages and dialects within the Algonquian family. It offers interactive maps, pedagogical activities, and downloadable texts with corresponding sound files of Cree, Michif, Naskapi, and Innu dialects. The atlas uses a Google map populated by an on-line relational database, allowing visualization and understanding of language diversity and unity within the Algonquian family. Central to the Atlas is the marrying of dialectal variation documentation with training and support for native speakers in language preservation and documentation, using information technology (IT). The central database is web-based, allowing collaboration at a distance between multiple university and language community members. On the academic side, the atlas project also turns out to be a hub for exchange and support between linguists engaged in developing on-line Algonquian dictionaries. In this multimedia presentation, we first show and discuss the tools, technology, and methods used to implement this wide-reaching documentation effort, then we focus on its pedagogical applications. Pedagogical applications include language acquisition via downloadable language lessons and linguistic training via the discovery of the characteristics of this language family, as well as the variation between languages and dialects at the phonological, morphological and lexicological levels. Our goal is to make linguistic principles accessible to students, lexicographers, terminologists and language teachers, facilitating the understanding of both the diversity and the deep unity of the Algonquian family of languages. http://hdl.handle.net/10125/26083 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Algonquian Online Interactive Linguistic Atlas oai:scholarspace.manoa.hawaii.edu:10125/26066 2017-05-11 col_10125_26591 26066.mp3 Seyfeddinipur, Mandana, Seyfeddinipur, Mandana; 2013-03-01; The study of language began with the study of ancient written text. This practice has shaped and is still shaping our practices in language documentation. The way we conceptualise language and language use has implications for our documentary practices. We still focus on what we think can be written down and often disregard what we think cannot be written down. But, typically, when we speak, we cannot only hear each other but also see each other. Language is grounded in face-to-face interaction and speaking is a joint activity (Clark 1996). Language acquisition is a process that takes place in face-to-face contexts and our cognitive system automatically integrates both what we hear and what we see (McGurk & McDonald 1976). When we speak, we use our hands to gesture and the information provided in this visual, gestural modality is also integrated automatically in our mind. The gestures we use contribute crucially to our understanding of what speakers are communicating (Kendon 2004). Communities have developed alternate sign languages used in e.g. mourning practices (Kendon). Deaf people develop fully fledged sign languages in the manual modality (Meir et al. 2012). However, despite this basic multimodal nature of language use we often still do not document language to its full extent due to restricting our recordings to audio or restricting video recording to a few genres like story telling. In this talk I will exemplify the multimodal nature of language use, focusing on manual gesture in its various forms and functions from indexing to semantic specification, and discourse structure marking. I will discuss its implications for language documentation practices. The role of video recording and the way language use needs to be video recorded to provide useable material for linguistic and ethnographic documentation and analysis will be highlighted. A methodology for training the much needed video recording will be suggested which embeds the technical training of video technology and recording within a theoretically grounded understanding of language use.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26066. Seyfeddinipur, Mandana Seyfeddinipur, Mandana 2013-03-01 The study of language began with the study of ancient written text. This practice has shaped and is still shaping our practices in language documentation. The way we conceptualise language and language use has implications for our documentary practices. We still focus on what we think can be written down and often disregard what we think cannot be written down. But, typically, when we speak, we cannot only hear each other but also see each other. Language is grounded in face-to-face interaction and speaking is a joint activity (Clark 1996). Language acquisition is a process that takes place in face-to-face contexts and our cognitive system automatically integrates both what we hear and what we see (McGurk & McDonald 1976). When we speak, we use our hands to gesture and the information provided in this visual, gestural modality is also integrated automatically in our mind. The gestures we use contribute crucially to our understanding of what speakers are communicating (Kendon 2004). Communities have developed alternate sign languages used in e.g. mourning practices (Kendon). Deaf people develop fully fledged sign languages in the manual modality (Meir et al. 2012). However, despite this basic multimodal nature of language use we often still do not document language to its full extent due to restricting our recordings to audio or restricting video recording to a few genres like story telling. In this talk I will exemplify the multimodal nature of language use, focusing on manual gesture in its various forms and functions from indexing to semantic specification, and discourse structure marking. I will discuss its implications for language documentation practices. The role of video recording and the way language use needs to be video recorded to provide useable material for linguistic and ethnographic documentation and analysis will be highlighted. A methodology for training the much needed video recording will be suggested which embeds the technical training of video technology and recording within a theoretically grounded understanding of language use. http://hdl.handle.net/10125/26066 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The visual mode of language Text Other oai:scholarspace.manoa.hawaii.edu:10125/26170 2024-08-16 col_10125_26591 26170.pdf Bischoff, Shannon, Doak, Ivy, Fountain, Amy, Ivens, John, Vincent, Audra, Bischoff, Shannon, Doak, Ivy, Fountain, Amy, Ivens, John, Vincent, Audra; 2013-03-01; In 2010 Chang presented the T APS Checklist, “intended to help depositors of language materials assess digital language archives based on (1) areas of special concern to linguists and language communities (Target and Access) and (2) recommended best practices for the long-term preservation of digital information (Preservation and Sustainability)” (2010: iv). In 2009, two volunteers with no webpage creation experience created an online resource for the Coeur d’Alene community and scholars which included a searchable root dictionary, stem list, and affix list along with over 1,200 pages of previously unpublished fieldnotes and typed manuscripts. Additionally, other resources such as links to original publications in various digital archives and information regarding the resources creation and history were included in the website. I n 2011, linguists, community members, and an engineer decided to use the TAPS Checklist to update the 2009 website. The goal was to create online language resources at the grassroots level in line with the best practices outlined in Chang 2010. Although the TAPS Checklist was designed for assessment by depositors, we decided to use it to inform the updating of the 2009 website. To this end, we treated the directory containing the resources accessed via the internet browser interface as an “archive”. The goal has been to develop and maintain this directory as nearly as possible with the checklist outlined in Chang 2010. This presentation highlights advantages of using the TAPS Checklist as a guide for the development of community-based digital language projects. We argue that using the best practices outlined in Chang 2010 can ensure longevity and accessibility of important digital language resources. Further, following such practices can ensure materials that would not necessarily be appropriate for archives (e.g. interactive digital dictionaries) can be created and maintained in a similar fashion and thus be available for use in the future. We compare the 2009 website with the current updated site, which we call the Coeur d’Alene Online Language Resource Center (COLRC). We present some necessary changes made to bring it in line with the TAPS Checklist, changes such as the development of the following: metadata grounded in the Dublin Core and extended elements; Mission Statement including the succession plan; disaster plan; backup and storage plan; history of resources and their origin; maintenance plan; among other elements. We believe the COLRC can be an example of how existing online language resources can be updated to conform to best practices. References Chang, Debbie. 2010. TAPS: Checklist for Responsible Archiving of Digital Language Resources. MA thesis Graduate Institute of Applied Linguistics.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26170. Bischoff, Shannon Doak, Ivy Fountain, Amy Ivens, John Vincent, Audra Bischoff, Shannon Doak, Ivy Fountain, Amy Ivens, John Vincent, Audra 2013-03-01 In 2010 Chang presented the T APS Checklist, “intended to help depositors of language materials assess digital language archives based on (1) areas of special concern to linguists and language communities (Target and Access) and (2) recommended best practices for the long-term preservation of digital information (Preservation and Sustainability)” (2010: iv). In 2009, two volunteers with no webpage creation experience created an online resource for the Coeur d’Alene community and scholars which included a searchable root dictionary, stem list, and affix list along with over 1,200 pages of previously unpublished fieldnotes and typed manuscripts. Additionally, other resources such as links to original publications in various digital archives and information regarding the resources creation and history were included in the website. I n 2011, linguists, community members, and an engineer decided to use the TAPS Checklist to update the 2009 website. The goal was to create online language resources at the grassroots level in line with the best practices outlined in Chang 2010. Although the TAPS Checklist was designed for assessment by depositors, we decided to use it to inform the updating of the 2009 website. To this end, we treated the directory containing the resources accessed via the internet browser interface as an “archive”. The goal has been to develop and maintain this directory as nearly as possible with the checklist outlined in Chang 2010. This presentation highlights advantages of using the TAPS Checklist as a guide for the development of community-based digital language projects. We argue that using the best practices outlined in Chang 2010 can ensure longevity and accessibility of important digital language resources. Further, following such practices can ensure materials that would not necessarily be appropriate for archives (e.g. interactive digital dictionaries) can be created and maintained in a similar fashion and thus be available for use in the future. We compare the 2009 website with the current updated site, which we call the Coeur d’Alene Online Language Resource Center (COLRC). We present some necessary changes made to bring it in line with the TAPS Checklist, changes such as the development of the following: metadata grounded in the Dublin Core and extended elements; Mission Statement including the succession plan; disaster plan; backup and storage plan; history of resources and their origin; maintenance plan; among other elements. We believe the COLRC can be an example of how existing online language resources can be updated to conform to best practices. References Chang, Debbie. 2010. TAPS: Checklist for Responsible Archiving of Digital Language Resources. MA thesis Graduate Institute of Applied Linguistics. http://hdl.handle.net/10125/26170 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The TAPS Checklist as a tool for grassroots development of digital language resources oai:scholarspace.manoa.hawaii.edu:10125/26090 2024-08-17 col_10125_26591 26090.pdf 26090.mp3 Robinson, Laura, Robinson, Laura; 2013-03-02; Collaboration is becoming the widely-accepted best practice in linguistic fieldwork (Grenoble 2010), but most work theorizing collaborative endangered language presents case studies (e.g., Dobrin 2008, Guérin and Lecrampe 2010, Yamada 2007), and the majority of these researchers are working in Australia and the Americas (e.g., Czaykowska-Higgins 2009, Grinevald 2003, Rice 2006, 2010). This paper will present the results of a survey of over 200 field linguists who conduct linguistic fieldwork all over the world to show that collaborative research practices are not evenly distributed. The most common types of collaboration reported by survey takers were: (1) changing a plan of research to meet community needs (55% of survey respondents), (2) participating in language revitalization or maintenance activities (53%), and (3) training community members in some way (52%). In contrast, only 17% of survey respondents had co-authored a paper with a community member who did not have a graduate degree and only 8% had helped a community member obtain a degree in linguistics or another language related discipline. The survey results show that collaborative language research is more frequent if (1) the research is conducted in Canada, the United States, or Australia, (2) the language has clearly identifiable community leaders, and (3) the language research was initiated by speakers (i.e., the linguist became involved only after community members reached out). Furthermore, linguists are more likely to engage in collaborative research if they already have a PhD and have been working on a language for a long time. Interestingly, collaborative research was less likely if the linguist-researcher was also a community member. Finally, this paper will suggest some explanations for the observed correlations. It will be suggested that collaborative research is easier if the outsider-linguist shares some cultural background with the community. Moreover, if an outsider-linguist builds relationships in the community over many years, then collaborative research is easier. In contrast, insider-linguists coming from the community are constrained by social and political obligations within the community that prevent them from seeking collaborative research relationships.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26090. Robinson, Laura Robinson, Laura 2013-03-02 Collaboration is becoming the widely-accepted best practice in linguistic fieldwork (Grenoble 2010), but most work theorizing collaborative endangered language presents case studies (e.g., Dobrin 2008, Guérin and Lecrampe 2010, Yamada 2007), and the majority of these researchers are working in Australia and the Americas (e.g., Czaykowska-Higgins 2009, Grinevald 2003, Rice 2006, 2010). This paper will present the results of a survey of over 200 field linguists who conduct linguistic fieldwork all over the world to show that collaborative research practices are not evenly distributed. The most common types of collaboration reported by survey takers were: (1) changing a plan of research to meet community needs (55% of survey respondents), (2) participating in language revitalization or maintenance activities (53%), and (3) training community members in some way (52%). In contrast, only 17% of survey respondents had co-authored a paper with a community member who did not have a graduate degree and only 8% had helped a community member obtain a degree in linguistics or another language related discipline. The survey results show that collaborative language research is more frequent if (1) the research is conducted in Canada, the United States, or Australia, (2) the language has clearly identifiable community leaders, and (3) the language research was initiated by speakers (i.e., the linguist became involved only after community members reached out). Furthermore, linguists are more likely to engage in collaborative research if they already have a PhD and have been working on a language for a long time. Interestingly, collaborative research was less likely if the linguist-researcher was also a community member. Finally, this paper will suggest some explanations for the observed correlations. It will be suggested that collaborative research is easier if the outsider-linguist shares some cultural background with the community. Moreover, if an outsider-linguist builds relationships in the community over many years, then collaborative research is easier. In contrast, insider-linguists coming from the community are constrained by social and political obligations within the community that prevent them from seeking collaborative research relationships. http://hdl.handle.net/10125/26090 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Seeking new paradigms for collaboration: Results from a study of field linguists oai:scholarspace.manoa.hawaii.edu:10125/26096 2017-05-11 col_10125_26591 26096.mp3 Pratchett, Lee J., Pratchett, Lee J.; 2013-03-02; ǂKx’ao-ǁ’ae is best described as a dialect of the Ju language-continuum of the Kx’a language family (previously Ju-ǂHoan or Northern Khoisan), spoken by former hunter-gatherers from north-eastern Namibia into western Botswana. The language diaspora is subject to many varying social and environmental factors: inter-ethnic marriage, forced relocation and inhabiting a densely populated township in Namibia; nigh-isolation and different historical contact scenarios in Botswana. Densely populated settlements over-exploit resources, cattle encroach upon ancestral land, and a history of stigmatisation and political injustice contributes to the erosion of the foraging lifestyle and subsequent attrition of knowledge and language, which are still capable of addressing to contemporary needs. This paper shapes methodology that puts sharing cultural knowledge at the heart of language documentation and conservation. The outlined model is inspired by the passion one group of ǂKx’ao-ǁ’ae women had for building traditional grass huts, and how this transcended into a means of providing other communities access to practical knowledge whilst serving as a culturally sensitive tool for assessing language diversity and language vitality, and an innovative way of gathering data. By focusing on building linguistic tools inspired by multiple domains of cultural heritage, researchers can achieve richer corpora of language. A thorough observation of an event can offer insights into taxonomy and morphosyntactic features. A sufficient video-documentation will provide further opportunities for speaker narration of the event, and of its cultural significance. As a result, a community experience develops into community documentation, reflecting more knowledge, voices and registers. By documenting cultural practices, a researcher generates both a greater diversity of instruments for gathering language data, and builds tools which facilitate the sharing of culture, enabling conservation, and potentially stimulating language revitalisation. It may be the neighbouring community who needs the fruits of documentation most. In the context of the ǂKx’ao-ǁ’ae, this includes communities where language vitality is high, but circumstances prevent the transmission of traditional knowledge; or communities who vehemently desire to know more about their past, but where language loss is particularly prevalent. Using the example of M!a du tju, We build a house (Author 2012), a culturally sensitive stimulus for fieldwork, this paper develops ways field researchers can document a wealth of endangered indigenous knowledge and language and redistribute it, simultaneously contributing to the transmission of knowledge at grassroots level, whilst obtaining comparable natural language data from multiple communities.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26096. Pratchett, Lee J. Pratchett, Lee J. 2013-03-02 ǂKx’ao-ǁ’ae is best described as a dialect of the Ju language-continuum of the Kx’a language family (previously Ju-ǂHoan or Northern Khoisan), spoken by former hunter-gatherers from north-eastern Namibia into western Botswana. The language diaspora is subject to many varying social and environmental factors: inter-ethnic marriage, forced relocation and inhabiting a densely populated township in Namibia; nigh-isolation and different historical contact scenarios in Botswana. Densely populated settlements over-exploit resources, cattle encroach upon ancestral land, and a history of stigmatisation and political injustice contributes to the erosion of the foraging lifestyle and subsequent attrition of knowledge and language, which are still capable of addressing to contemporary needs. This paper shapes methodology that puts sharing cultural knowledge at the heart of language documentation and conservation. The outlined model is inspired by the passion one group of ǂKx’ao-ǁ’ae women had for building traditional grass huts, and how this transcended into a means of providing other communities access to practical knowledge whilst serving as a culturally sensitive tool for assessing language diversity and language vitality, and an innovative way of gathering data. By focusing on building linguistic tools inspired by multiple domains of cultural heritage, researchers can achieve richer corpora of language. A thorough observation of an event can offer insights into taxonomy and morphosyntactic features. A sufficient video-documentation will provide further opportunities for speaker narration of the event, and of its cultural significance. As a result, a community experience develops into community documentation, reflecting more knowledge, voices and registers. By documenting cultural practices, a researcher generates both a greater diversity of instruments for gathering language data, and builds tools which facilitate the sharing of culture, enabling conservation, and potentially stimulating language revitalisation. It may be the neighbouring community who needs the fruits of documentation most. In the context of the ǂKx’ao-ǁ’ae, this includes communities where language vitality is high, but circumstances prevent the transmission of traditional knowledge; or communities who vehemently desire to know more about their past, but where language loss is particularly prevalent. Using the example of M!a du tju, We build a house (Author 2012), a culturally sensitive stimulus for fieldwork, this paper develops ways field researchers can document a wealth of endangered indigenous knowledge and language and redistribute it, simultaneously contributing to the transmission of knowledge at grassroots level, whilst obtaining comparable natural language data from multiple communities. http://hdl.handle.net/10125/26096 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The house the ǂKx’ao-ǁ’ae built: An approach to documenting language & sharing knowledge oai:scholarspace.manoa.hawaii.edu:10125/26129 2017-05-11 col_10125_26591 26129.mp3 Shulist, Sarah, Shulist, Sarah; 2013-03-03; Indigenous language revitalization programs remain predominantly based in rural and relatively remote traditional territories, even as Indigenous people are coming increasingly to occupy urban and semi-urban spaces. In this paper, I argue that urban and diasporic contexts for Indigenous language work necessitate a re-theorization – or at least, a re-focusing – of the concept of “revitalization”. The weakening and increased ambiguity of the construction of “community” in these spaces means that linguists may need to incorporate creative collaborations with scholars, advocates, and activists who are studying and addressing the social problems facing urban Indigenous populations. This paper will draw on ethnographic fieldwork conducted in São Gabriel da Cachoeira, a predominantly Indigenous and extremely multilingual city in the Northwest Brazilian Amazon, in which linguists and anthropologists have had long-term involvement with language documentation and cultural revitalization programs. Their projects have made a significant positive contribution to Indigenous education programs and to the strengthening of Indigenous identity, especially in the surrounding rural Indigenous communities. At the same time, other academic researchers, religious organizations, and community activists have been engaging with the challenges of finding culturally appropriate solutions to predominantly urban health and social problems – including disproportionately high rates of alcoholism and drug abuse, domestic violence, and youth suicide. In this paper, I will argue that a deep ideological division can be observed within the city between those who are focusing on each of these issues, and that, as a result of these separate paths, many have come to feel skeptical of existing language revitalization projects as ignoring or even perpetuating these negative patterns. This context illustrates the ideological challenge – but also the pragmatic necessity – of linguists and anthropologists theorizing “revitalization” in a holistic manner, incorporating not only language, traditional knowledge, and cultural practices, but also the community itself and the individuals within it. In contrast to the disciplinary compartmentalization that has characterized work thus far, such a holistic model may prove more ideologically appropriate for the Indigenous people of the region. As the highly diverse, multilingual city continues to experience a rapid rate of shift toward a few regional lingua francas and Portuguese, expanding the conversation to include health care practitioners and researchers, social workers, and spiritual leaders, as well as deepening the role of educational professionals in this work, is necessary to addressing both the social and cultural wounds that are visible within the city.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26129. Shulist, Sarah Shulist, Sarah 2013-03-03 Indigenous language revitalization programs remain predominantly based in rural and relatively remote traditional territories, even as Indigenous people are coming increasingly to occupy urban and semi-urban spaces. In this paper, I argue that urban and diasporic contexts for Indigenous language work necessitate a re-theorization – or at least, a re-focusing – of the concept of “revitalization”. The weakening and increased ambiguity of the construction of “community” in these spaces means that linguists may need to incorporate creative collaborations with scholars, advocates, and activists who are studying and addressing the social problems facing urban Indigenous populations. This paper will draw on ethnographic fieldwork conducted in São Gabriel da Cachoeira, a predominantly Indigenous and extremely multilingual city in the Northwest Brazilian Amazon, in which linguists and anthropologists have had long-term involvement with language documentation and cultural revitalization programs. Their projects have made a significant positive contribution to Indigenous education programs and to the strengthening of Indigenous identity, especially in the surrounding rural Indigenous communities. At the same time, other academic researchers, religious organizations, and community activists have been engaging with the challenges of finding culturally appropriate solutions to predominantly urban health and social problems – including disproportionately high rates of alcoholism and drug abuse, domestic violence, and youth suicide. In this paper, I will argue that a deep ideological division can be observed within the city between those who are focusing on each of these issues, and that, as a result of these separate paths, many have come to feel skeptical of existing language revitalization projects as ignoring or even perpetuating these negative patterns. This context illustrates the ideological challenge – but also the pragmatic necessity – of linguists and anthropologists theorizing “revitalization” in a holistic manner, incorporating not only language, traditional knowledge, and cultural practices, but also the community itself and the individuals within it. In contrast to the disciplinary compartmentalization that has characterized work thus far, such a holistic model may prove more ideologically appropriate for the Indigenous people of the region. As the highly diverse, multilingual city continues to experience a rapid rate of shift toward a few regional lingua francas and Portuguese, expanding the conversation to include health care practitioners and researchers, social workers, and spiritual leaders, as well as deepening the role of educational professionals in this work, is necessary to addressing both the social and cultural wounds that are visible within the city. http://hdl.handle.net/10125/26129 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Revitalizing what? – Towards a holistic model of Indigenous language and cultural revitalization in an urban context oai:scholarspace.manoa.hawaii.edu:10125/26069 2017-05-11 col_10125_26591 26069.mp3 Perez Baez, Gabriela, Perez Baez, Gabriela; 2013-03-01; San Lucas Quiaviní is a community of Zapotec (otomanguean) speakers with 1,745 inhabitants (2010 census), and located in the Tlacolula Valley of Oaxaca, Mexico. Since 1995, the percentage of SLQZ speakers in San Lucas ages five and older has remained steady at around 98% with 15% monolingualism (1995, 2000, 2005, 2010 census). Children generally arrive in nursery school and sometimes even in the first grade of elementary school as monolingual SLQZ speakers. At first glance, and based on variables such as children’s acquisition of an L1, SLQZ could be considered vital. It is only through careful examination of the patterns of migration that an adequate assessment of language vitality can be made. The speaker base of San Lucas Quiaviní Zapotec (SLQZ) is divided between the home community in Oaxaca, Mexico, and a sister community in Los Angeles, California. In Los Angeles there is virtually no language transmission yielding active child speakers. Further, migration has resulted in a reduction in San Lucas of about half the speaker base, including a 45% reduction in the number of children under age 10 growing up in San Lucas speaking SLQZ. This assessment was only possible after a years-long complex ethnographic research in San Lucas Quiaviní and in the migrant community in Los Angeles, coupled with diachronic census data. This presentation goes into detail about the various stages of participant observation conducted between 2002 and 2012 with research visits to San Lucas almost yearly, and to Los Angeles in 2007, 2008 and 2011. It describes the methods applied in the research, with attention to survey design and observer paradox concerns. Further, it describes the analysis of national census data, which provided quantification of the dramatic speaker base reduction. The focus is on age groups engaged in migration and the resulting formation of couples and families in diaspora that are not engaged in language transmission. Due discussion of the limitations of census data is included. One of the main variables considered in language vitality assessment is speaker base reduction as a result of a decrease in intergenerational transfer of the language. This presentation describes a scenario in which the speaker base reduction is rather the result of an exodus. Without proper qualitative and quantitative research, the impact of such exodus as described above becomes intangible and easily missed in the assessment of linguistic vitality.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26069. Perez Baez, Gabriela Perez Baez, Gabriela 2013-03-01 San Lucas Quiaviní is a community of Zapotec (otomanguean) speakers with 1,745 inhabitants (2010 census), and located in the Tlacolula Valley of Oaxaca, Mexico. Since 1995, the percentage of SLQZ speakers in San Lucas ages five and older has remained steady at around 98% with 15% monolingualism (1995, 2000, 2005, 2010 census). Children generally arrive in nursery school and sometimes even in the first grade of elementary school as monolingual SLQZ speakers. At first glance, and based on variables such as children’s acquisition of an L1, SLQZ could be considered vital. It is only through careful examination of the patterns of migration that an adequate assessment of language vitality can be made. The speaker base of San Lucas Quiaviní Zapotec (SLQZ) is divided between the home community in Oaxaca, Mexico, and a sister community in Los Angeles, California. In Los Angeles there is virtually no language transmission yielding active child speakers. Further, migration has resulted in a reduction in San Lucas of about half the speaker base, including a 45% reduction in the number of children under age 10 growing up in San Lucas speaking SLQZ. This assessment was only possible after a years-long complex ethnographic research in San Lucas Quiaviní and in the migrant community in Los Angeles, coupled with diachronic census data. This presentation goes into detail about the various stages of participant observation conducted between 2002 and 2012 with research visits to San Lucas almost yearly, and to Los Angeles in 2007, 2008 and 2011. It describes the methods applied in the research, with attention to survey design and observer paradox concerns. Further, it describes the analysis of national census data, which provided quantification of the dramatic speaker base reduction. The focus is on age groups engaged in migration and the resulting formation of couples and families in diaspora that are not engaged in language transmission. Due discussion of the limitations of census data is included. One of the main variables considered in language vitality assessment is speaker base reduction as a result of a decrease in intergenerational transfer of the language. This presentation describes a scenario in which the speaker base reduction is rather the result of an exodus. Without proper qualitative and quantitative research, the impact of such exodus as described above becomes intangible and easily missed in the assessment of linguistic vitality. http://hdl.handle.net/10125/26069 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Assessing language vitality in the context of large-scale migration oai:scholarspace.manoa.hawaii.edu:10125/26164 2017-05-11 col_10125_26591 26164.mp3 Proudfit, Joely, Proudfit, Joely; 2013-03-01; This paper should be of service and inspiration to others that even with no fluent speakers left and limited resources if there is the will there is a way. Acting as lead organizer the California Indian Culture and Sovereignty Center (CICSC) whose mission is to foster collaborative research and community service relationships between the faculty, staff, and students of CSU San Marcos and members of local Tribal communities, for the purpose of developing and conducting research projects which support the maintenance of sovereignty and culture within those communities. With 18 reservations in the San Diego County, we have the unique opportunity of working with tribal communities on a daily basis in the preservation and promotion on tribal culture and sovereignty and language preservation is a fundamental component in our efforts. A group of dedicated people worked together without a linguist to use technology to preserve and teach the language. This partnership resulted in the development Phase One of the Luiseño Language Preservation Project and contains a Luiseño language curriculum designed to teach new learners the language up to the level of a three year old speaker. Language curriculum was designed using Language Pal Software for use with Nintendo DS lite, DSi, and DSi XL units. We took an Intergenerational teaching and learning approach with the project. There are 27 categories, More than 500 entries including vowel sounds, consonant sounds, prayers, adjectives, verbs, songs, quizzes, commands, and even children’s stories illustrated by Luiseño children. This effort also allowed for intergenerational learning and participation. Voices recorded range from the very young to adult male and female speakers. “The resurgence of fluent Luiseño speakers in the Pauma community is the goal of this project” stated Pauma Language Preservation Project Coordinator Yolanda Espinoza. “Currently, all fluent Luiseño speaking Pauma tribal elders have passed on, leaving tribal members without the vital resource so important to language preservation and immersion. Language is the cornerstone of Native heritage. The loss of it means the loss of customs and traditions so important to keeping cultural identity alive. We want tribal members to be excited about learning Luiseño. Using technology popular across age groups like the Nintendo DSi is the key element to true revitalization of Luiseño among the Pauma people”.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26164. Proudfit, Joely Proudfit, Joely 2013-03-01 This paper should be of service and inspiration to others that even with no fluent speakers left and limited resources if there is the will there is a way. Acting as lead organizer the California Indian Culture and Sovereignty Center (CICSC) whose mission is to foster collaborative research and community service relationships between the faculty, staff, and students of CSU San Marcos and members of local Tribal communities, for the purpose of developing and conducting research projects which support the maintenance of sovereignty and culture within those communities. With 18 reservations in the San Diego County, we have the unique opportunity of working with tribal communities on a daily basis in the preservation and promotion on tribal culture and sovereignty and language preservation is a fundamental component in our efforts. A group of dedicated people worked together without a linguist to use technology to preserve and teach the language. This partnership resulted in the development Phase One of the Luiseño Language Preservation Project and contains a Luiseño language curriculum designed to teach new learners the language up to the level of a three year old speaker. Language curriculum was designed using Language Pal Software for use with Nintendo DS lite, DSi, and DSi XL units. We took an Intergenerational teaching and learning approach with the project. There are 27 categories, More than 500 entries including vowel sounds, consonant sounds, prayers, adjectives, verbs, songs, quizzes, commands, and even children’s stories illustrated by Luiseño children. This effort also allowed for intergenerational learning and participation. Voices recorded range from the very young to adult male and female speakers. “The resurgence of fluent Luiseño speakers in the Pauma community is the goal of this project” stated Pauma Language Preservation Project Coordinator Yolanda Espinoza. “Currently, all fluent Luiseño speaking Pauma tribal elders have passed on, leaving tribal members without the vital resource so important to language preservation and immersion. Language is the cornerstone of Native heritage. The loss of it means the loss of customs and traditions so important to keeping cultural identity alive. We want tribal members to be excited about learning Luiseño. Using technology popular across age groups like the Nintendo DSi is the key element to true revitalization of Luiseño among the Pauma people”. http://hdl.handle.net/10125/26164 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported No linguist, no problem: How one tribe uses technology to preserve and promote Luiseño language among all Luiseño people oai:scholarspace.manoa.hawaii.edu:10125/26078 2024-08-20 col_10125_26591 26078.pdf 26078.mp3 Kaplan, Lawrence, Holton, Gary, Kaplan, Lawrence, Holton, Gary; 2013-03-01; Across the world language centers have emerged as local responses to continuing language loss. The Alaska Native Language Center (ANLC) was founded in 1972 by state legislation which also mandated bilingual education in state-operated schools where children spoke a Native language. The Center was initially given a five-fold mission: “(1) study languages native to Alaska; (2) develop literacy materials; (3) assist in the translation of important documents; (4) provide for the development and dissemination of Alaska Native literature; and (5) train Alaska Native language speakers to work as teachers and aides in bilingual classrooms to teach and support Alaska’s twenty indigenous languages” (Krauss 1974). Early efforts focused on basic language documentation and the development of classroom materials. Dictionaries, primers, readers, and other pedagogical materials were produced. A publications program was set up to disseminate these materials. Literacy and orthography development were seen as crucial parts of these efforts. Four decades later the linguistic landscape of Alaska is greatly altered as language shift has progressed. Whereas in the early 1970’s many children started school as bilingual or even monolingual speakers of Alaska Native languages, today only a very few children learn A Native language at home. Most Alaska Native languages have few or no speakers under 60 years old, and the roles originally envisioned for ANLC have necessarily changed. This new landscape requires new responses from those involved with language maintenance in Alaska. In this presentation we review the history of ANLC and describe some of the new initiatives being undertaken to support language revitalization. A centralized, one-size-fits-all approach can not work, Since different language situations require different responses. In Southwest Alaska ANLC has been working with local school districts to educate teachers of Yup’ik language. In Southcentral Alaska ANLC has partnered with a local cultural center to repatriate hundreds of hours of archival recordings. These various initiatives share a community-based genesis. What counts as language revitalization may vary greatly from one community to another. Language centers such as ANLC must respond to a variety of needs, sometimes stretching the bounds of their expertise and resources. With these challenges come new opportunities. Language revitalization in the 21st century may not look like anything envisioned in 1972, but ultimately its success depends on the re-center of revitalization efforts within the communities themselves.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26078. Kaplan, Lawrence Holton, Gary Kaplan, Lawrence Holton, Gary 2013-03-01 Across the world language centers have emerged as local responses to continuing language loss. The Alaska Native Language Center (ANLC) was founded in 1972 by state legislation which also mandated bilingual education in state-operated schools where children spoke a Native language. The Center was initially given a five-fold mission: “(1) study languages native to Alaska; (2) develop literacy materials; (3) assist in the translation of important documents; (4) provide for the development and dissemination of Alaska Native literature; and (5) train Alaska Native language speakers to work as teachers and aides in bilingual classrooms to teach and support Alaska’s twenty indigenous languages” (Krauss 1974). Early efforts focused on basic language documentation and the development of classroom materials. Dictionaries, primers, readers, and other pedagogical materials were produced. A publications program was set up to disseminate these materials. Literacy and orthography development were seen as crucial parts of these efforts. Four decades later the linguistic landscape of Alaska is greatly altered as language shift has progressed. Whereas in the early 1970’s many children started school as bilingual or even monolingual speakers of Alaska Native languages, today only a very few children learn A Native language at home. Most Alaska Native languages have few or no speakers under 60 years old, and the roles originally envisioned for ANLC have necessarily changed. This new landscape requires new responses from those involved with language maintenance in Alaska. In this presentation we review the history of ANLC and describe some of the new initiatives being undertaken to support language revitalization. A centralized, one-size-fits-all approach can not work, Since different language situations require different responses. In Southwest Alaska ANLC has been working with local school districts to educate teachers of Yup’ik language. In Southcentral Alaska ANLC has partnered with a local cultural center to repatriate hundreds of hours of archival recordings. These various initiatives share a community-based genesis. What counts as language revitalization may vary greatly from one community to another. Language centers such as ANLC must respond to a variety of needs, sometimes stretching the bounds of their expertise and resources. With these challenges come new opportunities. Language revitalization in the 21st century may not look like anything envisioned in 1972, but ultimately its success depends on the re-center of revitalization efforts within the communities themselves. http://hdl.handle.net/10125/26078 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Re-centering the Alaska Native Language Center: Challenges and opportunities for language centers in a new linguistic era oai:scholarspace.manoa.hawaii.edu:10125/26149 2017-05-11 col_10125_26591 26149.mp3 Swanton, Michael, Costaouec, Denis, Rangel Landa, Selene, Swanton, Michael, Costaouec, Denis, Rangel Landa, Selene; 2013-02-28; The Ixcatec language (ISO-639 code: IXC; Popolocan, Otomanguean) is highly endangered. Although there exist several semi-speakers with limited speech production abilities (mostly isolated words and frozen expressions), there are only nine identified fluent Ixcatec speakers, almost all of whom are senior citizens in their 70s or 80s. Ixcatec is spoken only in Santa María Ixcatlán (17° 51’ 14” N, 97° 11’ 30” W), a municipality composed of a single small village of some 400 inhabitants and extensive uninhabited territory in the state of Oaxaca, located in southeastern Mexico. The municipality lies at the heart of a mountainous region known for its astonishing botanical diversity. Despite its small size (approx. 10,000 km2), this region is the semi-arid and arid zone of greatest biological diversity in North America and furthermore possesses a surprisingly high degree of floristic endemism (Dávila et al., 2002, Smith, 1965). In recognition of this great diversity, the Mexican federal government declared the region an important protected zone in 1998 (the Reserva de la Biósfera Tehuacán-Cuicatlán). Since the elder Ixcatec speakers possess extensive knowledge of the flora and fauna of their municipality, the authors have organized an interdisciplinary Ixcatec language documentation project. One of the most distinctive characteristics of this project is the close collaboration between a team of linguists (4 persons) and a team of ethnobotanists (3 persons) and a zoologist over a period of a year and a half. This collaboration has resulted in a number of mutual benefits, but also lessons. In this talk the authors will discuss four methodological issues that have emerged from this collaboration: 1. how language documentation has enriched the ethnobiological data, 2. how ethnobiological data has enriched language documentation, 3. how to relate the different workflows of biological determination and linguistic analysis by designing a bridge between the two different sets of metadata, and 4. the importance of work with Spanish monolingual Ixcatecs in these processes. This last point not only challenges assumptions about correlates between language displacement and ethnobiological knowledge, but has been important as a way to involve young people of the community in the project.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26149. Swanton, Michael Costaouec, Denis Rangel Landa, Selene Swanton, Michael Costaouec, Denis Rangel Landa, Selene 2013-02-28 The Ixcatec language (ISO-639 code: IXC; Popolocan, Otomanguean) is highly endangered. Although there exist several semi-speakers with limited speech production abilities (mostly isolated words and frozen expressions), there are only nine identified fluent Ixcatec speakers, almost all of whom are senior citizens in their 70s or 80s. Ixcatec is spoken only in Santa María Ixcatlán (17° 51’ 14” N, 97° 11’ 30” W), a municipality composed of a single small village of some 400 inhabitants and extensive uninhabited territory in the state of Oaxaca, located in southeastern Mexico. The municipality lies at the heart of a mountainous region known for its astonishing botanical diversity. Despite its small size (approx. 10,000 km2), this region is the semi-arid and arid zone of greatest biological diversity in North America and furthermore possesses a surprisingly high degree of floristic endemism (Dávila et al., 2002, Smith, 1965). In recognition of this great diversity, the Mexican federal government declared the region an important protected zone in 1998 (the Reserva de la Biósfera Tehuacán-Cuicatlán). Since the elder Ixcatec speakers possess extensive knowledge of the flora and fauna of their municipality, the authors have organized an interdisciplinary Ixcatec language documentation project. One of the most distinctive characteristics of this project is the close collaboration between a team of linguists (4 persons) and a team of ethnobotanists (3 persons) and a zoologist over a period of a year and a half. This collaboration has resulted in a number of mutual benefits, but also lessons. In this talk the authors will discuss four methodological issues that have emerged from this collaboration: 1. how language documentation has enriched the ethnobiological data, 2. how ethnobiological data has enriched language documentation, 3. how to relate the different workflows of biological determination and linguistic analysis by designing a bridge between the two different sets of metadata, and 4. the importance of work with Spanish monolingual Ixcatecs in these processes. This last point not only challenges assumptions about correlates between language displacement and ethnobiological knowledge, but has been important as a way to involve young people of the community in the project. http://hdl.handle.net/10125/26149 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Benefits and lessons from the collaboration between linguists and biologists in a language documentation project (Ixcatec, Mexico) oai:scholarspace.manoa.hawaii.edu:10125/26183 2017-05-11 col_10125_26591 26183.mp3 Golub, Alex, Golub, Alex; 2013-02-28; Kinship -- the relations of nurturance and belonging forged in the course of reproducing human communities -- is central linguistic and cultural conservation. A cultural/linguistic phenomenon to be sustained in its own right, it is also an important context to be aware of when doing linguistic work. This masterclass will cover basic information necessary to study and study within kinship systems. First, we will cover 'classic' kinship theory, including classic taxonomies of kinship terminology (especially 'Hawaiian', 'Eskimo' and 'Iroquois' and 'Omaha' systems -- the most common systems), how to create well-formed kinship diagrams (the 'circles' and 'triangles' approach) as well as shorthand notation for kinship systems. We will also discuss the standard method for eliciting kinship systems, how best to record genealogical information in the field, and some tips on the practicalities of kinship research. Finally, we will discuss special topics you might encounter in the field -- specialized terms for siblings, dealing with taboos on the names of the dead, teknonymy, ethnonyms, specialized terms for residence, avoidance terms, and so forth. In the second half of the class we will cover current theory in kinship. Advances in anthropological theory have replaced traditional theories of kinship with a more generalized theory of relationality -- how human beings create social relationships more broadly. A brief introduction to this work will help familiarize you with forms of relatedness that might not look like 'kinship' in the standard Western sense but which are still an integral part of social relations (joking avoidance partnerships, milk brotherhood, etc.).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26183. Golub, Alex Golub, Alex 2013-02-28 Kinship -- the relations of nurturance and belonging forged in the course of reproducing human communities -- is central linguistic and cultural conservation. A cultural/linguistic phenomenon to be sustained in its own right, it is also an important context to be aware of when doing linguistic work. This masterclass will cover basic information necessary to study and study within kinship systems. First, we will cover 'classic' kinship theory, including classic taxonomies of kinship terminology (especially 'Hawaiian', 'Eskimo' and 'Iroquois' and 'Omaha' systems -- the most common systems), how to create well-formed kinship diagrams (the 'circles' and 'triangles' approach) as well as shorthand notation for kinship systems. We will also discuss the standard method for eliciting kinship systems, how best to record genealogical information in the field, and some tips on the practicalities of kinship research. Finally, we will discuss special topics you might encounter in the field -- specialized terms for siblings, dealing with taboos on the names of the dead, teknonymy, ethnonyms, specialized terms for residence, avoidance terms, and so forth. In the second half of the class we will cover current theory in kinship. Advances in anthropological theory have replaced traditional theories of kinship with a more generalized theory of relationality -- how human beings create social relationships more broadly. A brief introduction to this work will help familiarize you with forms of relatedness that might not look like 'kinship' in the standard Western sense but which are still an integral part of social relations (joking avoidance partnerships, milk brotherhood, etc.). http://hdl.handle.net/10125/26183 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting kinship systems oai:scholarspace.manoa.hawaii.edu:10125/26153 2017-05-11 col_10125_26591 26153.mp4 26153.mp3 Hatton, John, Hatton, John; 2013-02-28; Language Documenters quickly amass a large number of original recordings and artifacts based on them. We need to manage recordings, document informed consent, transcribe, translate, enter metadata, convert file formats, and, finally, submit to a digital archive. Along the way, we need to keep all these files well-organized and labeled. And we must keep track of the goals of the project in order to emerge with the desired coverage in areas such as genre, spontaneity, and the social roles of the speaker. We have powerful software for parts of this workflow, including Arbil, Elan, and EXMARaLDA. However, many of these tools appear best-suited for rather computer-savvy linguists, or those who can attend training courses. Recent linguistic software including WeSay (Albright and Author 2007) and FOLKER (Schmidt and Schütte 2010) have demonstrated that we can involve a wider spectrum of participants by using software with a task-focused interface that prioritizes clarity and efficiency over flexibility. In compensation, such software needs to emit data files that can be opened in more complex/powerful applications for further work. This paper presents SayMore (http://saymore.palaso.org), a new software tool that streamlines the collection and annotations of recordings. Currently, SayMore eases the collecting of media files from a recording device, the addition of metadata, transcription, and, perhaps uniquely, oral annotation (respeaking and translation). All time-aligned data is stored in ELAN XML format, so that projects needing to go beyond SayMore’s built-in annotation capability can do so easily. For interlinearization, SayMore can export to FLEx, Toolbox, and other formats. For sharing with the community, SayMore produces subtitled videos. For archiving, it has built-in capability to convert file formats to those appropriate for long-term accessibility. Finally, the paper describes how SayMore helps researchers monitor progress towards project goals along several axes, including genre, spontaneity, and which workflow steps have been completed.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26153. Hatton, John Hatton, John 2013-02-28 Language Documenters quickly amass a large number of original recordings and artifacts based on them. We need to manage recordings, document informed consent, transcribe, translate, enter metadata, convert file formats, and, finally, submit to a digital archive. Along the way, we need to keep all these files well-organized and labeled. And we must keep track of the goals of the project in order to emerge with the desired coverage in areas such as genre, spontaneity, and the social roles of the speaker. We have powerful software for parts of this workflow, including Arbil, Elan, and EXMARaLDA. However, many of these tools appear best-suited for rather computer-savvy linguists, or those who can attend training courses. Recent linguistic software including WeSay (Albright and Author 2007) and FOLKER (Schmidt and Schütte 2010) have demonstrated that we can involve a wider spectrum of participants by using software with a task-focused interface that prioritizes clarity and efficiency over flexibility. In compensation, such software needs to emit data files that can be opened in more complex/powerful applications for further work. This paper presents SayMore (http://saymore.palaso.org), a new software tool that streamlines the collection and annotations of recordings. Currently, SayMore eases the collecting of media files from a recording device, the addition of metadata, transcription, and, perhaps uniquely, oral annotation (respeaking and translation). All time-aligned data is stored in ELAN XML format, so that projects needing to go beyond SayMore’s built-in annotation capability can do so easily. For interlinearization, SayMore can export to FLEx, Toolbox, and other formats. For sharing with the community, SayMore produces subtitled videos. For archiving, it has built-in capability to convert file formats to those appropriate for long-term accessibility. Finally, the paper describes how SayMore helps researchers monitor progress towards project goals along several axes, including genre, spontaneity, and which workflow steps have been completed. http://hdl.handle.net/10125/26153 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported SayMore: Language documentation productivity oai:scholarspace.manoa.hawaii.edu:10125/26073 2017-05-11 col_10125_26591 26073.mp3 Urbanczyk, Suzanne, Nicolson, Ryan, Nicolson, Deanna, Harry, Jenn, Harry, Marilyn, Urbanczyk, Suzanne, Nicolson, Ryan, Nicolson, Deanna, Harry, Jenn, Harry, Marilyn; 2013-03-01; Vancouver Island is home to seven of the most severely endangered languages on the planet. While it is clear that there is an urgent need to document and revitalize these languages, some community members have also expressed a desire to engage with some of the earliest recorded materials, to make them accessible to the community both physically and intellectually. This paper discusses how three communities, with different resources and goals, are approaching the issue of documentation and corpus development for language and music. In terms of musical documentation, Ida Halpern was instrumental in recording much Kwakwaka’wakw musical heritage, starting in 1939 (Coleman, Coombe, and MacArailt, 2009). The notes and analysis that accompany the published recordings are important but are written primarily for those well-versed in musical analysis. This project develops a corpus of these recordings along with a re-analysis of the musical patterns in terms that are meaningful and useful for the community. Extensive searches of the BC Archives have revealed only one recording of a traditional Klahoose song and very little early recorded language. The focus of the work with this community is in creating new documentation, both in terms of creating new songs and also documenting traditional food preparation on video. We are at the initial stages in this project in terms of writing songs and working with raw footage of traditional barbecued salmon. The third community project is with the Hul’q’umi’num’ Treaty Group, who have many examples of Hul’q’umi’num’ speeches that have not been transcribed or translated. We are at the initial stage of selecting an appropriate speech that will serve as a pilot project, to work out research agreements, details of how to transcribe and code the speeches and determine how best to disseminate the work in order to be of greatest benefit to both the Hul’q’umi’num’ and research communities, while also protecting their intangible property rights. In all these pilot projects, there is a collaboration and consultation with the university researcher and the community members at each juncture. This ensures that the goals of both are being met at each stage. By working on three pilot projects with three different types of documentation, we hope to learn about best practices for collaborative research and to develop corpora that are meaningful and useful to communities.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26073. Urbanczyk, Suzanne Nicolson, Ryan Nicolson, Deanna Harry, Jenn Harry, Marilyn Urbanczyk, Suzanne Nicolson, Ryan Nicolson, Deanna Harry, Jenn Harry, Marilyn 2013-03-01 Vancouver Island is home to seven of the most severely endangered languages on the planet. While it is clear that there is an urgent need to document and revitalize these languages, some community members have also expressed a desire to engage with some of the earliest recorded materials, to make them accessible to the community both physically and intellectually. This paper discusses how three communities, with different resources and goals, are approaching the issue of documentation and corpus development for language and music. In terms of musical documentation, Ida Halpern was instrumental in recording much Kwakwaka’wakw musical heritage, starting in 1939 (Coleman, Coombe, and MacArailt, 2009). The notes and analysis that accompany the published recordings are important but are written primarily for those well-versed in musical analysis. This project develops a corpus of these recordings along with a re-analysis of the musical patterns in terms that are meaningful and useful for the community. Extensive searches of the BC Archives have revealed only one recording of a traditional Klahoose song and very little early recorded language. The focus of the work with this community is in creating new documentation, both in terms of creating new songs and also documenting traditional food preparation on video. We are at the initial stages in this project in terms of writing songs and working with raw footage of traditional barbecued salmon. The third community project is with the Hul’q’umi’num’ Treaty Group, who have many examples of Hul’q’umi’num’ speeches that have not been transcribed or translated. We are at the initial stage of selecting an appropriate speech that will serve as a pilot project, to work out research agreements, details of how to transcribe and code the speeches and determine how best to disseminate the work in order to be of greatest benefit to both the Hul’q’umi’num’ and research communities, while also protecting their intangible property rights. In all these pilot projects, there is a collaboration and consultation with the university researcher and the community members at each juncture. This ensures that the goals of both are being met at each stage. By working on three pilot projects with three different types of documentation, we hope to learn about best practices for collaborative research and to develop corpora that are meaningful and useful to communities. http://hdl.handle.net/10125/26073 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Engaging in collaborative corpora development for language and music oai:scholarspace.manoa.hawaii.edu:10125/26076 2017-05-11 col_10125_26591 26076.mp3 Herrick, Dylan, Feeling, Durbin, Berardo, Marcellino, Hirata-Edds, Tracy, Peter, Lizette, Herrick, Dylan, Feeling, Durbin, Berardo, Marcellino, Hirata-Edds, Tracy, Peter, Lizette; 2013-03-01; Collaborators from Cherokee Nation, University of Oklahoma and University of Kansas worked together on a Cherokee tone and vowel length project. Our work represents a unique contribution to language documentation, especially with respect to prosodic features of tonal languages. Additionally, it demonstrates the benefits of cooperative and interdisciplinary sharing of expertise and exemplifies how the varied skills of many people, including speakers, learners, theoretical and applied linguists, documentation specialists, second language specialists, teacher trainers, and technology specialists can complement each other. Overall goals of our project include the accurate description of both tone and vowel length. These features will eventually be represented and accessible to the community through an online dictionary. Training sessions were designed around these goals and an educational component of the project involves applying this knowledge to Cherokee second language classrooms as a pedagogical resource for helping learners improve their Cherokee pronunciation. Tone can be challenging to document because it is relative to both the speaker (e.g. vocal tract, pitch rate, emotional state) and phonetic context (e.g. manner, place, word-size, phonological phrasing, focus). This is a difficult task even for native speakers and more so for learners. Linguists led user- friendly (often non-technical) workshops illustrating numerous techniques to make Cherokee tone and vowel length more salient. Teams, consisting of one first language speaker and one second language speaker (typically with no background in linguistics), worked through the tasks with both members contributing to the marking of linguistic features. Results of the ongoing project include word lists illustrating different Cherokee vowel length and tonal characteristics, recorded files that illustrate different tones and vowel lengths with different speakers, and a growing database containing over 1000 acoustic measurements for tone and vowel length. These materials provide us with an empirical base from which to begin evaluating current models concerning the typology of prosodic systems. The literature on Cherokee tone documents five or six surface tones (Johnson 2005; Lindsey 1985; Montgomery-Anderson 2008; Author 1975; Uchihara 2009; Wright 1996). Our findings suggest that Cherokee has a high level tone, a relatively level low tone, a low falling tone, a high falling tone, a rising tone, and a super-high tone. We will discuss these findings, present a preliminary acoustic analysis of Cherokee tone and vowel length, and share the lessons we learned from taking a holistic, collaborative approach to the description, documentation, and teaching of tone and vowel length in Cherokee. *The opinions expressed in this abstract are those of the authors and do not necessarily reflect the views of Cherokee Nation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26076. Herrick, Dylan Feeling, Durbin Berardo, Marcellino Hirata-Edds, Tracy Peter, Lizette Herrick, Dylan Feeling, Durbin Berardo, Marcellino Hirata-Edds, Tracy Peter, Lizette 2013-03-01 Collaborators from Cherokee Nation, University of Oklahoma and University of Kansas worked together on a Cherokee tone and vowel length project. Our work represents a unique contribution to language documentation, especially with respect to prosodic features of tonal languages. Additionally, it demonstrates the benefits of cooperative and interdisciplinary sharing of expertise and exemplifies how the varied skills of many people, including speakers, learners, theoretical and applied linguists, documentation specialists, second language specialists, teacher trainers, and technology specialists can complement each other. Overall goals of our project include the accurate description of both tone and vowel length. These features will eventually be represented and accessible to the community through an online dictionary. Training sessions were designed around these goals and an educational component of the project involves applying this knowledge to Cherokee second language classrooms as a pedagogical resource for helping learners improve their Cherokee pronunciation. Tone can be challenging to document because it is relative to both the speaker (e.g. vocal tract, pitch rate, emotional state) and phonetic context (e.g. manner, place, word-size, phonological phrasing, focus). This is a difficult task even for native speakers and more so for learners. Linguists led user- friendly (often non-technical) workshops illustrating numerous techniques to make Cherokee tone and vowel length more salient. Teams, consisting of one first language speaker and one second language speaker (typically with no background in linguistics), worked through the tasks with both members contributing to the marking of linguistic features. Results of the ongoing project include word lists illustrating different Cherokee vowel length and tonal characteristics, recorded files that illustrate different tones and vowel lengths with different speakers, and a growing database containing over 1000 acoustic measurements for tone and vowel length. These materials provide us with an empirical base from which to begin evaluating current models concerning the typology of prosodic systems. The literature on Cherokee tone documents five or six surface tones (Johnson 2005; Lindsey 1985; Montgomery-Anderson 2008; Author 1975; Uchihara 2009; Wright 1996). Our findings suggest that Cherokee has a high level tone, a relatively level low tone, a low falling tone, a high falling tone, a rising tone, and a super-high tone. We will discuss these findings, present a preliminary acoustic analysis of Cherokee tone and vowel length, and share the lessons we learned from taking a holistic, collaborative approach to the description, documentation, and teaching of tone and vowel length in Cherokee. *The opinions expressed in this abstract are those of the authors and do not necessarily reflect the views of Cherokee Nation. http://hdl.handle.net/10125/26076 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Collaborative documentation and revitalization of Cherokee tone and vowel length oai:scholarspace.manoa.hawaii.edu:10125/26138 2017-05-11 col_10125_26591 26138.mp3 McDonnell, Bradley, McDonnell, Bradley; 2013-02-28; Since its inception as a sub-discipline of linguistics, most theoretical issues in Documentary Linguistics have revolved around data collection. A particularly lively discussion has focused on the balance between constructing a corpus of naturally occurring discourse and collecting isolated examples through direct elicitation (cf. Evans 2008, Himmelmann 2012). While some advocate for a strong focus on constructing corpora of naturally occurring discourse (i.e., Himmelmann 2006), others have raised concerns that over-emphasizing the role of discourse data will result in aspects of the language being neglected (i.e., Rhodes et. al. 2006, Chelliah & de Ruese 2011). Using languages of North America, Mithun (2001) demonstrates that an optimal balance between discourse data and elicited data will differ depending on the linguistic domain in question (i.e., lexicon, phonology, grammar). The question remains, however, to what extent is this balance similar for languages with different typological profiles (i.e., isolating, agglutinating, or polysynthetic languages) and in various sociolinguistic situations (i.e., monolingual, bilingual, or multilingual speech communities)? Drawing on the documentation of Besemah, a Malay language of southwest Sumatra, this paper presents case studies of (1) the periphrastic passive, (2) the headless relative clause construction, and (3) the syncretic causative/applicative construction, in order to show that expanding the role of naturalistic discourse data increases both the depth and insight of the grammatical analyses of the language. Like most Malay languages of Sumatra, Besemah is considered an ‘underspecified’ language (cf. Gil 2001), as it lacks grammatical marking of nominal categories like person, number, and case as well as verbal categories like tense and agreement. Additionally, Besemah represents a complex sociolinguistic setting, being polyglossic with two other Malay varieties, Standard Indonesian (the language of government, education, and the media) and Palembang Indonesian (the lingua franca of southern Sumatra). The relative similarity of these Malay varieties coupled with the sociolinguistic complexity with which they are used make it difficult to obtain reliable elicited grammatical examples and/or grammaticality judgments. At the same time, the nature of the ‘underspecified’ grammar requires much less direct elicitation of paradigms, allomorphy, etc. Based on these factors, the aim of this paper is to show that striking the balance between discourse data and elicited data is not one-size-fits-all, but is dependent on a number of factors. An important outcome of this study, therefore, is to illustrate that language documentation projects need to calibrate data collection methodologies to accommodate the individual differences that each language possesses.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26138. McDonnell, Bradley McDonnell, Bradley 2013-02-28 Since its inception as a sub-discipline of linguistics, most theoretical issues in Documentary Linguistics have revolved around data collection. A particularly lively discussion has focused on the balance between constructing a corpus of naturally occurring discourse and collecting isolated examples through direct elicitation (cf. Evans 2008, Himmelmann 2012). While some advocate for a strong focus on constructing corpora of naturally occurring discourse (i.e., Himmelmann 2006), others have raised concerns that over-emphasizing the role of discourse data will result in aspects of the language being neglected (i.e., Rhodes et. al. 2006, Chelliah & de Ruese 2011). Using languages of North America, Mithun (2001) demonstrates that an optimal balance between discourse data and elicited data will differ depending on the linguistic domain in question (i.e., lexicon, phonology, grammar). The question remains, however, to what extent is this balance similar for languages with different typological profiles (i.e., isolating, agglutinating, or polysynthetic languages) and in various sociolinguistic situations (i.e., monolingual, bilingual, or multilingual speech communities)? Drawing on the documentation of Besemah, a Malay language of southwest Sumatra, this paper presents case studies of (1) the periphrastic passive, (2) the headless relative clause construction, and (3) the syncretic causative/applicative construction, in order to show that expanding the role of naturalistic discourse data increases both the depth and insight of the grammatical analyses of the language. Like most Malay languages of Sumatra, Besemah is considered an ‘underspecified’ language (cf. Gil 2001), as it lacks grammatical marking of nominal categories like person, number, and case as well as verbal categories like tense and agreement. Additionally, Besemah represents a complex sociolinguistic setting, being polyglossic with two other Malay varieties, Standard Indonesian (the language of government, education, and the media) and Palembang Indonesian (the lingua franca of southern Sumatra). The relative similarity of these Malay varieties coupled with the sociolinguistic complexity with which they are used make it difficult to obtain reliable elicited grammatical examples and/or grammaticality judgments. At the same time, the nature of the ‘underspecified’ grammar requires much less direct elicitation of paradigms, allomorphy, etc. Based on these factors, the aim of this paper is to show that striking the balance between discourse data and elicited data is not one-size-fits-all, but is dependent on a number of factors. An important outcome of this study, therefore, is to illustrate that language documentation projects need to calibrate data collection methodologies to accommodate the individual differences that each language possesses. http://hdl.handle.net/10125/26138 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Why documenting different languages necessitates different data oai:scholarspace.manoa.hawaii.edu:10125/26106 2017-05-11 col_10125_26591 26106.mp3 Bell, Lucy, Weir, Candace, Bell, Lucy, Weir, Candace; 2013-03-02; When two of my grandmothers were dying, they reverted to communicating in their traditional language. There was no one at their sides who could understand their dying words. This is one of the reasons I choose to learn my language and examine at a more holistic way of language revitalization. While community learners attend language classes, use master-apprentice techniques and study language resources, we are running out of time to save our critically endangered language isolate. The handful of fluent teachers are over 80 years of age and the Haida communities on Haida Gwaii, BC in Canada and in southeast Alaska are in the race of our lifetime to ensure our language survives. We need to slow down, offer a prayer and call upon our ancient spirituality and beliefs. Haida ancestors once used ceremonies, prayers and medicines to empower their speech, songs, memories and place in this world. They called upon the spirits of Story-woman, Lady Luck and others for help. There is a great need amongst the Haida and other indigenous peoples to have a deeper understanding of indigenous epistemology, tradition and spirituality to ensure our languages survive. Through archival research, elder interviews and personal practice, I will share Haida epistemology as well as the ancient traditions that can hep to revitalize our dying language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26106. Bell, Lucy Weir, Candace Bell, Lucy Weir, Candace 2013-03-02 When two of my grandmothers were dying, they reverted to communicating in their traditional language. There was no one at their sides who could understand their dying words. This is one of the reasons I choose to learn my language and examine at a more holistic way of language revitalization. While community learners attend language classes, use master-apprentice techniques and study language resources, we are running out of time to save our critically endangered language isolate. The handful of fluent teachers are over 80 years of age and the Haida communities on Haida Gwaii, BC in Canada and in southeast Alaska are in the race of our lifetime to ensure our language survives. We need to slow down, offer a prayer and call upon our ancient spirituality and beliefs. Haida ancestors once used ceremonies, prayers and medicines to empower their speech, songs, memories and place in this world. They called upon the spirits of Story-woman, Lady Luck and others for help. There is a great need amongst the Haida and other indigenous peoples to have a deeper understanding of indigenous epistemology, tradition and spirituality to ensure our languages survive. Through archival research, elder interviews and personal practice, I will share Haida epistemology as well as the ancient traditions that can hep to revitalize our dying language. http://hdl.handle.net/10125/26106 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported What is missing in language revitalization? oai:scholarspace.manoa.hawaii.edu:10125/26176 2024-08-22 col_10125_26591 26176.pdf Lachler, Jordan, Rice, Sally, Lachler, Jordan, Rice, Sally; 2013-02-28; The key to successful community-based language documentation is a cohort of speakers who are trained in the basics of documentary linguistics. With this foundation, speakers understand that for documentation to be authentic, it must be wide (sampled from many speakers and genres), full (emphasizing conversationally contextualized expressions), and deep (properly recorded, transcribed, analyzed and archived). Across North America, a variety of programs have emerged over the past several decades to support speakers “working on their languages”. For the past 13 years, the Canadian Indigenous Languages and Literacy Development Institute (CILLDI) at the University of Alberta has provided intensive training in linguistics during its annual summer school for endangered language revitalization. Since 2007, CILLDI has offered a Community Linguist program, a series of six courses providing the essentials of documentary linguistics. The first four cover the core descriptive and analytical areas. The final two cover topics directly relating to the needs of community linguists, including use of technology, grant-writing, language planning, and best practices in audio and video recording. Students who complete all six courses earn the provincially-recognized Community Linguist Certificate (CLC). Building on more than a decade of delivering Certificate courses and drawing on the expertise of a wide range of collaborators, CILLDI is now developing the Community Linguist Handbook. It serves as an integrated training manual for future community linguists, covering the content of all six CLC courses. The Handbook and its accompanying website allow students to systematically build up a portfolio of their language through a graded series of elicitations and exercises, beginning with individual sounds and eventually moving through words and phrases, and on to full texts or conversations. The approach is usage-based and surface-true. Students acquire facility with a range of terminology as they learn to compare and contrast their language with English and other indigenous languages. Beyond the basics of documentation, the Handbook aims to provide students with an understanding of the importance of genre and the ubiquity of variation across speakers, a respect for the primacy of oral language, and strategic skills in designing language programs. With the skills developed in the Handbook, students are well-prepared for more advanced topics such as dictionary-building and language archiving, as well as digesting technical materials produced by field or theoretical linguists. They are also ready to apply this knowledge as “super speakers” in their community, thus being more effective language advocates at the tribal or national level.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26176. Lachler, Jordan Rice, Sally Lachler, Jordan Rice, Sally 2013-02-28 The key to successful community-based language documentation is a cohort of speakers who are trained in the basics of documentary linguistics. With this foundation, speakers understand that for documentation to be authentic, it must be wide (sampled from many speakers and genres), full (emphasizing conversationally contextualized expressions), and deep (properly recorded, transcribed, analyzed and archived). Across North America, a variety of programs have emerged over the past several decades to support speakers “working on their languages”. For the past 13 years, the Canadian Indigenous Languages and Literacy Development Institute (CILLDI) at the University of Alberta has provided intensive training in linguistics during its annual summer school for endangered language revitalization. Since 2007, CILLDI has offered a Community Linguist program, a series of six courses providing the essentials of documentary linguistics. The first four cover the core descriptive and analytical areas. The final two cover topics directly relating to the needs of community linguists, including use of technology, grant-writing, language planning, and best practices in audio and video recording. Students who complete all six courses earn the provincially-recognized Community Linguist Certificate (CLC). Building on more than a decade of delivering Certificate courses and drawing on the expertise of a wide range of collaborators, CILLDI is now developing the Community Linguist Handbook. It serves as an integrated training manual for future community linguists, covering the content of all six CLC courses. The Handbook and its accompanying website allow students to systematically build up a portfolio of their language through a graded series of elicitations and exercises, beginning with individual sounds and eventually moving through words and phrases, and on to full texts or conversations. The approach is usage-based and surface-true. Students acquire facility with a range of terminology as they learn to compare and contrast their language with English and other indigenous languages. Beyond the basics of documentation, the Handbook aims to provide students with an understanding of the importance of genre and the ubiquity of variation across speakers, a respect for the primacy of oral language, and strategic skills in designing language programs. With the skills developed in the Handbook, students are well-prepared for more advanced topics such as dictionary-building and language archiving, as well as digesting technical materials produced by field or theoretical linguists. They are also ready to apply this knowledge as “super speakers” in their community, thus being more effective language advocates at the tribal or national level. http://hdl.handle.net/10125/26176 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The role of linguistics in community-based language documentation: Bottle-neck or boot-strap? oai:scholarspace.manoa.hawaii.edu:10125/26072 2017-05-11 col_10125_26591 26072.mp3 Gynan, Shaw, Gynan, Shaw; 2013-03-01; Yamada (2007) observes that "the needs and desires of the speech community are often subordinated in favor of those of the academic linguist" and supports the empowerment model of fieldwork (Cameron, et al. 1992), whereby the needs of the indigenous community are primary. The language lessons produced by applied linguists and indigenous teachers can complement efforts by linguists who document endangered languages. In the Nivaklé, Ayoreo, Aché, Enxet, Koasvok, Qom and Ishir communities of Paraguay, the educational model has been Spanish literacy instruction, with little attention to the traditional language. Invitations have been extended to the author from 2000 until 2012 and beyond to instruct indigenous teachers in techniques of first and second language and literacy instruction. The collaborations exemplify the sharing of worlds of knowledge, since the author is a student of the language and offers a direct method of teaching it. The materials reflect a community-based approach, featuring indigenous artwork, narrative and language documented in written, oral, and visual media. This report details work with indigenous educators at an elementary school of 30 children in Karcha Bahlut, a remote village of 50 Ɨshɨr families in Upper Paraguay. Ɨshɨr Awoso, one of three languages in the Zamuco family, is spoken only by 1,348 of 1,468 people of Ɨshɨr ethnicity, yielding a language loyalty of 91.8%. Bilingualism is widespread, with 78.1% speaking Spanish and 47.2% speaking Paraguayan Guaraní (Paraguay 2003). Given the demographic situation of Ɨshɨr Awoso, it is unsurprising that at initial meetings the director and the other teacher established as the primary objective for the two week-long workshops the recuperation of Ɨshɨr Awoso. During the 40-hour workshop in August of 2009, models were developed for teaching verbs and adverbs through actions, and nouns and adjectives with objects and pictures. The second 40- hour workshop, conducted in August of 2012, used the materials from 2009 as a point of departure. In attendance were the indigenous educators and a dozen children, whose participation revealed the joy of learning of their own language along with Spanish, Guaraní and English. Karcha Bahlut's educators wish to develop their own documentation of Ɨshɨr Awoso, as well as to train other teachers who speak Ɨshɨr Awoso to educate their students in the mother tongue. Collaboration between applied linguists and indigenous educators promises to empower indigenous educators to take the lead in their communities to save their language for future generations.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26072. Gynan, Shaw Gynan, Shaw 2013-03-01 Yamada (2007) observes that "the needs and desires of the speech community are often subordinated in favor of those of the academic linguist" and supports the empowerment model of fieldwork (Cameron, et al. 1992), whereby the needs of the indigenous community are primary. The language lessons produced by applied linguists and indigenous teachers can complement efforts by linguists who document endangered languages. In the Nivaklé, Ayoreo, Aché, Enxet, Koasvok, Qom and Ishir communities of Paraguay, the educational model has been Spanish literacy instruction, with little attention to the traditional language. Invitations have been extended to the author from 2000 until 2012 and beyond to instruct indigenous teachers in techniques of first and second language and literacy instruction. The collaborations exemplify the sharing of worlds of knowledge, since the author is a student of the language and offers a direct method of teaching it. The materials reflect a community-based approach, featuring indigenous artwork, narrative and language documented in written, oral, and visual media. This report details work with indigenous educators at an elementary school of 30 children in Karcha Bahlut, a remote village of 50 Ɨshɨr families in Upper Paraguay. Ɨshɨr Awoso, one of three languages in the Zamuco family, is spoken only by 1,348 of 1,468 people of Ɨshɨr ethnicity, yielding a language loyalty of 91.8%. Bilingualism is widespread, with 78.1% speaking Spanish and 47.2% speaking Paraguayan Guaraní (Paraguay 2003). Given the demographic situation of Ɨshɨr Awoso, it is unsurprising that at initial meetings the director and the other teacher established as the primary objective for the two week-long workshops the recuperation of Ɨshɨr Awoso. During the 40-hour workshop in August of 2009, models were developed for teaching verbs and adverbs through actions, and nouns and adjectives with objects and pictures. The second 40- hour workshop, conducted in August of 2012, used the materials from 2009 as a point of departure. In attendance were the indigenous educators and a dozen children, whose participation revealed the joy of learning of their own language along with Spanish, Guaraní and English. Karcha Bahlut's educators wish to develop their own documentation of Ɨshɨr Awoso, as well as to train other teachers who speak Ɨshɨr Awoso to educate their students in the mother tongue. Collaboration between applied linguists and indigenous educators promises to empower indigenous educators to take the lead in their communities to save their language for future generations. http://hdl.handle.net/10125/26072 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Collaborative development of materials for indigenous language and literacy Instruction in Paraguay oai:scholarspace.manoa.hawaii.edu:10125/26116 2024-08-23 col_10125_26591 26116.pdf 26116.mp3 Nordmoe, Jeremy, Nordmoe, Jeremy; 2013-03-02; Many academic institutions dedicated to documenting and conserving languages have established formal archival programs to preserve language and culture resources produced by contemporary researchers. However, materials produced during past work in linguistics and related fields also document endangered languages and cultures and require preservation. This paper will explore a program for rescuing these endangered resources. Resource Endangerment Retired researchers and language development workers possess unique resources such as field notes, field recordings,and photographs that document minority languages and cultures. As these language workers age, resources in their personal possession are subject to deterioration, abandonment, and disposal. Due to the nature of fieldwork, many resources originated and were stored for significant periods in environments unfriendly to preservation. Additionally, the individuals who possess these resources may be the only ones who can identify content in a language in which the archivist has no expertise. Collection of these unique items with accurate and complete metadata requires precious hours of interview and processing time. Program for discovery and rescue This institution’s archives is developing a program to contact its retired language workers for the purpose of discovering and collecting at-risk resources. For the past two years, we have equipped undergraduate interns to interview resource holders, create a catalog of items and metadata, digitize resources and package this information for submission to the archives. Plans to expand this program include hiring graduate research assistants to travel outside the local area and add formal oral history recording to the project. The results of this collection effort will include physical and/or digital stabilization of deteriorating resources and open access to heretofore undocumented resources for the benefit of language communities and researchers. This paper will reflect on past experiences and encourage dialogue about how this program can be refined, expanded, or adapted.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26116. Nordmoe, Jeremy Nordmoe, Jeremy 2013-03-02 Many academic institutions dedicated to documenting and conserving languages have established formal archival programs to preserve language and culture resources produced by contemporary researchers. However, materials produced during past work in linguistics and related fields also document endangered languages and cultures and require preservation. This paper will explore a program for rescuing these endangered resources. Resource Endangerment Retired researchers and language development workers possess unique resources such as field notes, field recordings,and photographs that document minority languages and cultures. As these language workers age, resources in their personal possession are subject to deterioration, abandonment, and disposal. Due to the nature of fieldwork, many resources originated and were stored for significant periods in environments unfriendly to preservation. Additionally, the individuals who possess these resources may be the only ones who can identify content in a language in which the archivist has no expertise. Collection of these unique items with accurate and complete metadata requires precious hours of interview and processing time. Program for discovery and rescue This institution’s archives is developing a program to contact its retired language workers for the purpose of discovering and collecting at-risk resources. For the past two years, we have equipped undergraduate interns to interview resource holders, create a catalog of items and metadata, digitize resources and package this information for submission to the archives. Plans to expand this program include hiring graduate research assistants to travel outside the local area and add formal oral history recording to the project. The results of this collection effort will include physical and/or digital stabilization of deteriorating resources and open access to heretofore undocumented resources for the benefit of language communities and researchers. This paper will reflect on past experiences and encourage dialogue about how this program can be refined, expanded, or adapted. http://hdl.handle.net/10125/26116 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Endangered resources: a program for collection and preservation oai:scholarspace.manoa.hawaii.edu:10125/26121 2024-08-23 col_10125_26591 26121.mp3 26121.pdf Good, Jeff, Childs, Tucker, Mitchell, Alice, Good, Jeff, Childs, Tucker, Mitchell, Alice; 2013-03-03; Language documentation is prototypically characterized as the collection of records of a language which can form the basis of traditional descriptive products such as lexicons, grammars, and texts (see, e.g., Himmelmann 1998:168–171). This follows from an emphasis by linguists and speaker communities on the so-called “ancestral code”—that is, the variety that is taken to be most representative of a given community’s traditions (Woodbury 2011). By comparison, relatively little attention has been paid to understanding what kinds of documentary products are required to adequately capture sociolinguistic aspects of language use. This paper reports on the results of a workshop exploring theoretical and applied aspects of sociolinguistic language documentation in Sub-Saharan Africa (SSA). SSA is special in being characterized by high rates of multilingualism and numerous vital “small” languages, where sociolinguistically informed approaches are likely to yield useful results for academic and speaker communities. More than sixty workshop participants, from Africa and elsewhere, organized into five working groups covering the following topics: conversational data and sociolinguistic documentation, documentation of culturally significant events, how languages acquire “value” in multilingual environments, social mechanisms fostering multilingualism, and documenting the relationship between language and culture. Among the conclusions of the working group discussions were: (i) the value of natural conversation as a way of documenting a language’s sociolinguistic setting and culture, (ii) the importance of documenting actual language use without distorting the data to make it better reflect notions of language purity (and other ideological positions), (iii) recommendations for expanded metadata collection about speakers and the recording context so that sociolinguistic configurations affecting data collection can be more adequately recorded, (iv) the necessity of establishing strong interdisciplinary partnerships when the goals of documentation go beyond structural aspects of grammar and basic lexical data, (v) that documentation including information on sociolinguistic context can usefully inform language planning decisions in ways that traditional documentation cannot, and (vi) the need for more flexible training opportunities than are presently available. A more general conclusion of the workshop was the importance of seeing more reflexive scholarship on the goals and practices of language documentation. This is crucial if we want to ensure that commonly employed idealizations such as “speaker community” do not inappropriately lead to documentary projects focusing on selections of speech events that are not an accurate reflection of the actual practices of those individuals whose speech is being documented.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26121. Good, Jeff Childs, Tucker Mitchell, Alice Good, Jeff Childs, Tucker Mitchell, Alice 2013-03-03 Language documentation is prototypically characterized as the collection of records of a language which can form the basis of traditional descriptive products such as lexicons, grammars, and texts (see, e.g., Himmelmann 1998:168–171). This follows from an emphasis by linguists and speaker communities on the so-called “ancestral code”—that is, the variety that is taken to be most representative of a given community’s traditions (Woodbury 2011). By comparison, relatively little attention has been paid to understanding what kinds of documentary products are required to adequately capture sociolinguistic aspects of language use. This paper reports on the results of a workshop exploring theoretical and applied aspects of sociolinguistic language documentation in Sub-Saharan Africa (SSA). SSA is special in being characterized by high rates of multilingualism and numerous vital “small” languages, where sociolinguistically informed approaches are likely to yield useful results for academic and speaker communities. More than sixty workshop participants, from Africa and elsewhere, organized into five working groups covering the following topics: conversational data and sociolinguistic documentation, documentation of culturally significant events, how languages acquire “value” in multilingual environments, social mechanisms fostering multilingualism, and documenting the relationship between language and culture. Among the conclusions of the working group discussions were: (i) the value of natural conversation as a way of documenting a language’s sociolinguistic setting and culture, (ii) the importance of documenting actual language use without distorting the data to make it better reflect notions of language purity (and other ideological positions), (iii) recommendations for expanded metadata collection about speakers and the recording context so that sociolinguistic configurations affecting data collection can be more adequately recorded, (iv) the necessity of establishing strong interdisciplinary partnerships when the goals of documentation go beyond structural aspects of grammar and basic lexical data, (v) that documentation including information on sociolinguistic context can usefully inform language planning decisions in ways that traditional documentation cannot, and (vi) the need for more flexible training opportunities than are presently available. A more general conclusion of the workshop was the importance of seeing more reflexive scholarship on the goals and practices of language documentation. This is crucial if we want to ensure that commonly employed idealizations such as “speaker community” do not inappropriately lead to documentary projects focusing on selections of speech events that are not an accurate reflection of the actual practices of those individuals whose speech is being documented. http://hdl.handle.net/10125/26121 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Beyond the ancestral code: Towards a model for sociolinguistic language documentation oai:scholarspace.manoa.hawaii.edu:10125/26081 2017-05-11 col_10125_26591 26081.mp3 Baetscher, Kevin, Baetscher, Kevin; 2013-03-01; Coast Salish culture traditionally centered on canoes, and today canoe racing enjoys vast popularity among the youth and is the focus of summer, when people throughout the Pacific Northwest congregate to compete each weekend. My research started out as a documentation project on linguistic aspects of canoe culture in Hul'q'umi'num', drawing on my analysis of videotaped interviews with elders, followed up with paddling experiences with knowledgeable coaches. However, I soon realized that canoeing had untapped potential for culturally-relevant language immersion. Canoe training encompasses various snuw'uyulh 'cultural teachings', e.g. eating properly, purging with certain plants, cleansing one's mind before touching the sacred cedar wood, working as a team. Canoe language is robust with plural and reciprocal verbs forms (Gerdts 2007), verbs in imperfective aspect and antipassive voice (Gerdts & Hukari 2007), causative forms of motion verbs (Gerdts & Hukari 2006), and verb roots with highly specialized meanings, e.g. 'pry', 'switch sides'. Terminology associated with canoes often includes classifiers for 'people', 'vessels', and 'paddles' (Gerdts & Hinkson 2004). The bodies of the athletes and the canoe are referred to with a variety of body part lexical suffixes. Hence, canoe racing is a robust domain in both lexicon and morphosyntax. The thrust of this project is to provide material for use by coaches and paddlers in the form of online multimedia reference materials that include film recordings of paddling events. English translations are mostly superfluous. Workshops have helped orient the coaches in the use of the materials with the goal of integrating Hul'q'umi'num' language use into practices next season. Participation in races requires intensive training that does not leave much time for other activities such as language courses. Daily practices include numerous repetitive commands along with both verbal and physical response. The words are anchored in the paddlers' memory and serve as a foundation for related expressions. Travel time (on ferries with wi-fi) and overnight camping provide an excellent opportunity for language study. For future research, I hope to extend language use to other domains relevant to race trips including barbecuing, bone game, and tides/winds/weather. In sum, this method of delivering lessons by piggybacking language learning on existing cultural practices minimizes not only expenses, but also the influence of outsiders. I hope this project will help popularize the native language among the youth, and set a successful example of using linguistic analysis to help provide immersion materials.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26081. Baetscher, Kevin Baetscher, Kevin 2013-03-01 Coast Salish culture traditionally centered on canoes, and today canoe racing enjoys vast popularity among the youth and is the focus of summer, when people throughout the Pacific Northwest congregate to compete each weekend. My research started out as a documentation project on linguistic aspects of canoe culture in Hul'q'umi'num', drawing on my analysis of videotaped interviews with elders, followed up with paddling experiences with knowledgeable coaches. However, I soon realized that canoeing had untapped potential for culturally-relevant language immersion. Canoe training encompasses various snuw'uyulh 'cultural teachings', e.g. eating properly, purging with certain plants, cleansing one's mind before touching the sacred cedar wood, working as a team. Canoe language is robust with plural and reciprocal verbs forms (Gerdts 2007), verbs in imperfective aspect and antipassive voice (Gerdts & Hukari 2007), causative forms of motion verbs (Gerdts & Hukari 2006), and verb roots with highly specialized meanings, e.g. 'pry', 'switch sides'. Terminology associated with canoes often includes classifiers for 'people', 'vessels', and 'paddles' (Gerdts & Hinkson 2004). The bodies of the athletes and the canoe are referred to with a variety of body part lexical suffixes. Hence, canoe racing is a robust domain in both lexicon and morphosyntax. The thrust of this project is to provide material for use by coaches and paddlers in the form of online multimedia reference materials that include film recordings of paddling events. English translations are mostly superfluous. Workshops have helped orient the coaches in the use of the materials with the goal of integrating Hul'q'umi'num' language use into practices next season. Participation in races requires intensive training that does not leave much time for other activities such as language courses. Daily practices include numerous repetitive commands along with both verbal and physical response. The words are anchored in the paddlers' memory and serve as a foundation for related expressions. Travel time (on ferries with wi-fi) and overnight camping provide an excellent opportunity for language study. For future research, I hope to extend language use to other domains relevant to race trips including barbecuing, bone game, and tides/winds/weather. In sum, this method of delivering lessons by piggybacking language learning on existing cultural practices minimizes not only expenses, but also the influence of outsiders. I hope this project will help popularize the native language among the youth, and set a successful example of using linguistic analysis to help provide immersion materials. http://hdl.handle.net/10125/26081 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported yu'ush'i'shul'tul' "Paddling together": Culturally-based language immersion oai:scholarspace.manoa.hawaii.edu:10125/26093 2017-05-11 col_10125_26591 26093.mp3 Tribble, Taylor, Tribble, Taylor; 2013-03-02; The entire world needs a diversity of ethnolinguistic entities for its own salvation, for its greater creativity, for the more certain solution of human problems, for the constant rehumanization of humanity in the face of materialism, for fostering greater esthetic, intellectual,and emotional capacities for humanity as a whole, indeed, for arriving at a higher state of human functioning. (Fishman 1982:6-7) Over the past century, prevailing monolingual language ideologies in the United States and abroad have played an enormous role in language loss and obsolescence (Garrett 2004). In many instances, schooling practices and educational policies have been the common ideological space by which this language loss and obsolescence has been explicitly and implicitly promulgated through overt and symbolic violence (Adams 1977; Bourdieu & Thompson 1999; Bourdieu and Passeron 1990; Menken 2008; Menken and Garcia, 2010). There is little doubt among researchers that languages play a fundamental role in the formation of identity for their speakers (Dixon 1998; Duranti 1997; Hill 2008; Nettle and Romaine 2000; Sapir 1921). And, Mithun (2004, 137) suggests that, “language serves as a powerful tool for creativity, [while simultaneously] maintaining, and celebrating culture and social relationships”. Yet, some argue that their might be a disconnect between the academic rhetoric that promotes language revitalization and the indigenous language communities the researchers claim to support (Hill 2008). One must wonder if the fervor for the promotion of linguistic diversity by academics is also shared by Native American communities and their educational leaders. For this reason, Hill (2008), suggests that researchers focus on collaborating with Native American communities in order to develop rhetoric that makes sense to the community while being effective within the more general scope of language revitalization. As schools are primary ideological spaces in which the transmission of culture and language ideology occurs (Bourdieu and Thompson 1999; Bourdieu and Passeron 1990; Menken 2008; Menken and Garcia, 2010), a necessary component of collaboration with Native American communities is the investigation into Native American’s language attitudes within the school systems in which Native American children are attending. This empirical study provides a unique perspective, within the literature on language revitalization, focusing on a variety of school stakeholders’ perspectives, attitudes, beliefs and values within the context of the Cherokee Language Immersion School, in Tahlequah, Oklahoma. It does so by employing a phenomenological-like perspective modified for the context of educational research How do Cherokee immersion school stakeholders approach the concept of language revitalization, and how do they navigate the current state policy environment that promotes a monolingual ideology?; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26093. Tribble, Taylor Tribble, Taylor 2013-03-02 The entire world needs a diversity of ethnolinguistic entities for its own salvation, for its greater creativity, for the more certain solution of human problems, for the constant rehumanization of humanity in the face of materialism, for fostering greater esthetic, intellectual,and emotional capacities for humanity as a whole, indeed, for arriving at a higher state of human functioning. (Fishman 1982:6-7) Over the past century, prevailing monolingual language ideologies in the United States and abroad have played an enormous role in language loss and obsolescence (Garrett 2004). In many instances, schooling practices and educational policies have been the common ideological space by which this language loss and obsolescence has been explicitly and implicitly promulgated through overt and symbolic violence (Adams 1977; Bourdieu & Thompson 1999; Bourdieu and Passeron 1990; Menken 2008; Menken and Garcia, 2010). There is little doubt among researchers that languages play a fundamental role in the formation of identity for their speakers (Dixon 1998; Duranti 1997; Hill 2008; Nettle and Romaine 2000; Sapir 1921). And, Mithun (2004, 137) suggests that, “language serves as a powerful tool for creativity, [while simultaneously] maintaining, and celebrating culture and social relationships”. Yet, some argue that their might be a disconnect between the academic rhetoric that promotes language revitalization and the indigenous language communities the researchers claim to support (Hill 2008). One must wonder if the fervor for the promotion of linguistic diversity by academics is also shared by Native American communities and their educational leaders. For this reason, Hill (2008), suggests that researchers focus on collaborating with Native American communities in order to develop rhetoric that makes sense to the community while being effective within the more general scope of language revitalization. As schools are primary ideological spaces in which the transmission of culture and language ideology occurs (Bourdieu and Thompson 1999; Bourdieu and Passeron 1990; Menken 2008; Menken and Garcia, 2010), a necessary component of collaboration with Native American communities is the investigation into Native American’s language attitudes within the school systems in which Native American children are attending. This empirical study provides a unique perspective, within the literature on language revitalization, focusing on a variety of school stakeholders’ perspectives, attitudes, beliefs and values within the context of the Cherokee Language Immersion School, in Tahlequah, Oklahoma. It does so by employing a phenomenological-like perspective modified for the context of educational research How do Cherokee immersion school stakeholders approach the concept of language revitalization, and how do they navigate the current state policy environment that promotes a monolingual ideology? http://hdl.handle.net/10125/26093 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Assessing indigenous language programs in an American “hot spot”: Researching the lived experience of Native American school stakeholders oai:scholarspace.manoa.hawaii.edu:10125/26087 2024-08-24 col_10125_26591 26087.mp3 26087.pdf Döhler, Christian, Döhler, Christian; 2013-03-02; This paper will describe the frustrating situation of starting a documentation project within a multilingual community, where informants would characterize other speakers as "speaking a bit mixed". From the perspective of a linguist carrying out a documentation, this leads to a continuous stream of conflicting evidence. Speaker A would correct one day’s findings and Speaker B would re-correct them the next day. The paper will suggest strategies of how to deal with this problem. Since 2010, the author has been working on Kmnzo, a language spoken in Rouku village, in the extreme South West of Papua New Guinea. Kmnzo belongs to the Morehead Upper- Maro family. The language family is believed to divide into three subgroups by Gordon (Ethnologue 2005): Yei in the West, Nambu in the East, and central Tonda. Kmnzo is a Tonda language, which includes about ten varieties. With the exception of Sarsa (2001) and Bouvé & Bouvé (2003), little has been published on these languages. In order to understand the "mixed up" situation today, one has to reconstruct the past. Ayres (1983: 16ff.) describes that in the 60’s the government undertook a policy of consolidating small hamlets into larger villages. This is against the traditional way of life, which involved non-permanent hamlets with no more than a clan or family. Nowadays, villages range between 150 and 300 inhabitants. In the case of Kmnzo this has had a double impact. On the one side, speakers are distributed across the village of Rouku, which lies in the center of the language area, and Morehead, where the regional primary school is situated. On the other hand, a significant part of the population of Rouku is starting to shift to the neighboring variety Wára. The connection between village consolidation and language shift is less direct here. The Morehead people practice direct sister exchange. A woman moves to her husband’s village and henceforth starts speaking the local variety. The men enforce their language over "mother’s language". In larger villages, this enforcement can fail and create a situation where children grow up speaking "mother’s language". For an outsider, who enters the scene at this point, the situation is rather confusing. There are two closely related varieties of a dialect chain spoken in the same village. One of the two is referred to as the "bad mother’s language". Informants are discouraging the documenter from working with "those people" for reason of linguistic purity. However, the very same informants are characterized by others as "speaking a bit mixed". The tedious work of pulling the varieties apart without interfering in language politics, require some ad-hoc solutions which will be described in the paper.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26087. Döhler, Christian Döhler, Christian 2013-03-02 This paper will describe the frustrating situation of starting a documentation project within a multilingual community, where informants would characterize other speakers as "speaking a bit mixed". From the perspective of a linguist carrying out a documentation, this leads to a continuous stream of conflicting evidence. Speaker A would correct one day’s findings and Speaker B would re-correct them the next day. The paper will suggest strategies of how to deal with this problem. Since 2010, the author has been working on Kmnzo, a language spoken in Rouku village, in the extreme South West of Papua New Guinea. Kmnzo belongs to the Morehead Upper- Maro family. The language family is believed to divide into three subgroups by Gordon (Ethnologue 2005): Yei in the West, Nambu in the East, and central Tonda. Kmnzo is a Tonda language, which includes about ten varieties. With the exception of Sarsa (2001) and Bouvé & Bouvé (2003), little has been published on these languages. In order to understand the "mixed up" situation today, one has to reconstruct the past. Ayres (1983: 16ff.) describes that in the 60’s the government undertook a policy of consolidating small hamlets into larger villages. This is against the traditional way of life, which involved non-permanent hamlets with no more than a clan or family. Nowadays, villages range between 150 and 300 inhabitants. In the case of Kmnzo this has had a double impact. On the one side, speakers are distributed across the village of Rouku, which lies in the center of the language area, and Morehead, where the regional primary school is situated. On the other hand, a significant part of the population of Rouku is starting to shift to the neighboring variety Wára. The connection between village consolidation and language shift is less direct here. The Morehead people practice direct sister exchange. A woman moves to her husband’s village and henceforth starts speaking the local variety. The men enforce their language over "mother’s language". In larger villages, this enforcement can fail and create a situation where children grow up speaking "mother’s language". For an outsider, who enters the scene at this point, the situation is rather confusing. There are two closely related varieties of a dialect chain spoken in the same village. One of the two is referred to as the "bad mother’s language". Informants are discouraging the documenter from working with "those people" for reason of linguistic purity. However, the very same informants are characterized by others as "speaking a bit mixed". The tedious work of pulling the varieties apart without interfering in language politics, require some ad-hoc solutions which will be described in the paper. http://hdl.handle.net/10125/26087 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported "Don't talk to him! His family speaks a bit mixed." Multilingualism from the perspective of the documenter oai:scholarspace.manoa.hawaii.edu:10125/26091 2024-08-24 col_10125_26591 26091.mp3 26091.pdf Good, Jeff, Good, Jeff; 2013-03-02; The Lower Fungom region of Northwest Cameroon is noteworthy for its exceptional linguistic diversity: Seven languages, or small language clusters, are spoken in its thirteen recognized villages, which occupy a core area roughly the size of the island of Niʻihau and have populations ranging from a few hundred to a few thousand speakers. This situation prompts the consideration of not only standard documentary concerns, such as how to collect sufficient information to grammatically describe each of the region’s languages, but also raises the question: What factors have allowed Lower Fungom to develop and maintain its extreme linguistic diversity? Answering this question would not only be of relevance to linguistic scholarship but also has potential applications for addressing language endangerment in other parts of the world to the extent that the maintenance of linguistic diversity in Lower Fungom provides an obvious counterexample to dominant worldwide trends. This talk will describe the ways in which the standard documentary toolkit has been augmented by an interdisciplinary research team studying the region to allow for the creation of a documentary record which covers both the synchronic features of the target languages and offers sufficient ethnographic and historical context to allow us to begin to understand what has allowed it to maintain such a surprising level of diversity. This has included: (i) collection of detailed geographic information, (ii) shallow archaeological exploration, (iii) ethnographic investigation aimed at cultural features most relevant to understanding patterns of language transmission and multilingualism, and (iv) examination of archival records. By combining data from this diverse set of sources, it has been possible to model the devel-opment of diversity in Lower Fungom via a combination of historical migrations of speaker communities into the region over the last two hundred years—thus, in effect “importing” diversi-ty—and of the movement of formerly dispersed groups into compact villages resulting in the formation of clear-cut dialect boundaries which had not previously existed. A particularly signif-icant discovery has been the role of language ideologies in promoting linguistic diversity. In par-ticular, an emphasis on the role that having a unique “language” plays in justifying the political independence of a village has initiated a number of recent, abrupt processes of linguistic differ-entiation among many of the region’s villages. In addition to outlining key results of this interdisciplinary research, this talk will provide concrete recommendations for linguists interested in engaging in similar kinds of work.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26091. Good, Jeff Good, Jeff 2013-03-02 The Lower Fungom region of Northwest Cameroon is noteworthy for its exceptional linguistic diversity: Seven languages, or small language clusters, are spoken in its thirteen recognized villages, which occupy a core area roughly the size of the island of Niʻihau and have populations ranging from a few hundred to a few thousand speakers. This situation prompts the consideration of not only standard documentary concerns, such as how to collect sufficient information to grammatically describe each of the region’s languages, but also raises the question: What factors have allowed Lower Fungom to develop and maintain its extreme linguistic diversity? Answering this question would not only be of relevance to linguistic scholarship but also has potential applications for addressing language endangerment in other parts of the world to the extent that the maintenance of linguistic diversity in Lower Fungom provides an obvious counterexample to dominant worldwide trends. This talk will describe the ways in which the standard documentary toolkit has been augmented by an interdisciplinary research team studying the region to allow for the creation of a documentary record which covers both the synchronic features of the target languages and offers sufficient ethnographic and historical context to allow us to begin to understand what has allowed it to maintain such a surprising level of diversity. This has included: (i) collection of detailed geographic information, (ii) shallow archaeological exploration, (iii) ethnographic investigation aimed at cultural features most relevant to understanding patterns of language transmission and multilingualism, and (iv) examination of archival records. By combining data from this diverse set of sources, it has been possible to model the devel-opment of diversity in Lower Fungom via a combination of historical migrations of speaker communities into the region over the last two hundred years—thus, in effect “importing” diversi-ty—and of the movement of formerly dispersed groups into compact villages resulting in the formation of clear-cut dialect boundaries which had not previously existed. A particularly signif-icant discovery has been the role of language ideologies in promoting linguistic diversity. In par-ticular, an emphasis on the role that having a unique “language” plays in justifying the political independence of a village has initiated a number of recent, abrupt processes of linguistic differ-entiation among many of the region’s villages. In addition to outlining key results of this interdisciplinary research, this talk will provide concrete recommendations for linguists interested in engaging in similar kinds of work. http://hdl.handle.net/10125/26091 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported From documenting languages to documenting language dynamics: Experiences from Lower Fungom, Cameroon oai:scholarspace.manoa.hawaii.edu:10125/26125 2017-05-11 col_10125_26591 26125.mp3 Nakayama, Toshihide, Ono, Tsuyoshi, Nakayama, Toshihide, Ono, Tsuyoshi; 2013-03-03; Community-centered collaboration is an important backbone in current language documentation and conservation activities (Yamada 2007; Penfield et al. 2008; Dwyer 2010). Reasons for taking this approach include: (1) documentation efforts can be made sensitive to actual needs/wishes of the community and thus more responsible and ethical; (2) bringing in different views, ideas, and expertise makes documentation richer, thus more rewarding. However, since socio-political situations in language communities vary widely in different parts of the world, there are cases where the collaborative documentation model cannot easily be applied. Ikema, a dialect of Miyako, an endangered Ryukyuan language in Japan, is a good example. Specifically, we have experienced difficulty in getting a sense of what the community wants for their own language. Two issues involved here are: a) Although speakers are generally aware of the decline of their traditional language, they do not have a clear sense of or are not particularly interested in examining its current state, nor do they know what they want to do for their language. b) People in the community vary in their attitude toward the traditional language so much that it is rather difficult to identify the needs of the “community” as a whole. There are many factors at work in creating this situation, but two are most notable and obviously related: a) lack of a strong desire to establish their identity separate from mainstream Japanese society; b) a lack of desire to establish that the traditional language constitutes a separate (structurally and culturally independent) system This situation is hardly unique among Ryukyuan languages, nor does it seem unusual elsewhere in the world (Ladefoged 1992). If we were to accept that we may not always be able to identify the needs and desires of the community, how can we be sensitive to them? Should we “educate” the community about language endangerment issues and foster “their” desire to care about their own language? Does the community want that? Do we know what represents “community needs”? Who is the “community”? How do we “listen to the community” when the community doesn’t appear to have a consensus about what they would like? There are not simple answers to these questions, but we feel that they are important questions that require explicit attention and discussion. We hope this presentation will create an opportunity for exchanging ideas and exploring possibilities concerning how we want to proceed from here on.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26125. Nakayama, Toshihide Ono, Tsuyoshi Nakayama, Toshihide Ono, Tsuyoshi 2013-03-03 Community-centered collaboration is an important backbone in current language documentation and conservation activities (Yamada 2007; Penfield et al. 2008; Dwyer 2010). Reasons for taking this approach include: (1) documentation efforts can be made sensitive to actual needs/wishes of the community and thus more responsible and ethical; (2) bringing in different views, ideas, and expertise makes documentation richer, thus more rewarding. However, since socio-political situations in language communities vary widely in different parts of the world, there are cases where the collaborative documentation model cannot easily be applied. Ikema, a dialect of Miyako, an endangered Ryukyuan language in Japan, is a good example. Specifically, we have experienced difficulty in getting a sense of what the community wants for their own language. Two issues involved here are: a) Although speakers are generally aware of the decline of their traditional language, they do not have a clear sense of or are not particularly interested in examining its current state, nor do they know what they want to do for their language. b) People in the community vary in their attitude toward the traditional language so much that it is rather difficult to identify the needs of the “community” as a whole. There are many factors at work in creating this situation, but two are most notable and obviously related: a) lack of a strong desire to establish their identity separate from mainstream Japanese society; b) a lack of desire to establish that the traditional language constitutes a separate (structurally and culturally independent) system This situation is hardly unique among Ryukyuan languages, nor does it seem unusual elsewhere in the world (Ladefoged 1992). If we were to accept that we may not always be able to identify the needs and desires of the community, how can we be sensitive to them? Should we “educate” the community about language endangerment issues and foster “their” desire to care about their own language? Does the community want that? Do we know what represents “community needs”? Who is the “community”? How do we “listen to the community” when the community doesn’t appear to have a consensus about what they would like? There are not simple answers to these questions, but we feel that they are important questions that require explicit attention and discussion. We hope this presentation will create an opportunity for exchanging ideas and exploring possibilities concerning how we want to proceed from here on. http://hdl.handle.net/10125/26125 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language documentation when the community is not “in the mood”: Issues in community-centered documentation efforts in Ikema Ryukyuan oai:scholarspace.manoa.hawaii.edu:10125/26136 2024-08-24 col_10125_26591 26136.mp3 26136-2.pdf Siraya,therefore I am.mp4 26136.pdf Huang, Chun (Jimmy), Macapili, Edgar, Talavan, Uma, Huang, Chun (Jimmy), Macapili, Edgar, Talavan, Uma; 2013-03-03; We reveal some of the problems we have encountered in the last few years while attempting to revitalize the Siraya language on the one hand and fighting for official recognition of the people on the other. As our group consists of a linguist, a community leader, and a musician, two of whom Siraya natives and the last a member through marriage, our discussion is particularly relevant to two of the original ideas introduced in ICLDC in 2009, namely, heritage linguistics (Crippen, 2009) and language activism (Florey et al., 2009). Crucially, it corresponds to the actual work that realizes the two ideas through ingenious endeavor (e.g., Leonard, 2008, 2009). In the paper we first celebrate the collective achievements of our community in recent years through recounting them: the publication of a series of storybooks with audio CDs and native illustrations; the producing of new songs in Siraya and using them in language teaching; a short-lived but much appreciated mother tongue program in local schools; a government-sponsored linguistic seminar; and the beginning of a teacher-training program. Then we address the difficulties that have confronted us over the years, including those of linguistic nature and those of political nature. In fact, they are all related: when we sit together studying our heritage language, we often find ourselves planning, organizing, and strategizing our next street protest or court appearance. In addition, we acknowledge that some of these difficulties indeed come from our personal lives, but we also encourage our audience to consider these “personal issues” as probably, unavoidably, social. For example, perhaps many of our personal problems are in reality related to our persons, i.e., our being indigenous persons without an official status in our own country, and a main reason why the government has refused our people an official status is because it considers our language extinct, and thus our culture and race extinct as well. It hence all comes full circle: the personal is social, the social is personal, and the linguistic problems are always truly inseparable from those cultural and sociopolitical. All in all, it is our most sincere hope that, by carrying out Bourdieu’s (1990) call for a “reflexive practice” of social science and through honest conversations, our audience and we can together envision a new breed of indigenous activism that is both theoretically ideal and practically possible, one that which fits the heritage linguist and the non-heritage alike.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26136. Huang, Chun (Jimmy) Macapili, Edgar Talavan, Uma Huang, Chun (Jimmy) Macapili, Edgar Talavan, Uma 2013-03-03 We reveal some of the problems we have encountered in the last few years while attempting to revitalize the Siraya language on the one hand and fighting for official recognition of the people on the other. As our group consists of a linguist, a community leader, and a musician, two of whom Siraya natives and the last a member through marriage, our discussion is particularly relevant to two of the original ideas introduced in ICLDC in 2009, namely, heritage linguistics (Crippen, 2009) and language activism (Florey et al., 2009). Crucially, it corresponds to the actual work that realizes the two ideas through ingenious endeavor (e.g., Leonard, 2008, 2009). In the paper we first celebrate the collective achievements of our community in recent years through recounting them: the publication of a series of storybooks with audio CDs and native illustrations; the producing of new songs in Siraya and using them in language teaching; a short-lived but much appreciated mother tongue program in local schools; a government-sponsored linguistic seminar; and the beginning of a teacher-training program. Then we address the difficulties that have confronted us over the years, including those of linguistic nature and those of political nature. In fact, they are all related: when we sit together studying our heritage language, we often find ourselves planning, organizing, and strategizing our next street protest or court appearance. In addition, we acknowledge that some of these difficulties indeed come from our personal lives, but we also encourage our audience to consider these “personal issues” as probably, unavoidably, social. For example, perhaps many of our personal problems are in reality related to our persons, i.e., our being indigenous persons without an official status in our own country, and a main reason why the government has refused our people an official status is because it considers our language extinct, and thus our culture and race extinct as well. It hence all comes full circle: the personal is social, the social is personal, and the linguistic problems are always truly inseparable from those cultural and sociopolitical. All in all, it is our most sincere hope that, by carrying out Bourdieu’s (1990) call for a “reflexive practice” of social science and through honest conversations, our audience and we can together envision a new breed of indigenous activism that is both theoretically ideal and practically possible, one that which fits the heritage linguist and the non-heritage alike. http://hdl.handle.net/10125/26136 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Heritage linguistics and language activism: A conversation with the Siraya oai:scholarspace.manoa.hawaii.edu:10125/26191 2024-08-24 col_10125_26591 26191.pdf Withers, Peter, Goosen, Twan, Drude, Sebastian, Withers, Peter, Goosen, Twan, Drude, Sebastian; 2013-03-01; Arbil is a tool developed at The Language Archive at MPI-PL (Author, 2012) for creating metadata that describes research data, such as audio or video files, allowing research data files to be easily searched once they are archived. Arbil was originally developed for the DOBES community to replace the IMDI Editor. The core needs expressed by this group was viewing and editing the metadata when in the field and being able to edit more than one metadata file at once. Indeed, Arbil is fully functional offline, provides tabular editing, and for robustness stores only text metadata files. For moving metadata and associated resources into an LAT archive, the structure is exported from Arbil and then uploaded into LAMUS (Broeder et al., 2006). Arbil was originally designed for IMDI metadata (Broeder and Wittenburg, 2006). This format has been in use for many years, and it has many fields so that it covers most needs, but also may confuse researchers and slow down the workflow with many fields to fill in. This issue has been addressed by CLARIN (Váradi et al., 2008). CLARIN provides flexible metadata fields, allowing a custom profile to be designed for each project - only the relevant metadata fields need to be offered to the end user, greatly simplifying the process of creating metadata. Arbil has now been updated to support both IMDI and Clarin metadata formats. Some users prefer to use a web application to view and edit their metadata. Many of the workflow concepts used in Arbil apply in a web environment as much as they do in the well-known desktop application. For this reason the concepts and components within Arbil are being adapted for use as modules in both environments such as the metadata table and the metadata profiles used in CLARIN metadata. This will pave the way to greater flexibility in tools such as LAMUS. Because of the flexible design of Arbil, some of its components such as the metadata table have been utilised in KinOath Kinship Archiver (Author, 2011). This application builds on the core functions of Arbil, onto which it adds an XML database to provide fast searches. Also, a plugin layer has been introduced which is being migrated back into Arbil. Therefore there will be much more powerful searches available as plugins without compromising the original design of the application. References Author. 2012. Metadata Management with Arbil. In Proceedings of the Eighth International Conference On Language Resources And Evaluation (LREC 2012) Satellite Workshops, pages 72–75. Istanbul. http://www.lrec-conf.org/proceedings/lrec2012/workshops/ 11.LREC2012%20Metadata%20Proceedings.pdf Author. 2011. KinOath, Kinship Software Beta Stage of Development. Talk presented at Atelier d’initiation au traitement informatique de la parenté. salle 3, RdC, bât. Le France. 2011-12-16. D. Broeder and P. Wittenburg. 2006. The IMDI metadata framework, its current application and future direction. International Journal of Metadata, Semantics and Ontologies, 1(2), pages 119–132. T. Váradi, S. Krauwer, P. Wittenburg, M. Wynne, and K. Koskenniemi. 2008. Clarin: Common language resources and technology infrastructure. In Proceedings of the Sixth International Conference on Language Resources and Evaluation (LREC’08), pages 1244–1248, Marrakech. European Language Resources Association (ELRA). http://www.lrec-conf.org/proceedings/lrec2008/ pdf/317_paper.pdf. D. Broeder, A. Claus, F. Offenga, R. Skiba, P. Trilsbeek, and P. Wittenburg. 2006. LAMUS : the Language Archive Management and Upload System. In Proceedings of the Fifth International Conference on Language Resources and Evaluation (LREC’06), pages 2291–2294, Genoa. European Language Resources Association (ELRA). www.lat-mpi.eu/papers/papers- 2006/lamus-paper- final2.pdf.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26191. Withers, Peter Goosen, Twan Drude, Sebastian Withers, Peter Goosen, Twan Drude, Sebastian 2013-03-01 Arbil is a tool developed at The Language Archive at MPI-PL (Author, 2012) for creating metadata that describes research data, such as audio or video files, allowing research data files to be easily searched once they are archived. Arbil was originally developed for the DOBES community to replace the IMDI Editor. The core needs expressed by this group was viewing and editing the metadata when in the field and being able to edit more than one metadata file at once. Indeed, Arbil is fully functional offline, provides tabular editing, and for robustness stores only text metadata files. For moving metadata and associated resources into an LAT archive, the structure is exported from Arbil and then uploaded into LAMUS (Broeder et al., 2006). Arbil was originally designed for IMDI metadata (Broeder and Wittenburg, 2006). This format has been in use for many years, and it has many fields so that it covers most needs, but also may confuse researchers and slow down the workflow with many fields to fill in. This issue has been addressed by CLARIN (Váradi et al., 2008). CLARIN provides flexible metadata fields, allowing a custom profile to be designed for each project - only the relevant metadata fields need to be offered to the end user, greatly simplifying the process of creating metadata. Arbil has now been updated to support both IMDI and Clarin metadata formats. Some users prefer to use a web application to view and edit their metadata. Many of the workflow concepts used in Arbil apply in a web environment as much as they do in the well-known desktop application. For this reason the concepts and components within Arbil are being adapted for use as modules in both environments such as the metadata table and the metadata profiles used in CLARIN metadata. This will pave the way to greater flexibility in tools such as LAMUS. Because of the flexible design of Arbil, some of its components such as the metadata table have been utilised in KinOath Kinship Archiver (Author, 2011). This application builds on the core functions of Arbil, onto which it adds an XML database to provide fast searches. Also, a plugin layer has been introduced which is being migrated back into Arbil. Therefore there will be much more powerful searches available as plugins without compromising the original design of the application. References Author. 2012. Metadata Management with Arbil. In Proceedings of the Eighth International Conference On Language Resources And Evaluation (LREC 2012) Satellite Workshops, pages 72–75. Istanbul. http://www.lrec-conf.org/proceedings/lrec2012/workshops/ 11.LREC2012%20Metadata%20Proceedings.pdf Author. 2011. KinOath, Kinship Software Beta Stage of Development. Talk presented at Atelier d’initiation au traitement informatique de la parenté. salle 3, RdC, bât. Le France. 2011-12-16. D. Broeder and P. Wittenburg. 2006. The IMDI metadata framework, its current application and future direction. International Journal of Metadata, Semantics and Ontologies, 1(2), pages 119–132. T. Váradi, S. Krauwer, P. Wittenburg, M. Wynne, and K. Koskenniemi. 2008. Clarin: Common language resources and technology infrastructure. In Proceedings of the Sixth International Conference on Language Resources and Evaluation (LREC’08), pages 1244–1248, Marrakech. European Language Resources Association (ELRA). http://www.lrec-conf.org/proceedings/lrec2008/ pdf/317_paper.pdf. D. Broeder, A. Claus, F. Offenga, R. Skiba, P. Trilsbeek, and P. Wittenburg. 2006. LAMUS : the Language Archive Management and Upload System. In Proceedings of the Fifth International Conference on Language Resources and Evaluation (LREC’06), pages 2291–2294, Genoa. European Language Resources Association (ELRA). www.lat-mpi.eu/papers/papers- 2006/lamus-paper- final2.pdf. http://hdl.handle.net/10125/26191 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported New developments in Arbil oai:scholarspace.manoa.hawaii.edu:10125/26094 2017-05-11 col_10125_26591 26094.mp3 Montgomery-Anderson, Brad, Montgomery-Anderson, Brad; 2013-03-02; Twenty years ago Joshua Fishman published Reversing Language Shift, perhaps the most cited work in language shift and revitalization studies. Fishman’s work has a strong emphasis on intergenerational transmission of the language at home to create new first language speakers; his model for Reversing Language Shift (RLS) is based on a Graded Intergenerational Disruption Scale (GIDS), the eight stages of which indicate language vitality. For Fishman the crucial starting point is the home and the intergenerational language transmission that occurs there. A growing body of literature has described the attempts of numerous groups undertaking language revitalization initiatives under widely varying circumstances and with different levels of success. Among these studies the two most discussed programs are the language revitalization initiatives of the Hawaiians and the Navajo Nation. In describing the Hawaiian experience, Wilson and Kawai’ae’a (2007) draw an explicit contrast between the goals and methods of the Hawaiian and Navajo programs and that of Fishman’s model: ‘While Fishman (1991) has focused on the home as the crucial structure in reestablishing a living language system, we, like the Navajo, have found that contemporary children who speak Hawaiian in the home and then enter state compulsory education through English lose Hawaiian. Our College has thus focused initial Hawaiian language revitalization on developing Hawaiian medium educational structures and systems that can develop, protect, nurture and enrich young adult and child fluency in Hawaiian along with the crucial disposition to use Hawaiian with Hawaiian-speaking peers’ (Wilson & Kawai’ae’a 2007, p. 38, emphasis added). This paper hopes to contribute to LR theory by discussing features associated with what Wilson and Kamanā (2006) label the Hawaiian Medium Education model. Because of its emphasis on schooling and structures, I will refer to this method as a macro-scale approach. This paper hopes to contribute to the elaboration of Language Revitalization theory by describing four macro-scale features characteristic of a school-based approach. These factors are: an emphasis on domain-creation, a priority on school as the initial focus of effort, the importance of second-language users, and an emphasis on intragenerational use of the language as well as intergenerational home transmission. After discussing these four features I will examine them in other language revitalization contexts in order to emphasize the impact of local factors in determining the effectiveness of LR initiatives.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26094. Montgomery-Anderson, Brad Montgomery-Anderson, Brad 2013-03-02 Twenty years ago Joshua Fishman published Reversing Language Shift, perhaps the most cited work in language shift and revitalization studies. Fishman’s work has a strong emphasis on intergenerational transmission of the language at home to create new first language speakers; his model for Reversing Language Shift (RLS) is based on a Graded Intergenerational Disruption Scale (GIDS), the eight stages of which indicate language vitality. For Fishman the crucial starting point is the home and the intergenerational language transmission that occurs there. A growing body of literature has described the attempts of numerous groups undertaking language revitalization initiatives under widely varying circumstances and with different levels of success. Among these studies the two most discussed programs are the language revitalization initiatives of the Hawaiians and the Navajo Nation. In describing the Hawaiian experience, Wilson and Kawai’ae’a (2007) draw an explicit contrast between the goals and methods of the Hawaiian and Navajo programs and that of Fishman’s model: ‘While Fishman (1991) has focused on the home as the crucial structure in reestablishing a living language system, we, like the Navajo, have found that contemporary children who speak Hawaiian in the home and then enter state compulsory education through English lose Hawaiian. Our College has thus focused initial Hawaiian language revitalization on developing Hawaiian medium educational structures and systems that can develop, protect, nurture and enrich young adult and child fluency in Hawaiian along with the crucial disposition to use Hawaiian with Hawaiian-speaking peers’ (Wilson & Kawai’ae’a 2007, p. 38, emphasis added). This paper hopes to contribute to LR theory by discussing features associated with what Wilson and Kamanā (2006) label the Hawaiian Medium Education model. Because of its emphasis on schooling and structures, I will refer to this method as a macro-scale approach. This paper hopes to contribute to the elaboration of Language Revitalization theory by describing four macro-scale features characteristic of a school-based approach. These factors are: an emphasis on domain-creation, a priority on school as the initial focus of effort, the importance of second-language users, and an emphasis on intragenerational use of the language as well as intergenerational home transmission. After discussing these four features I will examine them in other language revitalization contexts in order to emphasize the impact of local factors in determining the effectiveness of LR initiatives. http://hdl.handle.net/10125/26094 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Macro-scale features of school-based language revitalization programs oai:scholarspace.manoa.hawaii.edu:10125/26157 2017-05-11 col_10125_26591 26157.mp3 Nakhimovsky, Alexander, Myers, Tom, Nakhimovsky, Alexander, Myers, Tom; 2013-02-28; We present an integrated approach to corpus and lexicon development, both for the language archive and a repository of materials for local community. We assume that the target audiences of the archive and the repository have different interests in the same underlying body of data, and we seek to construct that body of data in such a way that both sets of interests can be addressed. This involves integration of three pieces of software: ELAN, for work with digital video/audio and its transcription; FLEx, for grammatical analysis and lexicon development; and MannX, a browser-based video player for language learning. Integrating corpus and the lexicon means the following functionality: • Each lexicon entry has links to its tokens in the corpus, which are in turn linked, via time alignment, to the media segments in which the tokens occur. • Each word in the corpus has a link to its lexicon entry. To achieve this, the corpus and the lexicon must be integrated throughout their development: • The lexicon maintains the list of all lexical and grammatical morphemes. • When a morpheme that is already in the lexicon is encountered in the corpus, interlinear glosses are filled in from the lexicon. • When a new morpheme is encountered, a new entry is created. • A change in the lexical entry is automatically propagated through the corpus. We seek to achieve this kind of integration by building a software "bridge" between ELAN and FLEx that supports the following workflow: • Starting in ELAN, do transcription and time-alignment at the utterance level ("phrase" in FLEx). • Export to FLEx for lexical and morphological analysis. • Export the results back into ELAN as symbolic subdivision or symbolic association tiers. • Further annotate in ELAN; perhaps time-align at the word level. As of August 2012, a functioning version of software has been implemented in JavaScript. It is being reimplemented in Java as a Web application. We expect to put the Java version on the Web for testing in September, and also upgrade the ELAN-MannX conversion. This process results in a corpus of media files, associated annotation files, and a FLEx-created lexicon, with links between them. A subset of these materials, transformed into different formats, will form the basis of a community repository. This will be a Web application, running on a remote or localhost server, that can run on a laptop or on an Android phone.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26157. Nakhimovsky, Alexander Myers, Tom Nakhimovsky, Alexander Myers, Tom 2013-02-28 We present an integrated approach to corpus and lexicon development, both for the language archive and a repository of materials for local community. We assume that the target audiences of the archive and the repository have different interests in the same underlying body of data, and we seek to construct that body of data in such a way that both sets of interests can be addressed. This involves integration of three pieces of software: ELAN, for work with digital video/audio and its transcription; FLEx, for grammatical analysis and lexicon development; and MannX, a browser-based video player for language learning. Integrating corpus and the lexicon means the following functionality: • Each lexicon entry has links to its tokens in the corpus, which are in turn linked, via time alignment, to the media segments in which the tokens occur. • Each word in the corpus has a link to its lexicon entry. To achieve this, the corpus and the lexicon must be integrated throughout their development: • The lexicon maintains the list of all lexical and grammatical morphemes. • When a morpheme that is already in the lexicon is encountered in the corpus, interlinear glosses are filled in from the lexicon. • When a new morpheme is encountered, a new entry is created. • A change in the lexical entry is automatically propagated through the corpus. We seek to achieve this kind of integration by building a software "bridge" between ELAN and FLEx that supports the following workflow: • Starting in ELAN, do transcription and time-alignment at the utterance level ("phrase" in FLEx). • Export to FLEx for lexical and morphological analysis. • Export the results back into ELAN as symbolic subdivision or symbolic association tiers. • Further annotate in ELAN; perhaps time-align at the word level. As of August 2012, a functioning version of software has been implemented in JavaScript. It is being reimplemented in Java as a Web application. We expect to put the Java version on the Web for testing in September, and also upgrade the ELAN-MannX conversion. This process results in a corpus of media files, associated annotation files, and a FLEx-created lexicon, with links between them. A subset of these materials, transformed into different formats, will form the basis of a community repository. This will be a Web application, running on a remote or localhost server, that can run on a laptop or on an Android phone. http://hdl.handle.net/10125/26157 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Software tools for integrated development of the corpus, the lexicon,and community materials oai:scholarspace.manoa.hawaii.edu:10125/26142 2024-08-26 col_10125_26591 26142.pdf 26142.mp3 Henderer, Joseph, Smith, Marcus, Siva, Ernest, Henderer, Joseph, Smith, Marcus, Siva, Ernest; 2013-02-28; As the population of native speakers of a language declines, the opportunities for new data decline as well. Documentation and revitalization efforts must increasingly rely on the work of previous documenters. Such is the situation of revitalization work on Serrano (California, Uto-Aztecan). The authors, including one of the few remaining fluent listeners, are collecting and interpreting material from a wide range of sources to gain a more complete understanding of the language and culture for revitalization purposes. These materials vary in aim, methodology of collection, and quality of storage. The purpose of this talk is to show the practical consequences for language revitalization of best and not-so-best practices as found in these sources. The data can be divided into three categories: material collected from fluent speakers by people trained in language documentation; material collected by community members based on their direct experience; and material collected by people not trained in linguistic methodologies. The data ranges across raw field notes, audio recordings of texts and interviews, and published formal analyses. Each of these sources has unique strengths and weaknesses, and no type of source can present a complete picture on its own. The most extensive texts come from linguists. The best audio to teach pronunciation comes from a Hollywood videographer. Biologists’ notes have allowed us to correctly correlate Serrano words with particular species. Our understanding of musical language comes from musicologists and community artists. Records from community members often show the language as it was used amongst family. The data collected from a variety of experts allows us to crosscheck the various sources, increasing the overall quality of the documentation. There are irresolvable issues and topics that will never be completely understood due to incomplete collection methods and degradation of improperly stored data. Including a fluent listener in this crosschecking has proved invaluable in teasing apart ambiguities and filling in missing information. Although collaborative documentation would have provided a much richer source of material for revitalizing Serrano, we show how the particular strengths of differing data sources can still be used for this task.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26142. Henderer, Joseph Smith, Marcus Siva, Ernest Henderer, Joseph Smith, Marcus Siva, Ernest 2013-02-28 As the population of native speakers of a language declines, the opportunities for new data decline as well. Documentation and revitalization efforts must increasingly rely on the work of previous documenters. Such is the situation of revitalization work on Serrano (California, Uto-Aztecan). The authors, including one of the few remaining fluent listeners, are collecting and interpreting material from a wide range of sources to gain a more complete understanding of the language and culture for revitalization purposes. These materials vary in aim, methodology of collection, and quality of storage. The purpose of this talk is to show the practical consequences for language revitalization of best and not-so-best practices as found in these sources. The data can be divided into three categories: material collected from fluent speakers by people trained in language documentation; material collected by community members based on their direct experience; and material collected by people not trained in linguistic methodologies. The data ranges across raw field notes, audio recordings of texts and interviews, and published formal analyses. Each of these sources has unique strengths and weaknesses, and no type of source can present a complete picture on its own. The most extensive texts come from linguists. The best audio to teach pronunciation comes from a Hollywood videographer. Biologists’ notes have allowed us to correctly correlate Serrano words with particular species. Our understanding of musical language comes from musicologists and community artists. Records from community members often show the language as it was used amongst family. The data collected from a variety of experts allows us to crosscheck the various sources, increasing the overall quality of the documentation. There are irresolvable issues and topics that will never be completely understood due to incomplete collection methods and degradation of improperly stored data. Including a fluent listener in this crosschecking has proved invaluable in teasing apart ambiguities and filling in missing information. Although collaborative documentation would have provided a much richer source of material for revitalizing Serrano, we show how the particular strengths of differing data sources can still be used for this task. http://hdl.handle.net/10125/26142 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Learning from Serrano documentation: A century of best and not-so-best practices oai:scholarspace.manoa.hawaii.edu:10125/26163 2024-08-26 col_10125_26591 26163-1.pdf 26163-2.pdf 26163.mp3 Weinberg, Miranda, De Korne, Haley, Depaul, Shelley, Weinberg, Miranda, De Korne, Haley, Depaul, Shelley; 2013-03-01; The Unami dialect of the Lenape language may be called "an extinct language of the United States" in the Ethnologue database (2009), yet it is currently the focus of classes, materials development, and research by the Lenape Nation of Pennsylvania and members of Swarthmore College. This paper provides an example of an initiative to increase the use of a local Indigenous language in a region often ignored by endangered language scholars. We provide an overview of Lenape language education initiatives in Pennsylvania, particularly the program at Swarthmore College, from multiple perspectives. First, we present history of Lenape language revitalization in Pennsylvania, including how the class at Swarthmore college was started in 2008, and some of the successes and challenges for the program, including the influence of the class on the Lenape community. The negotiation of language norms, development of learning materials, and logistical and funding barriers are common challenges for Indigenous language education initiatives in North America, and continue to be addressed by the Lenape program. Secondly, we discuss the impacts of the class on the university community, drawing an ethnographic study conducted during the fourth year of the program. Discussions of community-university collaboration often emphasize the resources that the university can bring to community members, while the benefit for academics is primarily characterized as enabling theoretical or comparative linguistic research and archiving. This study draws attention to a wide range of benefits that the university community has gained from this partnership, as well as the benefits for students learning Lenape as a subject, including heightened cultural sensitivity, awareness of local, national and international histories of marginalized populations, development of research skills, and a sense of contribution to a worthwhile social project. Students have engaged with the language as new speakers, authors, and linguistic researchers forming a new community of Lenape language learners without Lenape tribal affiliation, a very different outcome than in many revitalization projects. We propose that Linguistics programs can benefit both Indigenous communities and linguists-in-training by offering classes in local Indigenous languages as subjects at the university taught by, or in close collaboration with, community members. This kind of collaboration may push the bounds of university bureaucracy, and present challenges between different norms and agendas around the study of language, yet it can be a valuable step in creating more ethical and productive communities of practice for endangered language conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26163. Weinberg, Miranda De Korne, Haley Depaul, Shelley Weinberg, Miranda De Korne, Haley Depaul, Shelley 2013-03-01 The Unami dialect of the Lenape language may be called "an extinct language of the United States" in the Ethnologue database (2009), yet it is currently the focus of classes, materials development, and research by the Lenape Nation of Pennsylvania and members of Swarthmore College. This paper provides an example of an initiative to increase the use of a local Indigenous language in a region often ignored by endangered language scholars. We provide an overview of Lenape language education initiatives in Pennsylvania, particularly the program at Swarthmore College, from multiple perspectives. First, we present history of Lenape language revitalization in Pennsylvania, including how the class at Swarthmore college was started in 2008, and some of the successes and challenges for the program, including the influence of the class on the Lenape community. The negotiation of language norms, development of learning materials, and logistical and funding barriers are common challenges for Indigenous language education initiatives in North America, and continue to be addressed by the Lenape program. Secondly, we discuss the impacts of the class on the university community, drawing an ethnographic study conducted during the fourth year of the program. Discussions of community-university collaboration often emphasize the resources that the university can bring to community members, while the benefit for academics is primarily characterized as enabling theoretical or comparative linguistic research and archiving. This study draws attention to a wide range of benefits that the university community has gained from this partnership, as well as the benefits for students learning Lenape as a subject, including heightened cultural sensitivity, awareness of local, national and international histories of marginalized populations, development of research skills, and a sense of contribution to a worthwhile social project. Students have engaged with the language as new speakers, authors, and linguistic researchers forming a new community of Lenape language learners without Lenape tribal affiliation, a very different outcome than in many revitalization projects. We propose that Linguistics programs can benefit both Indigenous communities and linguists-in-training by offering classes in local Indigenous languages as subjects at the university taught by, or in close collaboration with, community members. This kind of collaboration may push the bounds of university bureaucracy, and present challenges between different norms and agendas around the study of language, yet it can be a valuable step in creating more ethical and productive communities of practice for endangered language conservation. http://hdl.handle.net/10125/26163 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported "It's so alive right now": Community-university collaboration for Lenape language education in Pennsylvania oai:scholarspace.manoa.hawaii.edu:10125/26181 2024-08-26 col_10125_26591 26181-1.pdf 26181-2.pdf Sackett, Kathleen D., Humnick, Linda A., Sackett, Kathleen D., Humnick, Linda A.; 2013-02-28; A crucial goal in language development, particularly for community-based planning, is determining which type of development activities and products could contribute most effectively to language revitalization. Lewis and Simons (2011) propose a tool for projecting effective language development known as the Sustainable Use Model (henceforth SUM). In this paper, we use SUM to evaluate language development activities among the Tsakhur of Azerbaijan, who are split between communities with stable orality and those experiencing some disruption in intergenerational language transmission. This paper focuses on the work of a group of concerned individuals in Tsakhur communities where the language is most viable. SUM evaluates language vitality based on the Extended Graded Intergenerational Disruption Scale (Lewis and Simons 2010), an adaptation of Fishman’s GIDS (1991), and identifies five types of societal conditions—functions, acquisition, motivation, environment, and differentiation—inherent to each level. According to this model, language development activities should be designed to address specific conditions of a given vitality level in order for the language to progress to the next level. The communities we examine exhibit conditions typical of sustainable orality. Tsakhur functions as the primary means of oral communication and is acquired by children at home, while written communication is in Azeri and Russian. The community understands the benefits of oral language for cultural identity, but lacks motivation for using written language, even though government policy supports language development. Current language development efforts focus on literacy and addressing the fear of diminishing oral transmission. In addition to formal literacy development, community members, with the help of an international development organization, are addressing motivations for written and oral use of Tsakhur by focusing on products promoting cultural identity, such as a book of proverbs, a recipe book, and a film about coming of age. They are also beginning to explore digital media literacy products, such as websites and texting. Our evaluation using the Sustainable Use Model affirms that products enhancing cultural identity are appropriate for the community’s level of language vitality, but that, in order to motivate the next childbearing generation to transmit oral language and to use literacy, more language products should be targeting adolescents and young adults. We further propose that SUM will be a useful tool for the Tsakhur and other communities to understand how societal conditions relate to language vitality, predict the effectiveness of specific development activities, and make effective decisions about future activities and products.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26181. Sackett, Kathleen D. Humnick, Linda A. Sackett, Kathleen D. Humnick, Linda A. 2013-02-28 A crucial goal in language development, particularly for community-based planning, is determining which type of development activities and products could contribute most effectively to language revitalization. Lewis and Simons (2011) propose a tool for projecting effective language development known as the Sustainable Use Model (henceforth SUM). In this paper, we use SUM to evaluate language development activities among the Tsakhur of Azerbaijan, who are split between communities with stable orality and those experiencing some disruption in intergenerational language transmission. This paper focuses on the work of a group of concerned individuals in Tsakhur communities where the language is most viable. SUM evaluates language vitality based on the Extended Graded Intergenerational Disruption Scale (Lewis and Simons 2010), an adaptation of Fishman’s GIDS (1991), and identifies five types of societal conditions—functions, acquisition, motivation, environment, and differentiation—inherent to each level. According to this model, language development activities should be designed to address specific conditions of a given vitality level in order for the language to progress to the next level. The communities we examine exhibit conditions typical of sustainable orality. Tsakhur functions as the primary means of oral communication and is acquired by children at home, while written communication is in Azeri and Russian. The community understands the benefits of oral language for cultural identity, but lacks motivation for using written language, even though government policy supports language development. Current language development efforts focus on literacy and addressing the fear of diminishing oral transmission. In addition to formal literacy development, community members, with the help of an international development organization, are addressing motivations for written and oral use of Tsakhur by focusing on products promoting cultural identity, such as a book of proverbs, a recipe book, and a film about coming of age. They are also beginning to explore digital media literacy products, such as websites and texting. Our evaluation using the Sustainable Use Model affirms that products enhancing cultural identity are appropriate for the community’s level of language vitality, but that, in order to motivate the next childbearing generation to transmit oral language and to use literacy, more language products should be targeting adolescents and young adults. We further propose that SUM will be a useful tool for the Tsakhur and other communities to understand how societal conditions relate to language vitality, predict the effectiveness of specific development activities, and make effective decisions about future activities and products. http://hdl.handle.net/10125/26181 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Evaluating community-based language development activities with the Sustainable Use Model: A Tsakhur case study oai:scholarspace.manoa.hawaii.edu:10125/26103 2024-08-27 col_10125_26591 26103.pdf 26103.mp3 Edwards, Jo-Anne, Hobson, John, Edwards, Jo-Anne, Hobson, John; 2013-03-02; Music has always been an important vehicle for the transmission and preservation of culture in Australian Aboriginal societies. The songlines that record and maintain the heroic tales of the Dreaming ancestors tie different language groups together and give structure to the physical and social world of the living. Song has also figured strongly in Australian contact history and the consequent loss of its Indigenous language heritage, ever since the first missionaries began teaching Christian hymns to the ‘natives’. Music has also long been accepted as an effective teaching tool across many societies, and language teachers, in particular, have established that song is especially helpful in the development of second language skills (Techmeier, 1969; Jolly, 1975; Urbanic & Vizmuller, 1981). It is not surprising then that, in contemporary Indigenous Australian language revitalisation classrooms, songs are both very popular and almost always translations of well-known English songs - so much so that some have come to be regarded as obligatory, if not best practice. However, while this strategy not only uses Aboriginal languages as vehicles to perpetuate the transmission of invader culture, the mismatch between English stress, tone and rhythm patterns and those of traditional Aboriginal languages risks the transmission of phonetically distorted versions of them. This paper examines the potential cultural and linguistic risks associated with using Western (English) music and songs in Indigenous Australian revitalisation classrooms and reports on teacher-practitioner research conducted to assess the potential and value of using culturally marked Aboriginal song styles instead. It is presented collaboratively by student and teacher in the Master of Indigenous Languages Education program at the University of Sydney.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26103. Edwards, Jo-Anne Hobson, John Edwards, Jo-Anne Hobson, John 2013-03-02 Music has always been an important vehicle for the transmission and preservation of culture in Australian Aboriginal societies. The songlines that record and maintain the heroic tales of the Dreaming ancestors tie different language groups together and give structure to the physical and social world of the living. Song has also figured strongly in Australian contact history and the consequent loss of its Indigenous language heritage, ever since the first missionaries began teaching Christian hymns to the ‘natives’. Music has also long been accepted as an effective teaching tool across many societies, and language teachers, in particular, have established that song is especially helpful in the development of second language skills (Techmeier, 1969; Jolly, 1975; Urbanic & Vizmuller, 1981). It is not surprising then that, in contemporary Indigenous Australian language revitalisation classrooms, songs are both very popular and almost always translations of well-known English songs - so much so that some have come to be regarded as obligatory, if not best practice. However, while this strategy not only uses Aboriginal languages as vehicles to perpetuate the transmission of invader culture, the mismatch between English stress, tone and rhythm patterns and those of traditional Aboriginal languages risks the transmission of phonetically distorted versions of them. This paper examines the potential cultural and linguistic risks associated with using Western (English) music and songs in Indigenous Australian revitalisation classrooms and reports on teacher-practitioner research conducted to assess the potential and value of using culturally marked Aboriginal song styles instead. It is presented collaboratively by student and teacher in the Master of Indigenous Languages Education program at the University of Sydney. http://hdl.handle.net/10125/26103 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported “Head, shoulders, knees and toes” is not an Aboriginal song oai:scholarspace.manoa.hawaii.edu:10125/26084 2017-05-11 col_10125_26591 26084.mp3 Huffman, Steve, Green, Christopher, Huffman, Steve, Green, Christopher; 2013-03-01; Ever-increasing globalization requires easy access to information about a diverse array of languages. While large amounts of information exist about the world’s languages, this information is spread across a variety of academic, pedagogical,and other sources. Further,users who are not specialized academic linguists may find existing resources and resource databases difficult to find and use. This talk introduces PASAGLOSSA, the result of an ongoing collaboration between the US Government and the University of Maryland’s Center for Advanced Study of Language (CASL). PASAGLOSSA is an interactive map-based language portal showing where all the known languages of the world are natively spoken. PASAGLOSSA is designed to be a user-friendly tool, providing users with varying levels of background and expertise easy access to language information and resources. PASAGLOSSA maps the languages of the world according to defined polygons that show known distributions of native speakers. This provides a visualization of the interaction of individual languages and language families. Each polygon is linked to a distinct ISO code that connects the users to disambiguated information on the language. Basic information is available for all 7,000 of the world’s languages; this includes: • The geographic and demographic information, including an estimate of the number of speakers, known dialects, and alternate names, for each of the world’s 7,000 languages; • Audio samples of over 3,000 of those languages; • Related languages, at any level of genetic similarity; • The national and official languages of each country of the world; • Access to a wiki interface displaying other language-specific enhancements. • An interactive language familiarization tool which allows users to test their aural recognition skills in a wide variety of languages. This talk will offer a demonstration of basic PASAGLOSSA features, highlighting the search capabilities and the technological infrastructure that provides the foundation for this tool. With this foundation in place, the PASAGLOSSA portal stands ready to be populated with a diverse array of world language data, including both scholarly and pedagogical resources.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26084. Huffman, Steve Green, Christopher Huffman, Steve Green, Christopher 2013-03-01 Ever-increasing globalization requires easy access to information about a diverse array of languages. While large amounts of information exist about the world’s languages, this information is spread across a variety of academic, pedagogical,and other sources. Further,users who are not specialized academic linguists may find existing resources and resource databases difficult to find and use. This talk introduces PASAGLOSSA, the result of an ongoing collaboration between the US Government and the University of Maryland’s Center for Advanced Study of Language (CASL). PASAGLOSSA is an interactive map-based language portal showing where all the known languages of the world are natively spoken. PASAGLOSSA is designed to be a user-friendly tool, providing users with varying levels of background and expertise easy access to language information and resources. PASAGLOSSA maps the languages of the world according to defined polygons that show known distributions of native speakers. This provides a visualization of the interaction of individual languages and language families. Each polygon is linked to a distinct ISO code that connects the users to disambiguated information on the language. Basic information is available for all 7,000 of the world’s languages; this includes: • The geographic and demographic information, including an estimate of the number of speakers, known dialects, and alternate names, for each of the world’s 7,000 languages; • Audio samples of over 3,000 of those languages; • Related languages, at any level of genetic similarity; • The national and official languages of each country of the world; • Access to a wiki interface displaying other language-specific enhancements. • An interactive language familiarization tool which allows users to test their aural recognition skills in a wide variety of languages. This talk will offer a demonstration of basic PASAGLOSSA features, highlighting the search capabilities and the technological infrastructure that provides the foundation for this tool. With this foundation in place, the PASAGLOSSA portal stands ready to be populated with a diverse array of world language data, including both scholarly and pedagogical resources. http://hdl.handle.net/10125/26084 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported PASAGLOSSA: Mapping the world's linguistic diversity oai:scholarspace.manoa.hawaii.edu:10125/26080 2024-08-28 col_10125_26591 26080.pdf 26080.mp3 Kelly, Barbara, Gawne, Lauren, Kelly, Barbara, Gawne, Lauren; 2013-03-01; Sociolinguists and anthropologists have long problematized the term ‘community’, whether it be framed as an ethnic community, speech community, a discourse community, or a community of practice. This paper seeks to examine the notion of community within the framework of field linguistics and language documentation by drawing on interdisciplinary approaches to the use of this term. The call for papers for this conference specifically mentions work that benefits ‘communities’ and current best-practice in linguistic fieldwork is heavily focused on working ‘with the community’. At the first two ICLDC conferences 79 of 146 papers had the word “communities/y” in the title, and 126 in the abstract. As field linguists we focus on “community engagement” and “working with the community”. However, exactly what this constitutes is rarely questioned or critiqued (although see Bowern 2008, Holton 2009). In this paper we critically examine the meaning of ‘community’ in language documentation and identify some key features of community as discussed in the literature. We then take a more micro-level analytic approach in the context of own fieldwork experiences working with speakers of three Tibeto-Burman languages in Nepal (Sherpa, Lamjung Yolmo and Kagate) and speakers of an indigenous language in Northern Australia (Murrinh Patha). We identify some of the ways in which the notion of community appears to be more complex than at first glance in language documentation and fieldwork literature. Sherpa, spoken in Solu-Khumbu Nepal, and Lamjung Yolmo, spoken in Lamjung Nepal, are both languages with relatively small speaker numbers and tight-knit groups or clans. However, these communities of language users do not exhibit the socio-cultural features that are typically drawn on in describing relations between linguistic fieldworkers, their practices and communities. There is no culturally-bound hierarchy within the speaker groups, and no village or areal Head who represents the language users as a group or as individuals. In contrast, are many fieldwork situations in Australia where linguistic fieldwork often requires permission from indigenous land councils who represent communities of language users. Even here, however, there are differences between who is a speaker and who is an owner, and often the most fluent speakers are not appropriate members of the community to be working with (Evans 2001). In critically examining ideas around ‘community’ within a language documentation and fieldwork framework, we hope to encourage discussion of this issue and to create a more open frame of reference for what people mean when talking about working “with the community”.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26080. Kelly, Barbara Gawne, Lauren Kelly, Barbara Gawne, Lauren 2013-03-01 Sociolinguists and anthropologists have long problematized the term ‘community’, whether it be framed as an ethnic community, speech community, a discourse community, or a community of practice. This paper seeks to examine the notion of community within the framework of field linguistics and language documentation by drawing on interdisciplinary approaches to the use of this term. The call for papers for this conference specifically mentions work that benefits ‘communities’ and current best-practice in linguistic fieldwork is heavily focused on working ‘with the community’. At the first two ICLDC conferences 79 of 146 papers had the word “communities/y” in the title, and 126 in the abstract. As field linguists we focus on “community engagement” and “working with the community”. However, exactly what this constitutes is rarely questioned or critiqued (although see Bowern 2008, Holton 2009). In this paper we critically examine the meaning of ‘community’ in language documentation and identify some key features of community as discussed in the literature. We then take a more micro-level analytic approach in the context of own fieldwork experiences working with speakers of three Tibeto-Burman languages in Nepal (Sherpa, Lamjung Yolmo and Kagate) and speakers of an indigenous language in Northern Australia (Murrinh Patha). We identify some of the ways in which the notion of community appears to be more complex than at first glance in language documentation and fieldwork literature. Sherpa, spoken in Solu-Khumbu Nepal, and Lamjung Yolmo, spoken in Lamjung Nepal, are both languages with relatively small speaker numbers and tight-knit groups or clans. However, these communities of language users do not exhibit the socio-cultural features that are typically drawn on in describing relations between linguistic fieldworkers, their practices and communities. There is no culturally-bound hierarchy within the speaker groups, and no village or areal Head who represents the language users as a group or as individuals. In contrast, are many fieldwork situations in Australia where linguistic fieldwork often requires permission from indigenous land councils who represent communities of language users. Even here, however, there are differences between who is a speaker and who is an owner, and often the most fluent speakers are not appropriate members of the community to be working with (Evans 2001). In critically examining ideas around ‘community’ within a language documentation and fieldwork framework, we hope to encourage discussion of this issue and to create a more open frame of reference for what people mean when talking about working “with the community”. http://hdl.handle.net/10125/26080 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Talking about community oai:scholarspace.manoa.hawaii.edu:10125/26140 2017-05-11 col_10125_26591 26140.mp3 Edmonds, Katarina, Edmonds, Katarina; 2013-02-28; This paper sets out the establishment of progressions of oral language proficiency for total immersion Māori schools. It discusses the process of documenting the students' language and the analyses that led to the establishment of a reliable and valid scale to ascertain levels of proficiency. A major aim for the researchers was to establish a database that makes explicit the progressions in oral proficiency of students in Māori immersion from year one through to year eight. National standards for literacy and numeracy is one of the most important issues driving educational policy and practice in New Zealand. The establishment of progressions in oral language proficiency for te reo Māori is part of this development. As at 2009, 19.9% of students were in Māori-language education. Students in Māori medium education by level of learning numbered 28,171. Year 2008 data from the Māori-medium education sector shows that Māori-medium schools are more likely to meet both the literacy and numeracy requirements (in te reo Māori or English) for NCEA Level 1 by the end of Year 11 than their Māori counterparts in English-medium schools (in English). Despite the indication of greater success through Māori-medium, the role of Māori language proficiency in Māori-medium education has not featured in language and education assessment in New Zealand. Educators, are aware of the importance of academic achievement, however, most do not realise that Māori language proficiency is of equal significance for learners. Standards of achievement or the progressions of learning in Māori- medium is largely unknown and generally judged by student performance on the adaptations of various national assessments adapted from mainstream education. In 2000, a team of researchers contracted by the University of Waikato, for the Ministry of Education developed tests in listening, speaking reading and writing, to assess Māori language proficiency. Due to lack of funding and organisational support the project was discontinued, however, the 'speaking' data from that process has informed the current research. Oral language progressions that students could be expected to make at the different ages and stages of their Māori language development in Māori-medium contexts, and how this can be measured, has been established.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26140. Edmonds, Katarina Edmonds, Katarina 2013-02-28 This paper sets out the establishment of progressions of oral language proficiency for total immersion Māori schools. It discusses the process of documenting the students' language and the analyses that led to the establishment of a reliable and valid scale to ascertain levels of proficiency. A major aim for the researchers was to establish a database that makes explicit the progressions in oral proficiency of students in Māori immersion from year one through to year eight. National standards for literacy and numeracy is one of the most important issues driving educational policy and practice in New Zealand. The establishment of progressions in oral language proficiency for te reo Māori is part of this development. As at 2009, 19.9% of students were in Māori-language education. Students in Māori medium education by level of learning numbered 28,171. Year 2008 data from the Māori-medium education sector shows that Māori-medium schools are more likely to meet both the literacy and numeracy requirements (in te reo Māori or English) for NCEA Level 1 by the end of Year 11 than their Māori counterparts in English-medium schools (in English). Despite the indication of greater success through Māori-medium, the role of Māori language proficiency in Māori-medium education has not featured in language and education assessment in New Zealand. Educators, are aware of the importance of academic achievement, however, most do not realise that Māori language proficiency is of equal significance for learners. Standards of achievement or the progressions of learning in Māori- medium is largely unknown and generally judged by student performance on the adaptations of various national assessments adapted from mainstream education. In 2000, a team of researchers contracted by the University of Waikato, for the Ministry of Education developed tests in listening, speaking reading and writing, to assess Māori language proficiency. Due to lack of funding and organisational support the project was discontinued, however, the 'speaking' data from that process has informed the current research. Oral language progressions that students could be expected to make at the different ages and stages of their Māori language development in Māori-medium contexts, and how this can be measured, has been established. http://hdl.handle.net/10125/26140 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Establishing oral language progressions for the Māori language oai:scholarspace.manoa.hawaii.edu:10125/26131 2024-08-29 col_10125_26591 26131.mp3 26131.pdf Bickford, J. Albert, Lewis, Paul, Simons, Gary, Bickford, J. Albert, Lewis, Paul, Simons, Gary; 2013-03-03; The Expanded Graded Intergenerational Disruption Scale (EGIDS, Authors 2010), based on Fishman’s (1991) earlier GIDS, was developed with spoken languages in mind. As such, some wording and criteria in it do not apply easily to signed languages, reflecting the fact that signed languages have not figured prominently in the literature on language endangerment. In this paper, we propose a modification and refinement of EGIDS that is equally applicable to signed and spoken languages. Some modifications are trivial, such as replacing “speakers” with “users” or “speakers/signers”. Since transmission of sign languages is usually not from parent to child (a relatively small proportion of deaf children have parents who know a sign language), phrases such as “transmitting [the language] to their children” need to be rewritten to put the emphasis on whether children are learning the language, not who they are learning it from. Some changes are considerably more challenging, however, such as the importance of writing. Although writing systems have been devised for some sign languages, no signing community makes regular, widespread use of a writing system. Yet, many signed languages are used in schools and thus have institutional support and other mechanisms of standardization that parallels what happens in spoken languages with established writing systems. We propose, therefore, that the key criteria that distinguish EGIDS levels 4 (Educational) and 5 (Developing) from level 6a (Vigorous) is not writing but the extent of standardization and institutional support, particularly from the formal educational system. Similarly, it is necessary to characterize normal use of a language (not in written form) in a way that does not use the word “oral”, which presupposes spoken languages. Instead, we propose “face-to-face communication”. In making these modifications, some larger questions about language vitality of signed and spoken languages have needed to be considered. What sociolinguistic characteristics of signed languages result in a level of vitality that is comparable to a given level for spoken languages? Or, to put it another way, to what extent are signed and spoken languages affected by the same factors, and when there are differences, are these differences analogous between the two modalities? Are signed languages more or less robust than spoken languages when facing analogous pressures? (Anecdotal evidence suggests that sign languages are very resistant to replacement by spoken languages, but very easily replaced by other sign languages.) The revised EGIDS provides a first step toward answering such questions.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26131. Bickford, J. Albert Lewis, Paul Simons, Gary Bickford, J. Albert Lewis, Paul Simons, Gary 2013-03-03 The Expanded Graded Intergenerational Disruption Scale (EGIDS, Authors 2010), based on Fishman’s (1991) earlier GIDS, was developed with spoken languages in mind. As such, some wording and criteria in it do not apply easily to signed languages, reflecting the fact that signed languages have not figured prominently in the literature on language endangerment. In this paper, we propose a modification and refinement of EGIDS that is equally applicable to signed and spoken languages. Some modifications are trivial, such as replacing “speakers” with “users” or “speakers/signers”. Since transmission of sign languages is usually not from parent to child (a relatively small proportion of deaf children have parents who know a sign language), phrases such as “transmitting [the language] to their children” need to be rewritten to put the emphasis on whether children are learning the language, not who they are learning it from. Some changes are considerably more challenging, however, such as the importance of writing. Although writing systems have been devised for some sign languages, no signing community makes regular, widespread use of a writing system. Yet, many signed languages are used in schools and thus have institutional support and other mechanisms of standardization that parallels what happens in spoken languages with established writing systems. We propose, therefore, that the key criteria that distinguish EGIDS levels 4 (Educational) and 5 (Developing) from level 6a (Vigorous) is not writing but the extent of standardization and institutional support, particularly from the formal educational system. Similarly, it is necessary to characterize normal use of a language (not in written form) in a way that does not use the word “oral”, which presupposes spoken languages. Instead, we propose “face-to-face communication”. In making these modifications, some larger questions about language vitality of signed and spoken languages have needed to be considered. What sociolinguistic characteristics of signed languages result in a level of vitality that is comparable to a given level for spoken languages? Or, to put it another way, to what extent are signed and spoken languages affected by the same factors, and when there are differences, are these differences analogous between the two modalities? Are signed languages more or less robust than spoken languages when facing analogous pressures? (Anecdotal evidence suggests that sign languages are very resistant to replacement by spoken languages, but very easily replaced by other sign languages.) The revised EGIDS provides a first step toward answering such questions. http://hdl.handle.net/10125/26131 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Rating the vitality of sign languages oai:scholarspace.manoa.hawaii.edu:10125/26104 2017-05-11 col_10125_26591 26104.mp3 Childs, Tucker, Childs, Tucker; 2013-03-02; This paper reports on work with a highly endangered language spoken in a coastal area straddling the border between Sierra Leone and Guinea. The Mani language (ISO 639-3: buy) is spoken by several hundred elderly speakers scattered about in a number of small towns. A series of projects began what were thought to be salvage operations in 1999, but since then an effort at revitalization has been launched. What galvanized the initiative was the discovery of an isolated town where children speak the language. Furthermore, energetic and dedicated local leaders augured well for the future of the project. The town is on an island separated from the mainland by tidal rivers, far from the main road. Because of this discovery, language documentation changed to revitalization. With the blessing, participation, and encouragement of community members, the project has sought to create authentic and relevant materials. This effort has involved the testing of multiple versions of primers for use in the schools and developing a reader for the elders, as well as audiovisual products. The project has been challenged by the low level of education at the local school. Thus, we have also had to work at developing overall literacy. Compounding this problem was the fact that no one spoke English, the national language of instruction, and students had learned only its bizarre spelling system, much at odds with the ones developed for the local languages. In addition to our work on traditional literacy, we developed some computer literacy, building on the model of the Hole-in-the-Wall project to encourage independent and continuous learning. An exciting aspect to the electronic side is the use of the internet via a solar-powered, stand-alone wifi station. It is designed to allow, among other things, communication with the author and his students to foster mutual cooperation and joint development of further materials. Because of shipping delays the station could not be set up during my last visit (Jan-Mar 2012), but I hope to get it working and test out new materials in Aug-Sept 2012 on a return visit. What this paper presents, then, is a case study of a special situation that could well inform best practices elsewhere. The particular concatenation of challenging physical and socio-cultural circumstances is unusual but nonetheless instructive. What I stress in the presentation is the importance of identifying and supporting local leadership, particularly of the traditional kind. In some ways this support runs counter to government initiatives, and the ramifications of this situation are discussed.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26104. Childs, Tucker Childs, Tucker 2013-03-02 This paper reports on work with a highly endangered language spoken in a coastal area straddling the border between Sierra Leone and Guinea. The Mani language (ISO 639-3: buy) is spoken by several hundred elderly speakers scattered about in a number of small towns. A series of projects began what were thought to be salvage operations in 1999, but since then an effort at revitalization has been launched. What galvanized the initiative was the discovery of an isolated town where children speak the language. Furthermore, energetic and dedicated local leaders augured well for the future of the project. The town is on an island separated from the mainland by tidal rivers, far from the main road. Because of this discovery, language documentation changed to revitalization. With the blessing, participation, and encouragement of community members, the project has sought to create authentic and relevant materials. This effort has involved the testing of multiple versions of primers for use in the schools and developing a reader for the elders, as well as audiovisual products. The project has been challenged by the low level of education at the local school. Thus, we have also had to work at developing overall literacy. Compounding this problem was the fact that no one spoke English, the national language of instruction, and students had learned only its bizarre spelling system, much at odds with the ones developed for the local languages. In addition to our work on traditional literacy, we developed some computer literacy, building on the model of the Hole-in-the-Wall project to encourage independent and continuous learning. An exciting aspect to the electronic side is the use of the internet via a solar-powered, stand-alone wifi station. It is designed to allow, among other things, communication with the author and his students to foster mutual cooperation and joint development of further materials. Because of shipping delays the station could not be set up during my last visit (Jan-Mar 2012), but I hope to get it working and test out new materials in Aug-Sept 2012 on a return visit. What this paper presents, then, is a case study of a special situation that could well inform best practices elsewhere. The particular concatenation of challenging physical and socio-cultural circumstances is unusual but nonetheless instructive. What I stress in the presentation is the importance of identifying and supporting local leadership, particularly of the traditional kind. In some ways this support runs counter to government initiatives, and the ramifications of this situation are discussed. http://hdl.handle.net/10125/26104 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language revitalization and literacy on the West African littoral oai:scholarspace.manoa.hawaii.edu:10125/26109 2024-08-29 col_10125_26591 26109.mp3 26109.pdf Chauvette, Benjamin, Chauvette, Benjamin; 2013-03-02; Although recent years have seen an increasing focus on collaboration within language documentation projects, there has not been a commensurate push to create software that allows project members to efficiently work together. While some software, such as SIL’s FieldWorks suite, does support limited multi-user capabilities, they are often inadequate for the needs of teams whose members are technologically or geographically separated from each other. As a result, projects must resort to workarounds that are either error-prone (e.g. trust-based file access restrictions) or massively redundant (e.g. repeatedly copying the entire project folder as a backup). Similar obstacles to collaborative efforts are found in software development, where projects often require developers in different locations to edit the same files concurrently. To enable such collaboration, software developers have created VERSION CONTROL SYSTEMS that can track, manage, and even undo every change made to a project. Traditionally, these systems use a client-server model that requires developers to connect to a network and then check files into and out of a centralized repository. Within the last decade, however, developers have begun to use DISTRIBUTED VERSION CONTROL SYSTEMS (DVCS), which use a decentralized peer-to-peer model rather than a client-server one. Instead of checking files out of a centralized repository, developers using DVCS typically clone a whole repository onto their own computer, make changes to the clone, and then later merge it back into the original repository. This distributed design allows for more flexible project structures, while still retaining the major benefits of traditional version control systems, such as file histories and the ability to roll back undesirable changes. The current presentation examines how DVCS such as Mercurial (http://www.git-scm.com/),Git (http://mercurial.selenic.com/), and Chorus (http://projects.palaso.org/projects/chorus) can be used to manage data for language documentation projects. Two features of DVCS are especially beneficial in this regard. First, DVCS tools are generally data agnostic, which allows projects to continue using their preferred linguistics software (e.g. Toolbox or FLEx), while still gaining the aforementioned benefits of version control systems. Second, the peer-to-peer structure of DVCS allows project members to continue collaborating even in the absence of a common network. DVCS therefore helps satisfy the recent call for more collaboration within language documentation, without requiring the development of entirely new linguistics software suites.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26109. Chauvette, Benjamin Chauvette, Benjamin 2013-03-02 Although recent years have seen an increasing focus on collaboration within language documentation projects, there has not been a commensurate push to create software that allows project members to efficiently work together. While some software, such as SIL’s FieldWorks suite, does support limited multi-user capabilities, they are often inadequate for the needs of teams whose members are technologically or geographically separated from each other. As a result, projects must resort to workarounds that are either error-prone (e.g. trust-based file access restrictions) or massively redundant (e.g. repeatedly copying the entire project folder as a backup). Similar obstacles to collaborative efforts are found in software development, where projects often require developers in different locations to edit the same files concurrently. To enable such collaboration, software developers have created VERSION CONTROL SYSTEMS that can track, manage, and even undo every change made to a project. Traditionally, these systems use a client-server model that requires developers to connect to a network and then check files into and out of a centralized repository. Within the last decade, however, developers have begun to use DISTRIBUTED VERSION CONTROL SYSTEMS (DVCS), which use a decentralized peer-to-peer model rather than a client-server one. Instead of checking files out of a centralized repository, developers using DVCS typically clone a whole repository onto their own computer, make changes to the clone, and then later merge it back into the original repository. This distributed design allows for more flexible project structures, while still retaining the major benefits of traditional version control systems, such as file histories and the ability to roll back undesirable changes. The current presentation examines how DVCS such as Mercurial (http://www.git-scm.com/),Git (http://mercurial.selenic.com/), and Chorus (http://projects.palaso.org/projects/chorus) can be used to manage data for language documentation projects. Two features of DVCS are especially beneficial in this regard. First, DVCS tools are generally data agnostic, which allows projects to continue using their preferred linguistics software (e.g. Toolbox or FLEx), while still gaining the aforementioned benefits of version control systems. Second, the peer-to-peer structure of DVCS allows project members to continue collaborating even in the absence of a common network. DVCS therefore helps satisfy the recent call for more collaboration within language documentation, without requiring the development of entirely new linguistics software suites. http://hdl.handle.net/10125/26109 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Using distributed version control systems to improve project management and collaboration oai:scholarspace.manoa.hawaii.edu:10125/26062 2024-08-29 col_10125_26591 26062.mp3 26062.pdf Cutfield, Sarah, Cutfield, Sarah; 2013-03-01; The features of ethnobiological taxonomies in Australian Aboriginal languages present significant challenges to Berlin et al.’s (1973) universals for folk taxonomy. Authors have shown that environmental/biological, cultural and linguistic features each contribute to the distinctive principles of ethnoclassification in Australian languages (e.g. Waddy 1988, McKnight 1999, Baker 2007), such that they cannot be accommodated in Berlin et al.’s model. Bordulk et al. (In press) is the result of nearly twenty years of field-based collaborative fieldwork between Dalabon speakers, linguists and biologists. The authors document biocultural knowledge on 550 plants and animals in the Dalabon language of south-western Arnhem Land, Australia. This is a relatively high number of species for Aboriginal languages in this latitudinal zone in north Australia, which reveals an unusually dense ethnoclassification system in Dalabon. In this paper, I seek to report on the principles of ethnobiological classification in Dalabon by describing both the familiar and unfamiliar features of this taxonomy. I begin by describing those features of Dalabon ethnobiological classification which are commonly attested in Australian languages (e.g. dominant use of monomorphemic, mononomial names at the species level; few if any genera terms; polysemies based on metonymic relationships between biologically unrelated taxa; onomatopoeia). I then present a linguistic analysis of the categorization principles. I explore the relationship between biological ‘taxa’ and linguistic ‘senses’ and highlight the semantic principles underpinning the polysemy, sign metonymy and (partial) reduplication attested in the Dalabon data. This paper is an example of the depth of analysis which can result from cross-disciplinary documentary fieldwork, and is a contribution to the description of the Dalabon language and of Australian ethnoclassification systems, and to ethnobiological taxonomies more generally.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26062. Cutfield, Sarah Cutfield, Sarah 2013-03-01 The features of ethnobiological taxonomies in Australian Aboriginal languages present significant challenges to Berlin et al.’s (1973) universals for folk taxonomy. Authors have shown that environmental/biological, cultural and linguistic features each contribute to the distinctive principles of ethnoclassification in Australian languages (e.g. Waddy 1988, McKnight 1999, Baker 2007), such that they cannot be accommodated in Berlin et al.’s model. Bordulk et al. (In press) is the result of nearly twenty years of field-based collaborative fieldwork between Dalabon speakers, linguists and biologists. The authors document biocultural knowledge on 550 plants and animals in the Dalabon language of south-western Arnhem Land, Australia. This is a relatively high number of species for Aboriginal languages in this latitudinal zone in north Australia, which reveals an unusually dense ethnoclassification system in Dalabon. In this paper, I seek to report on the principles of ethnobiological classification in Dalabon by describing both the familiar and unfamiliar features of this taxonomy. I begin by describing those features of Dalabon ethnobiological classification which are commonly attested in Australian languages (e.g. dominant use of monomorphemic, mononomial names at the species level; few if any genera terms; polysemies based on metonymic relationships between biologically unrelated taxa; onomatopoeia). I then present a linguistic analysis of the categorization principles. I explore the relationship between biological ‘taxa’ and linguistic ‘senses’ and highlight the semantic principles underpinning the polysemy, sign metonymy and (partial) reduplication attested in the Dalabon data. This paper is an example of the depth of analysis which can result from cross-disciplinary documentary fieldwork, and is a contribution to the description of the Dalabon language and of Australian ethnoclassification systems, and to ethnobiological taxonomies more generally. http://hdl.handle.net/10125/26062 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A linguistic analysis of Dalabon ethnobiology oai:scholarspace.manoa.hawaii.edu:10125/26151 2017-05-11 col_10125_26591 26151.mp3 Locke, Stephanie, Anip, Erenst, Locke, Stephanie, Anip, Erenst; 2013-02-28; The Language Documentation Training Center (LDTC) is a program initiated and run by graduate students in the department of Linguistics at the University of Hawaii at Manoa, to contribute to the worldwide effort to document endangered languages. Since its inception in 2004, LDTC has been entirely run by graduate students with minimal input from faculty. Students work together to design the curriculum, recruit community members, teach linguistic tools to participants and engage the community through other activities. In this presentation, we will describe the program, its mission and successful outcomes. After 8 years running, LDTC has shared linguistic knowledge and tools with speakers from over 80 languages and dialects around the world, from the Pacific Rim all the way to New Mexico and France. From the beginning, the main goals of LDTC have been to offer native speakers a public domain for making information about their languages and culture accessible, to train native speakers so that they can document their own language, and to encourage them to be active language advocates in their home communities. We will explain the skills participants acquire in the series of workshops that we conduct every semester. In addition, we will also highlight successes of our participants in their efforts to document their language, and give examples of culturally rich final projects. Each participant is paired up with a graduate student who acts as a mentor, guiding the participant through the workshops. Working together, they design a website that displays information about the participant's language as well as culturally significant recordings. At the end of the semester, these projects are presented to the community, uploaded to the Languages page of LDTC’s website and archived. Furthermore, in a relatively short period of time, the LDTC program has been recognized campus and nation-wide for its contributions to documenting indigenous languages of the world. In the end, we hope that this community-based workshop method can be applied in other locations, and that our presentation will inspire others to create similar workshops. LDTC’s website: http://www.ling.hawaii.edu/~uhdoc/index.html; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26151. Locke, Stephanie Anip, Erenst Locke, Stephanie Anip, Erenst 2013-02-28 The Language Documentation Training Center (LDTC) is a program initiated and run by graduate students in the department of Linguistics at the University of Hawaii at Manoa, to contribute to the worldwide effort to document endangered languages. Since its inception in 2004, LDTC has been entirely run by graduate students with minimal input from faculty. Students work together to design the curriculum, recruit community members, teach linguistic tools to participants and engage the community through other activities. In this presentation, we will describe the program, its mission and successful outcomes. After 8 years running, LDTC has shared linguistic knowledge and tools with speakers from over 80 languages and dialects around the world, from the Pacific Rim all the way to New Mexico and France. From the beginning, the main goals of LDTC have been to offer native speakers a public domain for making information about their languages and culture accessible, to train native speakers so that they can document their own language, and to encourage them to be active language advocates in their home communities. We will explain the skills participants acquire in the series of workshops that we conduct every semester. In addition, we will also highlight successes of our participants in their efforts to document their language, and give examples of culturally rich final projects. Each participant is paired up with a graduate student who acts as a mentor, guiding the participant through the workshops. Working together, they design a website that displays information about the participant's language as well as culturally significant recordings. At the end of the semester, these projects are presented to the community, uploaded to the Languages page of LDTC’s website and archived. Furthermore, in a relatively short period of time, the LDTC program has been recognized campus and nation-wide for its contributions to documenting indigenous languages of the world. In the end, we hope that this community-based workshop method can be applied in other locations, and that our presentation will inspire others to create similar workshops. LDTC’s website: http://www.ling.hawaii.edu/~uhdoc/index.html http://hdl.handle.net/10125/26151 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Sharing linguistic tools with native speakers through the Language Documentation Training Center at the University of Hawai‘i at Mānoa oai:scholarspace.manoa.hawaii.edu:10125/26193 2017-05-11 col_10125_26591 26193.mp3 Nishimoto, Warren, Nishimoto, Warren; 2013-03-01; Oral history involves more than just turning on a tape recorder and asking an interviewee questions. Careful planning, research, listening, and establishing rapport are basic elements to a successful interview. In this class we will examine the method and value of preparing for and conducting life history interviews with people willing to ‘talk story’ about their experiences, as well as how to preserve, analyze, and disseminate these stories.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26193. Nishimoto, Warren Nishimoto, Warren 2013-03-01 Oral history involves more than just turning on a tape recorder and asking an interviewee questions. Careful planning, research, listening, and establishing rapport are basic elements to a successful interview. In this class we will examine the method and value of preparing for and conducting life history interviews with people willing to ‘talk story’ about their experiences, as well as how to preserve, analyze, and disseminate these stories. http://hdl.handle.net/10125/26193 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported How to document oral history oai:scholarspace.manoa.hawaii.edu:10125/26112 2024-08-30 col_10125_26591 26112.mp3 26112.pdf Admiraal, Femmy, Admiraal, Femmy; 2013-03-02; This paper addresses the question how theoretical linguists working on the documentation of endangered languages can contribute to the preservation of those languages and the development of materials that help preserve and revitalize them. Are field linguists with no background in educational sciences adequately trained for developing teaching materials? Do the data from a documentation project serve as a good base for materials that support language preservation? Which pitfalls can be easily avoided, and how can you ensure that the materials are valuable for the community and actually serve their needs? The paper is based on the lessons learned from the elaboration of Baure teaching materials. Baure is an Arawak language of the southern branch (Aikhenvald 1999: 65-71, Danielsen forthcoming), spoken in the Bolivian lowlands. With only approximately 20 native speakers left, it is considered a critically endangered language and since the speakers are all elderly, the language may get extinct within the next few decades. Several initiatives have been taken to revitalize the Baure language, by the local schools and the Baure indigenous movement, as well as by field linguists studying the language. Alongside a documentation project, we have produced several materials for the community, among which a digital vocabulary trainer, a memory game, and a bilingual story book. On request of the local school board to provide more materials in the language, a Baure course book was published in 2012. It was taken into account that none of the teachers is actually a native Baure speaker and the course book was specifically designed for second language learning. Teacher training is known to be an essential part of teaching endangered languages and inadequate teacher training may cause the failure of teaching programs (Hinton 2001: 349). However, this is particularly challenging when the teachers do not speak the language. In order to present the course book, give a basic introduction on the Baure grammar, and assist the teachers in implementing the materials, workshops were organized for 80 local teachers. This paper critically reflects on teaching materials produced by field linguists not specialized in educational sciences, which are based on data collected in documentation projects. It highlights both the successes and shortcomings of the elaboration of the Baure course book, and discusses how the materials were received by the community and integrated in the school curriculum. Based on this experience, recommendations are given to field linguists seeking to produce similar materials.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26112. Admiraal, Femmy Admiraal, Femmy 2013-03-02 This paper addresses the question how theoretical linguists working on the documentation of endangered languages can contribute to the preservation of those languages and the development of materials that help preserve and revitalize them. Are field linguists with no background in educational sciences adequately trained for developing teaching materials? Do the data from a documentation project serve as a good base for materials that support language preservation? Which pitfalls can be easily avoided, and how can you ensure that the materials are valuable for the community and actually serve their needs? The paper is based on the lessons learned from the elaboration of Baure teaching materials. Baure is an Arawak language of the southern branch (Aikhenvald 1999: 65-71, Danielsen forthcoming), spoken in the Bolivian lowlands. With only approximately 20 native speakers left, it is considered a critically endangered language and since the speakers are all elderly, the language may get extinct within the next few decades. Several initiatives have been taken to revitalize the Baure language, by the local schools and the Baure indigenous movement, as well as by field linguists studying the language. Alongside a documentation project, we have produced several materials for the community, among which a digital vocabulary trainer, a memory game, and a bilingual story book. On request of the local school board to provide more materials in the language, a Baure course book was published in 2012. It was taken into account that none of the teachers is actually a native Baure speaker and the course book was specifically designed for second language learning. Teacher training is known to be an essential part of teaching endangered languages and inadequate teacher training may cause the failure of teaching programs (Hinton 2001: 349). However, this is particularly challenging when the teachers do not speak the language. In order to present the course book, give a basic introduction on the Baure grammar, and assist the teachers in implementing the materials, workshops were organized for 80 local teachers. This paper critically reflects on teaching materials produced by field linguists not specialized in educational sciences, which are based on data collected in documentation projects. It highlights both the successes and shortcomings of the elaboration of the Baure course book, and discusses how the materials were received by the community and integrated in the school curriculum. Based on this experience, recommendations are given to field linguists seeking to produce similar materials. http://hdl.handle.net/10125/26112 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported From theory to praxis: Lessons learned from the elaboration of Baure teaching materials oai:scholarspace.manoa.hawaii.edu:10125/26124 2024-08-31 col_10125_26591 26124.mp3 26124.pdf Amith, Jonathan, Amith, Jonathan; 2013-03-03; The nomenclature, classification, and use of biotaxa should be a significant component of language documentation. It involves complex lexical semantics and classificatory schemes, creats a thematic stimulus for corpus development, and can facilitate community collaboration to preserve endangered language and traditional ecological knowledge. This presentation proposes a synergistic partnership among biologists, linguists, indigenous communities, and ethnographers to explore these issues.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26124. Amith, Jonathan Amith, Jonathan 2013-03-03 The nomenclature, classification, and use of biotaxa should be a significant component of language documentation. It involves complex lexical semantics and classificatory schemes, creats a thematic stimulus for corpus development, and can facilitate community collaboration to preserve endangered language and traditional ecological knowledge. This presentation proposes a synergistic partnership among biologists, linguists, indigenous communities, and ethnographers to explore these issues. http://hdl.handle.net/10125/26124 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language documentation and natural history: A synergistic and interdisciplinary approach to ethnobiology oai:scholarspace.manoa.hawaii.edu:10125/26137 2024-08-31 col_10125_26591 26137.pdf 26137.mp3 Ignace, Marianne, Ignace, Ronald, Ignace, Marianne, Ignace, Ronald; 2013-03-03; In this paper, the authors report and reflect on their real and virtual travels throughout Secwepemcúl’ecw – Shuswap Indigenous territory in the Interior of British Columbia, Canada - while documenting Secwepemc place naming and sense of place. The latter has involved interdisciplinary, indigenous community driven research throughout the territory to learn about the phonological, morphological and semantic composition of Secwepemc place names, as evidenced in a large data set from 17 Secwepemc communities. Beyond the linguistic taxonomy of Secwepemc place names and place naming, we discuss the system of demonstrative deixis that underlies place naming and wayfinding in the landscape of Secwepemcúl’ecw. It connects indigenous terms for geographic features with locational and directional terms that amount to what we describe as a “Secwepemc Geographic Positioning System.” Moving beyond linguistic analysis, we explore how place naming indexes and embeds oral histories and traditions narrated in the Shuswap language that anchor personal and collective experience to social, political, spiritual and ecological experience and knowledge. All of these encompass a moral and historical dimension of sense of place. We show how an interdisciplinary approach that combines linguistic and ethnographic methods with indigenous epistemology, but especially with experiential teaching and learning, works well not only to explain Secwepemc sense of place, but also to engage younger generations in revitalizing connection to place. It also motivates their (re)-learning of the Secwepemc language. Having worked with digital media (google earth, satellite images) to plot place-names, routes and itineraries together with elderly fluent speakers, we will also discuss the strengths and challenges of technology in the documentation of indigenous sense of place. While such digital media provide important and useful ways of locating and pin-pointing places, they represent pale images of the primary sensory experience on the land that connects landscape with ancestors’ narratives of the moral dimensions of sense of place – arguably the most relevant and profound experience of language revitalization. Based on these findings, we will discuss what may be some premises for an integrated theory of indigenous language documentation that stimulates local language revitalization by engaging the sensory and moral practice of teaching and learning on the land with the use of digital technology.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26137. Ignace, Marianne Ignace, Ronald Ignace, Marianne Ignace, Ronald 2013-03-03 In this paper, the authors report and reflect on their real and virtual travels throughout Secwepemcúl’ecw – Shuswap Indigenous territory in the Interior of British Columbia, Canada - while documenting Secwepemc place naming and sense of place. The latter has involved interdisciplinary, indigenous community driven research throughout the territory to learn about the phonological, morphological and semantic composition of Secwepemc place names, as evidenced in a large data set from 17 Secwepemc communities. Beyond the linguistic taxonomy of Secwepemc place names and place naming, we discuss the system of demonstrative deixis that underlies place naming and wayfinding in the landscape of Secwepemcúl’ecw. It connects indigenous terms for geographic features with locational and directional terms that amount to what we describe as a “Secwepemc Geographic Positioning System.” Moving beyond linguistic analysis, we explore how place naming indexes and embeds oral histories and traditions narrated in the Shuswap language that anchor personal and collective experience to social, political, spiritual and ecological experience and knowledge. All of these encompass a moral and historical dimension of sense of place. We show how an interdisciplinary approach that combines linguistic and ethnographic methods with indigenous epistemology, but especially with experiential teaching and learning, works well not only to explain Secwepemc sense of place, but also to engage younger generations in revitalizing connection to place. It also motivates their (re)-learning of the Secwepemc language. Having worked with digital media (google earth, satellite images) to plot place-names, routes and itineraries together with elderly fluent speakers, we will also discuss the strengths and challenges of technology in the documentation of indigenous sense of place. While such digital media provide important and useful ways of locating and pin-pointing places, they represent pale images of the primary sensory experience on the land that connects landscape with ancestors’ narratives of the moral dimensions of sense of place – arguably the most relevant and profound experience of language revitalization. Based on these findings, we will discuss what may be some premises for an integrated theory of indigenous language documentation that stimulates local language revitalization by engaging the sensory and moral practice of teaching and learning on the land with the use of digital technology. http://hdl.handle.net/10125/26137 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Yiri7 re skwestúl'ecwems-kucw: Secwepemc sense of place as language documentation and cultural revitalization oai:scholarspace.manoa.hawaii.edu:10125/26143 2024-08-31 col_10125_26591 26143.mp3 26143.pdf Miyashita, Mizuki, Yares, Rebecca, Van Buren, Jackelyn, Schupbach, Scott, Chatsis, Annabelle, Lunak, Megan, Miyashita, Mizuki, Yares, Rebecca, Van Buren, Jackelyn, Schupbach, Scott, Chatsis, Annabelle, Lunak, Megan; 2013-02-28; Recent trends in documentation and revitalization have emphasized the empowerment model which highlights the importance of collaboration between academic and speech community members (Cameron et al. 1992, 1997;SSHRC 2007; Czaykowska-Higgins 2007), yet few articles describe actual collaborative projects and their outcomes (Yamada 2007). Among the few, Yamada (2007) demonstrates the success of the model within the Aretyry speech community of Suriname. Similarly, our project adds to the literature a case study using collaborative methodological frameworks and offers documentation and revitalization work among linguists, graduate students, a college Blackfoot instructor (native speaker), an elementary school teacher, and grade school students on the Blackfeet reservation in Montana. The project is a creation of original language education material: a short animated story in Blackfoot entitled O’towaawahkao’pa Ponoka: ‘Let’s walk around with Elk.’ In our presentation we demonstrate a mutually beneficial collaboration process by describing the material creation, reporting the material’s use in classrooms at the university and elementary school, and identifying benefits to the collaboration members. The story involves five animal characters, covers various grammatical points such as person, number, and TAM (tense/aspect/mood), and includes natural science information. Linguistics students composed the story line and designed the aesthetically pleasing artwork to appeal to a wide range of ages. The college Blackfoot instructor then provided feedback and advised the linguistics students on cultural sensitivity and pedagogical needs. The instructor at the Cuts Wood School at the Piegan Institute (K-8 private Blackfoot immersion school) taught her students the phrases and supervised them recording their readings to be used as voice-overs for the animal characters. The animation will be used in the Cuts Wood School so that the students who participated in this project will see the outcome and can benefit from it firsthand. Simultaneously, it will be used in the Blackfoot language class offered at the University of Montana (Fall 2012) to assist second language learning. The animation story will also be disseminated online to enhance the accessibility for language teachers and learners outside of the institutions involved. The collaborative project meets the needs of both academic linguists and Blackfoot speech communities. Linguists not only had access to speaker intuitions but built lasting trust and relationships within the community and community members received hands-on training in making pedagogical materials which are physically and intellectually accessible to the community.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26143. Miyashita, Mizuki Yares, Rebecca Van Buren, Jackelyn Schupbach, Scott Chatsis, Annabelle Lunak, Megan Miyashita, Mizuki Yares, Rebecca Van Buren, Jackelyn Schupbach, Scott Chatsis, Annabelle Lunak, Megan 2013-02-28 Recent trends in documentation and revitalization have emphasized the empowerment model which highlights the importance of collaboration between academic and speech community members (Cameron et al. 1992, 1997;SSHRC 2007; Czaykowska-Higgins 2007), yet few articles describe actual collaborative projects and their outcomes (Yamada 2007). Among the few, Yamada (2007) demonstrates the success of the model within the Aretyry speech community of Suriname. Similarly, our project adds to the literature a case study using collaborative methodological frameworks and offers documentation and revitalization work among linguists, graduate students, a college Blackfoot instructor (native speaker), an elementary school teacher, and grade school students on the Blackfeet reservation in Montana. The project is a creation of original language education material: a short animated story in Blackfoot entitled O’towaawahkao’pa Ponoka: ‘Let’s walk around with Elk.’ In our presentation we demonstrate a mutually beneficial collaboration process by describing the material creation, reporting the material’s use in classrooms at the university and elementary school, and identifying benefits to the collaboration members. The story involves five animal characters, covers various grammatical points such as person, number, and TAM (tense/aspect/mood), and includes natural science information. Linguistics students composed the story line and designed the aesthetically pleasing artwork to appeal to a wide range of ages. The college Blackfoot instructor then provided feedback and advised the linguistics students on cultural sensitivity and pedagogical needs. The instructor at the Cuts Wood School at the Piegan Institute (K-8 private Blackfoot immersion school) taught her students the phrases and supervised them recording their readings to be used as voice-overs for the animal characters. The animation will be used in the Cuts Wood School so that the students who participated in this project will see the outcome and can benefit from it firsthand. Simultaneously, it will be used in the Blackfoot language class offered at the University of Montana (Fall 2012) to assist second language learning. The animation story will also be disseminated online to enhance the accessibility for language teachers and learners outside of the institutions involved. The collaborative project meets the needs of both academic linguists and Blackfoot speech communities. Linguists not only had access to speaker intuitions but built lasting trust and relationships within the community and community members received hands-on training in making pedagogical materials which are physically and intellectually accessible to the community. http://hdl.handle.net/10125/26143 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Towards the empowerment model: A case study of Blackfoot documentation and revitalization oai:scholarspace.manoa.hawaii.edu:10125/26141 2017-05-11 col_10125_26591 26141.mp3 Hill, Montgomery, Hill, Montgomery; 2013-02-28; This talk discusses how a language revitalization program can confront the issue of incomplete language documentation and overcome the pressure L2 language learners face when attempting to acquire all the linguistic abilities necessary to become fluent. Specifically, this paper will discuss current and future efforts being undertaken by the Tuscarora language community to restore a thriving Tuscarora speech community that speaks an accessible and authentic form of the Tuscarora language i.e. the nostalgic reconstruction of the ancestral code (Woodbury 2005). Currently, the Tuscarora language program is functioning as a small, co-operative group that employs modern linguistic methodology and L2 speaking abilities to work with L1 language elders. The primary impetus is to restore vitality and use of the language in both everyday life and ceremonial purposes, primarily as a matter of pride in cultural heritage (Mithun 2011). There are four remaining speakers of the language, though not always in good enough health to participate constantly with the program—continually keeping us aware of the state of the language, and to use our time with them wisely. This paper discusses, in the context of the Tuscarora language revitalization, (1) what happens when language documentation is lacking, inconsistent, or contradictory? (2) authenticity (who is a speaker, the ‘proper’ form of the language) and identity (exploring the nature of connections to the language in the community), and (3) language planning and documentation efforts that are empowering (in the sense of Yamada 2007) in the face of these factors. These issues ultimately come together to bear the question: how will we know, if our speakers were to pass on, we are speaking Tuscarora? Thus, the current problems facing the Tuscarora language program were primarily encountered in attempting to develop L2 skills to talk to L1 speakers, the teaching of those acquired skills and how to access the linguistic data necessary to be confident in making decisions about pedagogy. For example, standardization is vital for consistent learning and teaching, yet standardized forms may push out dialect differences or important features. The phonological features in danger of being pushed out are those which English L1 speakers are largely unfamiliar with, such as the nasal vowel, the Tuscarora ‘r’, as well as the speed of utterances. In addition, the lack of discourse and L1 speakers endangers the further understanding of discourse particles, as well as various metaphor-motivated structures in the verbal morphology, i.e. the body/mind/abstract trichotomy.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26141. Hill, Montgomery Hill, Montgomery 2013-02-28 This talk discusses how a language revitalization program can confront the issue of incomplete language documentation and overcome the pressure L2 language learners face when attempting to acquire all the linguistic abilities necessary to become fluent. Specifically, this paper will discuss current and future efforts being undertaken by the Tuscarora language community to restore a thriving Tuscarora speech community that speaks an accessible and authentic form of the Tuscarora language i.e. the nostalgic reconstruction of the ancestral code (Woodbury 2005). Currently, the Tuscarora language program is functioning as a small, co-operative group that employs modern linguistic methodology and L2 speaking abilities to work with L1 language elders. The primary impetus is to restore vitality and use of the language in both everyday life and ceremonial purposes, primarily as a matter of pride in cultural heritage (Mithun 2011). There are four remaining speakers of the language, though not always in good enough health to participate constantly with the program—continually keeping us aware of the state of the language, and to use our time with them wisely. This paper discusses, in the context of the Tuscarora language revitalization, (1) what happens when language documentation is lacking, inconsistent, or contradictory? (2) authenticity (who is a speaker, the ‘proper’ form of the language) and identity (exploring the nature of connections to the language in the community), and (3) language planning and documentation efforts that are empowering (in the sense of Yamada 2007) in the face of these factors. These issues ultimately come together to bear the question: how will we know, if our speakers were to pass on, we are speaking Tuscarora? Thus, the current problems facing the Tuscarora language program were primarily encountered in attempting to develop L2 skills to talk to L1 speakers, the teaching of those acquired skills and how to access the linguistic data necessary to be confident in making decisions about pedagogy. For example, standardization is vital for consistent learning and teaching, yet standardized forms may push out dialect differences or important features. The phonological features in danger of being pushed out are those which English L1 speakers are largely unfamiliar with, such as the nasal vowel, the Tuscarora ‘r’, as well as the speed of utterances. In addition, the lack of discourse and L1 speakers endangers the further understanding of discourse particles, as well as various metaphor-motivated structures in the verbal morphology, i.e. the body/mind/abstract trichotomy. http://hdl.handle.net/10125/26141 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported At the limits of language documentation: The future of language revitalization and the Tuscarora language oai:scholarspace.manoa.hawaii.edu:10125/26168 2024-09-01 col_10125_26591 26168.pdf 26168.mp3 Cameron, Tracey, Poetsch, Susan, Cameron, Tracey, Poetsch, Susan; 2013-03-02; Like many other Aboriginal people I want to hear my language spoken in Gamilaraay country (in north-west New South Wales, Australia) and beyond. Following the devastating impact of colonisation, in the mid 1980s Gamilaraay people began to become involved in revitalisation of the language based on archival records and recordings of elders who have since passed away. A dictionary, sketch grammar and some teaching materials have been developed together with linguists. Today Gamilaraay classes are offered in several schools, TAFE colleges and community groups. Although there is a lot of commitment to language work in the community, there is little knowledge of effective ways to teach Gamilaraay, a small language undergoing revitalisation, with no fluent speakers, being taught by learners such as myself. As a qualified primary school teacher, with nearly thirty years of classroom experience teaching English as a Second Language (ESL) students, I had a strong sense of communicative approaches to second language teaching, and was interested in applying those principles to Gamilaraay. I was conscious of the fact that many Aboriginal people favour orally focused teaching methods because of the oral nature and tradition of our languages, and also that literacy skills are a component of language proficiency development. In 2011 I designed and conducted a practical, classroom-based, action research project (as part of my Masters in Indigenous Language Education program at the University of Sydney) to compare oracy-focused with literacy-focused teaching strategies. I worked with my class of 24 12-year old beginner learners of Gamilaraay, and the local community. I created classroom materials and resources, prepared a teaching program and sequenced lesson plans which I delivered over a 10-week period. In that time I collected a mixture of quantitative (my own tests of student retention of vocabulary and language structures) and qualitative (student, parent and community comments, feedback and observations) data. Through the project I was able to systematically reflect on my own teaching and consider the strategies which better enabled my students to remember, use and interact in Gamilaraay. In my paper I aim to share my findings with other teachers involved in programs for revitalising languages.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26168. Cameron, Tracey Poetsch, Susan Cameron, Tracey Poetsch, Susan 2013-03-02 Like many other Aboriginal people I want to hear my language spoken in Gamilaraay country (in north-west New South Wales, Australia) and beyond. Following the devastating impact of colonisation, in the mid 1980s Gamilaraay people began to become involved in revitalisation of the language based on archival records and recordings of elders who have since passed away. A dictionary, sketch grammar and some teaching materials have been developed together with linguists. Today Gamilaraay classes are offered in several schools, TAFE colleges and community groups. Although there is a lot of commitment to language work in the community, there is little knowledge of effective ways to teach Gamilaraay, a small language undergoing revitalisation, with no fluent speakers, being taught by learners such as myself. As a qualified primary school teacher, with nearly thirty years of classroom experience teaching English as a Second Language (ESL) students, I had a strong sense of communicative approaches to second language teaching, and was interested in applying those principles to Gamilaraay. I was conscious of the fact that many Aboriginal people favour orally focused teaching methods because of the oral nature and tradition of our languages, and also that literacy skills are a component of language proficiency development. In 2011 I designed and conducted a practical, classroom-based, action research project (as part of my Masters in Indigenous Language Education program at the University of Sydney) to compare oracy-focused with literacy-focused teaching strategies. I worked with my class of 24 12-year old beginner learners of Gamilaraay, and the local community. I created classroom materials and resources, prepared a teaching program and sequenced lesson plans which I delivered over a 10-week period. In that time I collected a mixture of quantitative (my own tests of student retention of vocabulary and language structures) and qualitative (student, parent and community comments, feedback and observations) data. Through the project I was able to systematically reflect on my own teaching and consider the strategies which better enabled my students to remember, use and interact in Gamilaraay. In my paper I aim to share my findings with other teachers involved in programs for revitalising languages. http://hdl.handle.net/10125/26168 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported What works well for teaching a reawakening language? A Gamilaraay teacher's perspective oai:scholarspace.manoa.hawaii.edu:10125/26059 2017-05-11 col_10125_26591 26059.mp3 Hellwig, Birgit, Hellwig, Birgit; 2013-03-01; The central aim of language documentation is to comprehensively document the speech practices of a community, including the contexts in which children learn to speak. This talk looks at the possibilities of child language documentation, drawing on insights from an on-going project among the Qaqet of Papua New Guinea.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26059. Hellwig, Birgit Hellwig, Birgit 2013-03-01 The central aim of language documentation is to comprehensively document the speech practices of a community, including the contexts in which children learn to speak. This talk looks at the possibilities of child language documentation, drawing on insights from an on-going project among the Qaqet of Papua New Guinea. http://hdl.handle.net/10125/26059 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Child language documentation oai:scholarspace.manoa.hawaii.edu:10125/26172 2017-05-11 col_10125_26591 26172.png Akhunzada, Fakhruddin, Akhunzada, Fakhruddin; 2013-02-28; Northern Pakistan is home to more than 25 distinct languages, many of them with a relatively small number of speakers. Due to a lack of institutional support, many of these languages have been under the threat of extinction. The Forum for Language Initiatives (FLI) was established in 2002 with the goal to preserve and promote these languages by building capacity among the people from local communities in the area of language documentation, multilingual education, literature production and organizational development. In addition, FLI also publishes books about the languages and cultures of the region, runs advocacy campaigns for the language communities and builds bridges among people in the region. External linguists and specialists, in the area of multilingual education and management, work as mentors and master trainers. They trained a core group of people from the language communities as trainers through both long- and short-duration training interventions. In spite of many challenges, FLI has made some significant progress towards achieving its goals during the last ten years. The situation as a whole in the country and among these language communities is very different from the way it was back in 2002. Many trainees of FLI are actively involved in preserving and developing their mother tongues. Some have formed community-based organizations and established mother-tongue-based education programmes, and one of the provincial governments has passed bills to establish a government department to develop the languages in the province. FLI’s administrative and training responsibilities have also transitioned to Pakistani citizens who have benefited the most from the training, although these external experts continue to provide consultancy and training services to FLI’s local leadership.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26172. Akhunzada, Fakhruddin Akhunzada, Fakhruddin 2013-02-28 Northern Pakistan is home to more than 25 distinct languages, many of them with a relatively small number of speakers. Due to a lack of institutional support, many of these languages have been under the threat of extinction. The Forum for Language Initiatives (FLI) was established in 2002 with the goal to preserve and promote these languages by building capacity among the people from local communities in the area of language documentation, multilingual education, literature production and organizational development. In addition, FLI also publishes books about the languages and cultures of the region, runs advocacy campaigns for the language communities and builds bridges among people in the region. External linguists and specialists, in the area of multilingual education and management, work as mentors and master trainers. They trained a core group of people from the language communities as trainers through both long- and short-duration training interventions. In spite of many challenges, FLI has made some significant progress towards achieving its goals during the last ten years. The situation as a whole in the country and among these language communities is very different from the way it was back in 2002. Many trainees of FLI are actively involved in preserving and developing their mother tongues. Some have formed community-based organizations and established mother-tongue-based education programmes, and one of the provincial governments has passed bills to establish a government department to develop the languages in the province. FLI’s administrative and training responsibilities have also transitioned to Pakistani citizens who have benefited the most from the training, although these external experts continue to provide consultancy and training services to FLI’s local leadership. http://hdl.handle.net/10125/26172 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported FLI: A strategy for revitalizing endangered languages and cultures oai:scholarspace.manoa.hawaii.edu:10125/26159 2024-09-01 col_10125_26591 26159.mp3 26159.pdf Morton, Deborah, Zaske, Stefanie, Morton, Deborah, Zaske, Stefanie; 2013-02-28; The goal of an orthography should be its use within a community of language speakers. The usability of an orthography depends partially on how well it approximates the spoken language (linguistic factors), but also on whether speakers are willing to learn and use the orthography (social factors). This talk will discuss the interaction of linguistic and social factors in orthography development using as a case study the recently developed orthography of the Anii language of West Africa. From a linguistic standpoint, this talk will focus on how decisions can be made regarding how much phonetic detail should be written. For example, in Anii, the decision was taken to write nasal consonant place assimilation word-internally (for example, aŋ-gashɛɩ means ‘my-basket’, but am-bʊshɛɩ means ‘my- baskets’), but not across word boundaries. In the case of morphemes with variable vowel-quality due to vowel harmony processes, however, the decision was taken not to write the phonological variation for the sake of consistency. For example, the class Ɛ noun class marker is always written gʊ, though phonologically it has two pronunciations ([gʊ-] as in [gʊbɔ] (written gʊbɔ), ‘leaf’, and [gu] as in [gujo] (written guyo), ‘tree’). The different treatments of these two phenomena in the Anii orthography are largely due to linguistic differences between them, though social factors such as metalinguistic awareness may also play a roll. In other types of orthography decisions, social factors are much more important. One example is that in Anii, there are significant dialectal differences (including, for example, the number of vowel phonemes), but there are currently only enough resources for the development of one orthography. Additionally, decisions about the writing of tone in Anii orthography were very strongly influenced by social factors such as the interest of community leaders and the fact that many people interested in Anii literacy were already literate in French. These social issues can also play a strong role in whether a small language becomes endangered or not, and the role of literacy in language endangerment is also a social issue to be taken into account in the process of orthography development. This paper will discuss the various orthography decisions made by linguists and representatives of the Anii-speaking community in the development of the Anii orthography, and how those decisions were influenced by both linguistic and social factors. The applicability of such factors to other minority languages will also be discussed.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26159. Morton, Deborah Zaske, Stefanie Morton, Deborah Zaske, Stefanie 2013-02-28 The goal of an orthography should be its use within a community of language speakers. The usability of an orthography depends partially on how well it approximates the spoken language (linguistic factors), but also on whether speakers are willing to learn and use the orthography (social factors). This talk will discuss the interaction of linguistic and social factors in orthography development using as a case study the recently developed orthography of the Anii language of West Africa. From a linguistic standpoint, this talk will focus on how decisions can be made regarding how much phonetic detail should be written. For example, in Anii, the decision was taken to write nasal consonant place assimilation word-internally (for example, aŋ-gashɛɩ means ‘my-basket’, but am-bʊshɛɩ means ‘my- baskets’), but not across word boundaries. In the case of morphemes with variable vowel-quality due to vowel harmony processes, however, the decision was taken not to write the phonological variation for the sake of consistency. For example, the class Ɛ noun class marker is always written gʊ, though phonologically it has two pronunciations ([gʊ-] as in [gʊbɔ] (written gʊbɔ), ‘leaf’, and [gu] as in [gujo] (written guyo), ‘tree’). The different treatments of these two phenomena in the Anii orthography are largely due to linguistic differences between them, though social factors such as metalinguistic awareness may also play a roll. In other types of orthography decisions, social factors are much more important. One example is that in Anii, there are significant dialectal differences (including, for example, the number of vowel phonemes), but there are currently only enough resources for the development of one orthography. Additionally, decisions about the writing of tone in Anii orthography were very strongly influenced by social factors such as the interest of community leaders and the fact that many people interested in Anii literacy were already literate in French. These social issues can also play a strong role in whether a small language becomes endangered or not, and the role of literacy in language endangerment is also a social issue to be taken into account in the process of orthography development. This paper will discuss the various orthography decisions made by linguists and representatives of the Anii-speaking community in the development of the Anii orthography, and how those decisions were influenced by both linguistic and social factors. The applicability of such factors to other minority languages will also be discussed. http://hdl.handle.net/10125/26159 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The interaction of linguistic and social factors in orthography development: The case of Anii oai:scholarspace.manoa.hawaii.edu:10125/26067 2017-05-11 col_10125_26591 26067.mp3 Simons, Gary, Lewis, Paul, Simons, Gary, Lewis, Paul; 2013-03-01; One of the lasting contributions of Fishman’s (1991) seminal book, Reversing Language Shift, is GIDS — the Graded Intergenerational Disruption Scale. He developed GIDS as a measuring rod for the level of threat to long-term language maintenance. The scale has eight levels (numbered 1 to 8) representing increasing levels of threat or disruption. At level 1, representing virtually no threat, is an official national language with a standardized written form that is used for the business of government and passed to the next generation through a national system of compulsory education. At level 8, representing virtually assured language death, is a language spoken only by the elderly. The six levels in between represent successively fewer functions for language in society as the level of disruption increases. The basic premise of GIDS is that language shift happens as languages lose functions in society. To reverse language shift, the community must engage in language development activities to bring those functions back and to even add new functions that further strengthen the position of the language (like writing and use in formal education). GIDS is well elaborated on the safe end, but has only two levels on the endangered end. By contrast, the scale developed by the UNESCO Expert Meeting on Safeguarding Endangered Languages (Brenzinger and others 2003) identifies four levels of endangerment, but does not distinguish different levels on the safe end of the scale. We have developed an Extended GIDS (Authors 2010) by harmonizing GIDS, the UNESCO scale, and categories used in Ethnologue (Lewis 2009). The EGIDS is a 13-level scale which recognizes the following levels (from highest to lowest): International, National, Provincial, Wider Communication, Educational, Developing, Vigorous, Threatened, Shifting, Moribund, Nearly Extinct, Dormant, Extinct. The paper will present the results of our efforts to assign an EGIDS level to every known language enumerated in the ISO 639-3 standard (ISO 2007). Since EGIDS differentiates levels of development as well as levels of endangerment, we can report not only on the extent of language endangerment worldwide, but also on the extent of language development. For instance, we find that of 7,065 known living languages, 12% are dying (8a and lower) and 21% are in trouble (6b and 7). By contrast, 10% have attained the relative safety of institutionalization (4 and higher) and 19% are vigorous with development taking place (5). This leaves 38% that are still vigorous, but not developing (6a).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26067. Simons, Gary Lewis, Paul Simons, Gary Lewis, Paul 2013-03-01 One of the lasting contributions of Fishman’s (1991) seminal book, Reversing Language Shift, is GIDS — the Graded Intergenerational Disruption Scale. He developed GIDS as a measuring rod for the level of threat to long-term language maintenance. The scale has eight levels (numbered 1 to 8) representing increasing levels of threat or disruption. At level 1, representing virtually no threat, is an official national language with a standardized written form that is used for the business of government and passed to the next generation through a national system of compulsory education. At level 8, representing virtually assured language death, is a language spoken only by the elderly. The six levels in between represent successively fewer functions for language in society as the level of disruption increases. The basic premise of GIDS is that language shift happens as languages lose functions in society. To reverse language shift, the community must engage in language development activities to bring those functions back and to even add new functions that further strengthen the position of the language (like writing and use in formal education). GIDS is well elaborated on the safe end, but has only two levels on the endangered end. By contrast, the scale developed by the UNESCO Expert Meeting on Safeguarding Endangered Languages (Brenzinger and others 2003) identifies four levels of endangerment, but does not distinguish different levels on the safe end of the scale. We have developed an Extended GIDS (Authors 2010) by harmonizing GIDS, the UNESCO scale, and categories used in Ethnologue (Lewis 2009). The EGIDS is a 13-level scale which recognizes the following levels (from highest to lowest): International, National, Provincial, Wider Communication, Educational, Developing, Vigorous, Threatened, Shifting, Moribund, Nearly Extinct, Dormant, Extinct. The paper will present the results of our efforts to assign an EGIDS level to every known language enumerated in the ISO 639-3 standard (ISO 2007). Since EGIDS differentiates levels of development as well as levels of endangerment, we can report not only on the extent of language endangerment worldwide, but also on the extent of language development. For instance, we find that of 7,065 known living languages, 12% are dying (8a and lower) and 21% are in trouble (6b and 7). By contrast, 10% have attained the relative safety of institutionalization (4 and higher) and 19% are vigorous with development taking place (5). This leaves 38% that are still vigorous, but not developing (6a). http://hdl.handle.net/10125/26067 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A global profile of language development versus language endangerment oai:scholarspace.manoa.hawaii.edu:10125/26173 2024-09-04 col_10125_26591 26173.pdf Fernald, Theodore, Fernald, Theodore; 2013-03-02; This talk is about interactions between cultures – Navajo & non-Navajo, scholarly & pedagogical, theoretical & descriptive – in research and applications of linguistics. I report on work by Navajo linguists and colleagues in the Navajo Language Academy (NLA) / Diné Bizaad Naalkaah. The NLA has held summer workshops on Navajo linguistics every year since 1997. Members of the NLA held similar workshops during the 1970s. Participants in the workshop include professional linguists, some of whom are native speakers of Navajo, professional language teachers, graduate students in linguistics, and occasionally undergraduates. A range of interests and needs are represented in these groups and after some experimentation, the NLA has settled on a workshop format that is successful at offering a lot to everyone. To address the needs of the language teachers the NLA always offers a course in the structure of the verb and a course in how to teach verbs to students. The structure course usually is based on Faltz (1999) or Williams (2009), although sometimes is focuses on using the Young & Morgan (1987) dictionary. The pedagogical course is usually based on Wallace, Holm, & Silentman's (1997) Situational Navajo. The linguists who attend the workshops give colloquia on developing research that, in addition to serving the needs of the presenters also help get other participants interested in scholarly work. To help with the development of prospective linguists the workshop always offers a course is one of the basic sub-fields of linguistics. Beyond the courses and colloquia, there are discussions about language planning, the needs of teachers, and topics such as what kinds of reference works would be useful to develop. The workshop is a bridge between linguists and language teachers. Linguists make an effort to relate their often-esoteric work to language teachers, thus developing an immediately practical use for it. At the same time, language teachers are gaining skills in the linguistic analysis of human languages. We discuss some challenges that can arise and ways the NLA has tried to get beyond them. For example, research on verb morphology requires attention to small parts of words. This kind of attention has sometimes made people feel that the language was being dissected in a disrespectful way. I discuss ways in which we have tried to show respect for the beauty of the language while also attending to the needs language teachers have for understanding the function of each morpheme.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26173. Fernald, Theodore Fernald, Theodore 2013-03-02 This talk is about interactions between cultures – Navajo & non-Navajo, scholarly & pedagogical, theoretical & descriptive – in research and applications of linguistics. I report on work by Navajo linguists and colleagues in the Navajo Language Academy (NLA) / Diné Bizaad Naalkaah. The NLA has held summer workshops on Navajo linguistics every year since 1997. Members of the NLA held similar workshops during the 1970s. Participants in the workshop include professional linguists, some of whom are native speakers of Navajo, professional language teachers, graduate students in linguistics, and occasionally undergraduates. A range of interests and needs are represented in these groups and after some experimentation, the NLA has settled on a workshop format that is successful at offering a lot to everyone. To address the needs of the language teachers the NLA always offers a course in the structure of the verb and a course in how to teach verbs to students. The structure course usually is based on Faltz (1999) or Williams (2009), although sometimes is focuses on using the Young & Morgan (1987) dictionary. The pedagogical course is usually based on Wallace, Holm, & Silentman's (1997) Situational Navajo. The linguists who attend the workshops give colloquia on developing research that, in addition to serving the needs of the presenters also help get other participants interested in scholarly work. To help with the development of prospective linguists the workshop always offers a course is one of the basic sub-fields of linguistics. Beyond the courses and colloquia, there are discussions about language planning, the needs of teachers, and topics such as what kinds of reference works would be useful to develop. The workshop is a bridge between linguists and language teachers. Linguists make an effort to relate their often-esoteric work to language teachers, thus developing an immediately practical use for it. At the same time, language teachers are gaining skills in the linguistic analysis of human languages. We discuss some challenges that can arise and ways the NLA has tried to get beyond them. For example, research on verb morphology requires attention to small parts of words. This kind of attention has sometimes made people feel that the language was being dissected in a disrespectful way. I discuss ways in which we have tried to show respect for the beauty of the language while also attending to the needs language teachers have for understanding the function of each morpheme. http://hdl.handle.net/10125/26173 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Grammatical analysis and language pedagogy: Challenges and opportunities in Navajo linguistics oai:scholarspace.manoa.hawaii.edu:10125/26130 2017-05-11 col_10125_26591 26130.mp3 Isaac, Gwyneira, Isaac, Gwyneira; 2013-03-03; As part of the Recovering Voices endangered language initiative at the Smithsonian Institution, a group of Hopi potters have been working on the collections to identify designs and object histories not otherwise available to the community. The aims of the Hopi project included engagement with specialist knowledge of elder artists as well as ways to facilitate transmission of this linguistic and cultural knowledge to younger generations. Drawing on research from the initial year of this project, I consider unexpected but transformative encounters between curators, community members and collections that resulted in a reconsideration of expectations about divisions between cultural, linguistic, artistic and anthropological knowledge. In particular, I look at our discovery of the unique ‘off-center’ designs of the ancestral Hopi Sityaki pottery that sparked discussions about creativity and cosmology and which held key lessons for younger generations about early Hopi experimentation in art. In particular, these hands-on encounters with collections collapsed Western analytical categories used to determine distinguish between language and the physical world and between contemporary and historic/pre-historic knowledge. In conclusion, I argue for understanding of how working directly with cultural and historical objects facilitates a deeper sense of time and continuity within the language and knowledge revitalization and transmission process.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26130. Isaac, Gwyneira Isaac, Gwyneira 2013-03-03 As part of the Recovering Voices endangered language initiative at the Smithsonian Institution, a group of Hopi potters have been working on the collections to identify designs and object histories not otherwise available to the community. The aims of the Hopi project included engagement with specialist knowledge of elder artists as well as ways to facilitate transmission of this linguistic and cultural knowledge to younger generations. Drawing on research from the initial year of this project, I consider unexpected but transformative encounters between curators, community members and collections that resulted in a reconsideration of expectations about divisions between cultural, linguistic, artistic and anthropological knowledge. In particular, I look at our discovery of the unique ‘off-center’ designs of the ancestral Hopi Sityaki pottery that sparked discussions about creativity and cosmology and which held key lessons for younger generations about early Hopi experimentation in art. In particular, these hands-on encounters with collections collapsed Western analytical categories used to determine distinguish between language and the physical world and between contemporary and historic/pre-historic knowledge. In conclusion, I argue for understanding of how working directly with cultural and historical objects facilitates a deeper sense of time and continuity within the language and knowledge revitalization and transmission process. http://hdl.handle.net/10125/26130 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Transforming language revitalization through museum collections oai:scholarspace.manoa.hawaii.edu:10125/26101 2024-09-05 col_10125_26591 26101.mp3 26101.pdf Sato, Hiroko, Mara, Luke, Sato, Hiroko, Mara, Luke; 2013-03-02; This paper, co-written by a researcher and a language consultant, will discuss the awareness of and engagement in a community-based documentation project going beyond linguistics in an endangered Oceanic language of Papua New Guinea, based on the community’s perspectives. As is generally seen in much of Melanesia, the area where the language is spoken shows considerable linguistic diversity. It is surrounded by several other indigenous languages. In addition, people have begun to use Tok Pisin and English, and use of Tok Pisin in daily life is becoming especially common. Many speakers, especially in the younger generations, are rapidly losing language competence in their heritage language. Along with the language, the traditional culture has also begun to disappear. Much of the traditional culture is centered on the social institution of the men’s house, which is a place where only initiated men may enter. Each village has several men’s houses, and each family belongs to a certain men’s house. Each men’s house has its own special symbol, as well as a distinctive spirit mask, which plays an important role in ceremonies. Any ceremony is conducted in a men’s house. During ceremonies, all members in the men’s house must get involved and support each other. They sing and dance all night long and it may last for weeks or months. Unlike other neighboring areas, this area still retains the institution of the men’s house. However, it is declining, and as a result their knowledge and skills in ceremonies are not being fully passed on to the next generation. Thus, both language and culture are being lost. However, they have different attitudes to each. As in many other marginalized minority communities, most speakers are not aware of the existing imminent threat to their language. Furthermore, they are indifferent to the language, and do not care whether the language is spoken or not. However, they do care about the situation of the existing threat to their culture. They are concerned about how they can preserve the institution of the men’s house and keep up the traditional ceremonies. Since the community values their culture and the men's house, that will be the best way to approach community-based language documentation. In this talk, we ask (1) what are the community’s needs, (2) how community-based language documentation responds to their needs and values, and (3) how to raise awareness of the importance of their language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26101. Sato, Hiroko Mara, Luke Sato, Hiroko Mara, Luke 2013-03-02 This paper, co-written by a researcher and a language consultant, will discuss the awareness of and engagement in a community-based documentation project going beyond linguistics in an endangered Oceanic language of Papua New Guinea, based on the community’s perspectives. As is generally seen in much of Melanesia, the area where the language is spoken shows considerable linguistic diversity. It is surrounded by several other indigenous languages. In addition, people have begun to use Tok Pisin and English, and use of Tok Pisin in daily life is becoming especially common. Many speakers, especially in the younger generations, are rapidly losing language competence in their heritage language. Along with the language, the traditional culture has also begun to disappear. Much of the traditional culture is centered on the social institution of the men’s house, which is a place where only initiated men may enter. Each village has several men’s houses, and each family belongs to a certain men’s house. Each men’s house has its own special symbol, as well as a distinctive spirit mask, which plays an important role in ceremonies. Any ceremony is conducted in a men’s house. During ceremonies, all members in the men’s house must get involved and support each other. They sing and dance all night long and it may last for weeks or months. Unlike other neighboring areas, this area still retains the institution of the men’s house. However, it is declining, and as a result their knowledge and skills in ceremonies are not being fully passed on to the next generation. Thus, both language and culture are being lost. However, they have different attitudes to each. As in many other marginalized minority communities, most speakers are not aware of the existing imminent threat to their language. Furthermore, they are indifferent to the language, and do not care whether the language is spoken or not. However, they do care about the situation of the existing threat to their culture. They are concerned about how they can preserve the institution of the men’s house and keep up the traditional ceremonies. Since the community values their culture and the men's house, that will be the best way to approach community-based language documentation. In this talk, we ask (1) what are the community’s needs, (2) how community-based language documentation responds to their needs and values, and (3) how to raise awareness of the importance of their language. http://hdl.handle.net/10125/26101 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Traditional knowledge, language, and the men’s house: the case of an Oceanic language in Papua New Guinea oai:scholarspace.manoa.hawaii.edu:10125/26075 2024-09-05 col_10125_26591 26075.mp3 26075.pdf Fitzgerald, Colleen, Linn, Mary, Fitzgerald, Colleen, Linn, Mary; 2013-03-01; While grassroots organizations like the American Indian Language Development Institute have long shown the importance of training to indigenous language communities, an increasing emphasis on training in language documentation and revitalization is emerging in new funding initiatives and training institutes and consortia world-wide. In this current atmosphere, the 2012 Oklahoma Breath of Life Workshop presents a case study in training in which the goals of training indigenous community members and graduate students can take place simultaneously. With the rising prominence of training models in language documentation and revitalization, and the practical dimension faced by limitations on resources like personnel and funding, the importance of satisfying multiple goals in a single training venue cannot be underestimated. Three factors underlie the successes of the 2012 OKBOL: team selection process; mentoring; final day activities and reflection. First, the team selection process made use of labor distribution. One Co-Director took primary responsibility for recruitment of participants. The other Co-Director had a larger pool of graduate linguistics students to draw from, and so took responsibility for mentor recruitment. Regular communication between the two ensured appropriate pairing, especially important considering the diverse languages represented in Oklahoma. Potential student mentors participated at various pre-BOL workshops, allowing both Co-Directors opportunities to evaluate their mentoring abilities in actual training contexts. Second, the teaching team during the week of the OKBOL represented experienced participants in indigenous language revitalization. In particular, Mr. Daryl Baldwin set the theme of language in the home, and contributed his perspective as a Miami tribal member involved in language reclamation. The instructors met with the mentors in a pre-workshop session and a mid- week mentoring session, where all shared impressions and made adjustments to best serve the participants' needs. Finally, the last day activities were designed to empower the participants and allow the co-directors to assess the success of the activities. Like the California Breath of Life, OKBOL participants shared a final project with all attendees. Community participants filled out a formal evaluation form of the week's events and activities. Graduate students wrote a short reflection on their experiences, drawing on the reflective practices associated with theories of service-learning (Author 2010). The 2012 OKBOL demonstrates how to train two diverse audiences as part of a single workshop. This case study can help other training venues build capacity with limited personnel and funding in an effective manner.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26075. Fitzgerald, Colleen Linn, Mary Fitzgerald, Colleen Linn, Mary 2013-03-01 While grassroots organizations like the American Indian Language Development Institute have long shown the importance of training to indigenous language communities, an increasing emphasis on training in language documentation and revitalization is emerging in new funding initiatives and training institutes and consortia world-wide. In this current atmosphere, the 2012 Oklahoma Breath of Life Workshop presents a case study in training in which the goals of training indigenous community members and graduate students can take place simultaneously. With the rising prominence of training models in language documentation and revitalization, and the practical dimension faced by limitations on resources like personnel and funding, the importance of satisfying multiple goals in a single training venue cannot be underestimated. Three factors underlie the successes of the 2012 OKBOL: team selection process; mentoring; final day activities and reflection. First, the team selection process made use of labor distribution. One Co-Director took primary responsibility for recruitment of participants. The other Co-Director had a larger pool of graduate linguistics students to draw from, and so took responsibility for mentor recruitment. Regular communication between the two ensured appropriate pairing, especially important considering the diverse languages represented in Oklahoma. Potential student mentors participated at various pre-BOL workshops, allowing both Co-Directors opportunities to evaluate their mentoring abilities in actual training contexts. Second, the teaching team during the week of the OKBOL represented experienced participants in indigenous language revitalization. In particular, Mr. Daryl Baldwin set the theme of language in the home, and contributed his perspective as a Miami tribal member involved in language reclamation. The instructors met with the mentors in a pre-workshop session and a mid- week mentoring session, where all shared impressions and made adjustments to best serve the participants' needs. Finally, the last day activities were designed to empower the participants and allow the co-directors to assess the success of the activities. Like the California Breath of Life, OKBOL participants shared a final project with all attendees. Community participants filled out a formal evaluation form of the week's events and activities. Graduate students wrote a short reflection on their experiences, drawing on the reflective practices associated with theories of service-learning (Author 2010). The 2012 OKBOL demonstrates how to train two diverse audiences as part of a single workshop. This case study can help other training venues build capacity with limited personnel and funding in an effective manner. http://hdl.handle.net/10125/26075 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Training communities, training graduate students: The 2012 Oklahoma Breath of Life Workshop oai:scholarspace.manoa.hawaii.edu:10125/26189 2024-09-05 col_10125_26591 26189.pdf Butler, Katie, Butler, Katie; 2013-02-28; Conference program for the 3rd International Conference on Language Documentation and Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26189. Butler, Katie Butler, Katie 2013-02-28 Conference program for the 3rd International Conference on Language Documentation and Conservation. http://hdl.handle.net/10125/26189 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported 3rd ICLDC Conference program oai:scholarspace.manoa.hawaii.edu:10125/26110 2024-09-06 col_10125_26591 26110.mp3 26110.pdf Wilhelm, Andrea, Cheecham, Connie, Wilhelm, Andrea, Cheecham, Connie; 2013-03-02; Academic research in Indigenous and other communities moves increasingly to a collaborative or empowerment model (e.g., Cameron et al. 1993, Czaykowska-Higgins 2009, Yamada 2007). At the same time, communities are increasingly aware of issues such as access to information, intellectual property, and representation of research results. One fairly new response to these trends is the development of community research protocols, statements which specify how research is conducted in a community. This paper reports on the development of one such protocol. It is hoped that this example will be helpful to other communities and researchers. Context: When (author 1) established initial contact with an Indigenous community in Saskatchewan, Canada, the wish for a research protocol was expressed by both (author 1) and community members: The community had recently experienced a breach of trust by visiting researchers and wished to prevent such incidents in the future. At the same time, (author 1) asked for the community's guidance in conducting research properly and respectfully. As a consequence, a protocol was developed collaboratively by community members including (author 2), and (author 1). Content: The protocol focuses on language and culture research and sets the context by expressing the significance of the language and culture to the community. It explicitly states the community's goal to maintain and preserve its language and culture, and specifies that all research must support this goal. From there, the protocol moves to topics such as informed consent, representation of research, intellectual property, access, and process. Intellectual property, in particular, is an area where there are few legal or other precedents, and some innovative methods of safeguarding Indigenous intellectual property are used (see Thom 2006). Outcomes: The protocol is an attempt to formalize principles of respect and mutuality in "sharing worlds of knowledge"; while these principles can never adequately be ensured by a written document, the process involved in putting them on paper does have the effect of strengthening them. The process has increased awareness about the intangible value of language and culture, and has been very satisfying for those involved. A sense of trust has emerged between community members and the researcher. It has also become obvious that protocol development is an interdisciplinary effort, drawing on the "worlds of knowledge" of the community, of linguistics and anthropology, and of law.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26110. Wilhelm, Andrea Cheecham, Connie Wilhelm, Andrea Cheecham, Connie 2013-03-02 Academic research in Indigenous and other communities moves increasingly to a collaborative or empowerment model (e.g., Cameron et al. 1993, Czaykowska-Higgins 2009, Yamada 2007). At the same time, communities are increasingly aware of issues such as access to information, intellectual property, and representation of research results. One fairly new response to these trends is the development of community research protocols, statements which specify how research is conducted in a community. This paper reports on the development of one such protocol. It is hoped that this example will be helpful to other communities and researchers. Context: When (author 1) established initial contact with an Indigenous community in Saskatchewan, Canada, the wish for a research protocol was expressed by both (author 1) and community members: The community had recently experienced a breach of trust by visiting researchers and wished to prevent such incidents in the future. At the same time, (author 1) asked for the community's guidance in conducting research properly and respectfully. As a consequence, a protocol was developed collaboratively by community members including (author 2), and (author 1). Content: The protocol focuses on language and culture research and sets the context by expressing the significance of the language and culture to the community. It explicitly states the community's goal to maintain and preserve its language and culture, and specifies that all research must support this goal. From there, the protocol moves to topics such as informed consent, representation of research, intellectual property, access, and process. Intellectual property, in particular, is an area where there are few legal or other precedents, and some innovative methods of safeguarding Indigenous intellectual property are used (see Thom 2006). Outcomes: The protocol is an attempt to formalize principles of respect and mutuality in "sharing worlds of knowledge"; while these principles can never adequately be ensured by a written document, the process involved in putting them on paper does have the effect of strengthening them. The process has increased awareness about the intangible value of language and culture, and has been very satisfying for those involved. A sense of trust has emerged between community members and the researcher. It has also become obvious that protocol development is an interdisciplinary effort, drawing on the "worlds of knowledge" of the community, of linguistics and anthropology, and of law. http://hdl.handle.net/10125/26110 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Sharing worlds of knowledge: Research protocols for communities oai:scholarspace.manoa.hawaii.edu:10125/26182 2017-05-11 col_10125_26591 26182.mp3 Barwick, Linda, Barwick, Linda; 2013-03-02; Music in one or another of its myriad and constantly developing forms is found in all known human cultures. This workshop will provide a broad overview of the closely interwined human capacities for music and language, areas of disciplinary overlap (and disjunction) between (ethno)musicology and linguistics, and a summary of the academic history of (ethno)musicology. We will also discuss methods and tools for musicological documentation, and workflows for creating, documenting, annotating and providing local access to musical recordings created during fieldwork. Prospective participants are invited to contact the presenter beforehand with any particular questions they may wish to discuss with the group, and come prepared to share aspects of their actual or planned research pertaining to music and other performing arts.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26182. Barwick, Linda Barwick, Linda 2013-03-02 Music in one or another of its myriad and constantly developing forms is found in all known human cultures. This workshop will provide a broad overview of the closely interwined human capacities for music and language, areas of disciplinary overlap (and disjunction) between (ethno)musicology and linguistics, and a summary of the academic history of (ethno)musicology. We will also discuss methods and tools for musicological documentation, and workflows for creating, documenting, annotating and providing local access to musical recordings created during fieldwork. Prospective participants are invited to contact the presenter beforehand with any particular questions they may wish to discuss with the group, and come prepared to share aspects of their actual or planned research pertaining to music and other performing arts. http://hdl.handle.net/10125/26182 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting ethnomusicology oai:scholarspace.manoa.hawaii.edu:10125/26113 2024-09-06 col_10125_26591 26113.mp3 26113.pdf Czaykowska-Higgins, Ewa, Holmes, Martin, Czaykowska-Higgins, Ewa, Holmes, Martin; 2013-03-02; Expanding use of technology in endangered language documentation has increased interest in the development of digital standards for lexical information. Many digital lexica developed by linguists make use of standards like LIFT/GOLD (e.g., SIL's Toolbox, FLEX), or LMF/DCR (e.g., LEXUS -VICOS; Aristar-Dry et al 2012), but few are reported to use TEI, even though TEI is a Digital Humanities standard with a dictionary module (TEI, ch. 9; Romary and Wegstein 2012). In this paper, we outline a project for Nxa'amxcín (Salish) that uses TEI structure and markup. We argue that TEI is a useful tool for endangered language lexica. The original Nxa'amxcín print-dictionary project, begun using Lexware (Hsu 1985), WordPerfect, and DOS, was exemplary in 1991, but dependence on customized character-sets, obsolete printer fonts, macros, and a Hercules graphics card, made the data unusable by 2005. A lengthy process retrieved and converted the data to a modern format (Author and Newton 2008). In the absence of a stable non-proprietary standard (ISO 24613 was released only in 2008), and following guidelines for interoperability, portability (Bird and Simon 2003) and use of open formats (see, e.g. Good 2011), TEI seemed an obvious choice in 2005: it is widely used for born-digital documents and provides a wide range of tags for dictionaries, linguistic analysis and corpus linguistics (chs. 15-18). In our paper we show that, as an open, mature standard, TEI is a useful encoding strategy for our entire project, providing a reliable archival format for Nxa'amxcín data. Its infrastructure is more than a set of schemas and encoding guidelines (ch. 23), and it enables users to tightly constrain schemas to consist only of elements and attributes required by a specific project. It provides flexibility to encode morphological relationships, which is invaluable for the complex, Salish morphology of Nxa'amxcín. TEI also generates project-specific documentation embedded directly into a RelaxNG schema, providing inline help for XML encoders, incorporates peripheral data into the same digital corpus, and links across collections easily. The XML data serves as the basis for an online digital dictionary, for print dictionaries, wordlists, the dictionary website structure and supplementary material, and teaching and practice materials. Finally, editing with a well-documented TEI schema is relatively easy, and not dependent on an externally-controlled web application for data entry. Because TEI is not widely used for endangered languages, we conclude by comparing TEI, LMF/DCR and LIFT/GOLD as they might apply in a Nxa'amxcín lexicon.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26113. Czaykowska-Higgins, Ewa Holmes, Martin Czaykowska-Higgins, Ewa Holmes, Martin 2013-03-02 Expanding use of technology in endangered language documentation has increased interest in the development of digital standards for lexical information. Many digital lexica developed by linguists make use of standards like LIFT/GOLD (e.g., SIL's Toolbox, FLEX), or LMF/DCR (e.g., LEXUS -VICOS; Aristar-Dry et al 2012), but few are reported to use TEI, even though TEI is a Digital Humanities standard with a dictionary module (TEI, ch. 9; Romary and Wegstein 2012). In this paper, we outline a project for Nxa'amxcín (Salish) that uses TEI structure and markup. We argue that TEI is a useful tool for endangered language lexica. The original Nxa'amxcín print-dictionary project, begun using Lexware (Hsu 1985), WordPerfect, and DOS, was exemplary in 1991, but dependence on customized character-sets, obsolete printer fonts, macros, and a Hercules graphics card, made the data unusable by 2005. A lengthy process retrieved and converted the data to a modern format (Author and Newton 2008). In the absence of a stable non-proprietary standard (ISO 24613 was released only in 2008), and following guidelines for interoperability, portability (Bird and Simon 2003) and use of open formats (see, e.g. Good 2011), TEI seemed an obvious choice in 2005: it is widely used for born-digital documents and provides a wide range of tags for dictionaries, linguistic analysis and corpus linguistics (chs. 15-18). In our paper we show that, as an open, mature standard, TEI is a useful encoding strategy for our entire project, providing a reliable archival format for Nxa'amxcín data. Its infrastructure is more than a set of schemas and encoding guidelines (ch. 23), and it enables users to tightly constrain schemas to consist only of elements and attributes required by a specific project. It provides flexibility to encode morphological relationships, which is invaluable for the complex, Salish morphology of Nxa'amxcín. TEI also generates project-specific documentation embedded directly into a RelaxNG schema, providing inline help for XML encoders, incorporates peripheral data into the same digital corpus, and links across collections easily. The XML data serves as the basis for an online digital dictionary, for print dictionaries, wordlists, the dictionary website structure and supplementary material, and teaching and practice materials. Finally, editing with a well-documented TEI schema is relatively easy, and not dependent on an externally-controlled web application for data entry. Because TEI is not widely used for endangered languages, we conclude by comparing TEI, LMF/DCR and LIFT/GOLD as they might apply in a Nxa'amxcín lexicon. http://hdl.handle.net/10125/26113 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Technology in documentation: TEI and the Nxa'amxcín Dictionary oai:scholarspace.manoa.hawaii.edu:10125/26105 2024-09-07 col_10125_26591 26105.mp3 26105.pdf Sallabank, Julia, Sallabank, Julia; 2013-03-02; This paper looks at examples of language-related activities in the Channel Islands (between Britain and France) and relates them to theoretical issues regarding language revitalization, in an attempt to address the fundamental questions of what is meant by ‘saving a language’, and what might constitute ‘success’ in language revitalization. With reference to the case studies I discuss common trends such as: - a focus on formal education, ‘technical fixes’ and language as ‘window-dressing’ - a general lack of ‘prior ideological clarification’ when planning revitalization activities - a tendency not to specify short- and long-term goals (except in very broad terms) - lack of evaluation of outcomes, especially in terms of symbolic value versus sustainable language use in the community, or what other value(s) might be invested in language revitalization (e.g. political capital or social revitalization) - the assumption that ‘the community’ is homogeneous - prioritising the maintenance of the existing/traditional speaker community - debates concerning ‘correctness’ and language change - a top-down / ‘modernist’ / ‘Western’ model of language and its functions. In the two larger Channel Islands, Jersey and Guernsey, the indigenous vernaculars, Jèrriais and Guernesiais (varieties of Norman) declined significantly in the 20th century and are now critically endangered; however, attitudes have become noticeably more positive in the last 30 years. Language is increasingly seen as a valuable marker of island distinctiveness, which has led to a degree of government support, increased visibility in the ‘linguistic landscape’, and public rhetoric supporting the island languages and their symbolic value. Language support measures in the Channel Islands have thus addressed attitudes, but not necessarily linguistic behaviour. Despite overt focus on lessons, Jèrriais and Guernesiais have not been adopted into the official school curriculum, and ‘revitalization’ efforts have not yet produced many fluent new speakers. Diverse stakeholders may have different goals and understandings of language revitalization, which may not be stated but need to be inferred from discourses and observations. The discussion unavoidably entails issues of authority and correctness in language itself and in decisions about priorities and policies. The presentation will show examples of language-related activities and discourses, and discuss their rationale and outcomes, and the extent to which they constitute ‘language revitalization’.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26105. Sallabank, Julia Sallabank, Julia 2013-03-02 This paper looks at examples of language-related activities in the Channel Islands (between Britain and France) and relates them to theoretical issues regarding language revitalization, in an attempt to address the fundamental questions of what is meant by ‘saving a language’, and what might constitute ‘success’ in language revitalization. With reference to the case studies I discuss common trends such as: - a focus on formal education, ‘technical fixes’ and language as ‘window-dressing’ - a general lack of ‘prior ideological clarification’ when planning revitalization activities - a tendency not to specify short- and long-term goals (except in very broad terms) - lack of evaluation of outcomes, especially in terms of symbolic value versus sustainable language use in the community, or what other value(s) might be invested in language revitalization (e.g. political capital or social revitalization) - the assumption that ‘the community’ is homogeneous - prioritising the maintenance of the existing/traditional speaker community - debates concerning ‘correctness’ and language change - a top-down / ‘modernist’ / ‘Western’ model of language and its functions. In the two larger Channel Islands, Jersey and Guernsey, the indigenous vernaculars, Jèrriais and Guernesiais (varieties of Norman) declined significantly in the 20th century and are now critically endangered; however, attitudes have become noticeably more positive in the last 30 years. Language is increasingly seen as a valuable marker of island distinctiveness, which has led to a degree of government support, increased visibility in the ‘linguistic landscape’, and public rhetoric supporting the island languages and their symbolic value. Language support measures in the Channel Islands have thus addressed attitudes, but not necessarily linguistic behaviour. Despite overt focus on lessons, Jèrriais and Guernesiais have not been adopted into the official school curriculum, and ‘revitalization’ efforts have not yet produced many fluent new speakers. Diverse stakeholders may have different goals and understandings of language revitalization, which may not be stated but need to be inferred from discourses and observations. The discussion unavoidably entails issues of authority and correctness in language itself and in decisions about priorities and policies. The presentation will show examples of language-related activities and discourses, and discuss their rationale and outcomes, and the extent to which they constitute ‘language revitalization’. http://hdl.handle.net/10125/26105 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language revitalization: issues and outcomes oai:scholarspace.manoa.hawaii.edu:10125/26086 2024-09-08 col_10125_26591 26086.mp3 26086-3.pdf 26086-1.pdf 26086-2.pdf Tribur, Zoe, Tribur, Zoe; 2013-03-02; The work of documenting and conserving endangered languages is complicated by the presence of multiple dialects. How (sometimes, if) to represent dialectal variation in language descriptions and education programs is an important question. The author examines these issues through the lens of field research on Amdo Tibetan since 2008. For researchers interested in exploring questions of typology and linguistic universals, documentation of dialects provides priceless data, but such problems as what features constitute a dialect and who speaks it complicate the task of identifying and collecting data, especially for dialects that are low prestige or are only spoken by diglossic speakers. The field researcher must be alert to the possible existence of such forms and be aware of the issues associated with them. For the conservationist, the linguist’s instinct is to argue that dialects should be preserved as part of the community’s heritage, as well as having value in their own right, but individuals struggling to reverse language shift may feel that the reduction of diversity is a necessary step toward ensuring the survival of the language for future generations. However, the selection of a “standard” form can be problematic, sometimes resulting in conflict within the community or, more seriously, causing some speakers to be excluded from conservation efforts altogether. It behooves conservationists to be aware of community attitudes toward diversity and to try to understand how diversity impacts language use within the community. Spoken by an estimated 1.5 million people, Amdo Tibetan does not fit the profile of a typical endangered language. However, AT’s status as a minority language and the increasing use of both spoken and written Chinese have already resulted in language shift in some areas, such as the Gro.tshang region of eastern Qinghai Province. The author has observed that efforts to reverse language shift in the area by encouraging literacy in Written Tibetan have been unsuccessful in part because literacy teachers don’t speak the Gro.tshang dialect. At the same time, negative attitudes toward the Gro.tshang dialect discourage some speakers from using Tibetan with people from other regions, contributing to the mistaken belief throughout Amdo that Gro.tshang Tibetans speak only Chinese. Part of the blame for this belief, however, also lies in the relatively high level of unintelligibility of Gro.tshang Tibetan with other AT dialects, and many language activists and Gro.tshang residents see dialect diversity as an obstacle to preserving Tibetan as the language of Gro.tshang Tibetans.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26086. Tribur, Zoe Tribur, Zoe 2013-03-02 The work of documenting and conserving endangered languages is complicated by the presence of multiple dialects. How (sometimes, if) to represent dialectal variation in language descriptions and education programs is an important question. The author examines these issues through the lens of field research on Amdo Tibetan since 2008. For researchers interested in exploring questions of typology and linguistic universals, documentation of dialects provides priceless data, but such problems as what features constitute a dialect and who speaks it complicate the task of identifying and collecting data, especially for dialects that are low prestige or are only spoken by diglossic speakers. The field researcher must be alert to the possible existence of such forms and be aware of the issues associated with them. For the conservationist, the linguist’s instinct is to argue that dialects should be preserved as part of the community’s heritage, as well as having value in their own right, but individuals struggling to reverse language shift may feel that the reduction of diversity is a necessary step toward ensuring the survival of the language for future generations. However, the selection of a “standard” form can be problematic, sometimes resulting in conflict within the community or, more seriously, causing some speakers to be excluded from conservation efforts altogether. It behooves conservationists to be aware of community attitudes toward diversity and to try to understand how diversity impacts language use within the community. Spoken by an estimated 1.5 million people, Amdo Tibetan does not fit the profile of a typical endangered language. However, AT’s status as a minority language and the increasing use of both spoken and written Chinese have already resulted in language shift in some areas, such as the Gro.tshang region of eastern Qinghai Province. The author has observed that efforts to reverse language shift in the area by encouraging literacy in Written Tibetan have been unsuccessful in part because literacy teachers don’t speak the Gro.tshang dialect. At the same time, negative attitudes toward the Gro.tshang dialect discourage some speakers from using Tibetan with people from other regions, contributing to the mistaken belief throughout Amdo that Gro.tshang Tibetans speak only Chinese. Part of the blame for this belief, however, also lies in the relatively high level of unintelligibility of Gro.tshang Tibetan with other AT dialects, and many language activists and Gro.tshang residents see dialect diversity as an obstacle to preserving Tibetan as the language of Gro.tshang Tibetans. http://hdl.handle.net/10125/26086 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The impact of dialectal variation on documentation and conservation work oai:scholarspace.manoa.hawaii.edu:10125/26064 2024-09-08 col_10125_26591 26064.mp3 26064.pdf Odango, Emerson Lopez, Odango, Emerson Lopez; 2013-03-01; This paper investigates role that narrative discourse plays in the transmission and contextualization of traditional ecological knowledge (TEK) in the medium of Mortlockese, a minority language of the Federated States of Micronesia (FSM). I assert that documentary linguists and ethnobiologists alike must attune to narrative in the course of fieldwork when trying to record, analyze, and contextualize TEK. TEK is best viewed not as a static set of discrete facts, but rather as “a cumulative body of knowledge, practice, and belief, evolving by adaptive processes and handed down through generations by cultural transmission, about the relationship of living beings (including humans) with one another and their environment” (Berkes 2008:8). Discussions on the methodology of collecting TEK include emphasis on doing so in the native language of the speech community (Mailhot 1993, Neis et al. 1999, Procter 1999). The ethnobiological literature, however, only makes passing note of the role that discourse plays in the transmission of TEK, not just from consultant to researcher, but also from community member to other community member (cf. Dilts & Appell 2012). Because “the process of becoming a competent member of a society is realized to a large extent through language, by acquiring knowledge of its functions, social distribution, and interpretations in and across socially defined situations, i.e., through exchanges of language in particular social situations” (Ochs & Schieffelin 2009:297), the transmission and contextualization of TEK as a body of knowledge, practices, and beliefs must also be understood as something to be learned and maintained through language socialization. Drawing upon specific examples from my long-term fieldwork on Mortlockese as spoken by a diasporic atoll community in Pohnpei, FSM, I show how members of that speech community use narrative as one of a variety of tools for sharing, passing on, and contextualizing TEK as varied as the distribution of local reef and pelagic fish, cultural uses of local flora, and folk tales associated with local birds. Much like the sharing of knowledge amongst community members, as well as from community member to outside researcher, we can see that there is overlap in the research goals and methodology of documentary fieldworkers who seek to develop a “corpus of recordings of observable linguistic behavior and metalinguistic knowledge” (Himmelmann 2006:10) with that of ethnobiologists studying TEK. Both groups of researchers need to look (and listen) carefully to the role narrative plays in the transmission and contextualization of TEK.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26064. Odango, Emerson Lopez Odango, Emerson Lopez 2013-03-01 This paper investigates role that narrative discourse plays in the transmission and contextualization of traditional ecological knowledge (TEK) in the medium of Mortlockese, a minority language of the Federated States of Micronesia (FSM). I assert that documentary linguists and ethnobiologists alike must attune to narrative in the course of fieldwork when trying to record, analyze, and contextualize TEK. TEK is best viewed not as a static set of discrete facts, but rather as “a cumulative body of knowledge, practice, and belief, evolving by adaptive processes and handed down through generations by cultural transmission, about the relationship of living beings (including humans) with one another and their environment” (Berkes 2008:8). Discussions on the methodology of collecting TEK include emphasis on doing so in the native language of the speech community (Mailhot 1993, Neis et al. 1999, Procter 1999). The ethnobiological literature, however, only makes passing note of the role that discourse plays in the transmission of TEK, not just from consultant to researcher, but also from community member to other community member (cf. Dilts & Appell 2012). Because “the process of becoming a competent member of a society is realized to a large extent through language, by acquiring knowledge of its functions, social distribution, and interpretations in and across socially defined situations, i.e., through exchanges of language in particular social situations” (Ochs & Schieffelin 2009:297), the transmission and contextualization of TEK as a body of knowledge, practices, and beliefs must also be understood as something to be learned and maintained through language socialization. Drawing upon specific examples from my long-term fieldwork on Mortlockese as spoken by a diasporic atoll community in Pohnpei, FSM, I show how members of that speech community use narrative as one of a variety of tools for sharing, passing on, and contextualizing TEK as varied as the distribution of local reef and pelagic fish, cultural uses of local flora, and folk tales associated with local birds. Much like the sharing of knowledge amongst community members, as well as from community member to outside researcher, we can see that there is overlap in the research goals and methodology of documentary fieldworkers who seek to develop a “corpus of recordings of observable linguistic behavior and metalinguistic knowledge” (Himmelmann 2006:10) with that of ethnobiologists studying TEK. Both groups of researchers need to look (and listen) carefully to the role narrative plays in the transmission and contextualization of TEK. http://hdl.handle.net/10125/26064 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The role of narrative in the transmission and contextualization of traditional ecological knowledge in Mortlockese oai:scholarspace.manoa.hawaii.edu:10125/26133 2024-09-08 col_10125_26591 26133.pdf 26133.mp3 Earth, Barbara, Lambrecht, Linda, Woodward, James, Earth, Barbara, Lambrecht, Linda, Woodward, James; 2013-03-03; Prior to the arrival of American Sign Language (ASL) in Hawai’i, there was an indigenous sign language in use by the islands’ Deaf population. There are few firm facts about it, except that it is now almost extinct. It was probably the result of Deaf people from various communities (native and ethnic plantation villages) recognizing their commonality and sharing signs. Then it was strengthened following the establishment of a Deaf school in 1914. Even through a period of strong oralism, the old sign language was developed and used by students at the Diamond Head School (now Hawai’i School for the Deaf and Blind) but after ASL was introduced in 1941, ASL was promoted as superior and the old sign language has gradually been lost. Yet, there are a few old timers who remember and use it, mostly mixed with ASL. Its alphabet is different from that of ASL. There are many lexical variants from ASL, as well as features that we hope to describe. The goals of the project are to 1) obtain knowledge on the history of the old sign language that predated American Sign Language on the islands; 2) document what remains of it; and, in the process 3) learn about the lives of the Deaf users of the old sign language. Fieldwork was conducted on four islands (Oahu, Maui, Molokai and Big Island) during 13-31 August, 2012. Nineteen older Deaf individuals participated in videotaped life story interviews; one group discussion was conducted; and two adult CODAs (hearing children of Deaf parents) were interviewed. Analysis is in progress. The paper will provide the background to the study, methods, and initial findings. Methodological issues encountered in the field will also be discussed. The project is jointly funded by the Hawai’i Council for the Humanities, Gallaudet University, and UH-Manoa Dept. of Linguistics.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26133. Earth, Barbara Lambrecht, Linda Woodward, James Earth, Barbara Lambrecht, Linda Woodward, James 2013-03-03 Prior to the arrival of American Sign Language (ASL) in Hawai’i, there was an indigenous sign language in use by the islands’ Deaf population. There are few firm facts about it, except that it is now almost extinct. It was probably the result of Deaf people from various communities (native and ethnic plantation villages) recognizing their commonality and sharing signs. Then it was strengthened following the establishment of a Deaf school in 1914. Even through a period of strong oralism, the old sign language was developed and used by students at the Diamond Head School (now Hawai’i School for the Deaf and Blind) but after ASL was introduced in 1941, ASL was promoted as superior and the old sign language has gradually been lost. Yet, there are a few old timers who remember and use it, mostly mixed with ASL. Its alphabet is different from that of ASL. There are many lexical variants from ASL, as well as features that we hope to describe. The goals of the project are to 1) obtain knowledge on the history of the old sign language that predated American Sign Language on the islands; 2) document what remains of it; and, in the process 3) learn about the lives of the Deaf users of the old sign language. Fieldwork was conducted on four islands (Oahu, Maui, Molokai and Big Island) during 13-31 August, 2012. Nineteen older Deaf individuals participated in videotaped life story interviews; one group discussion was conducted; and two adult CODAs (hearing children of Deaf parents) were interviewed. Analysis is in progress. The paper will provide the background to the study, methods, and initial findings. Methodological issues encountered in the field will also be discussed. The project is jointly funded by the Hawai’i Council for the Humanities, Gallaudet University, and UH-Manoa Dept. of Linguistics. http://hdl.handle.net/10125/26133 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported History and documentation of old Hawai’i sign language and deaf lives in the past oai:scholarspace.manoa.hawaii.edu:10125/26070 2017-05-11 col_10125_26591 26070.mp3 Brown, Reuben, Brown, Reuben; 2013-03-01; Kun-borrk is a song and dance tradition of Bininj (Aboriginal people) of western Arnhem Land in the Northern Territory of Australia. Bininj inherit languages and dialects through their father’s country, however the name kun-borrk comes from the Kunwinjku language, which has become a lingua franca in the community of Kunbarlanja and surrounds. Kun-borrk songs are accompanied by dances for men and women and are commonly named after animals, plants and spirits that live in the country associated with the songs. The songs are passed down from individual song men to their male relative or relatives. Song men who are the custodians of the songs may also conceive of ‘new’ songs in a dream, gifted to them by spirit intervention. These songs usually comprise of the same song texts and similar musical features as those that came before. They are added to the song set and performed in ceremony in a dynamic process that enables the continual renewal of this musical tradition. Kun-borrk is sung in a variety of different languages, reflecting the multilingualism of Bininj people in this region. Sometimes the text of a single song item may consist of two or three languages, or of fixed syllables that cannot be translated, generically referred to as ‘spirit language’ (O’Keefe, 2007). In this presentation, a Bininj song man (co-presenter) discusses the meanings of a number of song texts including mirrijpu (seagull), associated with Manangkardi language from North Goulburn Island, which is no longer spoken. The co-presenter lives in the community of Kunbarlanja, where the author recorded his songs from 2011 to 2012. In 2006 and 2007 musicologists Isabel O’Keefe and Linda Barwick recorded the co-presenter’s brother (now deceased) singing mirrijpu at Goulburn Island. This presentation compares different performances of the same song items, examining the extent to which song texts change or stay the same over time and whether recording songs affects this process. It also address the question: how does writing down song texts influence both Balanda (non-Aboriginal people) and Bininj people’s understanding and awareness of the language of this region? We will conclude by considering some of the challenges to sustaining the tradition of kun-borrk and the methods that singers such as the co-presenter are employing to ensure that their children can still sing and dance the songs of their ancestors and thereby keep their own languages and cultural expression alive and strong.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26070. Brown, Reuben Brown, Reuben 2013-03-01 Kun-borrk is a song and dance tradition of Bininj (Aboriginal people) of western Arnhem Land in the Northern Territory of Australia. Bininj inherit languages and dialects through their father’s country, however the name kun-borrk comes from the Kunwinjku language, which has become a lingua franca in the community of Kunbarlanja and surrounds. Kun-borrk songs are accompanied by dances for men and women and are commonly named after animals, plants and spirits that live in the country associated with the songs. The songs are passed down from individual song men to their male relative or relatives. Song men who are the custodians of the songs may also conceive of ‘new’ songs in a dream, gifted to them by spirit intervention. These songs usually comprise of the same song texts and similar musical features as those that came before. They are added to the song set and performed in ceremony in a dynamic process that enables the continual renewal of this musical tradition. Kun-borrk is sung in a variety of different languages, reflecting the multilingualism of Bininj people in this region. Sometimes the text of a single song item may consist of two or three languages, or of fixed syllables that cannot be translated, generically referred to as ‘spirit language’ (O’Keefe, 2007). In this presentation, a Bininj song man (co-presenter) discusses the meanings of a number of song texts including mirrijpu (seagull), associated with Manangkardi language from North Goulburn Island, which is no longer spoken. The co-presenter lives in the community of Kunbarlanja, where the author recorded his songs from 2011 to 2012. In 2006 and 2007 musicologists Isabel O’Keefe and Linda Barwick recorded the co-presenter’s brother (now deceased) singing mirrijpu at Goulburn Island. This presentation compares different performances of the same song items, examining the extent to which song texts change or stay the same over time and whether recording songs affects this process. It also address the question: how does writing down song texts influence both Balanda (non-Aboriginal people) and Bininj people’s understanding and awareness of the language of this region? We will conclude by considering some of the challenges to sustaining the tradition of kun-borrk and the methods that singers such as the co-presenter are employing to ensure that their children can still sing and dance the songs of their ancestors and thereby keep their own languages and cultural expression alive and strong. http://hdl.handle.net/10125/26070 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Performing ‘deceased’ languages: Solomon Nangamu’s Manangkardi mirrijpu (seagull) songs and the living tradition of kun-borrk in western Arnhem Land oai:scholarspace.manoa.hawaii.edu:10125/26156 2017-05-11 col_10125_26591 26156.mp3 Vincent, Audra, Bischoff, Shannon, Doak, Ivy, Fountain, Amy, Ivens, John, Vincent, Audra, Bischoff, Shannon, Doak, Ivy, Fountain, Amy, Ivens, John; 2013-02-28; The Coeur d’Alene Online Language Resource Center (COLRC) is a comprehensive data resource for the Coeur d’Alene (Interior Salish) language community and scholars. The COLRC was created and is maintained by the collaborative efforts of community members, linguists, and computer engineers working to make Coeur d’Alene resources widely available following TAPS (Target, Access, Preservation, Sustainability) guidelines presented in Chang (2010). Presently, the Tribal Language Program provides language courses at various levels and for various ages. The COLRC was created to support the Tribal Language Program and make a number of language resources readily accessible online as the Tribal government has developed community wide broadband. The COLRC includes a searchable root dictionary, affix list, and stem-list; all of these are based on published material (Lyon and Greene-Wood 2007; Reichard 1938, 1939) and are used by permission or the copyright has expired (all reference resources are available in two modern orthographies). The COLRC also houses audio recordings; 1,200+ pages of unpublished fieldnotes and typed manuscripts (some forty-eight myths and tales in Coeur d’Alene/English); images of original resources; and links to resources housed at various digital archives. Coeur d’Alene is a morphologically complex language, and the COLRC’s searchable online root, stem, and affix list make access to the complex morphology easy for language learners and scholars. The COLRC allows simultaneous access to fieldnotes, edited manuscripts, and published English translations (Reichard 1947) of stories collected in the late 1920s, as well as native-speaker recitations of a number of these tales. These resources provide users with examples of connected speech not otherwise available; a record of changes in the interpretation of the texts at various stages of analysis; and valuable cultural information. We present the resources mentioned above, and discuss issues that arose during the construction of the COLRC. For example, Coeur d’Alene has been recorded in three distinct orthographies: older Boasian phonetic transcription; modern variations on APA-based phonological orthography; and the community orthography adopted by the tribe and designed for use on a typewriter. In an effort to maintain fidelity, all original sources are included in the COLRC where possible. Where older orthographies have been updated, the process of systematic change is documented in the COLRC. Advances in phonological and morphological understanding of Coeur d’Alene are reflected by inclusion of alternative analyses of published data. In short, we believe the COLRC can serve as an example of grass-roots digital language resources following best practices.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26156. Vincent, Audra Bischoff, Shannon Doak, Ivy Fountain, Amy Ivens, John Vincent, Audra Bischoff, Shannon Doak, Ivy Fountain, Amy Ivens, John 2013-02-28 The Coeur d’Alene Online Language Resource Center (COLRC) is a comprehensive data resource for the Coeur d’Alene (Interior Salish) language community and scholars. The COLRC was created and is maintained by the collaborative efforts of community members, linguists, and computer engineers working to make Coeur d’Alene resources widely available following TAPS (Target, Access, Preservation, Sustainability) guidelines presented in Chang (2010). Presently, the Tribal Language Program provides language courses at various levels and for various ages. The COLRC was created to support the Tribal Language Program and make a number of language resources readily accessible online as the Tribal government has developed community wide broadband. The COLRC includes a searchable root dictionary, affix list, and stem-list; all of these are based on published material (Lyon and Greene-Wood 2007; Reichard 1938, 1939) and are used by permission or the copyright has expired (all reference resources are available in two modern orthographies). The COLRC also houses audio recordings; 1,200+ pages of unpublished fieldnotes and typed manuscripts (some forty-eight myths and tales in Coeur d’Alene/English); images of original resources; and links to resources housed at various digital archives. Coeur d’Alene is a morphologically complex language, and the COLRC’s searchable online root, stem, and affix list make access to the complex morphology easy for language learners and scholars. The COLRC allows simultaneous access to fieldnotes, edited manuscripts, and published English translations (Reichard 1947) of stories collected in the late 1920s, as well as native-speaker recitations of a number of these tales. These resources provide users with examples of connected speech not otherwise available; a record of changes in the interpretation of the texts at various stages of analysis; and valuable cultural information. We present the resources mentioned above, and discuss issues that arose during the construction of the COLRC. For example, Coeur d’Alene has been recorded in three distinct orthographies: older Boasian phonetic transcription; modern variations on APA-based phonological orthography; and the community orthography adopted by the tribe and designed for use on a typewriter. In an effort to maintain fidelity, all original sources are included in the COLRC where possible. Where older orthographies have been updated, the process of systematic change is documented in the COLRC. Advances in phonological and morphological understanding of Coeur d’Alene are reflected by inclusion of alternative analyses of published data. In short, we believe the COLRC can serve as an example of grass-roots digital language resources following best practices. http://hdl.handle.net/10125/26156 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Coeur d’Alene Online Language Resource Center: A grassroots digital resource oai:scholarspace.manoa.hawaii.edu:10125/26089 2017-05-11 col_10125_26591 26089.mp3 Williams, Nicholas, Williams, Nicholas; 2013-03-02; This paper reports on ongoing research on practices for referring to space and place in Kula, an endangered language spoken in eastern Alor, Indonesia. This research is part of a larger project documenting Kula language use and social interaction. This research differs from much previous work on reference to space (e.g. Senft 1997, Levinson 2006) in its focus on practices for achieving reference to places in social interaction (e.g. conversation). Previous studies of reference to place/space have focused more on cross- linguistic differences in the categorization of space and implications for theories of cognition and debates regarding the relationship between language and thought. Analysis of actual use of spatial language and other practices (e.g. pointing) for referring to places in everyday social interaction is important both for furthering our understanding of “grammars of space” and for expanding our knowledge of how reference is achieved in conversation. While studies of the “grammar of space” (Levinson 2006) have lacked attention to interaction and natural language use, studies of reference in conversation are also focused primarily on the domain of person reference (e.g. Enfield & Stivers 2007, Schegloff 1996, etc.). This paper discusses initial attempts by the author, working closely with local Kula team members, to document spatial language, place names, pointing practices and other ways of referring to places in the Kula community. We have video recorded a variety of speech genres and communicative events to investigate this domain including historical narratives about particular places, route descriptions, and group discussions of current place names. We have also elicited material using well known stimulus materials for the elicitation of spatial parts of the grammar (e.g., topological relations, deictic motion verbs). We will report initial findings from these documentary activities and compare the results with findings regarding options for place reference in other languages (e.g. English, Schegloff 1972) and reference in other domains (e.g. person reference, Schegloff 1996). Some initial findings suggest the highly frequent use of place names (rather than landmarks, for instance), possibly typical for a small community in which all local place names are common knowledge. Also, two kinds of absolute spatial reckoning are used, one based on a local, village-level, uphill-downhill axis, the other based on larger scale seawards-landwards and sunrise-sunset axes. Furthermore, various types of pointing are used in different contexts, including not only index finger pointing, but also facial pointing (nose, lips, eyes).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26089. Williams, Nicholas Williams, Nicholas 2013-03-02 This paper reports on ongoing research on practices for referring to space and place in Kula, an endangered language spoken in eastern Alor, Indonesia. This research is part of a larger project documenting Kula language use and social interaction. This research differs from much previous work on reference to space (e.g. Senft 1997, Levinson 2006) in its focus on practices for achieving reference to places in social interaction (e.g. conversation). Previous studies of reference to place/space have focused more on cross- linguistic differences in the categorization of space and implications for theories of cognition and debates regarding the relationship between language and thought. Analysis of actual use of spatial language and other practices (e.g. pointing) for referring to places in everyday social interaction is important both for furthering our understanding of “grammars of space” and for expanding our knowledge of how reference is achieved in conversation. While studies of the “grammar of space” (Levinson 2006) have lacked attention to interaction and natural language use, studies of reference in conversation are also focused primarily on the domain of person reference (e.g. Enfield & Stivers 2007, Schegloff 1996, etc.). This paper discusses initial attempts by the author, working closely with local Kula team members, to document spatial language, place names, pointing practices and other ways of referring to places in the Kula community. We have video recorded a variety of speech genres and communicative events to investigate this domain including historical narratives about particular places, route descriptions, and group discussions of current place names. We have also elicited material using well known stimulus materials for the elicitation of spatial parts of the grammar (e.g., topological relations, deictic motion verbs). We will report initial findings from these documentary activities and compare the results with findings regarding options for place reference in other languages (e.g. English, Schegloff 1972) and reference in other domains (e.g. person reference, Schegloff 1996). Some initial findings suggest the highly frequent use of place names (rather than landmarks, for instance), possibly typical for a small community in which all local place names are common knowledge. Also, two kinds of absolute spatial reckoning are used, one based on a local, village-level, uphill-downhill axis, the other based on larger scale seawards-landwards and sunrise-sunset axes. Furthermore, various types of pointing are used in different contexts, including not only index finger pointing, but also facial pointing (nose, lips, eyes). http://hdl.handle.net/10125/26089 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting practices for reference to place in Kula oai:scholarspace.manoa.hawaii.edu:10125/26074 2017-05-11 col_10125_26591 26074.mp3 O'Shannessy, Carmel, O'Shannessy, Carmel; 2013-03-01; By necessity, many language documentation projects focus on the language of older speakers, and information from younger speakers is often about processes of attrition. But in some contexts younger speakers may be the agents of language creation, as new codes are developed. The processes employed in language creation may offer surprising insights into mechanisms of language change and linguistic processing. In this paper I will use a case study of a complex language endangerment situation in a Warlpiri community in northern Australia to show how documentation of the speech of several generations contributes to linguistic understandings in previously unexpected ways. The Warlpiri community in focus is multilingual, with several languages and varieties spoken regularly – Warlpiri (a Pama-Nyungan language, with approximately 4,000 speakers), varieties of English and Kriol (an English-lexified creole), and for speakers under approximately age 35, Light Warlpiri. Light Warlpiri is a newly emerged mixed language, which combines elements of Warlpiri and varieties of Aboriginal English and/or Kriol. It appears to have been formed through a two-part process. First, adults directed codeswitched speech to young children as part of a baby talk register. Next, the children analyzed the codeswitched speech as a single system, and added innovations. The structure of the code developed by the children closely resembles the structure of the codeswitched speech which was directed to them. The speakers of Light Warlpiri also speak Warlpiri, but Light Warlpiri is their primary code. Light Warlpiri represents partial language maintenance in the face of great pressure to shift to English, as well as being an index of the local community identity and of young people within that community. Light Warlpiri might also be endangered, because the pressure to shift to English is very strong. When maintenance of Warlpiri is in focus, Light Warlpiri can be seen as a bridge to learning Warlpiri, as Light Warlpiri retains mostly Warlpiri nominal morphology, and considerable Warlpiri lexicon. When contemporary language use is in focus, Light Warlpiri is one of the varieties of Warlpiri spoken by young people in a complex sociolinguistic environment. The overall structure of Light Warlpiri is a combination of nominal morphology from Warlpiri with some verbal morphology from English and/or Kriol. But within the verbal auxiliary system English and/or Kriol modal forms are reanalyzed, resulting in new forms and a new structure. The temporal elements have structure from English and Warlpiri but create a formal temporal distinction which differs from both Warlpiri and English and/or Kriol – future and nonfuture. This rapid grammaticalization during the transition from code-switching to Light Warlpiri shows processes which are also seen in pidgins and creoles, raising questions about the discreteness of these types of language. Documentation of the speech of several generations in the community was needed to uncover the creativity of Light Warlpiri speakers in this complex language endangerment situation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26074. O'Shannessy, Carmel O'Shannessy, Carmel 2013-03-01 By necessity, many language documentation projects focus on the language of older speakers, and information from younger speakers is often about processes of attrition. But in some contexts younger speakers may be the agents of language creation, as new codes are developed. The processes employed in language creation may offer surprising insights into mechanisms of language change and linguistic processing. In this paper I will use a case study of a complex language endangerment situation in a Warlpiri community in northern Australia to show how documentation of the speech of several generations contributes to linguistic understandings in previously unexpected ways. The Warlpiri community in focus is multilingual, with several languages and varieties spoken regularly – Warlpiri (a Pama-Nyungan language, with approximately 4,000 speakers), varieties of English and Kriol (an English-lexified creole), and for speakers under approximately age 35, Light Warlpiri. Light Warlpiri is a newly emerged mixed language, which combines elements of Warlpiri and varieties of Aboriginal English and/or Kriol. It appears to have been formed through a two-part process. First, adults directed codeswitched speech to young children as part of a baby talk register. Next, the children analyzed the codeswitched speech as a single system, and added innovations. The structure of the code developed by the children closely resembles the structure of the codeswitched speech which was directed to them. The speakers of Light Warlpiri also speak Warlpiri, but Light Warlpiri is their primary code. Light Warlpiri represents partial language maintenance in the face of great pressure to shift to English, as well as being an index of the local community identity and of young people within that community. Light Warlpiri might also be endangered, because the pressure to shift to English is very strong. When maintenance of Warlpiri is in focus, Light Warlpiri can be seen as a bridge to learning Warlpiri, as Light Warlpiri retains mostly Warlpiri nominal morphology, and considerable Warlpiri lexicon. When contemporary language use is in focus, Light Warlpiri is one of the varieties of Warlpiri spoken by young people in a complex sociolinguistic environment. The overall structure of Light Warlpiri is a combination of nominal morphology from Warlpiri with some verbal morphology from English and/or Kriol. But within the verbal auxiliary system English and/or Kriol modal forms are reanalyzed, resulting in new forms and a new structure. The temporal elements have structure from English and Warlpiri but create a formal temporal distinction which differs from both Warlpiri and English and/or Kriol – future and nonfuture. This rapid grammaticalization during the transition from code-switching to Light Warlpiri shows processes which are also seen in pidgins and creoles, raising questions about the discreteness of these types of language. Documentation of the speech of several generations in the community was needed to uncover the creativity of Light Warlpiri speakers in this complex language endangerment situation. http://hdl.handle.net/10125/26074 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported What younger speakers have to teach us: a case study of Light Warlpiri speakers oai:scholarspace.manoa.hawaii.edu:10125/26063 2017-05-11 col_10125_26591 26063.mp3 Grenoble, Lenore, Whitecloud, Simone, Grenoble, Lenore, Whitecloud, Simone; 2013-03-01; While the native language of west Greenland, Kalaallisut, is robust with over 50,000 speakers, traditional knowledge of plant uses has been lost due to extensive Danish contact. We take an interdisciplinary approach to reconstructing this lost knowledge: the biologist provides botanical identification, plant uses, methods of collection, preparation, and storage, while the linguist provides access to the linguistic identification of the plants, both in Greenland and in a pan‐Inuit context, and access to the historical documentation. This collaborative effort allows us to document the revitalization of knowledge, reconstructed via exchange with other Inuit plant users (in Alaska and Canada) as well as other Arctic users. Here we report our fieldwork collecting the knowledge (linguistic, scientific and local) about plants in South Greenland. Our findings indicate that local knowledge of plant uses is greater than believed. Certain plants appear to be known across the population. In the August of 2011 we interviewed residents of two communities in Southern Greenland: Qassiarsuk (61°09′00′′N 45°31′00′′W), a sheep farming settlement of 60 people accessible only by boat, and Nanortalik (60°08′24′′N 045°13′54′′W), a town of 1500 with a helipad. Participants were identified by asking locals if they knew about plants, and if not, knew someone who did. In both communities all consultants except one were identified as knowledgeable by multiple parties. Interviews consisted of two parts. Participants were shown pictures and/or fresh or dried samples of plants and asked if they knew the plant and if there was a use for it. Often consultants harvested fresh specimens in preparation for our interview. All consultants showed us materials dried for personal use. For the second part of the interview to document differences in dialects and elicit information about uses, participants were recorded stating plant names from a database of 54 photos on an Apple iPad. Linguistic analysis of the Kalaallisut common names for plants show that a great majority of them fall into a relatively small set of morphosemantic categories, with many names semantically deriving from some specific visible or tactile property of the plant itself, as in the following examples: (1) Color: sungaartoq ‘yellow’ < sungaq ‘bile’ Papaver radicatum sungaartorsuaq ‘big yellow one’ Ranunculus acris L. sungaartuaraq ‘small yellow one’ (2) Resemblances: the suffix –usaq objects: Rhododendron groenlandicum qajaasaq < qajaq ‘kayak’ {leaf resembles a kayak} animals: Eriophorum scheuzeri ukaliusaq < ukaleq ‘hare’ {flower resembles a hare’s tail}; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26063. Grenoble, Lenore Whitecloud, Simone Grenoble, Lenore Whitecloud, Simone 2013-03-01 While the native language of west Greenland, Kalaallisut, is robust with over 50,000 speakers, traditional knowledge of plant uses has been lost due to extensive Danish contact. We take an interdisciplinary approach to reconstructing this lost knowledge: the biologist provides botanical identification, plant uses, methods of collection, preparation, and storage, while the linguist provides access to the linguistic identification of the plants, both in Greenland and in a pan‐Inuit context, and access to the historical documentation. This collaborative effort allows us to document the revitalization of knowledge, reconstructed via exchange with other Inuit plant users (in Alaska and Canada) as well as other Arctic users. Here we report our fieldwork collecting the knowledge (linguistic, scientific and local) about plants in South Greenland. Our findings indicate that local knowledge of plant uses is greater than believed. Certain plants appear to be known across the population. In the August of 2011 we interviewed residents of two communities in Southern Greenland: Qassiarsuk (61°09′00′′N 45°31′00′′W), a sheep farming settlement of 60 people accessible only by boat, and Nanortalik (60°08′24′′N 045°13′54′′W), a town of 1500 with a helipad. Participants were identified by asking locals if they knew about plants, and if not, knew someone who did. In both communities all consultants except one were identified as knowledgeable by multiple parties. Interviews consisted of two parts. Participants were shown pictures and/or fresh or dried samples of plants and asked if they knew the plant and if there was a use for it. Often consultants harvested fresh specimens in preparation for our interview. All consultants showed us materials dried for personal use. For the second part of the interview to document differences in dialects and elicit information about uses, participants were recorded stating plant names from a database of 54 photos on an Apple iPad. Linguistic analysis of the Kalaallisut common names for plants show that a great majority of them fall into a relatively small set of morphosemantic categories, with many names semantically deriving from some specific visible or tactile property of the plant itself, as in the following examples: (1) Color: sungaartoq ‘yellow’ < sungaq ‘bile’ Papaver radicatum sungaartorsuaq ‘big yellow one’ Ranunculus acris L. sungaartuaraq ‘small yellow one’ (2) Resemblances: the suffix –usaq objects: Rhododendron groenlandicum qajaasaq < qajaq ‘kayak’ {leaf resembles a kayak} animals: Eriophorum scheuzeri ukaliusaq < ukaleq ‘hare’ {flower resembles a hare’s tail} http://hdl.handle.net/10125/26063 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting Inuit knowledge: plants & their uses in Greenland oai:scholarspace.manoa.hawaii.edu:10125/26144 2024-09-09 col_10125_26591 26144.mp3 26144.pdf Heaton, Raina, Okura, Eve, Heaton, Raina, Okura, Eve; 2013-02-28; The Catalogue of Endangered Languages, phase 1, was launched in June 2012 at www.endangeredlanguages.com. This paper puts the Catalogue in context, explaining how it was developed, its relationship to the Endangered Languages Project website, what these two offer, a brief report of what has been achieved so far, and goals and procedures for phase 2 of the project. This presentation also provides context for other papers and posters submitted to ICLDC related to the Catalogue of Endangered Languages. Not just a website, the Catalogue of Endangered Languages and the Endangered Languages Project together represent an extensive network of individuals and organizations. Through the efforts of the University of Hawaii at Mānoa (UHM) and the Eastern Michigan University (EMU) teams, the project’s Regional Directors, Google, and website users, only two months after launch we can report the following: • 3,142 languages have been entered into the Catalogue, with information from multiple sources; • Over 10,000 website visitors have created user profiles; • Hundreds of suggestions have been sent in by users contributing information to the site; • Hundreds of examples of language materials (video, audio, text) have been uploaded by users, doubling the number at the time of launch. In an NSF- sponsored workshop in 2009, the Catalogue of Endangered Languages was designed. Teams of students and faculty at EMU and the UHM compiled the data upon which the Catalogue is based, the central feature of the Endangered Languages Project website developed by Google. The project’s structure and function are unique, offering fields of information and samples of language materials not provided by other sources. By compiling data from multiple sources, the Catalogue provides details on what is known about the world’s endangered languages and for the languages for which data are lacking or the existing information is outdated, or for which there are conflicting claims. The kinds of information provided include but are not limited to the number and age speakers, intergenerational transmission, speaker number trends, domains of use of the language, locations where it is spoken, etc. The site also invites users to make suggestions and to contribute language both information and language materials (called “samples”). All suggestions for the catalogue undergo rigorous review, explained in this paper. Phase 2 begins now; it focuses on obtaining current data for the languages, filling in missing information and correcting errors in the sources.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26144. Heaton, Raina Okura, Eve Heaton, Raina Okura, Eve 2013-02-28 The Catalogue of Endangered Languages, phase 1, was launched in June 2012 at www.endangeredlanguages.com. This paper puts the Catalogue in context, explaining how it was developed, its relationship to the Endangered Languages Project website, what these two offer, a brief report of what has been achieved so far, and goals and procedures for phase 2 of the project. This presentation also provides context for other papers and posters submitted to ICLDC related to the Catalogue of Endangered Languages. Not just a website, the Catalogue of Endangered Languages and the Endangered Languages Project together represent an extensive network of individuals and organizations. Through the efforts of the University of Hawaii at Mānoa (UHM) and the Eastern Michigan University (EMU) teams, the project’s Regional Directors, Google, and website users, only two months after launch we can report the following: • 3,142 languages have been entered into the Catalogue, with information from multiple sources; • Over 10,000 website visitors have created user profiles; • Hundreds of suggestions have been sent in by users contributing information to the site; • Hundreds of examples of language materials (video, audio, text) have been uploaded by users, doubling the number at the time of launch. In an NSF- sponsored workshop in 2009, the Catalogue of Endangered Languages was designed. Teams of students and faculty at EMU and the UHM compiled the data upon which the Catalogue is based, the central feature of the Endangered Languages Project website developed by Google. The project’s structure and function are unique, offering fields of information and samples of language materials not provided by other sources. By compiling data from multiple sources, the Catalogue provides details on what is known about the world’s endangered languages and for the languages for which data are lacking or the existing information is outdated, or for which there are conflicting claims. The kinds of information provided include but are not limited to the number and age speakers, intergenerational transmission, speaker number trends, domains of use of the language, locations where it is spoken, etc. The site also invites users to make suggestions and to contribute language both information and language materials (called “samples”). All suggestions for the catalogue undergo rigorous review, explained in this paper. Phase 2 begins now; it focuses on obtaining current data for the languages, filling in missing information and correcting errors in the sources. http://hdl.handle.net/10125/26144 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Catalogue of Endangered Languages in context oai:scholarspace.manoa.hawaii.edu:10125/26098 2024-09-09 col_10125_26591 26098.mp3 26098.pdf Garrett, Andrew, Garrett, Andrew; 2013-03-02; The Yurok Language Project at UC Berkeley engages in grammatical and text analysis based on legacy documentation (from 1901 onward) and recent fieldwork, and provides support of various kinds for the language education activities of the Yurok Tribe. Yurok is an indigenous language of northwestern California with fewer than half a dozen first-language speakers, all elderly, and an increasing community of second-language speakers who have acquired some communicative competence through tribally-sponsored community and school language classes. In this presentation, I describe some of the activities and challenges associated with providing grammatical support for indigenous language pedagogy. One notable aspect of the California language context is that tribes now have the legal right to certify indigenous language teachers, and are thus actively devising teacher assessment procedures. This intersects with centralized curriculum development so that a graded pedagogical scheme is needed, with specific linguistic concepts associated with specific levels of certification and instruction. For linguistic research at Berkeley, this has meant prioritizing analytic work on concepts at the earlier certification levels and deferring work on topics (in some cases linguistically more "interesting" topics) at more advanced levels. For example, research on the most frequent tense/aspect markers has been essential for ensuring basic competence in their distribution, while the equally interesting system of paratactic discourse markers remains understudied. A striking feature of the current Yurok language setting is that language revitalization is so successful in the community, and so many young people are learning to use and teach the language, that they now mainly learn from one another rather than from the very few remaining first-language speakers. (Most elder speakers who were closely involved with language teaching have passed away.) In some cases the communicative practice of younger speakers has introduced obvious calques on English morphosyntax for example, in the tense/aspect system, a preverb expressing perfect aspect is now widely used in all present-time situations as an equivalent of the English present tense. Such changes offer an interesting challenge for grammatical descriptions that are meant to be useful to learners and teachers but at the same time based on the practice of first-language speakers who lacked such English interference effects. Both points will be exemplified with detailed discussion of the tense/aspect system, how it has functioned over the last century, how it can be described grammatically, and how it is changing in current usage.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26098. Garrett, Andrew Garrett, Andrew 2013-03-02 The Yurok Language Project at UC Berkeley engages in grammatical and text analysis based on legacy documentation (from 1901 onward) and recent fieldwork, and provides support of various kinds for the language education activities of the Yurok Tribe. Yurok is an indigenous language of northwestern California with fewer than half a dozen first-language speakers, all elderly, and an increasing community of second-language speakers who have acquired some communicative competence through tribally-sponsored community and school language classes. In this presentation, I describe some of the activities and challenges associated with providing grammatical support for indigenous language pedagogy. One notable aspect of the California language context is that tribes now have the legal right to certify indigenous language teachers, and are thus actively devising teacher assessment procedures. This intersects with centralized curriculum development so that a graded pedagogical scheme is needed, with specific linguistic concepts associated with specific levels of certification and instruction. For linguistic research at Berkeley, this has meant prioritizing analytic work on concepts at the earlier certification levels and deferring work on topics (in some cases linguistically more "interesting" topics) at more advanced levels. For example, research on the most frequent tense/aspect markers has been essential for ensuring basic competence in their distribution, while the equally interesting system of paratactic discourse markers remains understudied. A striking feature of the current Yurok language setting is that language revitalization is so successful in the community, and so many young people are learning to use and teach the language, that they now mainly learn from one another rather than from the very few remaining first-language speakers. (Most elder speakers who were closely involved with language teaching have passed away.) In some cases the communicative practice of younger speakers has introduced obvious calques on English morphosyntax for example, in the tense/aspect system, a preverb expressing perfect aspect is now widely used in all present-time situations as an equivalent of the English present tense. Such changes offer an interesting challenge for grammatical descriptions that are meant to be useful to learners and teachers but at the same time based on the practice of first-language speakers who lacked such English interference effects. Both points will be exemplified with detailed discussion of the tense/aspect system, how it has functioned over the last century, how it can be described grammatically, and how it is changing in current usage. http://hdl.handle.net/10125/26098 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Pedagogy and practice: Grammatical analysis in a revitalization project oai:scholarspace.manoa.hawaii.edu:10125/26160 2024-09-09 col_10125_26591 26160.pdf 26160.mp3 Nicholas, Sally Akevai Te Namu, Nicholas, Sally Akevai Te Namu; 2013-02-28; Cook Islands Māori* is an East Polynesian language spoken in the Cook Islands (approx.10,000 speakers), New Zealand (approx. 9000 speakers) and Australia (approx. 3000 speakers). An orthography for the Rarotongan dialect of Cook Islands Māori was devised by missionaries from the London Missionary Society in the early nineteenth century and a Rarotongan translation of the Bible was published in 1851. The high prestige of this particular text led to the entrenchment of the orthographic system used by the missionaries and the establishment of the Rarotongan dialect as the 'standard'. The publication of the Rarotongan Bible was followed by widespread print literacy amongst speakers of Cook Islands Māori (albeit in the Rarotongan dialect) which in turn produced 160 years worth of written records in Māori. This body of texts is an immensely valuable resource for the Cook Islands people as a whole and for me as a 21st century Indigenous linguist doing descriptive work on my heritage language. However, as with most of the early biblical orthographies in the region, the London Missionary Society's Rarotongan orthography was not ideal. Linguistically speaking, it suffers from phonemic underrepresentation, fails to integrate borrowed terms appropriately, and obscures dialectical variation. Politically speaking, it artificially promoted the Rarotongan dialect to the position of 'standard dialect' by merit of being the 'language of the Bible', creating ongoing resentment amongst some speakers of other dialects. Today, the status of the Cook Island Māori language is extremely fragile, with very low rates of intergenerational transmission and rapidly decreasing numbers of proficient speakers. In the current climate, there is a strong argument for updating the 'Bible orthography' as the problems caused by underrepresentation are more significant to the contemporary language community, the majority of whom are non-fluent speakers. Most younger community members consider Cook Islands Māori to be difficult to read and write 'correctly'. However, most literate native speakers are resistant to change and within the pro-reform camp, there is uncertainty about what any putative new system should look like. This paper will look at how we are negotiating the fraught prospect of orthographic reform as an aid to language revitalisation in the Cook Islands Māori language community. *Ethnologue entry; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26160. Nicholas, Sally Akevai Te Namu Nicholas, Sally Akevai Te Namu 2013-02-28 Cook Islands Māori* is an East Polynesian language spoken in the Cook Islands (approx.10,000 speakers), New Zealand (approx. 9000 speakers) and Australia (approx. 3000 speakers). An orthography for the Rarotongan dialect of Cook Islands Māori was devised by missionaries from the London Missionary Society in the early nineteenth century and a Rarotongan translation of the Bible was published in 1851. The high prestige of this particular text led to the entrenchment of the orthographic system used by the missionaries and the establishment of the Rarotongan dialect as the 'standard'. The publication of the Rarotongan Bible was followed by widespread print literacy amongst speakers of Cook Islands Māori (albeit in the Rarotongan dialect) which in turn produced 160 years worth of written records in Māori. This body of texts is an immensely valuable resource for the Cook Islands people as a whole and for me as a 21st century Indigenous linguist doing descriptive work on my heritage language. However, as with most of the early biblical orthographies in the region, the London Missionary Society's Rarotongan orthography was not ideal. Linguistically speaking, it suffers from phonemic underrepresentation, fails to integrate borrowed terms appropriately, and obscures dialectical variation. Politically speaking, it artificially promoted the Rarotongan dialect to the position of 'standard dialect' by merit of being the 'language of the Bible', creating ongoing resentment amongst some speakers of other dialects. Today, the status of the Cook Island Māori language is extremely fragile, with very low rates of intergenerational transmission and rapidly decreasing numbers of proficient speakers. In the current climate, there is a strong argument for updating the 'Bible orthography' as the problems caused by underrepresentation are more significant to the contemporary language community, the majority of whom are non-fluent speakers. Most younger community members consider Cook Islands Māori to be difficult to read and write 'correctly'. However, most literate native speakers are resistant to change and within the pro-reform camp, there is uncertainty about what any putative new system should look like. This paper will look at how we are negotiating the fraught prospect of orthographic reform as an aid to language revitalisation in the Cook Islands Māori language community. *Ethnologue entry http://hdl.handle.net/10125/26160 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Orthographic reform in Cook Islands Māori: Human considerations and language revitalisation implications oai:scholarspace.manoa.hawaii.edu:10125/26095 2017-05-11 col_10125_26591 26095.mp3 Mitchell IV, D. Roy, Mitchell IV, D. Roy; 2013-03-02; Dena’ina Qenaga is an Alaskan Athabascan language with only a few dozen fluent speakers, all above the age of 65. As with other endangered languages, many challenges exist which make it difficult for learners to acquire proficiency in Dena’ina Qenaga. Most younger Dena’ina live where there are no fluent speakers. At any given time, the language is not likely to be taught in local schools or universities in traditional Dena’ina country. With funding from portions of two federal grants, we held a series of three-day Dena’ina language institutes in Kenai and in Anchorage. Fluent elders, serious students of the language, two linguists and a linguist anthropologist met over a two year period. In group discussions, it soon became apparent that learners wanted not just a few days of instruction, but tools for learning that they could utilize at any time and in any place. Integrating logical, possible conversations with explorations of basic forms of verb conjugations was my narrow pedagogical goal. Our broader hope has been that the conversation and context are so compelling that learners aren’t even aware that we’re covering the key portions of a verb paradigm. Central to this are skits of the talk between a parent or grandparent and a child, giving directions for getting up and performing morning activities and for getting ready for bed in the evening. Additional videos include conversations about weather and about kinship. Fluent elders take the role of language resource experts and key speakers in the instructional videos. Advanced students (late teens to forties) help in creating the scenarios and enact some of the roles in the instructional videos. We subsequently partnered with the Smithsonian Institution’s Arctic Studies Center in Anchorage. There, we examined 19th century Dena’ina objects and the elders told us (in English and in Dena’ina) their recollections on similar objects. Then we created simple conversations, granddaughters asking grandmothers about the objects and listening to their replies. These interviews and monologues subsequently were edited at the Arctic Studies Center, creating electronic documents which convey traditional knowledge while simultaneously providing contextualized language lessons. Very important is the ability for Dena’ina learners living anywhere to have the ability to study and learn. We hope to create more language videos as funding becomes available. Furthermore, we hope that this approach may inspire other indigenous language communities to consider experimenting with this approach to the creation of language learning opportunities.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26095. Mitchell IV, D. Roy Mitchell IV, D. Roy 2013-03-02 Dena’ina Qenaga is an Alaskan Athabascan language with only a few dozen fluent speakers, all above the age of 65. As with other endangered languages, many challenges exist which make it difficult for learners to acquire proficiency in Dena’ina Qenaga. Most younger Dena’ina live where there are no fluent speakers. At any given time, the language is not likely to be taught in local schools or universities in traditional Dena’ina country. With funding from portions of two federal grants, we held a series of three-day Dena’ina language institutes in Kenai and in Anchorage. Fluent elders, serious students of the language, two linguists and a linguist anthropologist met over a two year period. In group discussions, it soon became apparent that learners wanted not just a few days of instruction, but tools for learning that they could utilize at any time and in any place. Integrating logical, possible conversations with explorations of basic forms of verb conjugations was my narrow pedagogical goal. Our broader hope has been that the conversation and context are so compelling that learners aren’t even aware that we’re covering the key portions of a verb paradigm. Central to this are skits of the talk between a parent or grandparent and a child, giving directions for getting up and performing morning activities and for getting ready for bed in the evening. Additional videos include conversations about weather and about kinship. Fluent elders take the role of language resource experts and key speakers in the instructional videos. Advanced students (late teens to forties) help in creating the scenarios and enact some of the roles in the instructional videos. We subsequently partnered with the Smithsonian Institution’s Arctic Studies Center in Anchorage. There, we examined 19th century Dena’ina objects and the elders told us (in English and in Dena’ina) their recollections on similar objects. Then we created simple conversations, granddaughters asking grandmothers about the objects and listening to their replies. These interviews and monologues subsequently were edited at the Arctic Studies Center, creating electronic documents which convey traditional knowledge while simultaneously providing contextualized language lessons. Very important is the ability for Dena’ina learners living anywhere to have the ability to study and learn. We hope to create more language videos as funding becomes available. Furthermore, we hope that this approach may inspire other indigenous language communities to consider experimenting with this approach to the creation of language learning opportunities. http://hdl.handle.net/10125/26095 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Dena’ina language learning through audio-video lessons: a potential model for other endangered languages oai:scholarspace.manoa.hawaii.edu:10125/26127 2024-09-10 col_10125_26591 26127.mp3 26127.pdf Twitchell, Lance, Crippen, James, Twitchell, Lance, Crippen, James; 2013-03-03; Linguistic !eld work in Tlingit is occurring cooperatively within a triangle of linguists, teachers, and speakers who collaborate electronically and in person between Vancouver, British Columbia, Amherst, Massachusetts, and Juneau, Alaska. Their work makes it into the classroom almost immediately as they collectively refine methods of language documentation, teaching, and revitalization. While the group that works at the deepest linguistic levels of the language is small, they are wide ranging in their backgrounds and geographic locations. This makes small- group email messages and discussions the method of reaching consensus, which opens the door for quick decisions that are then implemented in documentation and teaching methodologies. Historically, Tlingit has been impacted the most by external forces. At times, those were devastating entities like boarding schools, missionaries, and community-wide racism. At others, they were miraculous in terms of language documentation and curriculum development by missionaries and linguists. Today, There are three highly active linguists, in three different locations, and each of them are making tremendous contributions in documenting and understanding linguistic phenomena that native speakers knew intrinsically, but that teachers and students often found difficult if not impossible to document and predict. These three are all working with varying degrees of traits that are external and internal to Tlingit land, culture, and language. There is a non-Tlingit linguist, (co-author), living in Juneau and having the most direct contact with fluent speakers, and often is associated with some of the largest gatherings of speakers of Tlingit today. Then there is the first Tlingit linguist, (author), who is studying outside of Tlingit country and feeding materials into the classroom and through speakers remotely, and is creating handbooks and presentations that will change the way Tlingit verbs and grammar are understood, taught, and learned. Finally, there is a non-Tlingit linguist (co-author), living in Massachusetts and helping refine some of the little-understood territories within Tlingit, like insubordinate clauses and other phenomena. The linguistic discoveries made by these three are implemented into newly developing curriculum and teaching methodologies by the author. He is the first tenure-track faculty in Alaska Native Languages at the university and works collaboratively with the co-authors, and local speakers and teachers to implement shifts in language documentation and teaching. These linguistic activities are combining with an promotional campaign that is initiating a true revitalization for the Tlingit language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26127. Twitchell, Lance Crippen, James Twitchell, Lance Crippen, James 2013-03-03 Linguistic !eld work in Tlingit is occurring cooperatively within a triangle of linguists, teachers, and speakers who collaborate electronically and in person between Vancouver, British Columbia, Amherst, Massachusetts, and Juneau, Alaska. Their work makes it into the classroom almost immediately as they collectively refine methods of language documentation, teaching, and revitalization. While the group that works at the deepest linguistic levels of the language is small, they are wide ranging in their backgrounds and geographic locations. This makes small- group email messages and discussions the method of reaching consensus, which opens the door for quick decisions that are then implemented in documentation and teaching methodologies. Historically, Tlingit has been impacted the most by external forces. At times, those were devastating entities like boarding schools, missionaries, and community-wide racism. At others, they were miraculous in terms of language documentation and curriculum development by missionaries and linguists. Today, There are three highly active linguists, in three different locations, and each of them are making tremendous contributions in documenting and understanding linguistic phenomena that native speakers knew intrinsically, but that teachers and students often found difficult if not impossible to document and predict. These three are all working with varying degrees of traits that are external and internal to Tlingit land, culture, and language. There is a non-Tlingit linguist, (co-author), living in Juneau and having the most direct contact with fluent speakers, and often is associated with some of the largest gatherings of speakers of Tlingit today. Then there is the first Tlingit linguist, (author), who is studying outside of Tlingit country and feeding materials into the classroom and through speakers remotely, and is creating handbooks and presentations that will change the way Tlingit verbs and grammar are understood, taught, and learned. Finally, there is a non-Tlingit linguist (co-author), living in Massachusetts and helping refine some of the little-understood territories within Tlingit, like insubordinate clauses and other phenomena. The linguistic discoveries made by these three are implemented into newly developing curriculum and teaching methodologies by the author. He is the first tenure-track faculty in Alaska Native Languages at the university and works collaboratively with the co-authors, and local speakers and teachers to implement shifts in language documentation and teaching. These linguistic activities are combining with an promotional campaign that is initiating a true revitalization for the Tlingit language. http://hdl.handle.net/10125/26127 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Developing consistency by consensus: Avoiding fiat in language revitalization oai:scholarspace.manoa.hawaii.edu:10125/26079 2024-09-11 col_10125_26591 26079.pdf 26079.mp3 Perlin, Ross, Perlin, Ross; 2013-03-01; Few questions in the emerging field of documentary and descriptive linguistics have received as much attention as the changing role of the linguist. Is she an expert, collaborator, advocate, activist, stakeholder, employee, hired hand, a project manager, or some combination of these, depending on the circumstances? Several terms sharing a family resemblance—participatory action research, community-based research, community-centered research, collaborative research—point to a widespread unease with the ostensibly traditional notion of the linguist as a detached expert, but there is continuing debate as to whether any particular descriptor for the linguist’s role should stick (Rice 2009). Several commentators have raised the prospect of the documentary linguist as a facilitator, albeit without providing much theorization of that term (e.g. Grenoble 2010). Facilitation may be a particularly appropriate model if, in the terms of one formulation, empowering research (on, for, and with the speech community) represents in certain respects an advance beyond ethical research practiced on speakers and advocacy research on and for them (Cameron, D., E. Frazer, P. Harvey, M.B.H. Rampton, and K. Richardson 1992). Yet documentary linguistics has seldom drawn on the increasingly sophisticated theorization of the facilitator’s role in the context of management science, decision theory, and related fields. Facilitators are now widely used in areas such as conflict resolution and environmental policy. This paper will discuss facilitation practices as they might apply to linguistics and compare them with the best practices identified by Penfield, Serratos, Tucker, Flores, Harper, Hill & Vasquez (2008), including a focus on process and group dynamics, impartiality or neutrality, the evoking of participation, the building of consensus and trust, and the bringing together of a diverse set of existing resources and stakeholders (e.g. Schwarz 1994). My own fieldwork experience, undertaking a documentation and description of Trung (Dulong), a Tibeto-Burman language of southwest China, inadvertently thrust me into a facilitation role (as I only realized later). An informal dictionary group (myself and three community members) became a ketizu (formal study group) whose progress I had to facilitate. Informally, I also took on the role of convener of meetings and aggregator of resources, gathering materials from different sources and processing distributing, and archiving them as appropriate. Facilitation suggested itself as a natural approach given Trung’s increasing visibility inside and outside the community and the resulting interest from a growing, diverse body of stakeholders—a situation faced by many documentary linguists.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26079. Perlin, Ross Perlin, Ross 2013-03-01 Few questions in the emerging field of documentary and descriptive linguistics have received as much attention as the changing role of the linguist. Is she an expert, collaborator, advocate, activist, stakeholder, employee, hired hand, a project manager, or some combination of these, depending on the circumstances? Several terms sharing a family resemblance—participatory action research, community-based research, community-centered research, collaborative research—point to a widespread unease with the ostensibly traditional notion of the linguist as a detached expert, but there is continuing debate as to whether any particular descriptor for the linguist’s role should stick (Rice 2009). Several commentators have raised the prospect of the documentary linguist as a facilitator, albeit without providing much theorization of that term (e.g. Grenoble 2010). Facilitation may be a particularly appropriate model if, in the terms of one formulation, empowering research (on, for, and with the speech community) represents in certain respects an advance beyond ethical research practiced on speakers and advocacy research on and for them (Cameron, D., E. Frazer, P. Harvey, M.B.H. Rampton, and K. Richardson 1992). Yet documentary linguistics has seldom drawn on the increasingly sophisticated theorization of the facilitator’s role in the context of management science, decision theory, and related fields. Facilitators are now widely used in areas such as conflict resolution and environmental policy. This paper will discuss facilitation practices as they might apply to linguistics and compare them with the best practices identified by Penfield, Serratos, Tucker, Flores, Harper, Hill & Vasquez (2008), including a focus on process and group dynamics, impartiality or neutrality, the evoking of participation, the building of consensus and trust, and the bringing together of a diverse set of existing resources and stakeholders (e.g. Schwarz 1994). My own fieldwork experience, undertaking a documentation and description of Trung (Dulong), a Tibeto-Burman language of southwest China, inadvertently thrust me into a facilitation role (as I only realized later). An informal dictionary group (myself and three community members) became a ketizu (formal study group) whose progress I had to facilitate. Informally, I also took on the role of convener of meetings and aggregator of resources, gathering materials from different sources and processing distributing, and archiving them as appropriate. Facilitation suggested itself as a natural approach given Trung’s increasing visibility inside and outside the community and the resulting interest from a growing, diverse body of stakeholders—a situation faced by many documentary linguists. http://hdl.handle.net/10125/26079 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The documentary linguist as facilitator: The view from Trung (Dulong) oai:scholarspace.manoa.hawaii.edu:10125/26188 2017-05-11 col_10125_26591 26188.png Berez, Andrea, Berez, Andrea; 2013-03-02; Kaipuleohone is the University of Hawai‘i digital archive for audio and video recordings as well as photographs, notes, dictionaries, transcriptions, and other materials related to small and endangered languages. It was founded in 2007 to address the need for a dedicated repository for language data collected by researchers affiliated with UH. Since its inception the archive has digitized, described, and safely housed several hundred language recordings, including the personal collections of renowned linguists Derek Bickerton and Robert Blust. Kaipuleohone conforms to international standards for digital archives and is a member of the Open Language Archives Community. Digital files are stored at high resolution and are curated by ScholarSpace, the DSpace repository of UHM. Metadata conforms to the standards of OLAC, Open Archives Initiative, and the Dublin Core Metadata Initiative. This poster presents four aspects of Kaipuleohone: the history of the archive, the details of the current collection, the archive’s ties to the ongoing academic program at UH and the Language Documentation Training Center, and future plans to expand the archive’s outreach mission to language communities in the Asia-Pacific region.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26188. Berez, Andrea Berez, Andrea 2013-03-02 Kaipuleohone is the University of Hawai‘i digital archive for audio and video recordings as well as photographs, notes, dictionaries, transcriptions, and other materials related to small and endangered languages. It was founded in 2007 to address the need for a dedicated repository for language data collected by researchers affiliated with UH. Since its inception the archive has digitized, described, and safely housed several hundred language recordings, including the personal collections of renowned linguists Derek Bickerton and Robert Blust. Kaipuleohone conforms to international standards for digital archives and is a member of the Open Language Archives Community. Digital files are stored at high resolution and are curated by ScholarSpace, the DSpace repository of UHM. Metadata conforms to the standards of OLAC, Open Archives Initiative, and the Dublin Core Metadata Initiative. This poster presents four aspects of Kaipuleohone: the history of the archive, the details of the current collection, the archive’s ties to the ongoing academic program at UH and the Language Documentation Training Center, and future plans to expand the archive’s outreach mission to language communities in the Asia-Pacific region. http://hdl.handle.net/10125/26188 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Kaipuleohone: The University of Hawai‘i Digital Ethnographic Archive oai:scholarspace.manoa.hawaii.edu:10125/26132 2024-09-12 col_10125_26591 26132.mp3 26132.pdf Braithwaite, Ben, Ferreira, Jo-Anne, Braithwaite, Ben, Ferreira, Jo-Anne; 2013-03-03; As the scale of the problem of language endangerment has become better understood, much work has been done on developing and sharing methodologies for documenting and describing endangered languages around the world. At the same time, there is a growing awareness of the diversity of languages which are endangered. For example, a recent conference organised by the World Federation of the Deaf focused on “Sign Languages as Endangered Languages” and Frank (2007) discusses “Creoles as Misunderstood and Endangered Languages”. This paper aims to broaden the scope of current discourses on language endangerment by discussing three endangered languages currently used in Trinidad and Tobago (T&T): Trinidadian French Creole or Patois (TP), Trinidadian Bhojpuri (TB) and Trinidad and Tobago Sign Language or TTSL. All of these might be considered non-canonical examples of endangered languages. None of them conforms to the definition of ‘indigenous’ used by Grenoble & Whaley (2006:14): “languages firmly planted in a particular geography before the age of European colonization”. Nonetheless, the danger of the imminent disappearance of each of these heritage languages in T&T is of great concern to the language communities who value them, and language documentation work has begun, involving collaborations between community members and academics. The paper discusses a number of differences and similarities between the situations of these three languages and the communities who use them, and the consequences for approaches to language documentation and revitalization work. The differences in modality mean that documentation of signed languages depends on video in a way that documentation of spoken languages does not. This has ethical consequences, such as the problem of anonymising video recordings. There are also significant demographic differences between TTSL and the other two languages: the TTSL community is both younger and more geographically spread out than the speakers of P and TB, and the factors that are causing TTSL to be endangered, above all, the shrinking of the Deaf community, are also quite different. There are, however, important similarities. For example, each of these languages is frequently described as a ‘broken’ version of some other language: TP is “broken French”, TB is “broken Hindi” and TTSL is sometimes considered to be a kind of broken English or a bad form of ASL. We argue that a better understanding of the diversity of endangered languages can help us to develop flexible and creative approaches to documentation and revitalization which take advantage of the similarities whilst appreciating differences; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26132. Braithwaite, Ben Ferreira, Jo-Anne Braithwaite, Ben Ferreira, Jo-Anne 2013-03-03 As the scale of the problem of language endangerment has become better understood, much work has been done on developing and sharing methodologies for documenting and describing endangered languages around the world. At the same time, there is a growing awareness of the diversity of languages which are endangered. For example, a recent conference organised by the World Federation of the Deaf focused on “Sign Languages as Endangered Languages” and Frank (2007) discusses “Creoles as Misunderstood and Endangered Languages”. This paper aims to broaden the scope of current discourses on language endangerment by discussing three endangered languages currently used in Trinidad and Tobago (T&T): Trinidadian French Creole or Patois (TP), Trinidadian Bhojpuri (TB) and Trinidad and Tobago Sign Language or TTSL. All of these might be considered non-canonical examples of endangered languages. None of them conforms to the definition of ‘indigenous’ used by Grenoble & Whaley (2006:14): “languages firmly planted in a particular geography before the age of European colonization”. Nonetheless, the danger of the imminent disappearance of each of these heritage languages in T&T is of great concern to the language communities who value them, and language documentation work has begun, involving collaborations between community members and academics. The paper discusses a number of differences and similarities between the situations of these three languages and the communities who use them, and the consequences for approaches to language documentation and revitalization work. The differences in modality mean that documentation of signed languages depends on video in a way that documentation of spoken languages does not. This has ethical consequences, such as the problem of anonymising video recordings. There are also significant demographic differences between TTSL and the other two languages: the TTSL community is both younger and more geographically spread out than the speakers of P and TB, and the factors that are causing TTSL to be endangered, above all, the shrinking of the Deaf community, are also quite different. There are, however, important similarities. For example, each of these languages is frequently described as a ‘broken’ version of some other language: TP is “broken French”, TB is “broken Hindi” and TTSL is sometimes considered to be a kind of broken English or a bad form of ASL. We argue that a better understanding of the diversity of endangered languages can help us to develop flexible and creative approaches to documentation and revitalization which take advantage of the similarities whilst appreciating differences http://hdl.handle.net/10125/26132 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The diversity of endangered languages: Documenting three endangered languages in Trinidad and Tobago oai:scholarspace.manoa.hawaii.edu:10125/26180 2024-09-12 col_10125_26591 26180.pdf Arkhipov, Alexandre, Arkhipov, Alexandre; 2013-03-01; The interlinear glossed text (IGT) is a complex object, the complexity of its structure depending on factors such as origin, intended use, languages involved etc. Developing tools and workflows for integrated linguistic analysis environments calls for particular attention to those aspects which in many common cases can be disregarded as insignificant; thus, collaborating for ELAN–FLEx integration was particularly motivating for this paper. IGT is often conceived of as a tree: the root node corresponds to the whole text, subdivided into smaller units (sentences, words, morphemes). Each unit has a number of associated annotations, generally one per information type, like sentence translation, part-of-speech label, morpheme gloss. However, an IGT can easily amount to a large set of trees. Unresolved ambiguities of all kinds are one reason for it. Each pair of alternative analyses (e.g. two concurrent parses of a word) implies two distinct trees, identical except for the node in question and all its descendants. The more ambiguities arise, the more underlying trees should be posited. Still, all trees in such a tree family stem from a single analyzed object (transcript, original orthographic representation). Storing entire trees for each combination of relevant alternatives being utterly inefficient, a more compact storage model is needed. Turning to the media dimension, an accurate transcript of a spontaneous discourse is most often unsuitable for a grammatical analysis without some preprocessing (normalization) dealing with various speech errors, incomprehensible fragments etc. to produce a grammatically correct and coherent text for subsequent grammatical analysis – whereas the “raw” transcript feeds phonological and possibly discourse analysis. We thus get two distinct texts, interconnected but giving rise to independent (families of) analysis trees; only one of them is linked directly to the media timeline. In some scenarios, more than one media-based timeline emerge which need to be interlinked (cf. BOLD framework: sound annotations to sound events; retelling experiments, e.g. pear stories; sign languages translated from/into spoken languages). The reference axis may not be properly a timeline (text, path through a complex graphic image). One should mention further complicating factors such as multi-speaker and multi-lingual settings, collaboration and versioning. The overall structure (an XML sketch will be presented) might grow unreasonably complex for any specialized analysis component to handle. It may thus be efficient to use an intermediate repository, e.g. a unified underlying RDF representation [Nakhimovsky et al. 2012], to which all changes made in specific tools are merged. References Bow, Cathy, Baden Hughes and Steven Bird. 2003. Towards a General Model of Interlinear Text. Nakhimovsky, Alexander, Jeff Good, Tom Myers. 2012. Interoperability of Language Documentation Tools and Materials for Local Communities // Digital Humanities 2012.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26180. Arkhipov, Alexandre Arkhipov, Alexandre 2013-03-01 The interlinear glossed text (IGT) is a complex object, the complexity of its structure depending on factors such as origin, intended use, languages involved etc. Developing tools and workflows for integrated linguistic analysis environments calls for particular attention to those aspects which in many common cases can be disregarded as insignificant; thus, collaborating for ELAN–FLEx integration was particularly motivating for this paper. IGT is often conceived of as a tree: the root node corresponds to the whole text, subdivided into smaller units (sentences, words, morphemes). Each unit has a number of associated annotations, generally one per information type, like sentence translation, part-of-speech label, morpheme gloss. However, an IGT can easily amount to a large set of trees. Unresolved ambiguities of all kinds are one reason for it. Each pair of alternative analyses (e.g. two concurrent parses of a word) implies two distinct trees, identical except for the node in question and all its descendants. The more ambiguities arise, the more underlying trees should be posited. Still, all trees in such a tree family stem from a single analyzed object (transcript, original orthographic representation). Storing entire trees for each combination of relevant alternatives being utterly inefficient, a more compact storage model is needed. Turning to the media dimension, an accurate transcript of a spontaneous discourse is most often unsuitable for a grammatical analysis without some preprocessing (normalization) dealing with various speech errors, incomprehensible fragments etc. to produce a grammatically correct and coherent text for subsequent grammatical analysis – whereas the “raw” transcript feeds phonological and possibly discourse analysis. We thus get two distinct texts, interconnected but giving rise to independent (families of) analysis trees; only one of them is linked directly to the media timeline. In some scenarios, more than one media-based timeline emerge which need to be interlinked (cf. BOLD framework: sound annotations to sound events; retelling experiments, e.g. pear stories; sign languages translated from/into spoken languages). The reference axis may not be properly a timeline (text, path through a complex graphic image). One should mention further complicating factors such as multi-speaker and multi-lingual settings, collaboration and versioning. The overall structure (an XML sketch will be presented) might grow unreasonably complex for any specialized analysis component to handle. It may thus be efficient to use an intermediate repository, e.g. a unified underlying RDF representation [Nakhimovsky et al. 2012], to which all changes made in specific tools are merged. References Bow, Cathy, Baden Hughes and Steven Bird. 2003. Towards a General Model of Interlinear Text. Nakhimovsky, Alexander, Jeff Good, Tom Myers. 2012. Interoperability of Language Documentation Tools and Materials for Local Communities // Digital Humanities 2012. http://hdl.handle.net/10125/26180 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Towards a more general model of interlinear text oai:scholarspace.manoa.hawaii.edu:10125/26152 2024-09-12 col_10125_26591 26152.mp3 26152.pdf Temkin Martinez, Michal, Temkin Martinez, Michal; 2013-02-28; In this talk, we will discuss the work set forth by the Boise Language Project (BLP), working with members of the refugee community in Southwest Idaho. The BLP was founded on the Boise State University campus in 2010 as a way to not only integrate teaching and research opportunities for linguistics students and faculty, but to also reach out to the local refugee community in the Boise area. One of the main tenets of the BLP is instilling in refugees a sense of self-worth and confidence, as well as pride in their heritage and their native tongue. Participants in the BLP are introduced to the process of language documentation through consultation for a field methods course, but can opt to continue work on their language with students and faculty after the semester’s end. During the first two years, faculty worked closely with leaders of the two Somali-Bantu organizations in Boise to assist them in determining which community member would best represent the community for a language documentation project. Projects currently under way include a grammar sketch and dictionary of Mushungulu (Bantu, G30), and the compilation and translation of a children’s story book in Maay (Afro-Asiatic). In addition to recruitment among refugee community leadership, in January 2012, the first BLP consultant and the director of the BLP co-facilitated a workshop on language documentation at the Idaho Conference on Refugees. During the workshop, speakers of 18 different languages learned about issues concerning language endangerment and the need for language documentation, heard about the consultant’s experience in documenting his native language, and were given the option to partake in a mini elicitation session with students in the linguistic field methods course. After the workshop, participants were given the choice to be included in the consultant pool for the BLP, and all participants opted to do so. One of the most fundamental ways in which faculty in the BLP has been able to forge and maintain relationships with leaders of the various refugee groups has been through participation in interest groups consisting of staff and administrators from local refugee agencies, as well as other faculty members working with refugees on different projects. To that end, I will outline helpful resources found in many resettlement cities and universities around the United States.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26152. Temkin Martinez, Michal Temkin Martinez, Michal 2013-02-28 In this talk, we will discuss the work set forth by the Boise Language Project (BLP), working with members of the refugee community in Southwest Idaho. The BLP was founded on the Boise State University campus in 2010 as a way to not only integrate teaching and research opportunities for linguistics students and faculty, but to also reach out to the local refugee community in the Boise area. One of the main tenets of the BLP is instilling in refugees a sense of self-worth and confidence, as well as pride in their heritage and their native tongue. Participants in the BLP are introduced to the process of language documentation through consultation for a field methods course, but can opt to continue work on their language with students and faculty after the semester’s end. During the first two years, faculty worked closely with leaders of the two Somali-Bantu organizations in Boise to assist them in determining which community member would best represent the community for a language documentation project. Projects currently under way include a grammar sketch and dictionary of Mushungulu (Bantu, G30), and the compilation and translation of a children’s story book in Maay (Afro-Asiatic). In addition to recruitment among refugee community leadership, in January 2012, the first BLP consultant and the director of the BLP co-facilitated a workshop on language documentation at the Idaho Conference on Refugees. During the workshop, speakers of 18 different languages learned about issues concerning language endangerment and the need for language documentation, heard about the consultant’s experience in documenting his native language, and were given the option to partake in a mini elicitation session with students in the linguistic field methods course. After the workshop, participants were given the choice to be included in the consultant pool for the BLP, and all participants opted to do so. One of the most fundamental ways in which faculty in the BLP has been able to forge and maintain relationships with leaders of the various refugee groups has been through participation in interest groups consisting of staff and administrators from local refugee agencies, as well as other faculty members working with refugees on different projects. To that end, I will outline helpful resources found in many resettlement cities and universities around the United States. http://hdl.handle.net/10125/26152 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting refugee languages in the diaspora: The Boise Language Project oai:scholarspace.manoa.hawaii.edu:10125/26060 2017-05-11 col_10125_26591 26060.mp3 Degai, Tatiana, Ono, Chikako, Koester, David, Degai, Tatiana, Ono, Chikako, Koester, David; 2013-03-01; Kamchatka peninsula in the Far Eastern part of Russia is home to Itelmens – a small indigenous group. With a total population of 3000 people only 10 elders can converse in the Itelmen language, which belongs to the Chukotko-Kamchatkan language family. This paper will present an international project initiated by linguists, anthropologists and community members in order to document and preserve the Itelmen language. A central component of the project was a gathering of the speakers of the Itelmen language “Keepers of the native hearth 2012”, that was held in the summer of 2012 in Kamchatka. 30 Itelmen language enthusiasts, speakers and language learners gathered to create an Itelmen language environment, practice conversations, share their knowledge, and work on a unified audio-visual dictionary of the language. During the gathering memories about Itelmen life, life histories, knowledge about the natural environment and its use, and songs were recorded in the Itelmen language. The participants in the gathering discussed grammatical issues, orthography, dialects as well as questions of spatial terminology and deixis. The native speakers shared folk tales, watched videos, and recreated the ancient Itelmen ceremony of the first catch of salmon. “Keepers of the native hearth” were held in the early 1990s, but the purpose of those meetings was ethnographic recollections of traditional Itelmen life. This meeting gathered together the speakers of different Itelmen dialects who live far from each other and who do not have opportunities to meet and talk to each other. This specially created language environment appeared to be an effective effort for language revitalization. During just eight days of the gathering elders, who were reluctant and shy at the beginning started to converse in the Itelmen fluidly and more openly and the language learners had a chance to listen to life conversations and practice. This gathering came as a united effort of US anthropologists, US, Japanese and Russian linguists who have been working with the Itelmens for over 20 years. Community representatives – Itelmen language teachers and specialists played a major role in this event. All contributed to guiding the program and the content of the gathering. The collected materials will be used in the compilation of an audio-visual digital dictionary of the Itelmen language that will be available in the Itelmen, Russian, English and Japanese languages.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26060. Degai, Tatiana Ono, Chikako Koester, David Degai, Tatiana Ono, Chikako Koester, David 2013-03-01 Kamchatka peninsula in the Far Eastern part of Russia is home to Itelmens – a small indigenous group. With a total population of 3000 people only 10 elders can converse in the Itelmen language, which belongs to the Chukotko-Kamchatkan language family. This paper will present an international project initiated by linguists, anthropologists and community members in order to document and preserve the Itelmen language. A central component of the project was a gathering of the speakers of the Itelmen language “Keepers of the native hearth 2012”, that was held in the summer of 2012 in Kamchatka. 30 Itelmen language enthusiasts, speakers and language learners gathered to create an Itelmen language environment, practice conversations, share their knowledge, and work on a unified audio-visual dictionary of the language. During the gathering memories about Itelmen life, life histories, knowledge about the natural environment and its use, and songs were recorded in the Itelmen language. The participants in the gathering discussed grammatical issues, orthography, dialects as well as questions of spatial terminology and deixis. The native speakers shared folk tales, watched videos, and recreated the ancient Itelmen ceremony of the first catch of salmon. “Keepers of the native hearth” were held in the early 1990s, but the purpose of those meetings was ethnographic recollections of traditional Itelmen life. This meeting gathered together the speakers of different Itelmen dialects who live far from each other and who do not have opportunities to meet and talk to each other. This specially created language environment appeared to be an effective effort for language revitalization. During just eight days of the gathering elders, who were reluctant and shy at the beginning started to converse in the Itelmen fluidly and more openly and the language learners had a chance to listen to life conversations and practice. This gathering came as a united effort of US anthropologists, US, Japanese and Russian linguists who have been working with the Itelmens for over 20 years. Community representatives – Itelmen language teachers and specialists played a major role in this event. All contributed to guiding the program and the content of the gathering. The collected materials will be used in the compilation of an audio-visual digital dictionary of the Itelmen language that will be available in the Itelmen, Russian, English and Japanese languages. http://hdl.handle.net/10125/26060 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported “Kŋalozʔaʔn ujeretʔiʔn ŋeteɫkilaʔn 2012” (Keepers of the native hearth 2012) – community efforts to save the endangered Itelmen language in Kamchatka, Russia Text Other oai:scholarspace.manoa.hawaii.edu:10125/26135 2024-09-13 col_10125_26591 26135.pdf 26135.mp3 Adelaar, Alexander, Adelaar, Alexander; 2013-03-03; Siraya is a dormant Austronesian language once spoken in the Tainan region in Southwest Taiwan. It also became a lingua franca when missionaries used it for religious, administrative and educational purposes outside its native area in the first half of the 17th century. It ceased to be spoken at the beginning of the 20th century. However, for the last two decades there has been a growing identity awareness among descendants of the erstwhile Siraya community, who are trying to obtain official tribe status and are involved in reviving the Siraya language. Meanwhile, I worked on the analysis and description of a 17th century Siraya translation of the Gospel of St. Matthew, which recently culminated in a book (Author, 2011, Siraya. Retrieving the phonology, grammar and lexicon of a dormant Formosan language. Berlin: de Gruyter Mouton). I would like to discuss ways to integrate my analysis with the revival activities of the Siraya community. Some of the issues that need special attention are: 1. the endings ‐en (patient voice) and ‐an (locative voice): are there important grounds for maintaining the implied voice opposition? 2. two lexical sources which represent different Siraya dialects: should they be combined (thereby creating an unrepresentative dialect mix)? Or should lexicon from the phonologically innovative dialect be adjusted to the phonology of the conservative dialect via the application of the comparative method? 3. "anticipating sequences" (AS). Siraya complex verb phrases often consist of an adverb followed by a lexical verb; this adverb is the head of the verb phrase and usually carries TAM ‐, voice ‐ and pronominal marking. An anticipating sequence is generally a formal part (an initial consonant, syllable, or two syllables) of the lexical verb, which is prefixed to the adverbial head. Examples: Raraman=hu ka kmi‐dung k<m>ita Father‐your who AS‐do.or.be.in.the.dark <actor.voice>see 'your Father who sees in secret' Mu‐imid=kamu kawa m‐u‐mha ki ata? AS‐do.all=you QU actor‐motion‐understand case marker this 'Do you understand all this?' Anticipating sequences abound in one Siraya dialect but are absent in the other. Were they an integrated part of the basic grammar of this one dialect, or were they only a stylistic device? Should they be taught in a Siraya language revival programme, or can they be ignored? These and other problems need to be addressed in the revival of Siraya.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26135. Adelaar, Alexander Adelaar, Alexander 2013-03-03 Siraya is a dormant Austronesian language once spoken in the Tainan region in Southwest Taiwan. It also became a lingua franca when missionaries used it for religious, administrative and educational purposes outside its native area in the first half of the 17th century. It ceased to be spoken at the beginning of the 20th century. However, for the last two decades there has been a growing identity awareness among descendants of the erstwhile Siraya community, who are trying to obtain official tribe status and are involved in reviving the Siraya language. Meanwhile, I worked on the analysis and description of a 17th century Siraya translation of the Gospel of St. Matthew, which recently culminated in a book (Author, 2011, Siraya. Retrieving the phonology, grammar and lexicon of a dormant Formosan language. Berlin: de Gruyter Mouton). I would like to discuss ways to integrate my analysis with the revival activities of the Siraya community. Some of the issues that need special attention are: 1. the endings ‐en (patient voice) and ‐an (locative voice): are there important grounds for maintaining the implied voice opposition? 2. two lexical sources which represent different Siraya dialects: should they be combined (thereby creating an unrepresentative dialect mix)? Or should lexicon from the phonologically innovative dialect be adjusted to the phonology of the conservative dialect via the application of the comparative method? 3. "anticipating sequences" (AS). Siraya complex verb phrases often consist of an adverb followed by a lexical verb; this adverb is the head of the verb phrase and usually carries TAM ‐, voice ‐ and pronominal marking. An anticipating sequence is generally a formal part (an initial consonant, syllable, or two syllables) of the lexical verb, which is prefixed to the adverbial head. Examples: Raraman=hu ka kmi‐dung k<m>ita Father‐your who AS‐do.or.be.in.the.dark <actor.voice>see 'your Father who sees in secret' Mu‐imid=kamu kawa m‐u‐mha ki ata? AS‐do.all=you QU actor‐motion‐understand case marker this 'Do you understand all this?' Anticipating sequences abound in one Siraya dialect but are absent in the other. Were they an integrated part of the basic grammar of this one dialect, or were they only a stylistic device? Should they be taught in a Siraya language revival programme, or can they be ignored? These and other problems need to be addressed in the revival of Siraya. http://hdl.handle.net/10125/26135 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Linguistic issues in reviving Siraya oai:scholarspace.manoa.hawaii.edu:10125/26166 2017-05-11 col_10125_26591 26166.mp3 Morrison, Michelle, Morrison, Michelle; 2013-02-28; Implicit or explicit in many discussions of language documentation is the assumption that the languages “most worthy” of documentation projects are both endangered and spoken by small numbers of people. Because of the close ties between language documentation and endangered languages, most recommended methodologies center around small language communities. While this is important, it can lead to the neglect of documentation of little-described languages which are not as severely threatened. I will argue that documentation of larger languages is also important and can yield rich results. “Middle-sized” languages offer potential for a rich documentation, including (potentially) documentation of a wider range of speech events, access to more speakers, and documentation of speakers of varying ages, including children. While most strategies for language documentation of small languages can be applied to larger languages, there are certain problems raised by larger languages that the language documentation literature does not adequately address. Not all of these are unique to larger languages; however they do pose special problems for such languages and necessitate greater attention. Such issues include (1) The myth of “the” language community: for a language with several hundred thousand speakers, what exactly constitutes the language community? (2) Multiple dialects: How does a project deal with many dialects spread across a wide geographic region? (3) Other types of variation arising from age-graded phenomena, differing education levels, rural vs. urban speech factors, etc. The need to document variation exists in any project; however with larger languages this issue is magnified. (4) Adequacy of documentation: How much is enough? (5) Community materials provision: language documentation projects often produce materials designed for extremely endangered languages; these include learner’s guides, dictionaries, folktale books, etc. While such materials may be useful for larger speech communities, other types of materials may be more beneficial to the community. (6) (Possible) lack of community interest and support. This is also an issue for small languages, but when a language is extremely endangered, there is often acknowledgement that the language is dying. This is often not the case for larger languages which may be experiencing significant attrition, but the prevailing assumption (within and outside the language community) is that the language is “safe”. This talk will discuss the benefits of documenting middle-sized languages and the problems such languages pose for researchers. I will offer recommendations based on my own work with Bena, spoken by approximately half a million people in Tanzania.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26166. Morrison, Michelle Morrison, Michelle 2013-02-28 Implicit or explicit in many discussions of language documentation is the assumption that the languages “most worthy” of documentation projects are both endangered and spoken by small numbers of people. Because of the close ties between language documentation and endangered languages, most recommended methodologies center around small language communities. While this is important, it can lead to the neglect of documentation of little-described languages which are not as severely threatened. I will argue that documentation of larger languages is also important and can yield rich results. “Middle-sized” languages offer potential for a rich documentation, including (potentially) documentation of a wider range of speech events, access to more speakers, and documentation of speakers of varying ages, including children. While most strategies for language documentation of small languages can be applied to larger languages, there are certain problems raised by larger languages that the language documentation literature does not adequately address. Not all of these are unique to larger languages; however they do pose special problems for such languages and necessitate greater attention. Such issues include (1) The myth of “the” language community: for a language with several hundred thousand speakers, what exactly constitutes the language community? (2) Multiple dialects: How does a project deal with many dialects spread across a wide geographic region? (3) Other types of variation arising from age-graded phenomena, differing education levels, rural vs. urban speech factors, etc. The need to document variation exists in any project; however with larger languages this issue is magnified. (4) Adequacy of documentation: How much is enough? (5) Community materials provision: language documentation projects often produce materials designed for extremely endangered languages; these include learner’s guides, dictionaries, folktale books, etc. While such materials may be useful for larger speech communities, other types of materials may be more beneficial to the community. (6) (Possible) lack of community interest and support. This is also an issue for small languages, but when a language is extremely endangered, there is often acknowledgement that the language is dying. This is often not the case for larger languages which may be experiencing significant attrition, but the prevailing assumption (within and outside the language community) is that the language is “safe”. This talk will discuss the benefits of documenting middle-sized languages and the problems such languages pose for researchers. I will offer recommendations based on my own work with Bena, spoken by approximately half a million people in Tanzania. http://hdl.handle.net/10125/26166 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting “middle-sized” languages: Pitfalls and potentials oai:scholarspace.manoa.hawaii.edu:10125/26118 2024-09-13 col_10125_26591 26118.mp3 26118.pdf Heaton, Raina, Heaton, Raina; 2013-03-02; Tunica, an indigenous language of central Louisiana, died in the 1940’s with its last speaker, Sesostrie Youchigant. In 2010 the Tunica Tribe came to Tulane Linguistics asking for help reviving their language, and thus far we have created a practical orthography, produced two books of stories, written several prayers, and created basic lesson plans which are beginning to be taught to tribal children. We are currently writing a pedagogical grammar, a linguistic grammar, a new dictionary, and intermediate and advanced lessons. The most complete record of the language lies in a grammar, dictionary, and book of 22 myths published by Mary Haas from working with Sesostrie. Through the materials available we have tried to recreate the language faithfully, while keeping in mind that the new generation of Tunica speakers will be coming to L2 through English. But there are still many difficult choices to be made. Haas has been our authority, but it became apparent that because her data were limited to the recollections of a single semi-speaker and the few narrative texts he was able to produce, supplemental information would be required to continue with the lessons and the grammars. One of our members recently visited the National Anthropological Archives and photographed a 259 page handwritten manuscript of Tunica vocabulary, grammatical paradigms, and interlinearlized texts written by Gatschet ca. 1886 and later revised by Swanton. These data are particularly important in that they are not narrative in origin, but are elicited phrases and paradigms. Not only do you find useful day-to-day phrases but also examples of constructions which Haas lacked. However, Gatschet’s orthographical conventions are not explained, word vs. morpheme boundaries are inconsistent, and we have no way of checking the accuracy of anything unattested in Haas. Worse yet, Gatschet and Swanton often disagree about both definition and form, and many of the forms contradict Haas. This paper discusses both the practical and ethical issues that arise from attempting to revive a language when faced with insufficient and conflicting data. Many of the large decisions regarding language planning belong to the tribe, but even the small decisions have the potential to have huge effects on the future of Tunica. Focus is mainly given to verb formation processes and what semantic and pragmatic information can be gleaned from the Gatschet-Swanton materials, then applied to paint a more complete picture of the Tunica verbal system in all of its polysynthetic complexity.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26118. Heaton, Raina Heaton, Raina 2013-03-02 Tunica, an indigenous language of central Louisiana, died in the 1940’s with its last speaker, Sesostrie Youchigant. In 2010 the Tunica Tribe came to Tulane Linguistics asking for help reviving their language, and thus far we have created a practical orthography, produced two books of stories, written several prayers, and created basic lesson plans which are beginning to be taught to tribal children. We are currently writing a pedagogical grammar, a linguistic grammar, a new dictionary, and intermediate and advanced lessons. The most complete record of the language lies in a grammar, dictionary, and book of 22 myths published by Mary Haas from working with Sesostrie. Through the materials available we have tried to recreate the language faithfully, while keeping in mind that the new generation of Tunica speakers will be coming to L2 through English. But there are still many difficult choices to be made. Haas has been our authority, but it became apparent that because her data were limited to the recollections of a single semi-speaker and the few narrative texts he was able to produce, supplemental information would be required to continue with the lessons and the grammars. One of our members recently visited the National Anthropological Archives and photographed a 259 page handwritten manuscript of Tunica vocabulary, grammatical paradigms, and interlinearlized texts written by Gatschet ca. 1886 and later revised by Swanton. These data are particularly important in that they are not narrative in origin, but are elicited phrases and paradigms. Not only do you find useful day-to-day phrases but also examples of constructions which Haas lacked. However, Gatschet’s orthographical conventions are not explained, word vs. morpheme boundaries are inconsistent, and we have no way of checking the accuracy of anything unattested in Haas. Worse yet, Gatschet and Swanton often disagree about both definition and form, and many of the forms contradict Haas. This paper discusses both the practical and ethical issues that arise from attempting to revive a language when faced with insufficient and conflicting data. Many of the large decisions regarding language planning belong to the tribe, but even the small decisions have the potential to have huge effects on the future of Tunica. Focus is mainly given to verb formation processes and what semantic and pragmatic information can be gleaned from the Gatschet-Swanton materials, then applied to paint a more complete picture of the Tunica verbal system in all of its polysynthetic complexity. http://hdl.handle.net/10125/26118 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Tunica Language Revitalization Project: Methods, challenges, and data conflict in language recreation oai:scholarspace.manoa.hawaii.edu:10125/26123 2017-05-11 col_10125_26591 26123.mp3 Peter, Lizette, Hirata-Edds, Tracy, Feeling, Durbin, Mackey, Ryan, Kirk, Wyman, Peter, Lizette, Hirata-Edds, Tracy, Feeling, Durbin, Mackey, Ryan, Kirk, Wyman; 2013-03-03; As Indigenous communities seek to revitalize their ancestral tongues through second language learning opportunities such as school-based immersion, the scope of linguistic documentation has expanded to include descriptions of language as it is learned by second language speakers. Learner language documentation is rapidly becoming valued as a means of providing feedback for the refinement of language teaching curriculum and pedagogy as well as elucidating second language acquisition processes. In this presentation we report on a mixed-method, longitudinal study of elementary children learning Cherokee-as-a-second-language in an immersion school in Oklahoma. Our purpose is to describe both the characteristics of children’s productive and receptive language development and the sociolinguistic environment that shapes their acquisition of Cherokee. Our data are drawn from an annual language assessment administered over seven years, observations of teaching and learning in kindergarten through sixth-grade classrooms, and conversations with teachers and parents on the nature of children’s language development. We frame our analysis in terms of research on second language acquisition processes and the cognitive and creative processes involved in second language acquisition among young immersion students, within the context of endangered language revitalization. Research on immersion worldwide suggests that learners’ language contains incomplete or ungrammatical forms resulting from an emphasis on communication, where language learning is largely a by-product—rather than the focus—of classroom activities. This is true for Cherokee immersion as well: our study confirms that Cherokee immersion children’s language displays typical learner-language features, such as overgeneralization, omission, and code-switching as well as more idiosyncratic language formations unique to young English speakers learning Cherokee. But, the school does not exist in a vacuum; there are additional factors influencing the children’s learning of Cherokee, including a lack of standardization of the language, varied linguistic experiences of teachers and other Cherokee adults, and the novelty of school as a Cherokee linguistic domain. We will discuss how these variables interact as a sociolinguistic backdrop to Cherokee language learning for immersion school students. NOTE: The opinions expressed in this abstract are those of the authors and do not necessarily reflect the views of the Cherokee Nation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26123. Peter, Lizette Hirata-Edds, Tracy Feeling, Durbin Mackey, Ryan Kirk, Wyman Peter, Lizette Hirata-Edds, Tracy Feeling, Durbin Mackey, Ryan Kirk, Wyman 2013-03-03 As Indigenous communities seek to revitalize their ancestral tongues through second language learning opportunities such as school-based immersion, the scope of linguistic documentation has expanded to include descriptions of language as it is learned by second language speakers. Learner language documentation is rapidly becoming valued as a means of providing feedback for the refinement of language teaching curriculum and pedagogy as well as elucidating second language acquisition processes. In this presentation we report on a mixed-method, longitudinal study of elementary children learning Cherokee-as-a-second-language in an immersion school in Oklahoma. Our purpose is to describe both the characteristics of children’s productive and receptive language development and the sociolinguistic environment that shapes their acquisition of Cherokee. Our data are drawn from an annual language assessment administered over seven years, observations of teaching and learning in kindergarten through sixth-grade classrooms, and conversations with teachers and parents on the nature of children’s language development. We frame our analysis in terms of research on second language acquisition processes and the cognitive and creative processes involved in second language acquisition among young immersion students, within the context of endangered language revitalization. Research on immersion worldwide suggests that learners’ language contains incomplete or ungrammatical forms resulting from an emphasis on communication, where language learning is largely a by-product—rather than the focus—of classroom activities. This is true for Cherokee immersion as well: our study confirms that Cherokee immersion children’s language displays typical learner-language features, such as overgeneralization, omission, and code-switching as well as more idiosyncratic language formations unique to young English speakers learning Cherokee. But, the school does not exist in a vacuum; there are additional factors influencing the children’s learning of Cherokee, including a lack of standardization of the language, varied linguistic experiences of teachers and other Cherokee adults, and the novelty of school as a Cherokee linguistic domain. We will discuss how these variables interact as a sociolinguistic backdrop to Cherokee language learning for immersion school students. NOTE: The opinions expressed in this abstract are those of the authors and do not necessarily reflect the views of the Cherokee Nation. http://hdl.handle.net/10125/26123 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Characteristics of Cherokee immersion students’ learner language: Linguistic and sociolinguistic perspectives oai:scholarspace.manoa.hawaii.edu:10125/26161 2024-09-15 col_10125_26591 26161.mp3 26161.pdf O'Grady, William, Hattori, Ryoko, O'Grady, William, Hattori, Ryoko; 2013-03-01; A major challenge for the study of language endangerment and language revitalization involves the development of easy-to-use techniques for assessing language proficiency in a community’s children, adolescents, and adults. In this two-part presentation, we demonstrate a set of materials that can be used to diagnose basic proficiency in a language. The materials, which consist of pictures that are designed to elicit the production of particular types of sentences, are appropriate for speakers of all ages, ranging from young children to elderly adults. They require no special expertise on the part of the researcher, can be adapted for use with any language, and yield results that are relatively easy to interpret. Our presentation will focus on how these materials can help assess mastery of the particular grammatical mechanisms (case marking, verb agreement, and word order) that constitute the foundation of proficiency in a language. We will discuss how to decide which picture sets to employ for the particular language being investigated, how to carry out the actual elicitation procedure, and how to interpret the results. Our discussion will include actual examples from recent fieldwork, and opportunities to discuss applications of this method in situations of interest to members of the audience.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26161. O'Grady, William Hattori, Ryoko O'Grady, William Hattori, Ryoko 2013-03-01 A major challenge for the study of language endangerment and language revitalization involves the development of easy-to-use techniques for assessing language proficiency in a community’s children, adolescents, and adults. In this two-part presentation, we demonstrate a set of materials that can be used to diagnose basic proficiency in a language. The materials, which consist of pictures that are designed to elicit the production of particular types of sentences, are appropriate for speakers of all ages, ranging from young children to elderly adults. They require no special expertise on the part of the researcher, can be adapted for use with any language, and yield results that are relatively easy to interpret. Our presentation will focus on how these materials can help assess mastery of the particular grammatical mechanisms (case marking, verb agreement, and word order) that constitute the foundation of proficiency in a language. We will discuss how to decide which picture sets to employ for the particular language being investigated, how to carry out the actual elicitation procedure, and how to interpret the results. Our discussion will include actual examples from recent fieldwork, and opportunities to discuss applications of this method in situations of interest to members of the audience. http://hdl.handle.net/10125/26161 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Practical materials for the study of language proficiency oai:scholarspace.manoa.hawaii.edu:10125/26162 2024-09-17 col_10125_26591 26162.mp3 26162.pdf Sagna, Serge, Sagna, Serge; 2013-03-01; The goal of this paper is to provide an account of the documentation of the ethnobotanical knowledge and classification among the speakers of Gújjolaay Eegimaa, an endangered Atlantic and Niger-Congo language spoken by less than 10,000 speakers in Southern Senegal. The assumption made here is that language documentation seeks, among other things, to capture the individual and collective theoretical and practical knowledge and experience of a people about their environment. Such knowledge is, as argued in the literature, encoded in language e.g., in noun class systems where plant names and other nouns are grouped into classes (Coelho, 2006, Foley, 1997, Messineo and Cúneo, 2011) reflecting the way speakers categorise entities which make up their world (D'Andrade, 1995). The paper discusses the strengths and limitations of the research techniques used during the documentation of the Eegimaa speakers’ ethnobotanical knowledge. These techniques include native speaker intuition, elicitation, participant observation, collaborative work with a native speaker botanist and a woodworker. Additionally, I will examine the classification of plant names in the Eegimaa noun class system. I will argue that in Eegimaa, the grammatical classification of plant names reflects a conceptual categorisation of plants. This means that plants are not assigned to classes on the basis of taxonomic criteria, but based on their physical properties like shape and also culture-specific criteria. For example, plants having a round shape fu-ttara ‘bambu’ and fi-ssisit ‘kind of grass’, are assigned to class 7 fu- which includes prototypically round objects. On the other hand, plants in class 12 ñu- are those that constitute private property and play and central role in the economy and social organisation of Eegimaa people. Further evidence that plants are not arbitrarily assigned to noun classes comes from the formation of collectives (Author 2011, 2012), where class 3 e- functions as a collective class for plants that grow in colonies i.e. those like é-gabal ‘lily plants (colony)’, e-rarah ‘colony of Ipomea asarifolia’, that tend to choke other plants that grow in the same area. This paper shows that the classification of plant names and other nouns is more semantically based then is generally assumed in the literature (Richardson, 1967, Schadeberg, 2001). It also emphasises the importance of interdisciplinary collaborative research and the use of various data collection methods to provide a comprehensive documentation of the knowledge speakers have of their environment.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26162. Sagna, Serge Sagna, Serge 2013-03-01 The goal of this paper is to provide an account of the documentation of the ethnobotanical knowledge and classification among the speakers of Gújjolaay Eegimaa, an endangered Atlantic and Niger-Congo language spoken by less than 10,000 speakers in Southern Senegal. The assumption made here is that language documentation seeks, among other things, to capture the individual and collective theoretical and practical knowledge and experience of a people about their environment. Such knowledge is, as argued in the literature, encoded in language e.g., in noun class systems where plant names and other nouns are grouped into classes (Coelho, 2006, Foley, 1997, Messineo and Cúneo, 2011) reflecting the way speakers categorise entities which make up their world (D'Andrade, 1995). The paper discusses the strengths and limitations of the research techniques used during the documentation of the Eegimaa speakers’ ethnobotanical knowledge. These techniques include native speaker intuition, elicitation, participant observation, collaborative work with a native speaker botanist and a woodworker. Additionally, I will examine the classification of plant names in the Eegimaa noun class system. I will argue that in Eegimaa, the grammatical classification of plant names reflects a conceptual categorisation of plants. This means that plants are not assigned to classes on the basis of taxonomic criteria, but based on their physical properties like shape and also culture-specific criteria. For example, plants having a round shape fu-ttara ‘bambu’ and fi-ssisit ‘kind of grass’, are assigned to class 7 fu- which includes prototypically round objects. On the other hand, plants in class 12 ñu- are those that constitute private property and play and central role in the economy and social organisation of Eegimaa people. Further evidence that plants are not arbitrarily assigned to noun classes comes from the formation of collectives (Author 2011, 2012), where class 3 e- functions as a collective class for plants that grow in colonies i.e. those like é-gabal ‘lily plants (colony)’, e-rarah ‘colony of Ipomea asarifolia’, that tend to choke other plants that grow in the same area. This paper shows that the classification of plant names and other nouns is more semantically based then is generally assumed in the literature (Richardson, 1967, Schadeberg, 2001). It also emphasises the importance of interdisciplinary collaborative research and the use of various data collection methods to provide a comprehensive documentation of the knowledge speakers have of their environment. http://hdl.handle.net/10125/26162 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting ethnobotanical knowledge among Gújjolaay Eegimaa speakers oai:scholarspace.manoa.hawaii.edu:10125/26082 2017-05-11 col_10125_26591 26082.mp3 Woodward, Lisa, Macarro, Paul, Woodward, Lisa, Macarro, Paul; 2013-03-01; The Cultural Resource Department for the presenter’s Tribe was established to house a number of programs that support and perpetuate tribal self-determination. The department oversees various projects in the areas of cultural resource management, language revitalization, heritage preservation, artifact curation and the creation of an in-house archival collection and library. One of the most important projects for the Department is the development of a Tribal territory map, which consists of relocating and documenting traditional places. These mapped places include the names of religious locations, mountains, hills, villages, streams and gathering areas. These data are contained in tribal songs and oral histories, ethnographic and linguistic resources, and anthropological publications. This project has become a nexus for defining the Tribe’s traditional landscape. As the region continues to be devoured by expanding development, this particular project is an invaluable tool for advancing the Tribe’s mission to protect and preserve cultural heritage through language. The main goal is to educate lead agencies and planning departments about the history and culture of the region through the place name project. Tribal names can impart valuable information about the place. The name may be translated into a physical feature of the landscape, a plant that grows in the vicinity, or reference a special event that occurred at the location. The Indigenous peoples of the land hold a deep history and understanding of the landscape and our Tribal songs and accounts tell of special events at these places. They also explain why and how the places were named. Some locations are tied to events such as the creation of the world, or special religious observances or gatherings occurred there. However, only the Tribe can provide explanations about the embedded cultural information that is contained in place names. Even though a high-tech digital map is the sophisticated end product of this project, in reality it is all based on the language. This is one way the Tribe is utilizing the language on a daily basis. This project not only educates the Tribal population, but also the larger community, including lead agencies that have a say in the development process.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26082. Woodward, Lisa Macarro, Paul Woodward, Lisa Macarro, Paul 2013-03-01 The Cultural Resource Department for the presenter’s Tribe was established to house a number of programs that support and perpetuate tribal self-determination. The department oversees various projects in the areas of cultural resource management, language revitalization, heritage preservation, artifact curation and the creation of an in-house archival collection and library. One of the most important projects for the Department is the development of a Tribal territory map, which consists of relocating and documenting traditional places. These mapped places include the names of religious locations, mountains, hills, villages, streams and gathering areas. These data are contained in tribal songs and oral histories, ethnographic and linguistic resources, and anthropological publications. This project has become a nexus for defining the Tribe’s traditional landscape. As the region continues to be devoured by expanding development, this particular project is an invaluable tool for advancing the Tribe’s mission to protect and preserve cultural heritage through language. The main goal is to educate lead agencies and planning departments about the history and culture of the region through the place name project. Tribal names can impart valuable information about the place. The name may be translated into a physical feature of the landscape, a plant that grows in the vicinity, or reference a special event that occurred at the location. The Indigenous peoples of the land hold a deep history and understanding of the landscape and our Tribal songs and accounts tell of special events at these places. They also explain why and how the places were named. Some locations are tied to events such as the creation of the world, or special religious observances or gatherings occurred there. However, only the Tribe can provide explanations about the embedded cultural information that is contained in place names. Even though a high-tech digital map is the sophisticated end product of this project, in reality it is all based on the language. This is one way the Tribe is utilizing the language on a daily basis. This project not only educates the Tribal population, but also the larger community, including lead agencies that have a say in the development process. http://hdl.handle.net/10125/26082 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Şóo'aantum chamnéshkinum yumáykawichum michá' pomqálqalay: Protecting our ancestor's places oai:scholarspace.manoa.hawaii.edu:10125/26117 2024-09-17 col_10125_26591 26117-2.pdf 26117-1.pdf 26117.mp3 Maxwell, Judith, Maxwell, Judith; 2013-03-02; For the past three years, linguists at Tulane have been working with members of the Tunica-Biloxi tribe of Louisiana to awaken their sleeping language. Here I present methods used to stimulate language use for learners of various ages with special attention to interactive classroom techniques with no living native-speaker guide. In the spring of 2010, I was contacted by Ms. Brenda Lintinger, Councilwoman of the Tunica-Biloxi tribe of Louisiana. Ms. Lintinger asked for help in awakening Tunica, a language of Louisiana that has been sleeping for over sixty years. Since then a team of linguistics students from Tulane has been working with members of the Tunica-Biloxi tribe, especially the Pierite family, whose matriarch, Donna, responding to a prophetic dream, has become keeper of the language. For the past twenty-five years, I have been running a summer Kaqchikel (Maya) language and culture program in Guatemala. We have adapted the “total involvement” second language methodology to an interactive classroom, situated in a cultural immersion setting. In our canonical class setting, we have a one-to-one teacher student ratio. This methodology is designed for use with a host of native speakers available to model the language and to situate it pragmatically. Within Guatemala, the methodology has been adapted to more traditional classrooms, where a single instructor leads a class of 30-40 students. As successful as the methodology has been in the linguistically rich environment of Guatemala, adapting it to the Tunica-Biloxi case is a challenge as there are no native speakers to model the language. Recordings of the last native speaker, Sesostrie Youchigant, on wax cylinders, are so static-ky that even high-tech signal cleansing does not yield classroom-quality audio. Faced with this limitation, the Pierites have combined what Donna, a teacher and polyglot linguist, has gleaned from Mary Haas’ 1955 description of the language with what they know of Choctaw, an unrelated indigenous language of Louisiana and Mississippi, and give regular performances of songs and stories in Tunica. The Tulane group expanded on this base to rewrite two of the tales Haas collected from Youchigant and record these on CD. The tribe has distributed the booklet of tales with the CD to its members. This summer the Pierite’s ran a Tunica language camp, with games, language lessons, recordings of New Orleans school children doing basic language modules, and take-home materials for the parents. This paper explores how language learners can substitute for native speakers as language models and language guides to provide a linguistically rich environment for Tunica-language acquisition.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26117. Maxwell, Judith Maxwell, Judith 2013-03-02 For the past three years, linguists at Tulane have been working with members of the Tunica-Biloxi tribe of Louisiana to awaken their sleeping language. Here I present methods used to stimulate language use for learners of various ages with special attention to interactive classroom techniques with no living native-speaker guide. In the spring of 2010, I was contacted by Ms. Brenda Lintinger, Councilwoman of the Tunica-Biloxi tribe of Louisiana. Ms. Lintinger asked for help in awakening Tunica, a language of Louisiana that has been sleeping for over sixty years. Since then a team of linguistics students from Tulane has been working with members of the Tunica-Biloxi tribe, especially the Pierite family, whose matriarch, Donna, responding to a prophetic dream, has become keeper of the language. For the past twenty-five years, I have been running a summer Kaqchikel (Maya) language and culture program in Guatemala. We have adapted the “total involvement” second language methodology to an interactive classroom, situated in a cultural immersion setting. In our canonical class setting, we have a one-to-one teacher student ratio. This methodology is designed for use with a host of native speakers available to model the language and to situate it pragmatically. Within Guatemala, the methodology has been adapted to more traditional classrooms, where a single instructor leads a class of 30-40 students. As successful as the methodology has been in the linguistically rich environment of Guatemala, adapting it to the Tunica-Biloxi case is a challenge as there are no native speakers to model the language. Recordings of the last native speaker, Sesostrie Youchigant, on wax cylinders, are so static-ky that even high-tech signal cleansing does not yield classroom-quality audio. Faced with this limitation, the Pierites have combined what Donna, a teacher and polyglot linguist, has gleaned from Mary Haas’ 1955 description of the language with what they know of Choctaw, an unrelated indigenous language of Louisiana and Mississippi, and give regular performances of songs and stories in Tunica. The Tulane group expanded on this base to rewrite two of the tales Haas collected from Youchigant and record these on CD. The tribe has distributed the booklet of tales with the CD to its members. This summer the Pierite’s ran a Tunica language camp, with games, language lessons, recordings of New Orleans school children doing basic language modules, and take-home materials for the parents. This paper explores how language learners can substitute for native speakers as language models and language guides to provide a linguistically rich environment for Tunica-language acquisition. http://hdl.handle.net/10125/26117 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Lapuhch: Tunica language awakening, a new methodology? oai:scholarspace.manoa.hawaii.edu:10125/26119 2024-09-18 col_10125_26591 26119.pdf 26119.mp3 Gasser, Emily, Gasser, Emily; 2013-03-02; Much has been written about different models of collaboration for conducting linguistic fieldwork. How to respect the needs of the speech community while carrying out research is an extremely important question, and one whose answer will vary greatly between languages and communities. In many situations, such as that described by Wilkins (1992), fieldwork is done under the auspices of a language center in whose best interest it is to control and restrict the flow of data rather than granting unlimited access to the linguist and, through them, the world at large. This paper describes ongoing fieldwork the Wamesa language in West Papua, Indonesia, conducted in affiliation with a local language documentation center. As the cultural and political situation in Papua differs greatly from that in North America or Australia, so are community expectations quite different from those described by Wilkins and others. This example then provides a different model of how fieldwork may be responsibly carried out under local supervision. In 2011 I began fieldwork on Wamesa with a goal of writing a grammar for my dissertation. I was hosted there by the Center for Endangered Languages Documentation (CELD), a small Papuan-run organization, affiliated with the local university, which supports research on the languages of the area. West Papua is an area of huge linguistic diversity, but most of these varieties are both understudied and in danger of disappearing under pressure from Indonesian. The goal of the CELD, then, is to promote research on these languages both by outside linguists, to whom it offers logistical support and local expertise, and Papuan students, who gain access to training and equipment through the center. In this situation, the view of the center is that their best interests are served by expanding access and opening up the flow of information, an attitude shared by the Wamesa speakers with whom I interacted. In return for their continued support, the CELD made two main requests: that I leave copies of all of my data with the center, and that I employ a local assistant, one of their students, to help with recording and transcription. These stipulations help the center to build local capacity, making the data accessible within Papua and providing hands-on training so that Papuans themselves may carry out high-quality documentation and analysis of their own languages. This outlook is similar to that described by Holton (2009) on the Indonesian island of Pantar.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26119. Gasser, Emily Gasser, Emily 2013-03-02 Much has been written about different models of collaboration for conducting linguistic fieldwork. How to respect the needs of the speech community while carrying out research is an extremely important question, and one whose answer will vary greatly between languages and communities. In many situations, such as that described by Wilkins (1992), fieldwork is done under the auspices of a language center in whose best interest it is to control and restrict the flow of data rather than granting unlimited access to the linguist and, through them, the world at large. This paper describes ongoing fieldwork the Wamesa language in West Papua, Indonesia, conducted in affiliation with a local language documentation center. As the cultural and political situation in Papua differs greatly from that in North America or Australia, so are community expectations quite different from those described by Wilkins and others. This example then provides a different model of how fieldwork may be responsibly carried out under local supervision. In 2011 I began fieldwork on Wamesa with a goal of writing a grammar for my dissertation. I was hosted there by the Center for Endangered Languages Documentation (CELD), a small Papuan-run organization, affiliated with the local university, which supports research on the languages of the area. West Papua is an area of huge linguistic diversity, but most of these varieties are both understudied and in danger of disappearing under pressure from Indonesian. The goal of the CELD, then, is to promote research on these languages both by outside linguists, to whom it offers logistical support and local expertise, and Papuan students, who gain access to training and equipment through the center. In this situation, the view of the center is that their best interests are served by expanding access and opening up the flow of information, an attitude shared by the Wamesa speakers with whom I interacted. In return for their continued support, the CELD made two main requests: that I leave copies of all of my data with the center, and that I employ a local assistant, one of their students, to help with recording and transcription. These stipulations help the center to build local capacity, making the data accessible within Papua and providing hands-on training so that Papuans themselves may carry out high-quality documentation and analysis of their own languages. This outlook is similar to that described by Holton (2009) on the Indonesian island of Pantar. http://hdl.handle.net/10125/26119 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Exchanging words and skills: Language documentation in West Papua oai:scholarspace.manoa.hawaii.edu:10125/26111 2024-09-18 col_10125_26591 26111.pdf 26111.mp3 Cannon, Chris, Cannon, Chris; 2013-03-02; Astronomy is a fundamental component of all Alaska Native cultures, yet there has so far been no systematic effort to document indigenous knowledge of the Alaskan sky. What little work has been done suggests a rich domain of linguistic knowledge. Comparison with the Eastern Arctic suggests that Alaskan star knowledge is especially rich and detailed (MacDonald 1998), and at least in some cases this knowledge was maintained into modern times (Bradley 2002). However, this astronomical knowledge system is today even more endangered than Alaskan languages themselves. Modern technology has replaced every aspect in which astronomy was utilized, leading to the disuse and loss of traditional astronomy knowledge. In this presentation I describe an approach to documenting traditional astronomical knowledge which draws on the existing linguistic archival record in combination with interviews with modern speakers to reconstruct concepts of indigenous astronomy for each of Alaska’s twenty Native languages. Although previous documentation did not focus on astronomy, clues can be gleaned from field notes describing time-reckoning and navigation. While there is significant diversity across this group of languages, several major cosmological themes can be identified which emerge across a diverse range of objects and phenomena in the sky. Additionally, indigenous astronomy can be shown to have four general purposes: navigation, time-reckoning, weather forecasting, and mythological/religious components. The Big Dipper and other stars in Ursa Major is the most important constellation in Alaska representing each major use of indigenous astronomy. The concept of the Milky Way as a snowshoe trail spans Alaska language groups. Though still in its initial stages, the approach described here demonstrates that indigenous astronomy can be reliably reconstructed by combining archival research with first-hand field work in an endangered language situation. This has implications more broadly for documentation of other fields of traditional knowledge which, like astronomy, often fall between the disciplinary gaps of linguistic documentation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/26111. Cannon, Chris Cannon, Chris 2013-03-02 Astronomy is a fundamental component of all Alaska Native cultures, yet there has so far been no systematic effort to document indigenous knowledge of the Alaskan sky. What little work has been done suggests a rich domain of linguistic knowledge. Comparison with the Eastern Arctic suggests that Alaskan star knowledge is especially rich and detailed (MacDonald 1998), and at least in some cases this knowledge was maintained into modern times (Bradley 2002). However, this astronomical knowledge system is today even more endangered than Alaskan languages themselves. Modern technology has replaced every aspect in which astronomy was utilized, leading to the disuse and loss of traditional astronomy knowledge. In this presentation I describe an approach to documenting traditional astronomical knowledge which draws on the existing linguistic archival record in combination with interviews with modern speakers to reconstruct concepts of indigenous astronomy for each of Alaska’s twenty Native languages. Although previous documentation did not focus on astronomy, clues can be gleaned from field notes describing time-reckoning and navigation. While there is significant diversity across this group of languages, several major cosmological themes can be identified which emerge across a diverse range of objects and phenomena in the sky. Additionally, indigenous astronomy can be shown to have four general purposes: navigation, time-reckoning, weather forecasting, and mythological/religious components. The Big Dipper and other stars in Ursa Major is the most important constellation in Alaska representing each major use of indigenous astronomy. The concept of the Milky Way as a snowshoe trail spans Alaska language groups. Though still in its initial stages, the approach described here demonstrates that indigenous astronomy can be reliably reconstructed by combining archival research with first-hand field work in an endangered language situation. This has implications more broadly for documentation of other fields of traditional knowledge which, like astronomy, often fall between the disciplinary gaps of linguistic documentation. http://hdl.handle.net/10125/26111 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Under the snowshoe trail: Documenting Alaska’s indigenous astronomy oai:scholarspace.manoa.hawaii.edu:10125/25372 2017-05-11 col_10125_35354 25372.mp3 Hirata-Edds, Tracy, Hirata-Edds, Tracy; 2015-02-26; Language documentation and description in their many forms (e.g., word lists, dictionaries and grammars, discourse representations, or audio/visual recordings) often for academic purposes of research, in and of themselves cannot save a language. They do, however, comprise a critical facet of the revitalization enterprise. Challenges come when these sources of information are overly technical and inaccessible to communities working to revitalize the language (Penfield & Tucker 2011; Rice 2011; Hinton 2001) and are perceived as only preservation oriented. This presentation discusses ways in which meeting community needs for teaching can be addressed through documentation designed to be mutually beneficial. Examples come from a revitalization effort focused on tone and vowel length in Cherokee. Understanding the distinctive features of tone and vowel length in the Cherokee language without available resources has been challenging for second language learners whether in the classroom or studying on their own. With no corresponding audio and written examples for the learners, teachers, or researchers to refer to, learners felt limited. Responding to this community need, documentation served to specifically feed into teaching through a close interface between the different foci of documenting and creating educationally helpful tools. The collaborative aspect of the project brought together speakers, second language users, linguists, educational specialists, and others with a vested interest in taking documentation beyond preservation to facilitating teaching. Documentation and acoustic analysis resulted in data about pitch and vowel length including visual representations (AUTHOR submitted). This technical info contributed toward a better understanding of the nature of Cherokee tone and vowel length. To convert this information to a useful form for language learning, we built on the idea that improving ability to receptively identify tones can generalize to production (Wang et al. 1999). Research indicates that the complexity of and confusion about input associated with tones can be lessened by providing visual pitch contours with written forms accompanying audio materials (e.g., Liu, et al. 2011) and also by presenting tones in pairs (e.g., Wang et al. 1999). The resulting “teachable” component kept linguistics jargon to a minimum and incorporated visual representations in PowerPoint lectures with embedded audio that could be used by teachers plus allow learners to practice on their own. Constant input from teachers and learners helped guide the documentation process so it would result in information valuable to revitalization efforts – thus, teaching needs helped determine the direction the documentation work. REFERENCES AUTHOR. Submitted. “Collaborative Documentation and Revitalization of Cherokee Tone.” Language Documentation and Conservation. Penfield, S.D. & Tucker, B.V. 2011. “From Documenting to Revitalizing an Endangered Language: Where do Applied Linguists Fit?” Language and Education, 25(4), 291-305. Rice, S. 2011. “Applied Field Linguistics: Delivering Linguistic Training to Speakers of Endangered Languages.” Language and Education, 25(4), 319-338. Hinton, L. 2001. “Audio-Video Documentation” In L. Hinton and K. Hale (Eds.), The Green Book of Language Revitalization in Practice, 265-271. San Diego, CA: Academic Press. Wang, Y. Spence, M., Jongman, A., & Sereno, J. 1999. “Training American Listeners to Perceive Mandarin Tones.” Journal of the Acoustical Society of America, 106(6), 3649-3658. Liu, Y., Wang, M., Perfetti, C.A., Brubaker, B., Wu, S., & MacWhinney, B. 2011. “Learning a Tonal Language by Attending to the Tone: An In-Vivo Experiment.” Language Learning, 61(4), 1119-1141.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25372. Hirata-Edds, Tracy Hirata-Edds, Tracy 2015-03-12 Language documentation and description in their many forms (e.g., word lists, dictionaries and grammars, discourse representations, or audio/visual recordings) often for academic purposes of research, in and of themselves cannot save a language. They do, however, comprise a critical facet of the revitalization enterprise. Challenges come when these sources of information are overly technical and inaccessible to communities working to revitalize the language (Penfield & Tucker 2011; Rice 2011; Hinton 2001) and are perceived as only preservation oriented. This presentation discusses ways in which meeting community needs for teaching can be addressed through documentation designed to be mutually beneficial. Examples come from a revitalization effort focused on tone and vowel length in Cherokee. Understanding the distinctive features of tone and vowel length in the Cherokee language without available resources has been challenging for second language learners whether in the classroom or studying on their own. With no corresponding audio and written examples for the learners, teachers, or researchers to refer to, learners felt limited. Responding to this community need, documentation served to specifically feed into teaching through a close interface between the different foci of documenting and creating educationally helpful tools. The collaborative aspect of the project brought together speakers, second language users, linguists, educational specialists, and others with a vested interest in taking documentation beyond preservation to facilitating teaching. Documentation and acoustic analysis resulted in data about pitch and vowel length including visual representations (AUTHOR submitted). This technical info contributed toward a better understanding of the nature of Cherokee tone and vowel length. To convert this information to a useful form for language learning, we built on the idea that improving ability to receptively identify tones can generalize to production (Wang et al. 1999). Research indicates that the complexity of and confusion about input associated with tones can be lessened by providing visual pitch contours with written forms accompanying audio materials (e.g., Liu, et al. 2011) and also by presenting tones in pairs (e.g., Wang et al. 1999). The resulting “teachable” component kept linguistics jargon to a minimum and incorporated visual representations in PowerPoint lectures with embedded audio that could be used by teachers plus allow learners to practice on their own. Constant input from teachers and learners helped guide the documentation process so it would result in information valuable to revitalization efforts – thus, teaching needs helped determine the direction the documentation work. REFERENCES AUTHOR. Submitted. “Collaborative Documentation and Revitalization of Cherokee Tone.” Language Documentation and Conservation. Penfield, S.D. & Tucker, B.V. 2011. “From Documenting to Revitalizing an Endangered Language: Where do Applied Linguists Fit?” Language and Education, 25(4), 291-305. Rice, S. 2011. “Applied Field Linguistics: Delivering Linguistic Training to Speakers of Endangered Languages.” Language and Education, 25(4), 319-338. Hinton, L. 2001. “Audio-Video Documentation” In L. Hinton and K. Hale (Eds.), The Green Book of Language Revitalization in Practice, 265-271. San Diego, CA: Academic Press. Wang, Y. Spence, M., Jongman, A., & Sereno, J. 1999. “Training American Listeners to Perceive Mandarin Tones.” Journal of the Acoustical Society of America, 106(6), 3649-3658. Liu, Y., Wang, M., Perfetti, C.A., Brubaker, B., Wu, S., & MacWhinney, B. 2011. “Learning a Tonal Language by Attending to the Tone: An In-Vivo Experiment.” Language Learning, 61(4), 1119-1141. http://hdl.handle.net/10125/25372 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported From technical to teachable: Tone and vowel length oai:scholarspace.manoa.hawaii.edu:10125/25364 2024-07-27 col_10125_35354 25364.pdf Lindsey, Kate, Fine, Julia, Lindsey, Kate, Fine, Julia; 2015-02-27; KinQuest is a new and intuitive electronic questionnaire for collecting and organizing lexical data pertaining to kinship, families and relationships. The project was developed to gather complete kinship terminologies of the Volgaic Finno-Ugric and Turkic language families for cross-linguistic comparison in an organized and natural way. The questionnaire, however, was developed with the broad swath of linguistic diversity in mind and is equipped with smart tracking features that will accommodate most documented kinship systems. The KinQuest questionnaire may be completed by linguists or anthropologists, but was written and designed to be easily understood by non-specialists as well. The questions flow naturally from parent-type relationships to siblings, on to children and finally affinal relationships. Each question is supplemented with a unique, easy-to-understand diagram, which exhibits standard colors, shapes, and tree-branching relationship representations with accompanying descriptions and numerical references. The questionnaire is interspersed systematically with guided yes/no questions that ensure that terms are elicited for all appropriate distinctions (e.g., gender of ego, relative age, gender of relation (or intervening relations), number of generations, etc.). Additionally, a space for additional standard, non-standard, and/or dialectal terms is provided for each question. The questionnaire may be administered offline or online, remotely or locally. Due to the length of the survey, and the amount of possible questions, it is only available electronically. All answers are organized in an online spreadsheet, through Google Drive, and labeled with standard kinship codes for easy integration into KinOath and other kinship software. The spreadsheet organizes data for multiple languages or dialects for easy comparison and cross-linguistic analysis. Ultimately, all the lexical data collected from the questionnaires will be compiled into a searchable database with illustrations representing the diverse kinship systems and side-by-side lists for lexical comparison. My electronic poster presentation will show how this elicitation task can be administered and customized, with examples from my work describing the kinship systems of the Finno-Ugric and Turkic languages of the Volga region of Russia.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25364. Lindsey, Kate Fine, Julia Lindsey, Kate Fine, Julia 2015-03-12 KinQuest is a new and intuitive electronic questionnaire for collecting and organizing lexical data pertaining to kinship, families and relationships. The project was developed to gather complete kinship terminologies of the Volgaic Finno-Ugric and Turkic language families for cross-linguistic comparison in an organized and natural way. The questionnaire, however, was developed with the broad swath of linguistic diversity in mind and is equipped with smart tracking features that will accommodate most documented kinship systems. The KinQuest questionnaire may be completed by linguists or anthropologists, but was written and designed to be easily understood by non-specialists as well. The questions flow naturally from parent-type relationships to siblings, on to children and finally affinal relationships. Each question is supplemented with a unique, easy-to-understand diagram, which exhibits standard colors, shapes, and tree-branching relationship representations with accompanying descriptions and numerical references. The questionnaire is interspersed systematically with guided yes/no questions that ensure that terms are elicited for all appropriate distinctions (e.g., gender of ego, relative age, gender of relation (or intervening relations), number of generations, etc.). Additionally, a space for additional standard, non-standard, and/or dialectal terms is provided for each question. The questionnaire may be administered offline or online, remotely or locally. Due to the length of the survey, and the amount of possible questions, it is only available electronically. All answers are organized in an online spreadsheet, through Google Drive, and labeled with standard kinship codes for easy integration into KinOath and other kinship software. The spreadsheet organizes data for multiple languages or dialects for easy comparison and cross-linguistic analysis. Ultimately, all the lexical data collected from the questionnaires will be compiled into a searchable database with illustrations representing the diverse kinship systems and side-by-side lists for lexical comparison. My electronic poster presentation will show how this elicitation task can be administered and customized, with examples from my work describing the kinship systems of the Finno-Ugric and Turkic languages of the Volga region of Russia. http://hdl.handle.net/10125/25364 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported KinQuest - A new tool for eliciting and comparing kinship terminology oai:scholarspace.manoa.hawaii.edu:10125/25258 2017-05-11 col_10125_35354 25258.mp3 Kahakalalau, Kū, Kahakalau, ʻIʻinimaikalani, Kahakalalau, Kū, Kahakalau, ʻIʻinimaikalani; 2015-02-26; This presentation introduces an innovative, learner-directed Hawaiian language and culture program called Basic Hawaiian. This fun, intergenerational approach to Hawaiian language learning focuses on teaching Hawaiian the natural way, by visiting with and interacting with four virtual Hawaiian characters. Over a two year period, these four kukui, or guides, immerse learners in a Hawaiian language environment, introducing them to specific Hawaiian themes and topics, based on their individual interests and expertise. Collectively, this Hawaiian family shares over 1000 Hawaiian vocabulary, dozens of Hawaiian songs, chants, proverbs and Hawaiian language readings, and introduces learners to traditional protocol and other basic cultural knowledge and practices. Basic Hawaiian teaches learners not only how to communicate in Hawaiian and perpetuate our ancestor’s way of speaking, but also their way of thinking and living. Basic Hawaiian is grounded in a distinctly Hawaiian Pedagogy of Aloha. Tested with thousands of Hawaiian students on multiple islands, this pedagogy confirms that when Hawaiian students feel safe, when they feel loved and respected, they become empowered to leave their comfort zones and attain unprecedented levels of excellence. Basic Hawaiian fosters learning in a safe, familial environment, by requiring each learner to join other interested Hawaiian language learners to form a small, 3-5 person family of learners. This learning ‘ohana meets regularly to practice speaking Hawaiian and demonstrate their progress to others. As a 21st century approach to language learning, Basic Hawaiian integrates technology at a very high level. Learners discover Hawaiian language and culture via innovative online lessons, which can be practiced with accompanying i-Phone apps. In addition, learners get their hands dirty, practicing the language in the environment with their learning ‘ohana. These small group activities, range from gathering lei materials in Hawaiian, to cooking in Hawaiian. By learning Hawaiian language and traditional Hawaiian cultural practices together, learners see the connections between culture and language, and how our language reflects our traditions and values. Basic Hawaiian wants to benefit Hawaiian families, communities and organizations by letting learners determine when, where , with whom and how fast they want to learn how to speak Hawaiian. While Basic Hawaiian is first and foremost a Hawaiian language revitalization effort, an ongoing research component is resulting in the acquisition of significant data that is being used to advance theories on Indigenous language acquisition, as well as the use of technology in language teaching.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25258. Kahakalalau, Kū Kahakalau, ʻIʻinimaikalani Kahakalalau, Kū Kahakalau, ʻIʻinimaikalani 2015-03-12 This presentation introduces an innovative, learner-directed Hawaiian language and culture program called Basic Hawaiian. This fun, intergenerational approach to Hawaiian language learning focuses on teaching Hawaiian the natural way, by visiting with and interacting with four virtual Hawaiian characters. Over a two year period, these four kukui, or guides, immerse learners in a Hawaiian language environment, introducing them to specific Hawaiian themes and topics, based on their individual interests and expertise. Collectively, this Hawaiian family shares over 1000 Hawaiian vocabulary, dozens of Hawaiian songs, chants, proverbs and Hawaiian language readings, and introduces learners to traditional protocol and other basic cultural knowledge and practices. Basic Hawaiian teaches learners not only how to communicate in Hawaiian and perpetuate our ancestor’s way of speaking, but also their way of thinking and living. Basic Hawaiian is grounded in a distinctly Hawaiian Pedagogy of Aloha. Tested with thousands of Hawaiian students on multiple islands, this pedagogy confirms that when Hawaiian students feel safe, when they feel loved and respected, they become empowered to leave their comfort zones and attain unprecedented levels of excellence. Basic Hawaiian fosters learning in a safe, familial environment, by requiring each learner to join other interested Hawaiian language learners to form a small, 3-5 person family of learners. This learning ‘ohana meets regularly to practice speaking Hawaiian and demonstrate their progress to others. As a 21st century approach to language learning, Basic Hawaiian integrates technology at a very high level. Learners discover Hawaiian language and culture via innovative online lessons, which can be practiced with accompanying i-Phone apps. In addition, learners get their hands dirty, practicing the language in the environment with their learning ‘ohana. These small group activities, range from gathering lei materials in Hawaiian, to cooking in Hawaiian. By learning Hawaiian language and traditional Hawaiian cultural practices together, learners see the connections between culture and language, and how our language reflects our traditions and values. Basic Hawaiian wants to benefit Hawaiian families, communities and organizations by letting learners determine when, where , with whom and how fast they want to learn how to speak Hawaiian. While Basic Hawaiian is first and foremost a Hawaiian language revitalization effort, an ongoing research component is resulting in the acquisition of significant data that is being used to advance theories on Indigenous language acquisition, as well as the use of technology in language teaching. http://hdl.handle.net/10125/25258 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Pedagogy of aloha enriches intergenerational Hawaiian language learning oai:scholarspace.manoa.hawaii.edu:10125/25356 2017-05-11 col_10125_35354 25356.mp3 Longenecker, Ken, Schreyer, Christine, Wagner, John, Longenecker, Ken, Schreyer, Christine, Wagner, John; 2015-03-01; In this paper we describe a collaboration among anthropologists, marine biologists and the Kala Language Committee in support of the combined goals of language revitalization, marine conservation and development of Kala elementary school curriculum. The Kala language, with four distinct dialects, is spoken in six coastal villages of Morobe Province, Papua New Guinea, where marine resources provide residents with the overwhelming majority of their dietary protein. In 2006, due to concerns about language shift, Kala speakers developed the Kala Language Committee (KLC). The KLC’s goals were to promote Kala rather than acquiesce to Melanesian pidgin (Tok Pisin), the national lingua franca, and English, the national language of education. A related goal was the documentation of Kala environmental knowledge because Tok Pisin, unlike Kala, uses general categories of description rather than words that convey specific information (e.g., species, sex, and age of animals). Concurrently with the language project, marine conservation research began in the Kala-speaking village of Kamiali. Primary goals were to document marine biodiversity, suggest ways to sustainably manage marine resources, and develop tools to help village residents evaluate the sustainability of their fishing practices. An early hurdle to information transfer to village residents was that no written language efficiently conveyed which species were under discussion; scientific names were overwhelming, whereas common English or Tok Pisin names were ambiguous. The problem was resolved in 2010 when the KLC developed and adopted a Kala orthography. The writing system permitted documentation of Kala fish names, which were subsequently used in publications and educational materials which serve to increase local comprehension of marine-conservation research and guidelines. Continued marine conservation research resulted in the development of a poster with sustainable fishing suggestions and a school curriculum for community-based marine-resource monitoring, which were fully translated into Kala. We argue that the attention paid to the Kala language via the KLC’s efforts has led to increased awareness of marine diversity and the importance of conservation, as well as to increased awareness of the etymology of Kala terms and associated cultural knowledge. Therefore, building on recent literature about the benefits of collaborative approaches to both language documentation and in situ biodiversity conservation, we argue here for the benefits of engaging with community members in projects that simultaneously document linguistic and ecological knowledge. As well, we argue that integrating the academic disciplines of linguistic anthropology, ecological anthropology and conservation biology can lead to better biolinguistic diversity conservation practices. References: Ban, Natalie, Chris Picard & Amanda Vincent. 2009. Comparing and integrating commu¬nity-based and science-based approaches to prioritizing marine areas for protection. Conservation Biology 23. 899–910 Cinner, Joshua E., Michael J. Marnane, & Tim R. McClanahan. 2005. Conservation and Community Benefits from Traditional Coral Reef Management at Ahus Island, Papua New Guinea. Conservation Biology. 19. 1714-1723. Czaykowska-Higgins, Ewa. 2009. Research models, community engagement, and linguistic fieldwork: Reflections on working within Canadian indigenous communities. Language Documentation & Conservation 3(1). 15-50. Drew, Joshua & Adam Henne. 2006. Conservation biology and traditional ecological knowledge: Integrating academic disciplines for better conservation practice. Ecology and Society 11. 34–42. Grenoble, Lenore A. 2010. Language documentation and field linguistics: The state of the field. In Lenore A. Grenoble and N. Louanna Furbee (eds.) Language documentation:Practice and values, 289-309. Amsterdam: John Benjamins Guérin, Valérie and Sébastian Lacrampe. 2010. Trust me, I am a linguist! Building partnerships in the field. Language Documentation & Conservation 4. 22-33. Maffi, Luisa (ed.). 2001. On Biocultural Diversity: Linking language, knowledge and the environment. Washington: Smithsonian Institution Press. Ramstad, Kristina, N.J Nelson, G. Paine, D. Beech, A. Paul, P. Paul, F.W. Allendorf & C.H. Daugherty. 2007. Species and cultural conservation in New Zealand: Maori traditional ecological knowledge of Tuatara. Conservation Biology 21. 455–464. Si, Aung. 2011. Biology in Language Documentation. Language Documentation and Conservation 5. 169-186.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25356. Longenecker, Ken Schreyer, Christine Wagner, John Longenecker, Ken Schreyer, Christine Wagner, John 2015-03-12 In this paper we describe a collaboration among anthropologists, marine biologists and the Kala Language Committee in support of the combined goals of language revitalization, marine conservation and development of Kala elementary school curriculum. The Kala language, with four distinct dialects, is spoken in six coastal villages of Morobe Province, Papua New Guinea, where marine resources provide residents with the overwhelming majority of their dietary protein. In 2006, due to concerns about language shift, Kala speakers developed the Kala Language Committee (KLC). The KLC’s goals were to promote Kala rather than acquiesce to Melanesian pidgin (Tok Pisin), the national lingua franca, and English, the national language of education. A related goal was the documentation of Kala environmental knowledge because Tok Pisin, unlike Kala, uses general categories of description rather than words that convey specific information (e.g., species, sex, and age of animals). Concurrently with the language project, marine conservation research began in the Kala-speaking village of Kamiali. Primary goals were to document marine biodiversity, suggest ways to sustainably manage marine resources, and develop tools to help village residents evaluate the sustainability of their fishing practices. An early hurdle to information transfer to village residents was that no written language efficiently conveyed which species were under discussion; scientific names were overwhelming, whereas common English or Tok Pisin names were ambiguous. The problem was resolved in 2010 when the KLC developed and adopted a Kala orthography. The writing system permitted documentation of Kala fish names, which were subsequently used in publications and educational materials which serve to increase local comprehension of marine-conservation research and guidelines. Continued marine conservation research resulted in the development of a poster with sustainable fishing suggestions and a school curriculum for community-based marine-resource monitoring, which were fully translated into Kala. We argue that the attention paid to the Kala language via the KLC’s efforts has led to increased awareness of marine diversity and the importance of conservation, as well as to increased awareness of the etymology of Kala terms and associated cultural knowledge. Therefore, building on recent literature about the benefits of collaborative approaches to both language documentation and in situ biodiversity conservation, we argue here for the benefits of engaging with community members in projects that simultaneously document linguistic and ecological knowledge. As well, we argue that integrating the academic disciplines of linguistic anthropology, ecological anthropology and conservation biology can lead to better biolinguistic diversity conservation practices. References: Ban, Natalie, Chris Picard & Amanda Vincent. 2009. Comparing and integrating commu¬nity-based and science-based approaches to prioritizing marine areas for protection. Conservation Biology 23. 899–910 Cinner, Joshua E., Michael J. Marnane, & Tim R. McClanahan. 2005. Conservation and Community Benefits from Traditional Coral Reef Management at Ahus Island, Papua New Guinea. Conservation Biology. 19. 1714-1723. Czaykowska-Higgins, Ewa. 2009. Research models, community engagement, and linguistic fieldwork: Reflections on working within Canadian indigenous communities. Language Documentation & Conservation 3(1). 15-50. Drew, Joshua & Adam Henne. 2006. Conservation biology and traditional ecological knowledge: Integrating academic disciplines for better conservation practice. Ecology and Society 11. 34–42. Grenoble, Lenore A. 2010. Language documentation and field linguistics: The state of the field. In Lenore A. Grenoble and N. Louanna Furbee (eds.) Language documentation:Practice and values, 289-309. Amsterdam: John Benjamins Guérin, Valérie and Sébastian Lacrampe. 2010. Trust me, I am a linguist! Building partnerships in the field. Language Documentation & Conservation 4. 22-33. Maffi, Luisa (ed.). 2001. On Biocultural Diversity: Linking language, knowledge and the environment. Washington: Smithsonian Institution Press. Ramstad, Kristina, N.J Nelson, G. Paine, D. Beech, A. Paul, P. Paul, F.W. Allendorf & C.H. Daugherty. 2007. Species and cultural conservation in New Zealand: Maori traditional ecological knowledge of Tuatara. Conservation Biology 21. 455–464. Si, Aung. 2011. Biology in Language Documentation. Language Documentation and Conservation 5. 169-186. http://hdl.handle.net/10125/25356 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Conservation²: The relationship between Kala language conservation and marine conservation in coastal Papua New Guinea oai:scholarspace.manoa.hawaii.edu:10125/25308 2024-07-28 col_10125_35354 25308.mp3 25308.pdf Nakayama, Toshihide, Ono, Tsuyoshi, Nakayama, Toshihide, Ono, Tsuyoshi; 2015-02-28; In thinking about the relationships between linguistic practice, theory, and application, we typically assume that our theoretical understanding of grammatical structure matches the reality of linguistic practice (and speakers' intuition) and can be directly applicable to teaching and revitalization of the language. Unfortunately, this does not seem necessarily the case. In this presentation we will discuss the difficulty we encountered when we try to determine 'the base form' of a word in our work with Miyako, an endangered Ryukyuan language spoken in Okinawa, Japan. Verbs in Miyako exhibit multiple inflected forms (in the same way English verbs do, e.g. jump, jumped, jumping, etc.). When a word has variant forms, linguists identify the base form on the basis of the inflectional pattern and use it as the representative or reference form, e.g. as a dictionary headword. This notion of a representative form also seems to be very much in speakers' minds as they tend to talk about verbs using a single form rather than using different forms at different times. However, the problem is that the forms that linguists and speakers choose as representative are different in Miyako. Linguists working on Miyako typically represent verbs with the non-past form (e.g., fau 'eat'), but in contrast, native speakers consistently cite the verb in the converb form (e.g., fai ‘eating’), and in fact, word lists compiled by them list verbs in this form. Linguists' choice of the non-past form as the representative is most likely something that has been carried over from the research tradition of the more socially dominant language, Japanese. Native speaker intuition, on the other hand, likely stems from the fact that the converb form is the most frequently used in natural discourse. No matter what the sources are, this discrepancy raises a question about the identity and validity of the 'base form' of Miyako verbs. Although this may seem like a small problem, it nonetheless reveals a serious clash between the grammatical organization linguists would see and the way speakers would understand and use the grammar. We will explore in our presentation factors that contributed to this difference. It is important to be aware of such mismatches when we think about ways to relate theory, practice, and application.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25308. Nakayama, Toshihide Ono, Tsuyoshi Nakayama, Toshihide Ono, Tsuyoshi 2015-03-12 In thinking about the relationships between linguistic practice, theory, and application, we typically assume that our theoretical understanding of grammatical structure matches the reality of linguistic practice (and speakers' intuition) and can be directly applicable to teaching and revitalization of the language. Unfortunately, this does not seem necessarily the case. In this presentation we will discuss the difficulty we encountered when we try to determine 'the base form' of a word in our work with Miyako, an endangered Ryukyuan language spoken in Okinawa, Japan. Verbs in Miyako exhibit multiple inflected forms (in the same way English verbs do, e.g. jump, jumped, jumping, etc.). When a word has variant forms, linguists identify the base form on the basis of the inflectional pattern and use it as the representative or reference form, e.g. as a dictionary headword. This notion of a representative form also seems to be very much in speakers' minds as they tend to talk about verbs using a single form rather than using different forms at different times. However, the problem is that the forms that linguists and speakers choose as representative are different in Miyako. Linguists working on Miyako typically represent verbs with the non-past form (e.g., fau 'eat'), but in contrast, native speakers consistently cite the verb in the converb form (e.g., fai ‘eating’), and in fact, word lists compiled by them list verbs in this form. Linguists' choice of the non-past form as the representative is most likely something that has been carried over from the research tradition of the more socially dominant language, Japanese. Native speaker intuition, on the other hand, likely stems from the fact that the converb form is the most frequently used in natural discourse. No matter what the sources are, this discrepancy raises a question about the identity and validity of the 'base form' of Miyako verbs. Although this may seem like a small problem, it nonetheless reveals a serious clash between the grammatical organization linguists would see and the way speakers would understand and use the grammar. We will explore in our presentation factors that contributed to this difference. It is important to be aware of such mismatches when we think about ways to relate theory, practice, and application. http://hdl.handle.net/10125/25308 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Mismatch between theory and practice: Problem of determining base forms for Miyako verbs oai:scholarspace.manoa.hawaii.edu:10125/25327 2024-07-29 col_10125_35354 25327.mp3 25327.pdf Battenburg, John, Battenburg, John; 2015-02-28; In “Language Shift and Language Revitalization,” Hornberger (2010) surveys research projects on language maintenance in various regions of the world since the mid-1990s while also analyzing conceptual and methodological issues. Language minority communities in the Arab World, however, have largely been ignored. This paper considers research about the Kumzari language community (Author 2013) while examining factors associated with language vitality and endangerment that can be applied to other small language groups. The Kumzari language, with approximately 3,000 speakers in the Musandam Governorate of Oman, is an Iranian language with influence from Arabic, Hindi, Portuguese, and English. Contact with traders and sailors along the Strait of Hormuz was largely responsible for the emergence of the Kumzari language; however, increased contact with other languages and cultures now threaten this community. Various classifications for assessing language minority communities will be examined. The 2003 UNESCO document entitled “Language Vitality and Endangerment” considers nine factors. Other researchers have also suggested systematic approaches to describing language minority communities (see Fishman 1991 & 2001, Edwards 1992, Grenoble & Whaley 1998, Romaine 2006, and Lewis and Simons 2010); however, designing and agreeing on a typology may be impossible due to the wide range of factors pertaining to small language groups. At-risk languages must be described within a continuum, and no single factor can be used to evaluate the vitality of a language. Still, factors including intergenerational transmission, proportion of the speakers within the total population, and language domains appear to be the most important when assessing a language. Language minority communities continue to face challenges in Arab countries where constitutions clearly state that Arabic is the official language. The stated goal of many countries experiencing the “Arab Spring” has been democracy and inclusiveness; however, individuals speaking minority languages risk passive, active, or even forced linguistic assimilation. The presenter, while also citing earlier research on Berbers in Tunisia (Author 1999), will argue that additional research on language minority communities in the Arab World (such as with Kumzari speakers) is needed, and unfolding events will greatly influence these languages and their speakers. References Author. 1999. “The Gradual Death of the Berber Language in Tunisia.” International Journal of the Sociology of Language 137: 151-165. Author. 2013. The Status of Kumzari and its Speakers: A Local Language of the Musandam Peninsula of Oman.” Language Problems and Language Planning 37.1: 18-30. Edwards, John. 1992. Sociopolitical aspects of language maintenance and loss: Towards a typology of minority language situations. Willem Fase, Koen Jaspaert, & Sjaak Kroon, eds. Maintenance and Loss of Minority Languages. Philadelphia: John Benjamins. 37-54. Fishman, Joshua A. 1991. Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters. Fishman, Joshua A. 2001. Can Threatened Languages Be Saved? Reversing Language Shift Revisited: A 21st Century Perspective. Clevedon: Multilingual Matters. Grenoble, Lenore A. & Lindsay J. Whaley, eds. 1998. Endangered Languages: Current Issues and Future Prospects. Cambridge: Cambridge U. P. Hornberger, Nancy H. 2010. Language shift and language revitalization. Robert B. Kaplan, ed. The Oxford Handbook of Applied Linguistics. Second edition. Oxford: Oxford U. P. 412-420. Lewis, M. Paul & Gary F. Simons. 2010. Assessing endangerment: Expanding Fishman’s GIDS. Revue Roumaine de Linguistique 55/2:103-120. Romaine, Suzanne. 2006. Planning for the survival of linguistic diversity. Language Policy 5:441-473.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25327. Battenburg, John Battenburg, John 2015-03-12 In “Language Shift and Language Revitalization,” Hornberger (2010) surveys research projects on language maintenance in various regions of the world since the mid-1990s while also analyzing conceptual and methodological issues. Language minority communities in the Arab World, however, have largely been ignored. This paper considers research about the Kumzari language community (Author 2013) while examining factors associated with language vitality and endangerment that can be applied to other small language groups. The Kumzari language, with approximately 3,000 speakers in the Musandam Governorate of Oman, is an Iranian language with influence from Arabic, Hindi, Portuguese, and English. Contact with traders and sailors along the Strait of Hormuz was largely responsible for the emergence of the Kumzari language; however, increased contact with other languages and cultures now threaten this community. Various classifications for assessing language minority communities will be examined. The 2003 UNESCO document entitled “Language Vitality and Endangerment” considers nine factors. Other researchers have also suggested systematic approaches to describing language minority communities (see Fishman 1991 & 2001, Edwards 1992, Grenoble & Whaley 1998, Romaine 2006, and Lewis and Simons 2010); however, designing and agreeing on a typology may be impossible due to the wide range of factors pertaining to small language groups. At-risk languages must be described within a continuum, and no single factor can be used to evaluate the vitality of a language. Still, factors including intergenerational transmission, proportion of the speakers within the total population, and language domains appear to be the most important when assessing a language. Language minority communities continue to face challenges in Arab countries where constitutions clearly state that Arabic is the official language. The stated goal of many countries experiencing the “Arab Spring” has been democracy and inclusiveness; however, individuals speaking minority languages risk passive, active, or even forced linguistic assimilation. The presenter, while also citing earlier research on Berbers in Tunisia (Author 1999), will argue that additional research on language minority communities in the Arab World (such as with Kumzari speakers) is needed, and unfolding events will greatly influence these languages and their speakers. References Author. 1999. “The Gradual Death of the Berber Language in Tunisia.” International Journal of the Sociology of Language 137: 151-165. Author. 2013. The Status of Kumzari and its Speakers: A Local Language of the Musandam Peninsula of Oman.” Language Problems and Language Planning 37.1: 18-30. Edwards, John. 1992. Sociopolitical aspects of language maintenance and loss: Towards a typology of minority language situations. Willem Fase, Koen Jaspaert, & Sjaak Kroon, eds. Maintenance and Loss of Minority Languages. Philadelphia: John Benjamins. 37-54. Fishman, Joshua A. 1991. Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters. Fishman, Joshua A. 2001. Can Threatened Languages Be Saved? Reversing Language Shift Revisited: A 21st Century Perspective. Clevedon: Multilingual Matters. Grenoble, Lenore A. & Lindsay J. Whaley, eds. 1998. Endangered Languages: Current Issues and Future Prospects. Cambridge: Cambridge U. P. Hornberger, Nancy H. 2010. Language shift and language revitalization. Robert B. Kaplan, ed. The Oxford Handbook of Applied Linguistics. Second edition. Oxford: Oxford U. P. 412-420. Lewis, M. Paul & Gary F. Simons. 2010. Assessing endangerment: Expanding Fishman’s GIDS. Revue Roumaine de Linguistique 55/2:103-120. Romaine, Suzanne. 2006. Planning for the survival of linguistic diversity. Language Policy 5:441-473. http://hdl.handle.net/10125/25327 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Kumzari language community: Evaluating language vitality and endangerment oai:scholarspace.manoa.hawaii.edu:10125/25382 2017-05-11 col_10125_35354 25382.mp3 Ríos Ríos, Kiara, Ríos Ríos, Kiara; 2015-02-28; Teachers and learners of Indigenous languages in Mexico encounter multiple barriers, including social prejudice, lack of structural support, and lack of didactic resources. Additionally, debates within language communities about dialect diversity and mixing can further discourage people interested in transmitting their linguistic knowledge to learners. The purpose of this presentation is to discuss the pedagogical techniques that I have developed during 1.5 years teaching my native language, Diidxazá (Isthmus Zapotec), through which I confront these challenges. The central themes discussed include 1) the adaptation and re-contextualization of educational dynamics from a multilingual university environment for use in the Zapotec classroom, 2) the influence and negotiation of the dominant language (Spanish) in Zapotec instruction, and 3) working with dialect diversity. As a student teacher in an English language teaching preparation program, I received structural and pedagogical support from a teacher educator, who created a rare opportunity for Diidxazá to be taught within higher education. In accepting this opportunity I aimed to increase Zapotec knowledge among university students and to debunk prejudices that portray this language and culture as inferior vis-a-vis Spanish and English. Beginning the Diidxazá program without existing guides or materials, the adaptation of techniques used in communicative-focused English and Spanish classrooms proved to be an effective approach. Several examples will be illustrated, and the process of adaption and 'zapotecization' will be discussed. In working with mainly Spanish-speaking students, including some with Indigenous language heritage, a flexible approach to the use of varied linguistic resources and teaching methods has resulted in a participatory learning environment. While prejudices against Indigenous languages, language mixing and non-standardized languages are common in Mexican society, these prejudices have diminished through addressing them in the classroom. Discussion of the influence of Spanish on Zapotec, and of dialect diversity within Zapotec communities, alongside pedagogical reinforcement of this diversity, has led students to have more positive attitudes about the status of the language and its variants. Although debates about dialects continue in community settings, I argue the need to maintain a communication-focused and inclusive classroom environment. This case study illustrates that countering the barriers faced by Indigenous language teachers and learners does not need to wait for materials, unified standards, or social acceptance to be in place-- all of these challenges can be overcome through adapting the resources at hand, and fostering participatory learning environments with a focus on inclusion and successful communication. (Presentation in English and Diidxazá).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25382. Ríos Ríos, Kiara Ríos Ríos, Kiara 2015-03-12 Teachers and learners of Indigenous languages in Mexico encounter multiple barriers, including social prejudice, lack of structural support, and lack of didactic resources. Additionally, debates within language communities about dialect diversity and mixing can further discourage people interested in transmitting their linguistic knowledge to learners. The purpose of this presentation is to discuss the pedagogical techniques that I have developed during 1.5 years teaching my native language, Diidxazá (Isthmus Zapotec), through which I confront these challenges. The central themes discussed include 1) the adaptation and re-contextualization of educational dynamics from a multilingual university environment for use in the Zapotec classroom, 2) the influence and negotiation of the dominant language (Spanish) in Zapotec instruction, and 3) working with dialect diversity. As a student teacher in an English language teaching preparation program, I received structural and pedagogical support from a teacher educator, who created a rare opportunity for Diidxazá to be taught within higher education. In accepting this opportunity I aimed to increase Zapotec knowledge among university students and to debunk prejudices that portray this language and culture as inferior vis-a-vis Spanish and English. Beginning the Diidxazá program without existing guides or materials, the adaptation of techniques used in communicative-focused English and Spanish classrooms proved to be an effective approach. Several examples will be illustrated, and the process of adaption and 'zapotecization' will be discussed. In working with mainly Spanish-speaking students, including some with Indigenous language heritage, a flexible approach to the use of varied linguistic resources and teaching methods has resulted in a participatory learning environment. While prejudices against Indigenous languages, language mixing and non-standardized languages are common in Mexican society, these prejudices have diminished through addressing them in the classroom. Discussion of the influence of Spanish on Zapotec, and of dialect diversity within Zapotec communities, alongside pedagogical reinforcement of this diversity, has led students to have more positive attitudes about the status of the language and its variants. Although debates about dialects continue in community settings, I argue the need to maintain a communication-focused and inclusive classroom environment. This case study illustrates that countering the barriers faced by Indigenous language teachers and learners does not need to wait for materials, unified standards, or social acceptance to be in place-- all of these challenges can be overcome through adapting the resources at hand, and fostering participatory learning environments with a focus on inclusion and successful communication. (Presentation in English and Diidxazá). http://hdl.handle.net/10125/25382 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Flexible pedagogical techniques for working with dominant languages, dialect diversity and prejudices in endangered language classrooms oai:scholarspace.manoa.hawaii.edu:10125/25334 2017-05-11 col_10125_35354 25334.mp3 Lai, Rosangela, Lai, Rosangela; 2015-02-28; Sardinian is an endangered Romance language spoken in Sardinia, the second largest island in the Mediterranean Sea. The Autonomous Region of Sardinia is part of the Italian Republic and it is located south of Corsica, west of the Italian peninsula, to the north of Tunisia and east of the Balearic Islands. Sardinian received official recognition from the Italian Republic as late as the end of the 20th century (Cf. Law 482/1999). Despite its official status, Sardinian is classified as endangered by UNESCO due to the loss of intergenerational transmission (Moseley 2007). Nowadays, the relative standing of Sardinian and Italian has been strongly unbalanced in favour of Italian. The domains of use have been drastically restricted (Marongiu 2007), children are no longer able to speak the language of their parents and most young people can be classified as imperfect learners (Rindler-Schjerve 1998, 2000). To prevent the decline of Sardinian, the Autonomous Region of Sardinia (henceforth ARS) has developed a standard orthography called ʽLimba Sarda Comunaʼ (henceforth LSC). LSC was presented as a mere orthographic standard for the administrative use of ARS but in fact, its purported domain of use has gradually broadened well beyond official administrative use. In the last few years, over 70% of linguistic projects funded by the ARS have focused on LSC rather than on any attested dialect (Corongiu 2013). LSC lends itself to criticism on at least two different grounds. First, it can be shown that LSC is not merely a reference orthography but a true standard language, involving standardization of both the lexicon and the grammar. In fact, it is closely modelled on a north-western Sardinian dialectal group and it does not represent the rest of the island, as the central and southern communities have complained. In this situation the imposition of LSC would encourage, rather than prevent, the abandonment of the local dialects. Second, LSC might not be in the best interest even of the speakers of north-western Sardinian. The reason is that LSC deliberately avoids recording a number of phonological processes of Sardinian. The sharp interruption of intergenerational transmission posits problems to children that learn Sardinian mainly from the official, exclusively written LSC: it is likely that in the lack of any relevant data, the phonological processes would simply get lost in the acquisition of the youngest generations. Once again, LSC could prove counterproductive to the safeguard of Sardinian. References Corongiu, G., 2013. Il sardo: una lingua "normale". Manuale per chi non ne sa nulla, non conosce la linguistica e vuole saperne di più o cambiare idea. Cagliari: Condaghes. Marongiu, M.A., 2007. Language Maintenance and Shift in Sardinia: A Case Study of Sardinian and Italian in Cagliari. Ph.D. Dissertation, University of Illinois at Urbana-Champaign. Moseley, Ch., (ed.) 2007. Encyclopedia of the World’s Endangered Languages. London-New York: Routledge. Rindler Schjerve, R., 1998. "Codeswitching as an indicator for language shift? Evidence from Sardinian-Italian bilingualism" in R. Jacobson (ed.), Code switching Worldwide, pp. 221-247. Rindler Schjerve, R., 2000. "Inventario analitico delle attuali trasformazioni del sardo", Revista de Filología Románica No 17, pp. 229-246.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25334. Lai, Rosangela Lai, Rosangela 2015-03-12 Sardinian is an endangered Romance language spoken in Sardinia, the second largest island in the Mediterranean Sea. The Autonomous Region of Sardinia is part of the Italian Republic and it is located south of Corsica, west of the Italian peninsula, to the north of Tunisia and east of the Balearic Islands. Sardinian received official recognition from the Italian Republic as late as the end of the 20th century (Cf. Law 482/1999). Despite its official status, Sardinian is classified as endangered by UNESCO due to the loss of intergenerational transmission (Moseley 2007). Nowadays, the relative standing of Sardinian and Italian has been strongly unbalanced in favour of Italian. The domains of use have been drastically restricted (Marongiu 2007), children are no longer able to speak the language of their parents and most young people can be classified as imperfect learners (Rindler-Schjerve 1998, 2000). To prevent the decline of Sardinian, the Autonomous Region of Sardinia (henceforth ARS) has developed a standard orthography called ʽLimba Sarda Comunaʼ (henceforth LSC). LSC was presented as a mere orthographic standard for the administrative use of ARS but in fact, its purported domain of use has gradually broadened well beyond official administrative use. In the last few years, over 70% of linguistic projects funded by the ARS have focused on LSC rather than on any attested dialect (Corongiu 2013). LSC lends itself to criticism on at least two different grounds. First, it can be shown that LSC is not merely a reference orthography but a true standard language, involving standardization of both the lexicon and the grammar. In fact, it is closely modelled on a north-western Sardinian dialectal group and it does not represent the rest of the island, as the central and southern communities have complained. In this situation the imposition of LSC would encourage, rather than prevent, the abandonment of the local dialects. Second, LSC might not be in the best interest even of the speakers of north-western Sardinian. The reason is that LSC deliberately avoids recording a number of phonological processes of Sardinian. The sharp interruption of intergenerational transmission posits problems to children that learn Sardinian mainly from the official, exclusively written LSC: it is likely that in the lack of any relevant data, the phonological processes would simply get lost in the acquisition of the youngest generations. Once again, LSC could prove counterproductive to the safeguard of Sardinian. References Corongiu, G., 2013. Il sardo: una lingua "normale". Manuale per chi non ne sa nulla, non conosce la linguistica e vuole saperne di più o cambiare idea. Cagliari: Condaghes. Marongiu, M.A., 2007. Language Maintenance and Shift in Sardinia: A Case Study of Sardinian and Italian in Cagliari. Ph.D. Dissertation, University of Illinois at Urbana-Champaign. Moseley, Ch., (ed.) 2007. Encyclopedia of the World’s Endangered Languages. London-New York: Routledge. Rindler Schjerve, R., 1998. "Codeswitching as an indicator for language shift? Evidence from Sardinian-Italian bilingualism" in R. Jacobson (ed.), Code switching Worldwide, pp. 221-247. Rindler Schjerve, R., 2000. "Inventario analitico delle attuali trasformazioni del sardo", Revista de Filología Románica No 17, pp. 229-246. http://hdl.handle.net/10125/25334 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The effects of language planning in Sardinian oai:scholarspace.manoa.hawaii.edu:10125/25298 2017-05-11 col_10125_35354 25298.mp3 Franjieh, Michael, Johnson, Kay, Franjieh, Michael, Johnson, Kay; 2015-02-27; Vanuatu, with over a hundred vernacular languages, is the most linguistically diverse country in the world. The high amount of languages poses a unique challenge to the implementation of vernacular language education. Vernacular literacy development has been highlighted by the Vanuatu government as a key area of education for improvement, after consideration of its failure to meet country literacy targets of the UN- driven MDGs (Millenium Development Goals) and the low attendance rates of children in kindergartens (Hayden & Hadley 2013). Given this national context and the body of research which show the benefits of developing literacy in a first language (Ball 2011), vernacular literacy in Vanuatu has long been enshrined in policy, however its implementation has met with a number of hurdles. In this presentation we will compare two small-scale linguist driven projects aimed to develop vernacular literacy and numeracy in early childhood education in Vanuatu, one on the North Ambrym language (Ambrym Island) and one on the Ske language (Pentecost Island). In so doing we will consider what linguists and language documenters can contribute to vernacular language education. These two projects have commonalities in that they have both introduced community-driven orthography development, teacher training, vernacular curriculum component development, and a range of literacy materials covering different aspects of traditional ecological knowledge. Yet, there are differences: the North Ambrym project is an in-situ programme (based in Ambrym) and the Ske project is ex-situ (based in the capital, Port Vila). Furthermore, we will compare our short time-frame projects (6-7 months) to the recently started large (5 years) Australian and New Zealand government funded national education project (VESP 2012) that seeks to improve early childhood education across a number of key areas, including school refurbishment, teaching quality, improving access to education and, more importantly for this presentation, to implement vernacular literacy education across a number of language communities simultaneously. We will look at the problems faced by both project types, such as funding, project length, and project leader expertise and argue that a mix of the two project types would result in a more effective delivery of vernacular literacy education. References Vanuatu Education Sector Program. 2012. Australian Government. Department of Foreign Affairs and Trade. http://aid.dfat.gov.au/publications/Pages/vanuatu-education-sector-program.aspx Ball, J. 2011. Enhancing learning of children from diverse language backgrounds: mother tongue-based bilingual or multilingual education in the early years. Paris. UNESCO http://unesdoc.unesco.org/images/0021/002122/212270e.pdf Hayden, J and F. Hadley. April 2013. Vanuatu Baseline Survey. Macquarie University.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25298. Franjieh, Michael Johnson, Kay Franjieh, Michael Johnson, Kay 2015-03-12 Vanuatu, with over a hundred vernacular languages, is the most linguistically diverse country in the world. The high amount of languages poses a unique challenge to the implementation of vernacular language education. Vernacular literacy development has been highlighted by the Vanuatu government as a key area of education for improvement, after consideration of its failure to meet country literacy targets of the UN- driven MDGs (Millenium Development Goals) and the low attendance rates of children in kindergartens (Hayden & Hadley 2013). Given this national context and the body of research which show the benefits of developing literacy in a first language (Ball 2011), vernacular literacy in Vanuatu has long been enshrined in policy, however its implementation has met with a number of hurdles. In this presentation we will compare two small-scale linguist driven projects aimed to develop vernacular literacy and numeracy in early childhood education in Vanuatu, one on the North Ambrym language (Ambrym Island) and one on the Ske language (Pentecost Island). In so doing we will consider what linguists and language documenters can contribute to vernacular language education. These two projects have commonalities in that they have both introduced community-driven orthography development, teacher training, vernacular curriculum component development, and a range of literacy materials covering different aspects of traditional ecological knowledge. Yet, there are differences: the North Ambrym project is an in-situ programme (based in Ambrym) and the Ske project is ex-situ (based in the capital, Port Vila). Furthermore, we will compare our short time-frame projects (6-7 months) to the recently started large (5 years) Australian and New Zealand government funded national education project (VESP 2012) that seeks to improve early childhood education across a number of key areas, including school refurbishment, teaching quality, improving access to education and, more importantly for this presentation, to implement vernacular literacy education across a number of language communities simultaneously. We will look at the problems faced by both project types, such as funding, project length, and project leader expertise and argue that a mix of the two project types would result in a more effective delivery of vernacular literacy education. References Vanuatu Education Sector Program. 2012. Australian Government. Department of Foreign Affairs and Trade. http://aid.dfat.gov.au/publications/Pages/vanuatu-education-sector-program.aspx Ball, J. 2011. Enhancing learning of children from diverse language backgrounds: mother tongue-based bilingual or multilingual education in the early years. Paris. UNESCO http://unesdoc.unesco.org/images/0021/002122/212270e.pdf Hayden, J and F. Hadley. April 2013. Vanuatu Baseline Survey. Macquarie University. http://hdl.handle.net/10125/25298 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Vernacular literacy development in Vanuatu: Comparative case studies oai:scholarspace.manoa.hawaii.edu:10125/25358 2017-05-11 col_10125_35354 25358.mp3 Tuttle, Siri, Lovick, Olga, Tuttle, Siri, Lovick, Olga; 2015-03-01; We are developing a comparative grammar database for three Alaskan Athabascan languages (Koyukon, Lower Tanana, and Upper Tanana). Each item (utterance) in this database is presented with an interlinear morpheme translation as well as formal and functional tags. Our goal is to make this tool useful to different audiences, including fellow linguists, but particularly to teachers and learners of Athabascan languages, where there is a dearth of mid- and higher- level pedagogical materials. Meeting this need proves to be challenging. All three languages are severely endangered, yet very little pedagogical material is available and the few extant descriptions are written in such a way as to be largely inaccessible to individuals without considerable training in linguistics. Since many teachers of Alaskan Athabascan languages not only do not have that training, but also may not themselves be fluent speakers, this poses a serious problem. Our database has the potential to become a rich source of materials for teachers and learners, but as consultation with teachers showed, it needs to include a device that could guide them to basic forms, in the way that a pedagogical grammar might do. At present, users may search on form (e.g. ‘Why’?) or function (e.g., Question:Open-ended) to find data relating to the lessons they need to plan. However, the response to the search is a set of sentential examples displaying a number of structures of vastly different complexity, without any commentary indicating their pedagogical level. This is of course the nature of a database rather than a grammar, which typically gives the searcher one or two ‘perfect’ key examples. Using wh-question formation as an example, we will illustrate a metric based on a combination of frequency, structural considerations, and social complexity establishing a level for selected database entries comparable to the key examples mentioned above. This information will be accessible to users through a ‘construction summary,’ which also provides accessibly written commentary on each key example. It will be possible to generate a list of ‘similar examples’ illustrating the same structure, and a list of ‘related constructions’ which have a similar function or form. In this way, the interface unites the reliance on a few select examples of traditional grammaticography with the data-intensive approach of a database while paying attention to the needs of language teachers, providing both information and autonomy for the creation of lesson plans.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25358. Tuttle, Siri Lovick, Olga Tuttle, Siri Lovick, Olga 2015-03-12 We are developing a comparative grammar database for three Alaskan Athabascan languages (Koyukon, Lower Tanana, and Upper Tanana). Each item (utterance) in this database is presented with an interlinear morpheme translation as well as formal and functional tags. Our goal is to make this tool useful to different audiences, including fellow linguists, but particularly to teachers and learners of Athabascan languages, where there is a dearth of mid- and higher- level pedagogical materials. Meeting this need proves to be challenging. All three languages are severely endangered, yet very little pedagogical material is available and the few extant descriptions are written in such a way as to be largely inaccessible to individuals without considerable training in linguistics. Since many teachers of Alaskan Athabascan languages not only do not have that training, but also may not themselves be fluent speakers, this poses a serious problem. Our database has the potential to become a rich source of materials for teachers and learners, but as consultation with teachers showed, it needs to include a device that could guide them to basic forms, in the way that a pedagogical grammar might do. At present, users may search on form (e.g. ‘Why’?) or function (e.g., Question:Open-ended) to find data relating to the lessons they need to plan. However, the response to the search is a set of sentential examples displaying a number of structures of vastly different complexity, without any commentary indicating their pedagogical level. This is of course the nature of a database rather than a grammar, which typically gives the searcher one or two ‘perfect’ key examples. Using wh-question formation as an example, we will illustrate a metric based on a combination of frequency, structural considerations, and social complexity establishing a level for selected database entries comparable to the key examples mentioned above. This information will be accessible to users through a ‘construction summary,’ which also provides accessibly written commentary on each key example. It will be possible to generate a list of ‘similar examples’ illustrating the same structure, and a list of ‘related constructions’ which have a similar function or form. In this way, the interface unites the reliance on a few select examples of traditional grammaticography with the data-intensive approach of a database while paying attention to the needs of language teachers, providing both information and autonomy for the creation of lesson plans. http://hdl.handle.net/10125/25358 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Key examples: opening the database door to language teachers oai:scholarspace.manoa.hawaii.edu:10125/25270 2017-05-11 col_10125_35354 25270.mp3 Hall, Patrick, John-Martin, Emily, Hall, Patrick, John-Martin, Emily; 2015-02-26; The presence of multiple linguistic variants can be a significant challenge during the early stages of language documenta- tion. When speakers regularly make use of some combination of multiple variants, it may be difficult for linguists to align characteristics of collected data with particular language variants. Additionally, where extensive documentation exists, it may be difficult to synthesize that work into a useful overview before beginning to evaluate the interrelationships of current-day linguistic variants. To address these issues, we describe a workflow that makes use of open-source web-based mapping technology which allows linguists to synthesize disparate sources of existing documentation, while remaining flexible enough to pursue the unpredictable aspects of variation which emerge in ongoing fieldwork. We illustrate the application of this approach to our own research in two diasporic communities of Mixtec speakers in the United States. Unlike the Mixtec variants within Mexico, the internal variation of Mixtec in diasporic communities in the United States is little documented, despite the fact that these communities include tens of thousands of speakers (Kresge 2007). Specifically, we investigate multivariant speech communities in the Central Coast of California and the Skagit Valley region of Washington, where variants of Lowland Mixtec from the districts of Juxtlahuaca and Silacayoapam in Oaxaca, and the Montaña region of Guerrero, among others, are in close contact. In the initial stages of fieldwork in diasporic contexts such as these, researchers must rely heavily on the linguistic meta- observations of speakers, especially on those who are heavily embedded in language work, such as interpreters. In our work on diasporic Mixtec, we have found that mapping helps us to be better equipped to interpret these language workers’ observations on variation and accommodation, while simultanously taking previous fieldwork on the variants in question into account. Earlier documentation (Ethnologue 2013, Josserand 1983) suggests that there are low levels of mutual intelligibility between many of these variants. However, our research suggests that as Mixtecs from various home towns form new communities in the US, linguistic accommodation rapidly leads to an increase in mutual intellgibility. By using mapping to inform comparison, we are able to show that some aspects of these mergers are unlike those found in previous documentary work. This is evidence that distinct forms of Mixtec may be emerging in the US diaspora context. We show how mapping is both responsive to input from community members as well as previous research, and useful in finding new avenues of inquiry. The perspectives gained on multi-variant scenarios from this approach help to identify and situate ongoing processes of linguistic change. References Alvarez, Fred. 2004. Interpreters Give Voice to the Indigenous. Los Angeles Times. http://articles.latimes.com/2004/oct/11/local/me- interpret11 (1 September, 2014). Bade, Bonnie Lynn. 1999. Is there a doctor in the field? Underlying conditions affecting Access to health care for California farmworkers and their families. California State University, San Marcos. http://cpac.berkeley.edu/documents/badedoctorrpt.pdf (27 June, 2013). Brown, Patricia Leigh. 2013. “Exploited of the exploited” carve own path among disparate cultures. The Center for Inves- tigative Reporting. Josserand, Judy Kathryn. 1983. Mixtec Dialect History. (Proto-Mixtec and Modern Mixtec Text). Tulane University. Kresge, Lisa. 2007. Indigenous Oaxacan Communities in California: An Overview. California Institute for Rural Studies 1107. http://www.ncfh.org/pdfs/7340.pdf (27 June, 2013). Lewis, MP, GF Simons & CD Fennig. 2013. Ethnologue: Languages of the World, Dallas, TX: SIL International. Perry, Elizabeth Bradley. 2009. The declining use of the Mixtec language among Oaxacan migrants and stay-at-homes: The persistence of memory, discrimination, and social hierarchies of power. University of California, San Diego. Stephen, Lynn. 2004. Mixtec farmworkers in Oregon: linking labor and ethnicity through farmworker unions and home- town associations. Indigenous Mexican Migrants in the United States, edited by Jonathan Fox and Gaspar Rivera-Salgado, La Jolla: University of California, San Diego, Center for Comparative Immigration Studies & Center for US-Mexican Studies. Young, S. 2001. Reaching Out to a Challenging Community. The Utopian. Zylstra, Carol F. 1991. A syntactic sketch of Alacatlatzala Mixtec. In C. Henry Bradley & Barbara E. Hollenbach (eds.), Studies in the syntax of Mixtecan languages 3, 1-177. Summer Institute of Linguistics and the University of Texas at Arlington Publications in Linguistics, vol. 105, 105. Dallas: Summer Institute of Linguistics and the University of Texas at Arlington.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25270. Hall, Patrick John-Martin, Emily Hall, Patrick John-Martin, Emily 2015-03-12 The presence of multiple linguistic variants can be a significant challenge during the early stages of language documenta- tion. When speakers regularly make use of some combination of multiple variants, it may be difficult for linguists to align characteristics of collected data with particular language variants. Additionally, where extensive documentation exists, it may be difficult to synthesize that work into a useful overview before beginning to evaluate the interrelationships of current-day linguistic variants. To address these issues, we describe a workflow that makes use of open-source web-based mapping technology which allows linguists to synthesize disparate sources of existing documentation, while remaining flexible enough to pursue the unpredictable aspects of variation which emerge in ongoing fieldwork. We illustrate the application of this approach to our own research in two diasporic communities of Mixtec speakers in the United States. Unlike the Mixtec variants within Mexico, the internal variation of Mixtec in diasporic communities in the United States is little documented, despite the fact that these communities include tens of thousands of speakers (Kresge 2007). Specifically, we investigate multivariant speech communities in the Central Coast of California and the Skagit Valley region of Washington, where variants of Lowland Mixtec from the districts of Juxtlahuaca and Silacayoapam in Oaxaca, and the Montaña region of Guerrero, among others, are in close contact. In the initial stages of fieldwork in diasporic contexts such as these, researchers must rely heavily on the linguistic meta- observations of speakers, especially on those who are heavily embedded in language work, such as interpreters. In our work on diasporic Mixtec, we have found that mapping helps us to be better equipped to interpret these language workers’ observations on variation and accommodation, while simultanously taking previous fieldwork on the variants in question into account. Earlier documentation (Ethnologue 2013, Josserand 1983) suggests that there are low levels of mutual intelligibility between many of these variants. However, our research suggests that as Mixtecs from various home towns form new communities in the US, linguistic accommodation rapidly leads to an increase in mutual intellgibility. By using mapping to inform comparison, we are able to show that some aspects of these mergers are unlike those found in previous documentary work. This is evidence that distinct forms of Mixtec may be emerging in the US diaspora context. We show how mapping is both responsive to input from community members as well as previous research, and useful in finding new avenues of inquiry. The perspectives gained on multi-variant scenarios from this approach help to identify and situate ongoing processes of linguistic change. References Alvarez, Fred. 2004. Interpreters Give Voice to the Indigenous. Los Angeles Times. http://articles.latimes.com/2004/oct/11/local/me- interpret11 (1 September, 2014). Bade, Bonnie Lynn. 1999. Is there a doctor in the field? Underlying conditions affecting Access to health care for California farmworkers and their families. California State University, San Marcos. http://cpac.berkeley.edu/documents/badedoctorrpt.pdf (27 June, 2013). Brown, Patricia Leigh. 2013. “Exploited of the exploited” carve own path among disparate cultures. The Center for Inves- tigative Reporting. Josserand, Judy Kathryn. 1983. Mixtec Dialect History. (Proto-Mixtec and Modern Mixtec Text). Tulane University. Kresge, Lisa. 2007. Indigenous Oaxacan Communities in California: An Overview. California Institute for Rural Studies 1107. http://www.ncfh.org/pdfs/7340.pdf (27 June, 2013). Lewis, MP, GF Simons & CD Fennig. 2013. Ethnologue: Languages of the World, Dallas, TX: SIL International. Perry, Elizabeth Bradley. 2009. The declining use of the Mixtec language among Oaxacan migrants and stay-at-homes: The persistence of memory, discrimination, and social hierarchies of power. University of California, San Diego. Stephen, Lynn. 2004. Mixtec farmworkers in Oregon: linking labor and ethnicity through farmworker unions and home- town associations. Indigenous Mexican Migrants in the United States, edited by Jonathan Fox and Gaspar Rivera-Salgado, La Jolla: University of California, San Diego, Center for Comparative Immigration Studies & Center for US-Mexican Studies. Young, S. 2001. Reaching Out to a Challenging Community. The Utopian. Zylstra, Carol F. 1991. A syntactic sketch of Alacatlatzala Mixtec. In C. Henry Bradley & Barbara E. Hollenbach (eds.), Studies in the syntax of Mixtecan languages 3, 1-177. Summer Institute of Linguistics and the University of Texas at Arlington Publications in Linguistics, vol. 105, 105. Dallas: Summer Institute of Linguistics and the University of Texas at Arlington. http://hdl.handle.net/10125/25270 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Web-based mapping in multi-variant fieldwork contexts: Perspectives from diasporic Mixtec oai:scholarspace.manoa.hawaii.edu:10125/25375 2017-05-11 col_10125_35354 25375.mp3 Rice, Sally, Lachler, Jordan, Rice, Sally, Lachler, Jordan; 2015-02-27; In this position paper, we describe the natural fit between linguistic analysis informed by a cognitive/ constructionalist approach and the documentary, descriptive, and teacher-training work we conduct with speakers of endangered languages, especially the many oral and polysynthetic languages of the Canadian north. The central tenets of this approach revolve around the dismissal of universalist linguistics that elevates the import of structural aspects of language (form) at the expense and neglect of semantics/pragmatics (meaning) and usage (context). Part and parcel of “old school” linguistics is the separation of rule-like grammatical and list-like lexical phenomena. We reject this dichotomy and propose instead that languages are best thought of as constructicons made up of both smaller (morphemes) and larger (discourse turns) and more regular (analyzable) and more idiomatic (non-compositional) elements. Indeed, the model of language that may work best for endangered oral languages might well be one that resembles a contextualized phrasebook. Linguists have long regarded the form/meaning pairing as sacrosanct in linguistic analysis. To that bivalent F/M equation we would add the variable C, or more precisely, CN, to capture the notion that C’s contribution is multifactorial and recognizes the role context, cognition, construal, convention, culture, and communication all play in the framing and interpretation of linguistic expressions. The long legacy of structuralist linguistics has not only produced language descriptions that are incomprehensible to educated speakers, but it has inspired––if only tacitly––a generation of L2 curricula that are word- and sentence-based, in a somewhat graded and often decontextualized fashion. Despite the prevalence of immersion and TPR methodologies in the L2 classroom, the linguistic phenomena that often form the basis of the exercises are noun-centred or typically involve dislocation of an object (“put the green square on the red triangle”) or the student (“stand up”, “turn around”). What they are not are socially interactive and culturally relevant. Even in the absence of the overt teaching via an orthographic representation of language, a literary bias continues to pervade L2 pedagogy. We need to cultivate an oralcy and even a “socialcy” that puts speakers’ everyday social navigational needs and constructional supports for communicating with others front and centre in what gets conveyed in the classroom. These constructional elements may look nothing like their ESL counterparts; they may be quite complex and even semi-unanalyzable to learners, but they have a currency based on frequency and utility upon which language learning can build in an organic and language-specific fashion.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25375. Rice, Sally Lachler, Jordan Rice, Sally Lachler, Jordan 2015-03-12 In this position paper, we describe the natural fit between linguistic analysis informed by a cognitive/ constructionalist approach and the documentary, descriptive, and teacher-training work we conduct with speakers of endangered languages, especially the many oral and polysynthetic languages of the Canadian north. The central tenets of this approach revolve around the dismissal of universalist linguistics that elevates the import of structural aspects of language (form) at the expense and neglect of semantics/pragmatics (meaning) and usage (context). Part and parcel of “old school” linguistics is the separation of rule-like grammatical and list-like lexical phenomena. We reject this dichotomy and propose instead that languages are best thought of as constructicons made up of both smaller (morphemes) and larger (discourse turns) and more regular (analyzable) and more idiomatic (non-compositional) elements. Indeed, the model of language that may work best for endangered oral languages might well be one that resembles a contextualized phrasebook. Linguists have long regarded the form/meaning pairing as sacrosanct in linguistic analysis. To that bivalent F/M equation we would add the variable C, or more precisely, CN, to capture the notion that C’s contribution is multifactorial and recognizes the role context, cognition, construal, convention, culture, and communication all play in the framing and interpretation of linguistic expressions. The long legacy of structuralist linguistics has not only produced language descriptions that are incomprehensible to educated speakers, but it has inspired––if only tacitly––a generation of L2 curricula that are word- and sentence-based, in a somewhat graded and often decontextualized fashion. Despite the prevalence of immersion and TPR methodologies in the L2 classroom, the linguistic phenomena that often form the basis of the exercises are noun-centred or typically involve dislocation of an object (“put the green square on the red triangle”) or the student (“stand up”, “turn around”). What they are not are socially interactive and culturally relevant. Even in the absence of the overt teaching via an orthographic representation of language, a literary bias continues to pervade L2 pedagogy. We need to cultivate an oralcy and even a “socialcy” that puts speakers’ everyday social navigational needs and constructional supports for communicating with others front and centre in what gets conveyed in the classroom. These constructional elements may look nothing like their ESL counterparts; they may be quite complex and even semi-unanalyzable to learners, but they have a currency based on frequency and utility upon which language learning can build in an organic and language-specific fashion. http://hdl.handle.net/10125/25375 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported New school linguistics for practitioners of oral languages oai:scholarspace.manoa.hawaii.edu:10125/25341 2017-05-11 col_10125_35354 25341.mp3 Bell, Jeanie, Bonner, Joy, Bell, Jeanie, Bonner, Joy; 2015-02-28; In this presentation we will discuss the language ecology of the Badjala language from SE Queensland within the paradigm of the ontology, epistemology of the descendants of the Badjala tribal group from the standpoint position as language custodians as part of their overall role as traditional owners of land, traditional knowledge, language rights and associated cultural practices. Sadly there are no fluent speakers of the Badjala language but the increasing number of avid learners building on their linguistic and language repertoire of the mixed language is continually growing increasing. The Butchulla/Badjala language classes commenced in the 1990s due to the combined efforts of two Aboriginal language activists. Initial motivation began with the distribution of the Gubbi Gubbi/Butchulla community dictionary compiled by one of the presenters working as a community linguist. The other presenter is deeply immersed in the local community and on receiving a copy of the dictionary initiated and organised language classes for children to attend at the local community hall. The classes had to contend with few resources and fixed attitudes against language revival in the Aboriginal community, but over time more people became involved, giving family support for the language classes including participation in public performances where the Butchulla language is used. The pedagogy for teaching the language using Badjala lexemes, phrases and aspects of the grammar where practical and appropriate, has mostly been based on a learner driven model incorporating traditional and modern song styles, personal stories both oral and written and traditional and modern dance [yowar] and other relevant cultural activities. Some younger people involved in the classes long-term are now engaged as support teachers and role models for other young people wanting to learn Butchulla. In SEQ Australia Aboriginal language speakers and custodians from the region of Hervey Bay and Fraser Island (Gari) speak a mixture of Aboriginal English, standard English and Butchulla, which once would also have included competency in other closely related and connected traditional languages from the region. The Butchulla language forms a strong component of our community identity and the primary language spoken by the Aboriginal language learners in a contemporary setting is a mixture of aspects of all of the above. The presenters will explain how language ecology of this particular region is considered a successful reclamation project based on the theory of linguistic and language ecology (Garner 2005). Reference: Garner, Mark, 2005 Language Ecology as Linguistic Theory in Kaijian Linguistik dan Sastra, Vol. 17 No 33, 91-101; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25341. Bell, Jeanie Bonner, Joy Bell, Jeanie Bonner, Joy 2015-03-12 In this presentation we will discuss the language ecology of the Badjala language from SE Queensland within the paradigm of the ontology, epistemology of the descendants of the Badjala tribal group from the standpoint position as language custodians as part of their overall role as traditional owners of land, traditional knowledge, language rights and associated cultural practices. Sadly there are no fluent speakers of the Badjala language but the increasing number of avid learners building on their linguistic and language repertoire of the mixed language is continually growing increasing. The Butchulla/Badjala language classes commenced in the 1990s due to the combined efforts of two Aboriginal language activists. Initial motivation began with the distribution of the Gubbi Gubbi/Butchulla community dictionary compiled by one of the presenters working as a community linguist. The other presenter is deeply immersed in the local community and on receiving a copy of the dictionary initiated and organised language classes for children to attend at the local community hall. The classes had to contend with few resources and fixed attitudes against language revival in the Aboriginal community, but over time more people became involved, giving family support for the language classes including participation in public performances where the Butchulla language is used. The pedagogy for teaching the language using Badjala lexemes, phrases and aspects of the grammar where practical and appropriate, has mostly been based on a learner driven model incorporating traditional and modern song styles, personal stories both oral and written and traditional and modern dance [yowar] and other relevant cultural activities. Some younger people involved in the classes long-term are now engaged as support teachers and role models for other young people wanting to learn Butchulla. In SEQ Australia Aboriginal language speakers and custodians from the region of Hervey Bay and Fraser Island (Gari) speak a mixture of Aboriginal English, standard English and Butchulla, which once would also have included competency in other closely related and connected traditional languages from the region. The Butchulla language forms a strong component of our community identity and the primary language spoken by the Aboriginal language learners in a contemporary setting is a mixture of aspects of all of the above. The presenters will explain how language ecology of this particular region is considered a successful reclamation project based on the theory of linguistic and language ecology (Garner 2005). Reference: Garner, Mark, 2005 Language Ecology as Linguistic Theory in Kaijian Linguistik dan Sastra, Vol. 17 No 33, 91-101 http://hdl.handle.net/10125/25341 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language ecology and Butchulla revitalisation oai:scholarspace.manoa.hawaii.edu:10125/25288 2024-07-31 col_10125_35354 25288.mp3 25288.pdf Trilsbeek, Paul, Broeder, Daan, Elbers, Willem, Moreira, André, Trilsbeek, Paul, Broeder, Daan, Elbers, Willem, Moreira, André; 2015-02-27; [Archive X] has been developing a language archiving solution for more than 15 years now. The software is not only aimed at archiving and access but also integrates with a range of exploitation tools. This in house built solution was created from the ground up, since at the time no mature open source repository solutions were available. The situation today is rather different, with several widely used repository system solutions available, including open source solutions that are maintained by communities of developers. Since [Archive X] is now in a situation where it needs to reduce the number of staff required for the maintenance of its archiving software, it was decided to develop a new system based on one of the widely used open source repository solutions such as Fedora Commons (1) or DSpace (2). In this paper we will describe the process of selecting the most suitable open source repository solution as the basis for [Archive X]. This includes the specification of the functional and technical requirements and their prioritization, as well as the evaluation of a number of repository solutions. This evaluation also includes an assessment of the long-term perspective of those solutions. None of the existing repository solutions can provide the complete minimal functionality that [Archive X] requires from its archiving software. This means that additional components or modules need to be developed or adapted from the current software, regardless of the chosen repository solution. Still, we expect that using an existing extensible repository system as a basis will be less costly in the long run. Several language archives, in particular those that serve as centers (3) within the CLARIN consortium, have already implemented different repository systems based on either DSpace or Fedora Commons. Their experiences and recommendations are also taken into account for the evaluation of the various options. The final decision on which repository system will form the basis of the new archiving software will be taken by the end of September 2014. The development of the new archiving software will then start soon after that and a production-ready version will need to be finished by October 2016 at the latest. (1) http://fedorarepository.org/ (2) http://www.dspace.org/ (3) https://centerregistry-clarin.esc.rzg.mpg.de/; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25288. Trilsbeek, Paul Broeder, Daan Elbers, Willem Moreira, André Trilsbeek, Paul Broeder, Daan Elbers, Willem Moreira, André 2015-03-12 [Archive X] has been developing a language archiving solution for more than 15 years now. The software is not only aimed at archiving and access but also integrates with a range of exploitation tools. This in house built solution was created from the ground up, since at the time no mature open source repository solutions were available. The situation today is rather different, with several widely used repository system solutions available, including open source solutions that are maintained by communities of developers. Since [Archive X] is now in a situation where it needs to reduce the number of staff required for the maintenance of its archiving software, it was decided to develop a new system based on one of the widely used open source repository solutions such as Fedora Commons (1) or DSpace (2). In this paper we will describe the process of selecting the most suitable open source repository solution as the basis for [Archive X]. This includes the specification of the functional and technical requirements and their prioritization, as well as the evaluation of a number of repository solutions. This evaluation also includes an assessment of the long-term perspective of those solutions. None of the existing repository solutions can provide the complete minimal functionality that [Archive X] requires from its archiving software. This means that additional components or modules need to be developed or adapted from the current software, regardless of the chosen repository solution. Still, we expect that using an existing extensible repository system as a basis will be less costly in the long run. Several language archives, in particular those that serve as centers (3) within the CLARIN consortium, have already implemented different repository systems based on either DSpace or Fedora Commons. Their experiences and recommendations are also taken into account for the evaluation of the various options. The final decision on which repository system will form the basis of the new archiving software will be taken by the end of September 2014. The development of the new archiving software will then start soon after that and a production-ready version will need to be finished by October 2016 at the latest. (1) http://fedorarepository.org/ (2) http://www.dspace.org/ (3) https://centerregistry-clarin.esc.rzg.mpg.de/ http://hdl.handle.net/10125/25288 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A sustainable archiving software solution for The Language Archive oai:scholarspace.manoa.hawaii.edu:10125/25349 2017-05-11 col_10125_35354 25349.mp3 Umayam, Nicole, Morgan, Juliet, Umayam, Nicole, Morgan, Juliet; 2015-03-01; Hinton (2011) demonstrates how the learning and teaching of endangered languages have features and needs that are distinctly different from the teaching of heritage languages and of second languages (whether foreign or majority languages). In the United States, many indigenous languages are being offered as university language classes to fulfill foreign language requirements. In examining the Native American Language Program (NALP) at the University of Oklahoma (OU), we find that university-level endangered language classes contain a mixture of second language learners, heritage language learners, and endangered language learners. Each of these groups of learners have distinct motivations, attitudes, and pedagogical needs. Second language learners (L2Ls) include anyone learning a language which is not their mother tongue and to which they have no previous connection or experience. Heritage language learners (HLLs) have a familial connection and/or previous linguistic background with the language. In defining HLLs, researchers debate whether the learner’s level of linguistic proficiency or association with an ethnic identity/community is more important in determining status as a HLL (Hornberger and Wang, 2008). For most researchers, HLL refers to a student with a previously developed proficiency in the language via their home environment (Valdés, 2001). In this study, we focus on one subcategory of HLLs called ‘learners with a heritage motivation,’ which describes learners who are defined primarily by their familial or ancestral background, not by their present primary membership or linguistic proficiency in the heritage language and community (Carreira, 2004). The term ‘endangered language learner’ is developing from research focused on language revitalization, and emphasizes the unique challenges faced only by endangered languages (Hinton, 2011). This paper aims to present new contexts of learning of endangered languages by adult learners who are not typically represented in the language pedagogy and language revitalization literatures. Using surveys administered to over 400 students enrolled in a Native American language class at OU during 2010 and 2011, in addition to interviews conducted with two OU NALP instructors, we discuss the challenges presented by teaching endangered languages to these diverse groups of learners all in the same classroom. REFERENCES Carreira, M. (2004). Seeking explanatory adequacy: A dual approach to understanding the term ‘heritage language learner.’ Heritage Language Learner, 2(1), 1-25. Hinton, L. (2011). Language revitalization and language pedagogy: New teaching and learning strategies. Language and Education. 25(4), 307-318. Hornberger, N. H., and S. C. Wang. (2008). Who are our heritage language learners? Identity and biliteracy in heritage language education in the United States. In Brinton, Kagan & Bauckus, 3-35.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25349. Umayam, Nicole Morgan, Juliet Umayam, Nicole Morgan, Juliet 2015-03-12 Hinton (2011) demonstrates how the learning and teaching of endangered languages have features and needs that are distinctly different from the teaching of heritage languages and of second languages (whether foreign or majority languages). In the United States, many indigenous languages are being offered as university language classes to fulfill foreign language requirements. In examining the Native American Language Program (NALP) at the University of Oklahoma (OU), we find that university-level endangered language classes contain a mixture of second language learners, heritage language learners, and endangered language learners. Each of these groups of learners have distinct motivations, attitudes, and pedagogical needs. Second language learners (L2Ls) include anyone learning a language which is not their mother tongue and to which they have no previous connection or experience. Heritage language learners (HLLs) have a familial connection and/or previous linguistic background with the language. In defining HLLs, researchers debate whether the learner’s level of linguistic proficiency or association with an ethnic identity/community is more important in determining status as a HLL (Hornberger and Wang, 2008). For most researchers, HLL refers to a student with a previously developed proficiency in the language via their home environment (Valdés, 2001). In this study, we focus on one subcategory of HLLs called ‘learners with a heritage motivation,’ which describes learners who are defined primarily by their familial or ancestral background, not by their present primary membership or linguistic proficiency in the heritage language and community (Carreira, 2004). The term ‘endangered language learner’ is developing from research focused on language revitalization, and emphasizes the unique challenges faced only by endangered languages (Hinton, 2011). This paper aims to present new contexts of learning of endangered languages by adult learners who are not typically represented in the language pedagogy and language revitalization literatures. Using surveys administered to over 400 students enrolled in a Native American language class at OU during 2010 and 2011, in addition to interviews conducted with two OU NALP instructors, we discuss the challenges presented by teaching endangered languages to these diverse groups of learners all in the same classroom. REFERENCES Carreira, M. (2004). Seeking explanatory adequacy: A dual approach to understanding the term ‘heritage language learner.’ Heritage Language Learner, 2(1), 1-25. Hinton, L. (2011). Language revitalization and language pedagogy: New teaching and learning strategies. Language and Education. 25(4), 307-318. Hornberger, N. H., and S. C. Wang. (2008). Who are our heritage language learners? Identity and biliteracy in heritage language education in the United States. In Brinton, Kagan & Bauckus, 3-35. http://hdl.handle.net/10125/25349 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Contexts of learning in the endangered language college classroom oai:scholarspace.manoa.hawaii.edu:10125/25283 2017-05-11 col_10125_35354 25283.mp3 Jackson, Jason, Jackson, Jason; 2015-02-27; To describe the grammar of a language is a difficult task. It requires specialized training in several formal subfields of linguistics. The type of resulting documents on specific languages are valuable for a number of reasons. For example, they are often used in language conservation to build teaching materials for a language, and can facilitate research into the social and cultural context of the language. Within the field of language documentation, the roles of producing language pedagogy materials and describing language in its social and cultural context have been recognized (Franchetto 2006, Hill 2006), but, the goal of fields like linguistic anthropology and sociolinguistics, that is, to understand the internal dynamics of social organization, hence to some degree applied linguistics also, is missed by the bulk of grammatical description and language documentation due to the tacit and widespread assumption that language is componential. Indeed language can be seen as componential, but this view is inherently too limited to be reconciled with understanding language as culture. Therefore, the primary challenge is to integrate the available methods and techniques from the relevant fields to unveil and portray linguistic phenomena accurately in the practice of describing a language as a socioculturally embedded phenomenon and to make those materials relevant to teaching the language. The research presented in the four sections of this talk compare the componential grammar model (e.g., Author 2014, Thieberger 200X) and the ethnography of communication/interactional model (Duranti 2009) and how they pair up with traditional language pedagogy (Kramsch 2002) and ethnologically informed modes of transmitting knowledge (Philips 1970, Wilson 2012), in an effort to identify specific ways to combine the best of the available models. Section 1 reviews the pros and cons of the traditional descriptive approach and the socio-culturally informed approach. Section 2 outlines the crucial role of social and cultural relevance in, not only, how languages are taught and maintained, but also what material constitutes the curriculum. Section 3 examines the nearly inevitable role of multi-lingualism in language conservation. Section 4 makes recommendations about how to expand the theoretical and analytic horizons of language documentation and applied linguistics to center on a view of language that is more than grammar and an interest in speakers as merely organisms that produce linguistic forms. References: Author. 2014. A Grammar of X. Duranti, Alessandro (ed.). 2009. Linguistic Anthropology: A Reader. Second edition. Hoboken, New Jersey: Wiley-Blackwell. Franchetto, Bruna. 2006. Ethnography in language documentation. In Jost Gippert, Nikolaus P. Himmelmann, and Ulrike Mosel Essentials of Language Documentation, 113–128. Berlin: Mouton de Gruyter. Hill, Jane. 2006. The ethnography of language and language documentation. In Jost Gippert, Nikolaus P. Himmelmann, and Ulrike Mosel Essentials of Language Documentation, 183–212. Berlin: Mouton de Gruyter. Kramsch, Claire (ed.). 2002. Language Acquisition and Language Socialization: Ecological Perspectives. New York: Continuum. Philips, Susan U. 1970. Participant structures and Communicative Competence: Warm Springs Children in Community and Classroom. In J. E. Alatis (ed.) Bilingualism and Language Contact: Anthropological, Linguistics, Psychological and Social Aspects _ Acquisition of Rules for Appropriate Speech Usage. Washington D.C.: Georgetown University Press. Thieberger, Nicholas. 2004. Topics in the grammar and documentation of South Efate, an Oceanic language of Central Vanuatu. PhD diss., Melbourne: Department of Linguistics and Applied Linguistics, University of Melbourne. Wilson, William H. 2012. Hawaiian language revitalization. In Language in Hawai‘i and the Pacific. University of Hawai‘i at Mānoa Linguistics 100 Course Reader, ed. by Hiroko Sato and Jake Terrell, 118–29. Honolulu: University of Hawai‘i.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25283. Jackson, Jason Jackson, Jason 2015-03-12 To describe the grammar of a language is a difficult task. It requires specialized training in several formal subfields of linguistics. The type of resulting documents on specific languages are valuable for a number of reasons. For example, they are often used in language conservation to build teaching materials for a language, and can facilitate research into the social and cultural context of the language. Within the field of language documentation, the roles of producing language pedagogy materials and describing language in its social and cultural context have been recognized (Franchetto 2006, Hill 2006), but, the goal of fields like linguistic anthropology and sociolinguistics, that is, to understand the internal dynamics of social organization, hence to some degree applied linguistics also, is missed by the bulk of grammatical description and language documentation due to the tacit and widespread assumption that language is componential. Indeed language can be seen as componential, but this view is inherently too limited to be reconciled with understanding language as culture. Therefore, the primary challenge is to integrate the available methods and techniques from the relevant fields to unveil and portray linguistic phenomena accurately in the practice of describing a language as a socioculturally embedded phenomenon and to make those materials relevant to teaching the language. The research presented in the four sections of this talk compare the componential grammar model (e.g., Author 2014, Thieberger 200X) and the ethnography of communication/interactional model (Duranti 2009) and how they pair up with traditional language pedagogy (Kramsch 2002) and ethnologically informed modes of transmitting knowledge (Philips 1970, Wilson 2012), in an effort to identify specific ways to combine the best of the available models. Section 1 reviews the pros and cons of the traditional descriptive approach and the socio-culturally informed approach. Section 2 outlines the crucial role of social and cultural relevance in, not only, how languages are taught and maintained, but also what material constitutes the curriculum. Section 3 examines the nearly inevitable role of multi-lingualism in language conservation. Section 4 makes recommendations about how to expand the theoretical and analytic horizons of language documentation and applied linguistics to center on a view of language that is more than grammar and an interest in speakers as merely organisms that produce linguistic forms. References: Author. 2014. A Grammar of X. Duranti, Alessandro (ed.). 2009. Linguistic Anthropology: A Reader. Second edition. Hoboken, New Jersey: Wiley-Blackwell. Franchetto, Bruna. 2006. Ethnography in language documentation. In Jost Gippert, Nikolaus P. Himmelmann, and Ulrike Mosel Essentials of Language Documentation, 113–128. Berlin: Mouton de Gruyter. Hill, Jane. 2006. The ethnography of language and language documentation. In Jost Gippert, Nikolaus P. Himmelmann, and Ulrike Mosel Essentials of Language Documentation, 183–212. Berlin: Mouton de Gruyter. Kramsch, Claire (ed.). 2002. Language Acquisition and Language Socialization: Ecological Perspectives. New York: Continuum. Philips, Susan U. 1970. Participant structures and Communicative Competence: Warm Springs Children in Community and Classroom. In J. E. Alatis (ed.) Bilingualism and Language Contact: Anthropological, Linguistics, Psychological and Social Aspects _ Acquisition of Rules for Appropriate Speech Usage. Washington D.C.: Georgetown University Press. Thieberger, Nicholas. 2004. Topics in the grammar and documentation of South Efate, an Oceanic language of Central Vanuatu. PhD diss., Melbourne: Department of Linguistics and Applied Linguistics, University of Melbourne. Wilson, William H. 2012. Hawaiian language revitalization. In Language in Hawai‘i and the Pacific. University of Hawai‘i at Mānoa Linguistics 100 Course Reader, ed. by Hiroko Sato and Jake Terrell, 118–29. Honolulu: University of Hawai‘i. http://hdl.handle.net/10125/25283 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Applying linguistics in the conservation of the social and cultural context of underdocumented languages oai:scholarspace.manoa.hawaii.edu:10125/25321 2024-08-02 col_10125_35354 25321.mp3 25321.pdf Teo, Amos, Sumi, Abokali, Teo, Amos, Sumi, Abokali; 2015-02-28; Sumi is an endangered Tibeto-Burman language of Nagaland, North East India that has recently been the focus of a documentation project that looks at traditional agricultural songs and stories. This presentation offers an evaluation of the project. We assess the data collected for the project, in light of the different priorities of the language community (as represented by the Sumi Cultural Association) and those of academic research. We demonstrate how some of these different priorities have influenced the type and quality of the data that have been collected. Just as importantly, we examine the ways that this project has affected the identities of both the native and non-native researcher, and how these may have impacted on the various accomplishments and shortcomings of the project. More specifically, we consider the native researcher’s position as a younger woman in cultural settings that are typically dominated by older men, comparing her experience with that of other researchers who are also ‘insiders’ in their respective communities (e.g. Chavez, 2008). We also consider the non-native researcher’s position as a foreigner who is often mistaken for a local, comparing his experience with those of other foreign researchers who physically resemble people in the communities they work with (Fadzillah, 2004). Finally, we consider the assumptions the two researchers have made about each other in terms of identity and how this has led to communication successes and failures. We feel that an understanding of the effects on the identities of the researchers is relevant to an evaluation of the current project, and that it also has significant implications for future projects with the language community. We also hope that an understanding of these issues will help inform other similar community-based language documentation projects. References Chavez, Christina. (2008). Conceptualizing from the inside: Advantages, complications and demands on insider positionality. The Qualitative Report, 13(3), 474-494. Fadzillah, Ida. (2004). Going beyond “The West” and “The Rest”: Conducting non-Western, non-native ethnography in Northern Thailand. In L. Hume & J. Mulcock (Eds.), Anthropologists in the field: Cases in participant observation. (pp 32-45). New York: Columbia University Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25321. Teo, Amos Sumi, Abokali Teo, Amos Sumi, Abokali 2015-03-12 Sumi is an endangered Tibeto-Burman language of Nagaland, North East India that has recently been the focus of a documentation project that looks at traditional agricultural songs and stories. This presentation offers an evaluation of the project. We assess the data collected for the project, in light of the different priorities of the language community (as represented by the Sumi Cultural Association) and those of academic research. We demonstrate how some of these different priorities have influenced the type and quality of the data that have been collected. Just as importantly, we examine the ways that this project has affected the identities of both the native and non-native researcher, and how these may have impacted on the various accomplishments and shortcomings of the project. More specifically, we consider the native researcher’s position as a younger woman in cultural settings that are typically dominated by older men, comparing her experience with that of other researchers who are also ‘insiders’ in their respective communities (e.g. Chavez, 2008). We also consider the non-native researcher’s position as a foreigner who is often mistaken for a local, comparing his experience with those of other foreign researchers who physically resemble people in the communities they work with (Fadzillah, 2004). Finally, we consider the assumptions the two researchers have made about each other in terms of identity and how this has led to communication successes and failures. We feel that an understanding of the effects on the identities of the researchers is relevant to an evaluation of the current project, and that it also has significant implications for future projects with the language community. We also hope that an understanding of these issues will help inform other similar community-based language documentation projects. References Chavez, Christina. (2008). Conceptualizing from the inside: Advantages, complications and demands on insider positionality. The Qualitative Report, 13(3), 474-494. Fadzillah, Ida. (2004). Going beyond “The West” and “The Rest”: Conducting non-Western, non-native ethnography in Northern Thailand. In L. Hume & J. Mulcock (Eds.), Anthropologists in the field: Cases in participant observation. (pp 32-45). New York: Columbia University Press. http://hdl.handle.net/10125/25321 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Evaluation of a language documentation project in Nagaland oai:scholarspace.manoa.hawaii.edu:10125/25344 2017-05-11 col_10125_35354 25344.mp3 Junker, Marie-Odile, Mollen, Yvette, Junker, Marie-Odile, Mollen, Yvette; 2015-02-28; How can we create a strong presence on the web for Aboriginal languages and make use of Information and Communication Technologies to support language maintenance and (re)vitalisation? We present a series of online resources aimed at bilingual speakers (Innu-French, based in Quebec, Canada) that wish to preserve their Innu mother tongue and become literate in their language. Additional users are bilingual Innu-English speakers from Labrador, second-language learners and the general public. Using a collaborative (participatory action) research framework with partners involved in language documentation and teaching, we have been developing the following modules: • on-line language lessons and games that include basic literacy skills, vocabulary enrichment, the teaching of grammatical concepts, and the discovery of language structure (1) • on-line oral stories database, categorized and searchable, with audio and video files download (2) • on-line catalogue, categorized and searchable, to help the dissemination of educational and cultural resources in the Innu language (3) • a blog in Innu to discuss language related issues (4) • grammatical web pages to support the on-line Innu dictionary (5) and the grammatical modules of the games (4) • an interactive integrated Verb Conjugation applet (6) • a Media Manager for upload and management of sound files, videos and images shared across modules • a Facebook page to promote Innu language activities (7) For the language games, different interfaces allow on-going creation of new lessons and exercises. Features include: sound and image, computer generated random variation, tractable results and progress. Similarly, different interfaces allow further development of the oral stories, book catalogue and grammatical pages. Our design emphasizes the integrated aspect of such tools to create an enriched learning environment, as well as easy resource transfer from one language group to another. In this multimedia presentation, we will give a brief demonstration of these tools, provide usage statistics, and further discuss successes and challenges. References (1) jeux.tshakapesh.ca (2) histoires.tshakapesh.ca (3) catalogue.tshakapesh.ca (4) innu-aimun.ca/blog (5) Dictionnaire Innu Dictionary Aimun-Mashinaikan: www.innu-aimun/dictionnaire (6) verbe.innu-aimun.ca (7) Innu-Aimun Facebook page; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25344. Junker, Marie-Odile Mollen, Yvette Junker, Marie-Odile Mollen, Yvette 2015-03-12 How can we create a strong presence on the web for Aboriginal languages and make use of Information and Communication Technologies to support language maintenance and (re)vitalisation? We present a series of online resources aimed at bilingual speakers (Innu-French, based in Quebec, Canada) that wish to preserve their Innu mother tongue and become literate in their language. Additional users are bilingual Innu-English speakers from Labrador, second-language learners and the general public. Using a collaborative (participatory action) research framework with partners involved in language documentation and teaching, we have been developing the following modules: • on-line language lessons and games that include basic literacy skills, vocabulary enrichment, the teaching of grammatical concepts, and the discovery of language structure (1) • on-line oral stories database, categorized and searchable, with audio and video files download (2) • on-line catalogue, categorized and searchable, to help the dissemination of educational and cultural resources in the Innu language (3) • a blog in Innu to discuss language related issues (4) • grammatical web pages to support the on-line Innu dictionary (5) and the grammatical modules of the games (4) • an interactive integrated Verb Conjugation applet (6) • a Media Manager for upload and management of sound files, videos and images shared across modules • a Facebook page to promote Innu language activities (7) For the language games, different interfaces allow on-going creation of new lessons and exercises. Features include: sound and image, computer generated random variation, tractable results and progress. Similarly, different interfaces allow further development of the oral stories, book catalogue and grammatical pages. Our design emphasizes the integrated aspect of such tools to create an enriched learning environment, as well as easy resource transfer from one language group to another. In this multimedia presentation, we will give a brief demonstration of these tools, provide usage statistics, and further discuss successes and challenges. References (1) jeux.tshakapesh.ca (2) histoires.tshakapesh.ca (3) catalogue.tshakapesh.ca (4) innu-aimun.ca/blog (5) Dictionnaire Innu Dictionary Aimun-Mashinaikan: www.innu-aimun/dictionnaire (6) verbe.innu-aimun.ca (7) Innu-Aimun Facebook page http://hdl.handle.net/10125/25344 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Integrated Web tools and Apps for Innu language maintenance oai:scholarspace.manoa.hawaii.edu:10125/25378 2017-05-11 col_10125_35354 25378.mp3 Alexis, Eugene, Alexis, Eugene; 2015-02-27; I have been a language activist and language teacher in my community for over 20 years. Even though I am a speaker, I never thought I had a deep understanding of my Isga language, the way that many of my Elders do. But after taking the Community Linguist Certificate program at CILLDI, I am using what I learned about linguistics to gain a deeper understanding about the language. I used to be afraid to talk in front of certain speakers because I didn’t pronounce things the same way as them or I used different words from them, but now I understand that the Isga language is changing, from the Elders, to my generation, to the kids in my class. This doesn’t mean that the language is dying. It’s how we know that the language is still alive. It is okay to invent new words. It’s even okay to use slang and translate song lyrics into Isga. In this presentation, I will describe some of the activities I use with my middle-school students in Nakota language classes. The language we use in the classroom doesn’t come from a book. I can teach students useful expressions and what certain things mean even if I don’t write things down and even if their relatives speak a little differently. The language can take it. My goal is to make them “Jedi warriors” in the language and to help them learn to figure out things on their own when they hear their relatives talking Nakota. I also work on a language documentation project in my community. We are building a dictionary where we include everyone’s way of pronouncing words. We are also trying to include morphemes and stems in our dictionary, not just whole words. Learners won’t ever be able to figure out the language if they can’t see the patterns inside the words. Before the CLC, I never saw inside a word, but now I always look. We are having CILLDI courses in our community now, and many other people from our language program are earning their CLCs. When we all learn together, it is more powerful.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25378. Alexis, Eugene Alexis, Eugene 2015-03-12 I have been a language activist and language teacher in my community for over 20 years. Even though I am a speaker, I never thought I had a deep understanding of my Isga language, the way that many of my Elders do. But after taking the Community Linguist Certificate program at CILLDI, I am using what I learned about linguistics to gain a deeper understanding about the language. I used to be afraid to talk in front of certain speakers because I didn’t pronounce things the same way as them or I used different words from them, but now I understand that the Isga language is changing, from the Elders, to my generation, to the kids in my class. This doesn’t mean that the language is dying. It’s how we know that the language is still alive. It is okay to invent new words. It’s even okay to use slang and translate song lyrics into Isga. In this presentation, I will describe some of the activities I use with my middle-school students in Nakota language classes. The language we use in the classroom doesn’t come from a book. I can teach students useful expressions and what certain things mean even if I don’t write things down and even if their relatives speak a little differently. The language can take it. My goal is to make them “Jedi warriors” in the language and to help them learn to figure out things on their own when they hear their relatives talking Nakota. I also work on a language documentation project in my community. We are building a dictionary where we include everyone’s way of pronouncing words. We are also trying to include morphemes and stems in our dictionary, not just whole words. Learners won’t ever be able to figure out the language if they can’t see the patterns inside the words. Before the CLC, I never saw inside a word, but now I always look. We are having CILLDI courses in our community now, and many other people from our language program are earning their CLCs. When we all learn together, it is more powerful. http://hdl.handle.net/10125/25378 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported My Nakota/Stoney (Isga) language classes oai:scholarspace.manoa.hawaii.edu:10125/25297 2017-05-11 col_10125_35354 25297.mp3 Kaufman, Daniel, Borjian, Habib, Kaufman, Daniel, Borjian, Habib; 2015-02-27; Migration due to economic, environmental and political factors is increasingly displacing populations to urban centers internationally. While most of the world's languages were previously spoken only in the traditional territories of their speakers, we now find large sub-populations of small linguistic communities in diaspora. This has clear consequences for language endangerment and documentation as collaboration with such populations presents unique challenges. In this talk, we discuss ongoing work on endangered Iranic languages in New York spoken by Jewish populations from Iran, the Caucaus, and Central Asia. Most of these languages have not been documented sufficiently and are now almost all spoken entirely outside of their home areas without being transmitted. As such, the last hope of documenting them adequately depends on working with speakers in diaspora. We focus here in particular on the following three languages, which represent three points on the spectrum of endangerment and present different challenges for collaboration. Bukhori is an endangered dialect of Tajik rather than a unique language by itself. Due to the size and relative health of its speaker base, our primary goal with local speakers has been to create further audio-visual documentation of the language as used in conversation, poetry and song by elder speakers. Judeo-Kashani, a Median language on the other side of the spectrum, is not viewed as an independent language by the handful of remaining speakers, who appear resigned to losing it within this generation. As Judeo-Kashani is virtually undescribed, linguistically quite unique, and extremely endangered, its description has been prioritized. The status of Juhuri, a series of dialects within the Tat language group of the Caucuses, is intermediate between these two extremes. The descriptive record is far from complete despite recent advances. At the same time, a small core of activists seek to maintain the language in this critical period and an ample number of older, fluent speakers are interested in language work with the goal of revitalization. The significantly different desires and circumstances of each diasporic community reveals how much adaptability is required of linguists working in urban centers. Succesful collaborative projects in these contexts depend on linguists being flexible and able to contribute in a wide variety of ways beyond description and documentation. We hope to shed light on several different approaches that can be adapted to collaborative work in other global cities.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25297. Kaufman, Daniel Borjian, Habib Kaufman, Daniel Borjian, Habib 2015-03-12 Migration due to economic, environmental and political factors is increasingly displacing populations to urban centers internationally. While most of the world's languages were previously spoken only in the traditional territories of their speakers, we now find large sub-populations of small linguistic communities in diaspora. This has clear consequences for language endangerment and documentation as collaboration with such populations presents unique challenges. In this talk, we discuss ongoing work on endangered Iranic languages in New York spoken by Jewish populations from Iran, the Caucaus, and Central Asia. Most of these languages have not been documented sufficiently and are now almost all spoken entirely outside of their home areas without being transmitted. As such, the last hope of documenting them adequately depends on working with speakers in diaspora. We focus here in particular on the following three languages, which represent three points on the spectrum of endangerment and present different challenges for collaboration. Bukhori is an endangered dialect of Tajik rather than a unique language by itself. Due to the size and relative health of its speaker base, our primary goal with local speakers has been to create further audio-visual documentation of the language as used in conversation, poetry and song by elder speakers. Judeo-Kashani, a Median language on the other side of the spectrum, is not viewed as an independent language by the handful of remaining speakers, who appear resigned to losing it within this generation. As Judeo-Kashani is virtually undescribed, linguistically quite unique, and extremely endangered, its description has been prioritized. The status of Juhuri, a series of dialects within the Tat language group of the Caucuses, is intermediate between these two extremes. The descriptive record is far from complete despite recent advances. At the same time, a small core of activists seek to maintain the language in this critical period and an ample number of older, fluent speakers are interested in language work with the goal of revitalization. The significantly different desires and circumstances of each diasporic community reveals how much adaptability is required of linguists working in urban centers. Succesful collaborative projects in these contexts depend on linguists being flexible and able to contribute in a wide variety of ways beyond description and documentation. We hope to shed light on several different approaches that can be adapted to collaborative work in other global cities. http://hdl.handle.net/10125/25297 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Collaborating with language communities in diasporic contexts: Three cases studies from NYC oai:scholarspace.manoa.hawaii.edu:10125/25351 2017-05-11 col_10125_35354 25351.mp3 Harman, Kekoa, Harman, Kekoa; 2015-03-01; The hālau hula, the traditional Hawaiian hula teaching institution, has endured through several periods of language and culture erosion. It remains today a powerful source for revitalizing the Hawaiian language, non-verbal Hawaiian communication, and traditional Hawaiian thought. This presentation will focus on how the linguistic richness of the hālau hula has served as a base for broader Hawaiian language and culture revitalization. After reviewing documentation and academic study of that documentation, I will focus on current application of that knowledge in language revitalization at Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language and my personal role in that work. Over several generations, Hawaiians and others have documented aspects of the hālau hula, its traditions, and the language used in those traditions as well as change within it. Ka Haka ʻUla O Keʻelikōlani College of Hawaiian has taken that documentation and integrated it into a series of upper division courses taught through Hawaiian that form the ala ʻike pāhiahia or performing arts emphasis within the Kēkelē Laepua o ka Haʻawina Hawaiʻi, Hawaiian Studies Bachelor’s Degree, of which I am a core faculty member. A more recent movement has been to integrate aspects of the formal language of the hālau hula, the traditions used in it, and the thinking behind those traditions into the community life of young revitalized Hawaiian speakers. Such movement outside the classroom includes newly developed boundary marking rituals, community integration rituals, and knowledge grade rituals within Ka Haka ʻUla O Keʻelikōlani and its programs. Using familiarity with those adopted rituals as an entry point, my wife and I have also begun to establish the first fully Hawaiian speaking hālau hula in the present century. I will describe the above described progression from the perspective of a researcher and documenter of hālau hula language and traditions, of a professor responsible for the teaching of the academic discipline of the ala ʻike pāhiahia, of a college committee chair responsible for program rituals, and of a Hawaiian speaking community member involved in reestablishing the first fully Hawaiian speaking hālau hula for young products of Hawaiian language immersion education.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25351. Harman, Kekoa Harman, Kekoa 2015-03-12 The hālau hula, the traditional Hawaiian hula teaching institution, has endured through several periods of language and culture erosion. It remains today a powerful source for revitalizing the Hawaiian language, non-verbal Hawaiian communication, and traditional Hawaiian thought. This presentation will focus on how the linguistic richness of the hālau hula has served as a base for broader Hawaiian language and culture revitalization. After reviewing documentation and academic study of that documentation, I will focus on current application of that knowledge in language revitalization at Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language and my personal role in that work. Over several generations, Hawaiians and others have documented aspects of the hālau hula, its traditions, and the language used in those traditions as well as change within it. Ka Haka ʻUla O Keʻelikōlani College of Hawaiian has taken that documentation and integrated it into a series of upper division courses taught through Hawaiian that form the ala ʻike pāhiahia or performing arts emphasis within the Kēkelē Laepua o ka Haʻawina Hawaiʻi, Hawaiian Studies Bachelor’s Degree, of which I am a core faculty member. A more recent movement has been to integrate aspects of the formal language of the hālau hula, the traditions used in it, and the thinking behind those traditions into the community life of young revitalized Hawaiian speakers. Such movement outside the classroom includes newly developed boundary marking rituals, community integration rituals, and knowledge grade rituals within Ka Haka ʻUla O Keʻelikōlani and its programs. Using familiarity with those adopted rituals as an entry point, my wife and I have also begun to establish the first fully Hawaiian speaking hālau hula in the present century. I will describe the above described progression from the perspective of a researcher and documenter of hālau hula language and traditions, of a professor responsible for the teaching of the academic discipline of the ala ʻike pāhiahia, of a college committee chair responsible for program rituals, and of a Hawaiian speaking community member involved in reestablishing the first fully Hawaiian speaking hālau hula for young products of Hawaiian language immersion education. http://hdl.handle.net/10125/25351 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Hālau Hula: Its linguistic richness documented, analyzed, and revived oai:scholarspace.manoa.hawaii.edu:10125/25279 2024-08-03 col_10125_35354 25279.mp3 25279.pdf Takubo, Yukinori, Motoki, Tamaki, Tida, Syuntaroo, Kajita, Shoji, Yamada, Masahiro, Asao, Yoshihiko, Yagi, Keisuke, Takubo, Yukinori, Motoki, Tamaki, Tida, Syuntaroo, Kajita, Shoji, Yamada, Masahiro, Asao, Yoshihiko, Yagi, Keisuke; 2015-02-27; In this presentation we will propose a design for a digital museum for endangered languages. Just like a real museum, the digital museum proposed here consists of (1) a storage space, where items are archived, and (2) an exhibition space, where a selection of items from the storage are exhibited. Currently, in language documentation and conservation, the archives and the web pages are treated separately. Language archives are created mainly for the purpose of storing language data permanently for future reference. The web spaces for language conservation or exhibition are usually constructed without direct reference to the archived data. In our previous work presented at the first ICLDC, we proposed a basic design for a digital museum and demonstrated its prototype, featuring Nishihara village, where Ikema, a dialect of Miyako, one of the endangered languages of Ryukyuan, is spoken. It consisted of three layered digital spaces, the first layer is used for the exhibition, the second for the storage of past exhibits and the third for the raw data. The proposed digital museum has been implemented by an open source content management platform, providing a webpage easily updatable and extendable to other languages, making a step forward in the documentation and conservation of endangered languages. The museum was made public early this year (www.kikigengo.jp). As it is, however, the site has not been linked to the data archives, mostly due to technical reasons. With the recent development of cloud technologies and services, however, we are now able to construct a digital museum, in which the large-scale archive space is directly linked with an exhibition space. The archive is constructed in a large-scale cloud space from which files can be directly linked to the web exhibit space. We will use an open source video asset management platform on the private cloud service at our university, which manages audio-visual files and controls the security and privacy of the archives constructed on the cloud. The archive space can be compartmentalized into “publishers,” each of which can serve as a distinct password protected archive for a different language conservation project. The publishers can also be used for exchanging files with other members of the same project. The system enables us to construct a digital space for endangered languages linked to a large-scale archive at an individual level and at a manageable price, thereby providing us with a powerful tool for language documentation and conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25279. Takubo, Yukinori Motoki, Tamaki Tida, Syuntaroo Kajita, Shoji Yamada, Masahiro Asao, Yoshihiko Yagi, Keisuke Takubo, Yukinori Motoki, Tamaki Tida, Syuntaroo Kajita, Shoji Yamada, Masahiro Asao, Yoshihiko Yagi, Keisuke 2015-03-12 In this presentation we will propose a design for a digital museum for endangered languages. Just like a real museum, the digital museum proposed here consists of (1) a storage space, where items are archived, and (2) an exhibition space, where a selection of items from the storage are exhibited. Currently, in language documentation and conservation, the archives and the web pages are treated separately. Language archives are created mainly for the purpose of storing language data permanently for future reference. The web spaces for language conservation or exhibition are usually constructed without direct reference to the archived data. In our previous work presented at the first ICLDC, we proposed a basic design for a digital museum and demonstrated its prototype, featuring Nishihara village, where Ikema, a dialect of Miyako, one of the endangered languages of Ryukyuan, is spoken. It consisted of three layered digital spaces, the first layer is used for the exhibition, the second for the storage of past exhibits and the third for the raw data. The proposed digital museum has been implemented by an open source content management platform, providing a webpage easily updatable and extendable to other languages, making a step forward in the documentation and conservation of endangered languages. The museum was made public early this year (www.kikigengo.jp). As it is, however, the site has not been linked to the data archives, mostly due to technical reasons. With the recent development of cloud technologies and services, however, we are now able to construct a digital museum, in which the large-scale archive space is directly linked with an exhibition space. The archive is constructed in a large-scale cloud space from which files can be directly linked to the web exhibit space. We will use an open source video asset management platform on the private cloud service at our university, which manages audio-visual files and controls the security and privacy of the archives constructed on the cloud. The archive space can be compartmentalized into “publishers,” each of which can serve as a distinct password protected archive for a different language conservation project. The publishers can also be used for exchanging files with other members of the same project. The system enables us to construct a digital space for endangered languages linked to a large-scale archive at an individual level and at a manageable price, thereby providing us with a powerful tool for language documentation and conservation. http://hdl.handle.net/10125/25279 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Constructing a digital museum with a large-scale archive for endangered languages oai:scholarspace.manoa.hawaii.edu:10125/25269 2017-05-11 col_10125_35354 25269.mp3 Fitzgerald, Colleen, Hinson, Joshua, Fitzgerald, Colleen, Hinson, Joshua; 2015-02-26; Finding effective ways to bolster the relationship between linguistic documentation and language revitalization and pedagogy is important for endangered languages, especially severely threatened ones. We propose a model where documentation and analysis feed into revitalization and training, extrapolating from experiences with pronunciation training for Chickasaw learners. This research is important because for many languages, the phonological aspects are often underdocumented and teacher training may omit phonetics and phonology. Sounding 'native'-like in pronunciation is often a goal in instruction and learning for endangered language. This goal can be furthered by attention to phonology in both documentation and revitalization. The Chickasaw language is estimated to have 65 or fewer fluent speakers, all over the age of 60, and a core group of four to five proficient second language learners. The Chickasaw Language Revitalization Program utilizes fluent speakers by drawing on their insights and talents to train new speakers. High priorities for the program are creating new speakers, documenting speech and intuitions from fluent speakers, and ensuring that enrolled citizens of the Chickasaw Nation have access to enrichment language activities via web resources and mobile apps. We designed listening workshops for Chickasaw learners, using wordlists and narratives. Wordlists teach about phonemes and allophones in the language and phonological variation among speakers. Narratives expose learners to phonological processes like rhythmic lengthening and internal ablaut in verbs, as well as increase exposure to connected speech, fast speech deletion and more. Concepts like allophones, ablaut, and rhythmic lengthening are indirectly taught in these sessions; we avoid using phonetic and phonological terms. The theoretical concepts drive the design of workshop materials and data collection. Recognizing and acquiring higher level prosody like word rhythm, sentence (and paragraph) rhythm, and ablaut is important to strengthen speaking and listening skills from beginner to intermediate or advanced levels. Second, by having revitalization workshops as one outcome for documentation, the collection and analysis of language materials simultaneously document and teach Chickasaw. Third, fluent speakers are welcome at workshops. Their commentary and additional examples reinforce phonetic and phonological lessons, highlight the reality of language variation, and solidify relationships between learners, speakers and the research team. Multiple uses for language documentation allows efficient use of resources, whether it is money, time or the contributions of Chickasaw elders. Importantly, our Chickasaw training model is easily extendable to other language communities.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25269. Fitzgerald, Colleen Hinson, Joshua Fitzgerald, Colleen Hinson, Joshua 2015-03-12 Finding effective ways to bolster the relationship between linguistic documentation and language revitalization and pedagogy is important for endangered languages, especially severely threatened ones. We propose a model where documentation and analysis feed into revitalization and training, extrapolating from experiences with pronunciation training for Chickasaw learners. This research is important because for many languages, the phonological aspects are often underdocumented and teacher training may omit phonetics and phonology. Sounding 'native'-like in pronunciation is often a goal in instruction and learning for endangered language. This goal can be furthered by attention to phonology in both documentation and revitalization. The Chickasaw language is estimated to have 65 or fewer fluent speakers, all over the age of 60, and a core group of four to five proficient second language learners. The Chickasaw Language Revitalization Program utilizes fluent speakers by drawing on their insights and talents to train new speakers. High priorities for the program are creating new speakers, documenting speech and intuitions from fluent speakers, and ensuring that enrolled citizens of the Chickasaw Nation have access to enrichment language activities via web resources and mobile apps. We designed listening workshops for Chickasaw learners, using wordlists and narratives. Wordlists teach about phonemes and allophones in the language and phonological variation among speakers. Narratives expose learners to phonological processes like rhythmic lengthening and internal ablaut in verbs, as well as increase exposure to connected speech, fast speech deletion and more. Concepts like allophones, ablaut, and rhythmic lengthening are indirectly taught in these sessions; we avoid using phonetic and phonological terms. The theoretical concepts drive the design of workshop materials and data collection. Recognizing and acquiring higher level prosody like word rhythm, sentence (and paragraph) rhythm, and ablaut is important to strengthen speaking and listening skills from beginner to intermediate or advanced levels. Second, by having revitalization workshops as one outcome for documentation, the collection and analysis of language materials simultaneously document and teach Chickasaw. Third, fluent speakers are welcome at workshops. Their commentary and additional examples reinforce phonetic and phonological lessons, highlight the reality of language variation, and solidify relationships between learners, speakers and the research team. Multiple uses for language documentation allows efficient use of resources, whether it is money, time or the contributions of Chickasaw elders. Importantly, our Chickasaw training model is easily extendable to other language communities. http://hdl.handle.net/10125/25269 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Using listening workshops to integrate phonology into language revitalization: Learner training in Chickasaw pronunciation oai:scholarspace.manoa.hawaii.edu:10125/25389 2017-05-11 col_10125_35354 25389.mp3 Anderson, Victoria, Berez, Andrea L., Chelliah, Shobhana, Carroll, Jeffrey, Donegan, Patricia, Anderson, Victoria, Berez, Andrea L., Chelliah, Shobhana, Carroll, Jeffrey, Donegan, Patricia; 2015-02-26; Opening remarks for the 4th International Conference on Documentation and Conservation, held at the Ala Moana Hotel, Honolulu, Hawai'i, February 26-March 1, 2015.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25389. Anderson, Victoria Berez, Andrea L. Chelliah, Shobhana Carroll, Jeffrey Donegan, Patricia Anderson, Victoria Berez, Andrea L. Chelliah, Shobhana Carroll, Jeffrey Donegan, Patricia 2015-03-12 Opening remarks for the 4th International Conference on Documentation and Conservation, held at the Ala Moana Hotel, Honolulu, Hawai'i, February 26-March 1, 2015. http://hdl.handle.net/10125/25389 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Opening ceremony of the 4th International Conference on Language Documentation and Conservation oai:scholarspace.manoa.hawaii.edu:10125/25330 2017-05-11 col_10125_35354 25330.mp3 Sandy, Clare, Mikkelsen, Line, Sandy, Clare, Mikkelsen, Line; 2015-02-28; Transcription of utterance-level prosody is difficult; historically, many field linguists have employed standard punctuation of their own language to represent prosodic boundaries in the language of study, with varying degrees of consistency within and across languages. A standardized system such as ToBI (Beckman et al. 2005) is appropriate for phonetic analysis, but requires a level of detail and knowledge of a language's structure that is impractical in many fieldwork situations, and is not accessible to language learners. In the case of Karuk, a highly endangered language of northern California, a great deal of historic transcriptions of textual material in the language exists. Because few first-language speakers of Karuk remain, historic records of the language are an important resource for ongoing language revitalization efforts by the Karuk tribe, as well as for theoretical linguistic research on the language. However, differing methods of transcribing utterance boundaries and prosody by past researchers has made extracting this type of data from the archival materials a challenge. For instance, Harrington (1930; 1932b) transcribed much larger units as single sentences than Bright (1957) did, and while Bright was explicit about the intonational types his punctuation represented, how Harrington used punctuation was unclear. In this paper, we ask first whether the speakers recorded by these two linguists were, in fact, using equivalent intonation and groupings of utterances. Confirming that their speech is indeed comparable, we then strive to relate the two transcription systems to each other and to current speakers' language. Utilizing archival recordings and transcriptions, we create a key that allows us to translate between the two historical transcription systems and modern transcription conventions. Gaining a better understanding of the phonetics of prosody represented in historic materials will be helpful in language revitalization efforts. It is obvious that the prosody of Karuk is significantly different from that of English. However, without a vibrant speech community, it is difficult to transmit this aspect of a language, and even to determine what the patterns to be taught are. A better understanding of prosodic boundaries in Karuk is also expected to shed light on theoretical questions regarding Karuk word order. It is not clear which word orders are permissible, and results of elicitation have been confounding due to conflicting judgments, especially in the post-verbal position. It is likely that conflicting judgments are related to different prosodic boundaries which have been previously overlooked. References Beckman, M. E., Hirschberg, J., & Shattuck-Hufnagel, S. (2005). The original ToBI system and the evolution of the ToBI framework. In S.-A. Jun (ed.) Prosodic Typology -- The Phonology of Intonation and Phrasing Bright, William. 1957. The Karok language. University of California Publications in Linguistics 13. Berkeley and Los Angeles: University of California Press. Harrington, John P. 1907-1959. The papers of John Peabody Harrington. Ms., National Anthropological Archives, Smithsonian Institution, Washington, D.C. Microfilm. Harrington, John P. 1930. Karuk texts. International Journal of American Linguistics 6(2). 121-161. Harrington, John P. 1932a. Tobacco among the Karuk Indians of California. Smithsonian Institution Bureau of American Ethnology Bulletin 94. Harrington, John P. 1932b. Karuk Indian myths. Smithsonian Institution Bureau of American Ethnology Bulletin 107.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25330. Sandy, Clare Mikkelsen, Line Sandy, Clare Mikkelsen, Line 2015-03-12 Transcription of utterance-level prosody is difficult; historically, many field linguists have employed standard punctuation of their own language to represent prosodic boundaries in the language of study, with varying degrees of consistency within and across languages. A standardized system such as ToBI (Beckman et al. 2005) is appropriate for phonetic analysis, but requires a level of detail and knowledge of a language's structure that is impractical in many fieldwork situations, and is not accessible to language learners. In the case of Karuk, a highly endangered language of northern California, a great deal of historic transcriptions of textual material in the language exists. Because few first-language speakers of Karuk remain, historic records of the language are an important resource for ongoing language revitalization efforts by the Karuk tribe, as well as for theoretical linguistic research on the language. However, differing methods of transcribing utterance boundaries and prosody by past researchers has made extracting this type of data from the archival materials a challenge. For instance, Harrington (1930; 1932b) transcribed much larger units as single sentences than Bright (1957) did, and while Bright was explicit about the intonational types his punctuation represented, how Harrington used punctuation was unclear. In this paper, we ask first whether the speakers recorded by these two linguists were, in fact, using equivalent intonation and groupings of utterances. Confirming that their speech is indeed comparable, we then strive to relate the two transcription systems to each other and to current speakers' language. Utilizing archival recordings and transcriptions, we create a key that allows us to translate between the two historical transcription systems and modern transcription conventions. Gaining a better understanding of the phonetics of prosody represented in historic materials will be helpful in language revitalization efforts. It is obvious that the prosody of Karuk is significantly different from that of English. However, without a vibrant speech community, it is difficult to transmit this aspect of a language, and even to determine what the patterns to be taught are. A better understanding of prosodic boundaries in Karuk is also expected to shed light on theoretical questions regarding Karuk word order. It is not clear which word orders are permissible, and results of elicitation have been confounding due to conflicting judgments, especially in the post-verbal position. It is likely that conflicting judgments are related to different prosodic boundaries which have been previously overlooked. References Beckman, M. E., Hirschberg, J., & Shattuck-Hufnagel, S. (2005). The original ToBI system and the evolution of the ToBI framework. In S.-A. Jun (ed.) Prosodic Typology -- The Phonology of Intonation and Phrasing Bright, William. 1957. The Karok language. University of California Publications in Linguistics 13. Berkeley and Los Angeles: University of California Press. Harrington, John P. 1907-1959. The papers of John Peabody Harrington. Ms., National Anthropological Archives, Smithsonian Institution, Washington, D.C. Microfilm. Harrington, John P. 1930. Karuk texts. International Journal of American Linguistics 6(2). 121-161. Harrington, John P. 1932a. Tobacco among the Karuk Indians of California. Smithsonian Institution Bureau of American Ethnology Bulletin 94. Harrington, John P. 1932b. Karuk Indian myths. Smithsonian Institution Bureau of American Ethnology Bulletin 107. http://hdl.handle.net/10125/25330 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Punctuation is prosody: Making historic transcriptions of Karuk accessible for revitalization and research oai:scholarspace.manoa.hawaii.edu:10125/25287 2024-08-04 col_10125_35354 25287.mp3 25287.pdf Sardinha, Katie, Sardinha, Katie; 2015-02-27; Semantic fieldwork and language documentation both rely on telling stories as a means of investigating language. In semantic fieldwork, telling a story to establish a discourse context and having speakers judge semantic felicity in that context can be used to discover semantic distinctions (Matthewson 2004, Anderbois & Henderson 2013, Rose-Deal 2013) while in documenting a language, eliciting stories can be an end in itself. In this methodologically-oriented presentation I discuss a previously unaddressed methodological issue: how choosing whether to talk about real people or fictional characters can affect the outcome of elicitation tasks, and what methods we can use to improve these outcomes. Real people are familiar, definite people whom a speaker and elicitor jointly know in real life, such as relatives, linguistic researchers, or mutual friends. Fictional characters on the other hand are unreal personas created solely for the purpose of linguistic elicitation. For instance, in the story fragment in (1) the names ‘Hannah’ and ‘Alexis’ could refer either to actual known people or to abstract fictional people, ‘a(ny) girl named Hannah/Alexis’. Designing an elicitation session involves making many such choices regarding who to tell stories about. (1) Hannah broke her promise to Alexis. In this presentation I draw on a corpus of transcriptions from fieldwork on Kwak’wala (Wakashan) and Turkmen (Turkic) to explore consequences of the way we form stories in linguistic elicitation. I discuss how speakers tend to make fewer translation-related mistakes and find judgment tasks easier when using stories about real people, while using fictional characters tends to lead to more translation task errors and potential problems in mixing-up contexts within a single elicitation session. On the other hand, it is often inappropriate to talk about real people engaged in certain actions, even within an elicitation frame; fictional characters, then, can be used to overcome certain pragmatic barriers and elicit a wider range of linguistic constructions than would otherwise be possible. I also describe a third approach, the use of shared fictional universes, which overcomes many of the limitations of using real or fictional characters. This approach involves using stories about a set of definite yet fictional characters populating a realistic and engrossing – albeit also fictional – universe, which is co-imagined by the speaker and elicitor. By paying close attention to how the properties of stories affect the outcomes of elicitation tasks, I aim to provide practical advice for linguists and documentarians to meet their linguistic goals. REFERENCES Anderbois, Scott & Robert Henderson. 2013. Linguistically establishing discourse context: Two case studies from Mayan languages. To appear in M. Ryan Bochnak & Lisa Matthewson (eds.), Methodologies in Semantic Fieldwork. Oxford University Press. Matthewson, Lisa. 2004. On the methodology of semantic fieldwork. International Journal of American Linguistics, 70(4): 369-415. Rose Deal, Amy. 2013. Reasoning about equivalence in semantic fieldwork. To appear in M. Ryan Bochnak & Lisa Matthewson (eds.), Methodologies in Semantic Fieldwork. Oxford University Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25287. Sardinha, Katie Sardinha, Katie 2015-03-12 Semantic fieldwork and language documentation both rely on telling stories as a means of investigating language. In semantic fieldwork, telling a story to establish a discourse context and having speakers judge semantic felicity in that context can be used to discover semantic distinctions (Matthewson 2004, Anderbois & Henderson 2013, Rose-Deal 2013) while in documenting a language, eliciting stories can be an end in itself. In this methodologically-oriented presentation I discuss a previously unaddressed methodological issue: how choosing whether to talk about real people or fictional characters can affect the outcome of elicitation tasks, and what methods we can use to improve these outcomes. Real people are familiar, definite people whom a speaker and elicitor jointly know in real life, such as relatives, linguistic researchers, or mutual friends. Fictional characters on the other hand are unreal personas created solely for the purpose of linguistic elicitation. For instance, in the story fragment in (1) the names ‘Hannah’ and ‘Alexis’ could refer either to actual known people or to abstract fictional people, ‘a(ny) girl named Hannah/Alexis’. Designing an elicitation session involves making many such choices regarding who to tell stories about. (1) Hannah broke her promise to Alexis. In this presentation I draw on a corpus of transcriptions from fieldwork on Kwak’wala (Wakashan) and Turkmen (Turkic) to explore consequences of the way we form stories in linguistic elicitation. I discuss how speakers tend to make fewer translation-related mistakes and find judgment tasks easier when using stories about real people, while using fictional characters tends to lead to more translation task errors and potential problems in mixing-up contexts within a single elicitation session. On the other hand, it is often inappropriate to talk about real people engaged in certain actions, even within an elicitation frame; fictional characters, then, can be used to overcome certain pragmatic barriers and elicit a wider range of linguistic constructions than would otherwise be possible. I also describe a third approach, the use of shared fictional universes, which overcomes many of the limitations of using real or fictional characters. This approach involves using stories about a set of definite yet fictional characters populating a realistic and engrossing – albeit also fictional – universe, which is co-imagined by the speaker and elicitor. By paying close attention to how the properties of stories affect the outcomes of elicitation tasks, I aim to provide practical advice for linguists and documentarians to meet their linguistic goals. REFERENCES Anderbois, Scott & Robert Henderson. 2013. Linguistically establishing discourse context: Two case studies from Mayan languages. To appear in M. Ryan Bochnak & Lisa Matthewson (eds.), Methodologies in Semantic Fieldwork. Oxford University Press. Matthewson, Lisa. 2004. On the methodology of semantic fieldwork. International Journal of American Linguistics, 70(4): 369-415. Rose Deal, Amy. 2013. Reasoning about equivalence in semantic fieldwork. To appear in M. Ryan Bochnak & Lisa Matthewson (eds.), Methodologies in Semantic Fieldwork. Oxford University Press. http://hdl.handle.net/10125/25287 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Real and fictional referents in linguistic fieldwork oai:scholarspace.manoa.hawaii.edu:10125/25396 2024-08-04 col_10125_35354 25396.mp3 25396-a.pdf 25396-b.pdf Remijsen, Bert, Remijsen, Bert; 2015-02-27; Ear-based methods and quantitative analysis are both very useful in the study of tone. In order to combine them, we need to understand how the auditory perception of pitch relates to the fundamental frequency pattern that gives rise to it. Crucial to this relation is the notion of tonal alignment. In this master class, I will explore this notion from phonetic and phonological angles, point out key findings in the experimental and typological literature, and illustrate the issues with many sound examples.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25396. Remijsen, Bert Remijsen, Bert 2015-03-12 Ear-based methods and quantitative analysis are both very useful in the study of tone. In order to combine them, we need to understand how the auditory perception of pitch relates to the fundamental frequency pattern that gives rise to it. Crucial to this relation is the notion of tonal alignment. In this master class, I will explore this notion from phonetic and phonological angles, point out key findings in the experimental and typological literature, and illustrate the issues with many sound examples. http://hdl.handle.net/10125/25396 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Master Class: Elicitation and Documentation of Tone oai:scholarspace.manoa.hawaii.edu:10125/25385 2017-05-11 col_10125_35354 25385.mp3 O'Shannessy, Carmel, O'Shannessy, Carmel; 2015-03-01; Fishman (2001) posed five essential questions to consider when wanting to set up language programs for language revival, but the questions can be applied to many other kinds of language program, including those for language maintenance when language shift is already underway. The questions are (paraphrased): 1. For what social functions will the language be used? 2. Which institutions will foster the language? 3. What societal rewards can the institution provide? 4. What are the competitor languages? 5. What is the sociolinguistic history of the context? It can often be difficult to identify the strengths of, and challenges for, a language program. Fishman’s questions provide a way of thinking about current or planned programs that could lead to changes in strategies. In this paper I refer to a case study of a Warlpiri-English bilingual education program in Australia to show how Fishman’s questions can help to frame critical challenges and strengths. To do this I draw on several years of experience as teacher linguist in the program, and on observations during research visits to the community since. The question of which social functions the target language will be used for helps to clarify the aim of the program, and leads to issues of the role of oracy and literacy practices in the program. The role of institutions is not limited to formal institutions but also includes less formal social units such as the family and community. In what ways do these units promote target language use? In what ways do structures within them support the program? Are these being supported or built in turn? The notion of institutional rewards for use of the target language is powerful – what incentives are structured into the learners’ social lives, and in what way? The final two questions prompt us to position the program in its sociohistorical context, asking how this can be a resource, and what barriers are present. Specific examples of practices in one program are discussed to show how thinking about them in terms of Fishman’s questions can be useful for identifying the strengths and direction of a program. Fishman, Joshua A. (2001). If threatened languages can be saved, then can dead languages be revived? Current Issues in Language Planning, 2(2), 222-230.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25385. O'Shannessy, Carmel O'Shannessy, Carmel 2015-03-12 Fishman (2001) posed five essential questions to consider when wanting to set up language programs for language revival, but the questions can be applied to many other kinds of language program, including those for language maintenance when language shift is already underway. The questions are (paraphrased): 1. For what social functions will the language be used? 2. Which institutions will foster the language? 3. What societal rewards can the institution provide? 4. What are the competitor languages? 5. What is the sociolinguistic history of the context? It can often be difficult to identify the strengths of, and challenges for, a language program. Fishman’s questions provide a way of thinking about current or planned programs that could lead to changes in strategies. In this paper I refer to a case study of a Warlpiri-English bilingual education program in Australia to show how Fishman’s questions can help to frame critical challenges and strengths. To do this I draw on several years of experience as teacher linguist in the program, and on observations during research visits to the community since. The question of which social functions the target language will be used for helps to clarify the aim of the program, and leads to issues of the role of oracy and literacy practices in the program. The role of institutions is not limited to formal institutions but also includes less formal social units such as the family and community. In what ways do these units promote target language use? In what ways do structures within them support the program? Are these being supported or built in turn? The notion of institutional rewards for use of the target language is powerful – what incentives are structured into the learners’ social lives, and in what way? The final two questions prompt us to position the program in its sociohistorical context, asking how this can be a resource, and what barriers are present. Specific examples of practices in one program are discussed to show how thinking about them in terms of Fishman’s questions can be useful for identifying the strengths and direction of a program. Fishman, Joshua A. (2001). If threatened languages can be saved, then can dead languages be revived? Current Issues in Language Planning, 2(2), 222-230. http://hdl.handle.net/10125/25385 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Informed pedagogy in light of Fishman's five questions oai:scholarspace.manoa.hawaii.edu:10125/25259 2017-05-11 col_10125_35354 25259.mp3 Galla, Candace, Galla, Candace; 2015-02-26; Utilizing multimedia technology allows for materials to be developed and disseminated, expands the domains in which the language is used, provides relevance, significance and purpose, and also provides for preservation of Indigenous languages (Author 2009). This presentation discusses results from a course that enriches theory, practice and application with project-based outcomes (low-, mid-, and high-technology initiatives) based on the adapted technacy framework for Indigenous language revitalization (ATFILR). The ATFILR includes five components that are required to determine the appropriateness of the use of technology in Indigenous language revitalization: linguistic and cultural, social, technological, environmental, and economic factors. Every factor requires consideration of each of the other four factors to help decide the appropriateness of technology in response to local contexts and individual or community goals. Using this framework, the course created a platform to utilize multimedia technology resources that supports Indigenous language revitalization specifically and other heritage languages broadly, based upon a targeted audience and degree of fluency. Theoretical discussions were complemented with hands on technology training, which provided Indigenous and heritage language speakers, learners and educators opportunities to create and develop materials for language education. Students were re-introduced to mindtools that are common everyday technologies found in most homes, schools, and offices (i.e. word processing and presentation software) to learn with and along side. Using these tools, each student built upon their understanding to include new skills to increase linguistic and digital knowledge. In a short period of time, each student successfully created several language materials, in a language other than English, which included a hardcopy book (low-tech initiative), audio recording or digital story (mid-tech initiative), and a multimedia interactive language lesson (high-tech initiative). In addition, students demonstrated how their new developed materials would be used to supplement language learning and teaching environments. The cultural and linguistic diversity of the students and range of their academic backgrounds contributed to material development in various languages that included: həәn̓ q̓ əәmin̓ əәm̓ , Hul’q’umi’num’, Cree, Dene, Kwak’wala, Liq’wala, Sliammon, Nisga’a, Tahltan, Lakota, Mohegan, Maliseet, Maidu, Blackfoot, Musqueam, Nahuatl, Dogon, Lusoga, Greek, Japanese, Thai, Korean, Vietnamese, and Spanish. Though each student varied in their language ability, their enthusiasm and success came from the need to create language learning environments for their family, community, and students.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25259. Galla, Candace Galla, Candace 2015-03-12 Utilizing multimedia technology allows for materials to be developed and disseminated, expands the domains in which the language is used, provides relevance, significance and purpose, and also provides for preservation of Indigenous languages (Author 2009). This presentation discusses results from a course that enriches theory, practice and application with project-based outcomes (low-, mid-, and high-technology initiatives) based on the adapted technacy framework for Indigenous language revitalization (ATFILR). The ATFILR includes five components that are required to determine the appropriateness of the use of technology in Indigenous language revitalization: linguistic and cultural, social, technological, environmental, and economic factors. Every factor requires consideration of each of the other four factors to help decide the appropriateness of technology in response to local contexts and individual or community goals. Using this framework, the course created a platform to utilize multimedia technology resources that supports Indigenous language revitalization specifically and other heritage languages broadly, based upon a targeted audience and degree of fluency. Theoretical discussions were complemented with hands on technology training, which provided Indigenous and heritage language speakers, learners and educators opportunities to create and develop materials for language education. Students were re-introduced to mindtools that are common everyday technologies found in most homes, schools, and offices (i.e. word processing and presentation software) to learn with and along side. Using these tools, each student built upon their understanding to include new skills to increase linguistic and digital knowledge. In a short period of time, each student successfully created several language materials, in a language other than English, which included a hardcopy book (low-tech initiative), audio recording or digital story (mid-tech initiative), and a multimedia interactive language lesson (high-tech initiative). In addition, students demonstrated how their new developed materials would be used to supplement language learning and teaching environments. The cultural and linguistic diversity of the students and range of their academic backgrounds contributed to material development in various languages that included: həәn̓ q̓ əәmin̓ əәm̓ , Hul’q’umi’num’, Cree, Dene, Kwak’wala, Liq’wala, Sliammon, Nisga’a, Tahltan, Lakota, Mohegan, Maliseet, Maidu, Blackfoot, Musqueam, Nahuatl, Dogon, Lusoga, Greek, Japanese, Thai, Korean, Vietnamese, and Spanish. Though each student varied in their language ability, their enthusiasm and success came from the need to create language learning environments for their family, community, and students. http://hdl.handle.net/10125/25259 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Multimedia technology enhanced materials development for indigenous language revitalization oai:scholarspace.manoa.hawaii.edu:10125/25264 2017-05-11 col_10125_35354 25264.mp3 Morrison, Michelle, Green, Christopher, Adams, Nikki, Smith Crabb, Erin, Morrison, Michelle, Green, Christopher, Adams, Nikki, Smith Crabb, Erin; 2015-02-26; The benefits of interdisciplinary teams as well as the creation of documentary products of a variety of types and media has been discussed widely in the literature (see, for example, Gippert et al 2006). However, computational resources, such as morphological parsers or automated part-of-speech taggers, are often not part of the suite of materials produced by a language documentation or description project. Moreover, descriptive and computational resources are frequently created by completely different sets of researchers who may have little to no contact with one another. Under such an approach, descriptive resources are considered to be foundational for the creation of computational resources. Thus it is typically the case that computational resources are built on, but do not inform, descriptive resources. We argue that simultaneous creation of both descriptive and computational resources allow each resource to not only inform, but also to significantly enhance the creation of the other. The authors of this paper are currently working on a project that focuses on creation of a number of resources for Somali. Objectives of the project include writing a descriptive reference grammar, creating a morphological parser and part-of-speech tagger, enhancing existing lexical resources, and developing computational aids designed to help electronic dictionary users who are unsure how to spell Somali words. The project uses a multi-faceted approach to data collection, including work with native speaker consultants, collection and transcription of narratives and conversations, creation and tagging of pedagogical corpora, and large-scale corpus mining of internet data. We describe our methodology, workflow, and some of our research outcomes and illustrate the ways in which simultaneous creation of computational and descriptive resources has significantly improved our products. For example, writing of the descriptive grammar and development of the morphological parser have been done in tandem. At many points along the way, problems encountered in the programming of the parser shed light on shortcomings in both our description and understanding of Somali structures. We are currently in the process of validating the output of the parser against a large internet corpus of Somali data. We are using automatic scripts to identify words which cannot be parsed using our tools (either due to errors in the parser or gaps in the dictionary). The output of this process allows us to refine our grammar and parser, as well as provide enhancements and modernizations to a published Somali dictionary (Zorc & Osman 2002).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25264. Morrison, Michelle Green, Christopher Adams, Nikki Smith Crabb, Erin Morrison, Michelle Green, Christopher Adams, Nikki Smith Crabb, Erin 2015-03-12 The benefits of interdisciplinary teams as well as the creation of documentary products of a variety of types and media has been discussed widely in the literature (see, for example, Gippert et al 2006). However, computational resources, such as morphological parsers or automated part-of-speech taggers, are often not part of the suite of materials produced by a language documentation or description project. Moreover, descriptive and computational resources are frequently created by completely different sets of researchers who may have little to no contact with one another. Under such an approach, descriptive resources are considered to be foundational for the creation of computational resources. Thus it is typically the case that computational resources are built on, but do not inform, descriptive resources. We argue that simultaneous creation of both descriptive and computational resources allow each resource to not only inform, but also to significantly enhance the creation of the other. The authors of this paper are currently working on a project that focuses on creation of a number of resources for Somali. Objectives of the project include writing a descriptive reference grammar, creating a morphological parser and part-of-speech tagger, enhancing existing lexical resources, and developing computational aids designed to help electronic dictionary users who are unsure how to spell Somali words. The project uses a multi-faceted approach to data collection, including work with native speaker consultants, collection and transcription of narratives and conversations, creation and tagging of pedagogical corpora, and large-scale corpus mining of internet data. We describe our methodology, workflow, and some of our research outcomes and illustrate the ways in which simultaneous creation of computational and descriptive resources has significantly improved our products. For example, writing of the descriptive grammar and development of the morphological parser have been done in tandem. At many points along the way, problems encountered in the programming of the parser shed light on shortcomings in both our description and understanding of Somali structures. We are currently in the process of validating the output of the parser against a large internet corpus of Somali data. We are using automatic scripts to identify words which cannot be parsed using our tools (either due to errors in the parser or gaps in the dictionary). The output of this process allows us to refine our grammar and parser, as well as provide enhancements and modernizations to a published Somali dictionary (Zorc & Osman 2002). http://hdl.handle.net/10125/25264 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Integrating descriptive and computational approaches in language documentation and resource development oai:scholarspace.manoa.hawaii.edu:10125/25371 2017-05-11 col_10125_35354 25371.mp3 Herrick, Dylan, Herrick, Dylan; 2015-02-26; As linguists, we value our jargon and training since they allow us to make precise, explicit characterizations of linguistic phenomena. However, it is easy to recognize that this same jargon prevents non-linguists, community members and teachers in particular, from engaging with the literature in a useful way (see, e.g. Penfield & Tucker 2011). Based on workshops given at the Oklahoma Breath of Life (Author 2014) and the Annual Symposium on the American Indian (Author 2012), I discuss specific activities that can be used in the classroom/workshop to make linguistic knowledge from the highly technical sub-fields of phonetics and phonology more accessible to language teachers and language users. This paper consists of three parts. First, since highlighting L1-L2 similarities can have a positive effect on L2 comprehension and production (Ringbom 1987, 1992, 2007), I provide a list of IPA sounds that can be illustrated in terms of English phonemes and allophones (which could be extended straightforwardly to other languages). For example, English does not have a palatal stop phoneme /c/, but [c] appears as an allophone at the beginning of words like key (Ladefoged & Johnson 2010), and having participants contrast that with the sound at the beginning of car can help them distinguish [c] from [k]. Second, I provide a technique for motivating language teachers, students, and language users to ‘buy in’ to the need for learning at least some phonetics jargon. The thumbnail version of the exercise is: give an explanation for a sound like [p] and then ask participants to describe a number of other sounds such as [t, k, b, g, m, n…]. Having participants think about how to describe a sound helps them see the value of some jargon – for example, agreeing on precise labels for different parts of the vocal tract. Third, I provide an illustration for how to discuss and explain the phoneme vs. allophone distinction in phonology without ever using the terms phoneme or allophone. The guiding principle is that these concepts can be made accessible to non-specialists when recast in more common but less precise terms and illustrated repeatedly with concrete examples from languages they know or study. In sum, by actively de-jargoning linguistic material and giving up a small amount of precision and technical detail, linguistic knowledge can be made much more usable in language learning environments, and this, in turn, can result in higher quality language instruction in the community. REFERENCES Author. 2014. Phonetics II: More Sounds and how to read them. Presented at the 2014 Breath of Life Workshop and Documentation Project. Sam Noble Museum, Norman, Oklahoma. May 18-23rd. Author. 2012. Teaching the unique sounds of your language. Presented at the 40th Annual Symposium on the American Indian. Northeastern State University, Tahlequah, OK. April 9-14th. Ladefoged, P. & K. Johnson. 2010. A Course in Phonetics, 6th edition. Boston: Thomson Wadsworth. Penfield, S.D. & Tucker, B.V. 2011. From Documenting to Revitalizing an Endangered Language: Where do Applied Linguists Fit? Language and Education, 25: 291-305. Ringbom, H. 1987. The role of the first language in foreign language learning. Clevedon, UK: Multilingual Matters. Ringbom, H. 1992. On L1 transfer in L2 comprehension and L2 production. Language Learning 42: 85-112. Ringbom, H. 2007. Cross-linguistic similarity in foreign language learning. Clevedon, UK: Multilingual Matters.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25371. Herrick, Dylan Herrick, Dylan 2015-03-12 As linguists, we value our jargon and training since they allow us to make precise, explicit characterizations of linguistic phenomena. However, it is easy to recognize that this same jargon prevents non-linguists, community members and teachers in particular, from engaging with the literature in a useful way (see, e.g. Penfield & Tucker 2011). Based on workshops given at the Oklahoma Breath of Life (Author 2014) and the Annual Symposium on the American Indian (Author 2012), I discuss specific activities that can be used in the classroom/workshop to make linguistic knowledge from the highly technical sub-fields of phonetics and phonology more accessible to language teachers and language users. This paper consists of three parts. First, since highlighting L1-L2 similarities can have a positive effect on L2 comprehension and production (Ringbom 1987, 1992, 2007), I provide a list of IPA sounds that can be illustrated in terms of English phonemes and allophones (which could be extended straightforwardly to other languages). For example, English does not have a palatal stop phoneme /c/, but [c] appears as an allophone at the beginning of words like key (Ladefoged & Johnson 2010), and having participants contrast that with the sound at the beginning of car can help them distinguish [c] from [k]. Second, I provide a technique for motivating language teachers, students, and language users to ‘buy in’ to the need for learning at least some phonetics jargon. The thumbnail version of the exercise is: give an explanation for a sound like [p] and then ask participants to describe a number of other sounds such as [t, k, b, g, m, n…]. Having participants think about how to describe a sound helps them see the value of some jargon – for example, agreeing on precise labels for different parts of the vocal tract. Third, I provide an illustration for how to discuss and explain the phoneme vs. allophone distinction in phonology without ever using the terms phoneme or allophone. The guiding principle is that these concepts can be made accessible to non-specialists when recast in more common but less precise terms and illustrated repeatedly with concrete examples from languages they know or study. In sum, by actively de-jargoning linguistic material and giving up a small amount of precision and technical detail, linguistic knowledge can be made much more usable in language learning environments, and this, in turn, can result in higher quality language instruction in the community. REFERENCES Author. 2014. Phonetics II: More Sounds and how to read them. Presented at the 2014 Breath of Life Workshop and Documentation Project. Sam Noble Museum, Norman, Oklahoma. May 18-23rd. Author. 2012. Teaching the unique sounds of your language. Presented at the 40th Annual Symposium on the American Indian. Northeastern State University, Tahlequah, OK. April 9-14th. Ladefoged, P. & K. Johnson. 2010. A Course in Phonetics, 6th edition. Boston: Thomson Wadsworth. Penfield, S.D. & Tucker, B.V. 2011. From Documenting to Revitalizing an Endangered Language: Where do Applied Linguists Fit? Language and Education, 25: 291-305. Ringbom, H. 1987. The role of the first language in foreign language learning. Clevedon, UK: Multilingual Matters. Ringbom, H. 1992. On L1 transfer in L2 comprehension and L2 production. Language Learning 42: 85-112. Ringbom, H. 2007. Cross-linguistic similarity in foreign language learning. Clevedon, UK: Multilingual Matters. http://hdl.handle.net/10125/25371 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported From technical to teachable: Phonetics and phonology oai:scholarspace.manoa.hawaii.edu:10125/25326 2017-05-11 col_10125_35354 25326.mp3 Collard, Jacob, Collard, Jacob; 2015-02-28; The issue of analyzing sociolinguistic and anthropological information remains an open question in contemporary social sciences. Though statistical analyses are possible to identify and quantify correlations and other relationships, it is much more difficult to examine qual- itative information, including descriptions of sociolinguistic contexts such as those found in the Endangered Languages Catalog (The Linguist List at Eastern Michigan University and The University of Hawaii at M ̄anoa, 2012). By introducing natural language processing tech- niques such as LSI, or latent semantic analysis, it becomes possible to quantify sociolinguistic descriptions to a certain degree. By quantifying natural language semantics, analysis of sociolinguistics becomes less sub- jective, though the analysis is still performed on descriptions generated by humans. Further- more, when combined with document clustering techniques such as DBSCAN (Kriegel et al., 2011) natural language processing also allows for the possibility of recognizing relationships between disparate languages hitherto overlooked. Because of the speed and breadth of this algorithm, it can recognize the relationships between any languages, regardless of geographic or genetic distance. This can provide insights into the effectiveness of different conservation techniques and language policies, as descriptions of these parameters are commonly found in natural language publications. References Hans-Peter Kriegel, Peer Kroger, Jorg Sander, and Arthur Zimek. Density-based clustering. WIREs Data Mining and Knowledge Discovery, 1(3):231–240, 2011. The Linguist List at Eastern Michigan University and The University of Hawaii at Mānoa. Endangered languages, 2012. URL http://www.endangeredlanguages.com.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25326. Collard, Jacob Collard, Jacob 2015-03-12 The issue of analyzing sociolinguistic and anthropological information remains an open question in contemporary social sciences. Though statistical analyses are possible to identify and quantify correlations and other relationships, it is much more difficult to examine qual- itative information, including descriptions of sociolinguistic contexts such as those found in the Endangered Languages Catalog (The Linguist List at Eastern Michigan University and The University of Hawaii at M ̄anoa, 2012). By introducing natural language processing tech- niques such as LSI, or latent semantic analysis, it becomes possible to quantify sociolinguistic descriptions to a certain degree. By quantifying natural language semantics, analysis of sociolinguistics becomes less sub- jective, though the analysis is still performed on descriptions generated by humans. Further- more, when combined with document clustering techniques such as DBSCAN (Kriegel et al., 2011) natural language processing also allows for the possibility of recognizing relationships between disparate languages hitherto overlooked. Because of the speed and breadth of this algorithm, it can recognize the relationships between any languages, regardless of geographic or genetic distance. This can provide insights into the effectiveness of different conservation techniques and language policies, as descriptions of these parameters are commonly found in natural language publications. References Hans-Peter Kriegel, Peer Kroger, Jorg Sander, and Arthur Zimek. Density-based clustering. WIREs Data Mining and Knowledge Discovery, 1(3):231–240, 2011. The Linguist List at Eastern Michigan University and The University of Hawaii at Mānoa. Endangered languages, 2012. URL http://www.endangeredlanguages.com. http://hdl.handle.net/10125/25326 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported LSI and DBSCAN: Natural language processing for sociolinguistic analysis oai:scholarspace.manoa.hawaii.edu:10125/25281 2017-05-11 col_10125_35354 25281.mp3 Déchaine, Rose-Marie, Crippen, James, Cooley, Bessie, Guntly, Erin, Hansson, Gunnar, Martin, Carolyn, Martin, John, Matthewson, Lisa, Moore, Patrick, Twitchell, Lance, Déchaine, Rose-Marie, Crippen, James, Cooley, Bessie, Guntly, Erin, Hansson, Gunnar, Martin, Carolyn, Martin, John, Matthewson, Lisa, Moore, Patrick, Twitchell, Lance; 2015-02-27; We report on a project bringing Tlingit language speakers to the University of British Columbia (UBC) as resident consultants for one academic year. Spearheaded by community members, this project contributes to a model of “best practices” (Penfield et al. 2008) for community-based language research. Our goal was to establish a sustainable long-term collaboration by building community and scholarly capacity for language revitalization, research, and training. Our successful integration of theory, practice, and application included: (i) New relationships with fluent speakers from two Tlingit speech communities (Coastal and Inland). This is a breakthrough, as modern nation-state boundaries between Alaska (USA) and the Yukon Territory (Canada) have obscured traditional Coastal-Inland relations. To date, most linguistic research has focused on Coastal Tlingit, so having access to both varieties allows us to document previously un-described differences. (ii) Student training for future work on the language: a field methods course parallels the research project, allowing us to train several undergraduate and graduate students, a subset of which continue to work on the language. (iii) Collaboration between linguistic subfields: leveraging expertise in different subfields (phonology, syntax, semantics, linguistic ethnography, and language pedagogy) affords a breadth of scope that would otherwise be impossible. (iv) Inter-institutional and international collaboration: the project involves two research institutions (UBC and University of Alaska Southeast) in two different countries (Canada, USA). This is especially important in Canada, as no Canadian-based research is currently conducted on Inland Tlingit. (v) Outreach within the university community: the project features in the Language of the Year initiative undertaken by UBC Linguistics, which brings to the attention of the university community the contribution that field-based linguistic research makes to language stabilization and revitalization. Bringing speakers to linguists — what we call the Convergent Streams model — used to be very common, but is no longer widely practiced. However, sustained involvement of linguists with different types of expertise over an extended period of time permits rapid advance across several domains and maximizes the impact of scholarly research on language teaching efforts. Our experience suggests that Convergent Streams is most effective when hosts involve administrators early, arrange culturally appropriate compensation such as honoraria rather than salaries, organize transport and accommodation, monitor wellness needs and ensure timely access to medical services, coordinate socio-cultural support by offering meaningful companionship, and have a plan for return to the community. Penfield, Susan D., et al. (2008) Community collaborations: best practices for North American indigenous language documentation. International Journal of the Sociology of Language 191, 187-202.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25281. Déchaine, Rose-Marie Crippen, James Cooley, Bessie Guntly, Erin Hansson, Gunnar Martin, Carolyn Martin, John Matthewson, Lisa Moore, Patrick Twitchell, Lance Déchaine, Rose-Marie Crippen, James Cooley, Bessie Guntly, Erin Hansson, Gunnar Martin, Carolyn Martin, John Matthewson, Lisa Moore, Patrick Twitchell, Lance 2015-03-12 We report on a project bringing Tlingit language speakers to the University of British Columbia (UBC) as resident consultants for one academic year. Spearheaded by community members, this project contributes to a model of “best practices” (Penfield et al. 2008) for community-based language research. Our goal was to establish a sustainable long-term collaboration by building community and scholarly capacity for language revitalization, research, and training. Our successful integration of theory, practice, and application included: (i) New relationships with fluent speakers from two Tlingit speech communities (Coastal and Inland). This is a breakthrough, as modern nation-state boundaries between Alaska (USA) and the Yukon Territory (Canada) have obscured traditional Coastal-Inland relations. To date, most linguistic research has focused on Coastal Tlingit, so having access to both varieties allows us to document previously un-described differences. (ii) Student training for future work on the language: a field methods course parallels the research project, allowing us to train several undergraduate and graduate students, a subset of which continue to work on the language. (iii) Collaboration between linguistic subfields: leveraging expertise in different subfields (phonology, syntax, semantics, linguistic ethnography, and language pedagogy) affords a breadth of scope that would otherwise be impossible. (iv) Inter-institutional and international collaboration: the project involves two research institutions (UBC and University of Alaska Southeast) in two different countries (Canada, USA). This is especially important in Canada, as no Canadian-based research is currently conducted on Inland Tlingit. (v) Outreach within the university community: the project features in the Language of the Year initiative undertaken by UBC Linguistics, which brings to the attention of the university community the contribution that field-based linguistic research makes to language stabilization and revitalization. Bringing speakers to linguists — what we call the Convergent Streams model — used to be very common, but is no longer widely practiced. However, sustained involvement of linguists with different types of expertise over an extended period of time permits rapid advance across several domains and maximizes the impact of scholarly research on language teaching efforts. Our experience suggests that Convergent Streams is most effective when hosts involve administrators early, arrange culturally appropriate compensation such as honoraria rather than salaries, organize transport and accommodation, monitor wellness needs and ensure timely access to medical services, coordinate socio-cultural support by offering meaningful companionship, and have a plan for return to the community. Penfield, Susan D., et al. (2008) Community collaborations: best practices for North American indigenous language documentation. International Journal of the Sociology of Language 191, 187-202. http://hdl.handle.net/10125/25281 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Across mountain and sea: Bringing language to linguists oai:scholarspace.manoa.hawaii.edu:10125/25285 2024-08-07 col_10125_35354 25285.mp3 25285.pdf Garrett, Andrew, Mikkelsen, Line, Garrett, Andrew, Mikkelsen, Line; 2015-02-27; We are developing an online resource to support research, teaching, learning, and revitalization of Karuk (Hokan, northern California). To illustrate the value of integrating a morphologically analyzed lexical and text database with a syntactically parsed text corpus, we discuss how research on the morphosyntax of directional suffixes can inform pedagogy.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25285. Garrett, Andrew Mikkelsen, Line Garrett, Andrew Mikkelsen, Line 2015-03-12 We are developing an online resource to support research, teaching, learning, and revitalization of Karuk (Hokan, northern California). To illustrate the value of integrating a morphologically analyzed lexical and text database with a syntactically parsed text corpus, we discuss how research on the morphosyntax of directional suffixes can inform pedagogy. http://hdl.handle.net/10125/25285 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting, analyzing, and teaching the grammar of direction in Karuk oai:scholarspace.manoa.hawaii.edu:10125/25282 2024-08-07 col_10125_35354 25282.mp3 25282.pdf Ross, Melody, Ross, Melody; 2015-02-27; East Timor declared independence from Portugal in 1975 and was then immediately invaded and occupied by Indonesia. After three decades of resistance, it was declared a sovereign nation in 2002. Currently, the two official languages are Portuguese and Tetun, and the working languages are English and Indonesian. However, there are 15-25 local languages spoken throughout the country, which do not have official status. These language policies, combined with lingering effects of the societal disruption from the Indonesian occupation, have created complicated problems for the education system. Low achievement and high dropout rates indicate that overlooking the critical issue of mother tongue language and educational access has had very serious repercussions. To address this, in 2011 the Ministry of Education approved a trial program to use mother tongue language curriculum and instruction in select test schools. Because many of the languages of East Timor had little or no documentation, the most immediate benefit of this program was the proliferation of language descriptions and the development of pedagogies and materials in local languages. Intended benefits are the increase in literacy among primary-school-aged children, however, because of poor assessment planning, this goal has been more difficult to evaluate. This is a common problem among many language programs, and the current paper proposes to address this problem by providing an assessment toolkit that investigates multiple levels of stakeholder satisfaction, as well as traditional assessment of literacy benchmarks. The goal of this assessment toolkit is to be an accessible resource for other members of the language conservation and revitalization community to use by being broadly applicable to diverse situations, requiring minimal training and facilitating clear, unbiased analysis.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25282. Ross, Melody Ross, Melody 2015-03-12 East Timor declared independence from Portugal in 1975 and was then immediately invaded and occupied by Indonesia. After three decades of resistance, it was declared a sovereign nation in 2002. Currently, the two official languages are Portuguese and Tetun, and the working languages are English and Indonesian. However, there are 15-25 local languages spoken throughout the country, which do not have official status. These language policies, combined with lingering effects of the societal disruption from the Indonesian occupation, have created complicated problems for the education system. Low achievement and high dropout rates indicate that overlooking the critical issue of mother tongue language and educational access has had very serious repercussions. To address this, in 2011 the Ministry of Education approved a trial program to use mother tongue language curriculum and instruction in select test schools. Because many of the languages of East Timor had little or no documentation, the most immediate benefit of this program was the proliferation of language descriptions and the development of pedagogies and materials in local languages. Intended benefits are the increase in literacy among primary-school-aged children, however, because of poor assessment planning, this goal has been more difficult to evaluate. This is a common problem among many language programs, and the current paper proposes to address this problem by providing an assessment toolkit that investigates multiple levels of stakeholder satisfaction, as well as traditional assessment of literacy benchmarks. The goal of this assessment toolkit is to be an accessible resource for other members of the language conservation and revitalization community to use by being broadly applicable to diverse situations, requiring minimal training and facilitating clear, unbiased analysis. http://hdl.handle.net/10125/25282 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Planning for assessment in language programs: A practical tool oai:scholarspace.manoa.hawaii.edu:10125/25318 2024-08-07 col_10125_35354 25318.mp3 25318.pdf Paterson, Hugh, Wilkes, Jon, Paterson, Hugh, Wilkes, Jon; 2015-02-28; Currently no framework exists to evaluate or rank the complexity of the text input task on a per orthography bases. We present on the challenges which must be addressed by a cross-language text input assessment framework. We discuss relevant user experience (UX) considerations for keyboard layouts and unique actions undertaken in the communicative act of ‘entextualizing’ language (typing). We follow previous work which focuses on majority language text input methods (Bellman & MacKenzie 1998, Castellucci & MacKenzie 2013, MacKenzie 1992, 2002, 2007, MacKenzie & Soukoreff 2002, Soukoreff & MacKenzie 2001, 2003a, b) and apply considerations for minority language orthographies - especially those orthographies which overtly mark tone and other distinctions via diacritics. The ability to communicate with electronic text based devices is important in this era of globalization. Many minority language users often find it difficult to type in their languages because of the way that orthography/language specific characters are accessed through existing keyboard layouts ([Author] 2012). The keyboard layout is an essential component in text input both on mobile touch screen and traditional devices. Barriers to efficiently using text in digital mediums has a wide impact on language vitality, by affecting the way that language users perceive their language’s viability in the 21st century context. The text input challenge has been often acknowledged by minority language users (Esizmetor 2009: 13, Zheltov 2005). Perceptions about the need to be able to use text based digital communication devices has sufficiently challenged language communities leading some to change their orthographies (Boerger 2007: 133: South Pacific, Cooper 2005: 149, 160: Central Asia, Jany 2010: Americas). Simons and Lewis (2010) describe the social practice of literacy (EGIDS levels four and five) as a sign of a healthy language. A text input device which does not intuitively work for language users can be seen as discriminating and be a reason for speakers to choose to not use their language in digital mediums (Trosterud 2012). We propose a language agnostic framework for text input analysis for the benefit of language development efforts and software developers alike. References: [Author]. 2012. Keyboard layout as part of language documentation: the case of the Meꞌphaa and Chinantec keyboards. Paper presented at CRASSH Language Endangerment: Methodologies and New Challenges, Cambridge, UK. Bellman, Tom & I. Scott MacKenzie. 1998. A Probabilistic Character Layout Strategy for Mobile Text Entry. Proceedings of Graphics Interface '98, 168-76. Toronto: Canadian Information Processing Society. Boerger, Brenda H. 2007. Natqgu Literacy: Capturing Three Domains for Written Language Use. Language Documentation & Conservation 1.2: 126–53. Castellucci, Steven J. & I. Scott MacKenzie. 2013. Gathering Text Entry Metrics on Android Devices. Proceedings of the International Conference on Multimedia and Human- Computer Interaction - MHCI 2013, 120.1-.8. Ottawa, Canada: International ASET, Inc. Cooper, Gregory. 2005. Issues in the Development of a Writing System for the Kalasha Language. Ph.D dissertation, Macquarie University. Esizmetor, David Oshorenoya. 2009. What Orthography for Naijá? Paper presented at Conference on Nigerian Pidgin, University of Ibadan, Nigeria. Jany, Carmen. 2010. Orthography Design for Chuxnabán Mixe. Language DocumentatIon & ConservatIon 4.1: 231-53. Lewis, M. Paul & Gary F. Simons. 2010. Assessing endangerment: Expanding Fishman's GIDS. Revue Roumaine de Linguistique 55.2: 103–20. MacKenzie, I. Scott. 1992. Fitts' law as a research and design tool in human-computer interaction. Human-Computer Interaction 7, 91-139. MacKenzie, I. Scott. 2002. Introduction to this special issue on text entry for mobile computing. Human-Computer Interaction 17.2-3: 141-5. MacKenzie, I. Scott. 2007. Evaluation of text entry techniques. In I. Scott MacKenzie & Kumiko Tanaka-Ishii (eds.), Text entry systems: Mobility, accessibility, universality, 75-101. San Francisco, CA: Morgan Kaufmann. MacKenzie, I. Scott & R. William Soukoreff. 2002. A Character-level Error Analysis Technique for Evaluating Text Entry Methods. A character-level error analysis technique for evaluating text entry methods. Proceedings of the Second Nordic Conference on Human- Computer Interaction -- NordiCHI 2002, 241-4. New York: ACM. Soukoreff, R. William & I. Scott MacKenzie. 2001. Measuring errors in text entry tasks: An application of the Levenshtein string distance statistic. Extended Abstracts of the ACM Conference on Human Factors in Computing Systems - CHI 2001, 319-20. New York: ACM. Soukoreff, R. William & I. Scott MacKenzie. 2003a. Metrics for text entry research: an evaluation of MSD and KSPC, and a new unified error metric. Paper presented at Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, Ft. Lauderdale, Florida, USA. Soukoreff, R. William & I. Scott MacKenzie. 2003b. Input-based Language Modeling in the Design of High Performance Text Input Techniques. Proceedings of Graphics Interface 2003 (CIPS, Canadian Human-Computer Communication Society), 89-96. Halifax, Nova Scotia: A K Peters. Trosterud, Trond. 2012. A restricted freedom of choice: Linguistic diversity in the digital landscape. Nordlyd (Tromsø University Working Papers on Language and Linguistics) 39.2: 89-104. Zheltov, Pavel V. 2005. Minority languages and computerization. The situation in the Russian Federation. OGMIOS 3.3: 8-11.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25318. Paterson, Hugh Wilkes, Jon Paterson, Hugh Wilkes, Jon 2015-03-12 Currently no framework exists to evaluate or rank the complexity of the text input task on a per orthography bases. We present on the challenges which must be addressed by a cross-language text input assessment framework. We discuss relevant user experience (UX) considerations for keyboard layouts and unique actions undertaken in the communicative act of ‘entextualizing’ language (typing). We follow previous work which focuses on majority language text input methods (Bellman & MacKenzie 1998, Castellucci & MacKenzie 2013, MacKenzie 1992, 2002, 2007, MacKenzie & Soukoreff 2002, Soukoreff & MacKenzie 2001, 2003a, b) and apply considerations for minority language orthographies - especially those orthographies which overtly mark tone and other distinctions via diacritics. The ability to communicate with electronic text based devices is important in this era of globalization. Many minority language users often find it difficult to type in their languages because of the way that orthography/language specific characters are accessed through existing keyboard layouts ([Author] 2012). The keyboard layout is an essential component in text input both on mobile touch screen and traditional devices. Barriers to efficiently using text in digital mediums has a wide impact on language vitality, by affecting the way that language users perceive their language’s viability in the 21st century context. The text input challenge has been often acknowledged by minority language users (Esizmetor 2009: 13, Zheltov 2005). Perceptions about the need to be able to use text based digital communication devices has sufficiently challenged language communities leading some to change their orthographies (Boerger 2007: 133: South Pacific, Cooper 2005: 149, 160: Central Asia, Jany 2010: Americas). Simons and Lewis (2010) describe the social practice of literacy (EGIDS levels four and five) as a sign of a healthy language. A text input device which does not intuitively work for language users can be seen as discriminating and be a reason for speakers to choose to not use their language in digital mediums (Trosterud 2012). We propose a language agnostic framework for text input analysis for the benefit of language development efforts and software developers alike. References: [Author]. 2012. Keyboard layout as part of language documentation: the case of the Meꞌphaa and Chinantec keyboards. Paper presented at CRASSH Language Endangerment: Methodologies and New Challenges, Cambridge, UK. Bellman, Tom & I. Scott MacKenzie. 1998. A Probabilistic Character Layout Strategy for Mobile Text Entry. Proceedings of Graphics Interface '98, 168-76. Toronto: Canadian Information Processing Society. Boerger, Brenda H. 2007. Natqgu Literacy: Capturing Three Domains for Written Language Use. Language Documentation & Conservation 1.2: 126–53. Castellucci, Steven J. & I. Scott MacKenzie. 2013. Gathering Text Entry Metrics on Android Devices. Proceedings of the International Conference on Multimedia and Human- Computer Interaction - MHCI 2013, 120.1-.8. Ottawa, Canada: International ASET, Inc. Cooper, Gregory. 2005. Issues in the Development of a Writing System for the Kalasha Language. Ph.D dissertation, Macquarie University. Esizmetor, David Oshorenoya. 2009. What Orthography for Naijá? Paper presented at Conference on Nigerian Pidgin, University of Ibadan, Nigeria. Jany, Carmen. 2010. Orthography Design for Chuxnabán Mixe. Language DocumentatIon & ConservatIon 4.1: 231-53. Lewis, M. Paul & Gary F. Simons. 2010. Assessing endangerment: Expanding Fishman's GIDS. Revue Roumaine de Linguistique 55.2: 103–20. MacKenzie, I. Scott. 1992. Fitts' law as a research and design tool in human-computer interaction. Human-Computer Interaction 7, 91-139. MacKenzie, I. Scott. 2002. Introduction to this special issue on text entry for mobile computing. Human-Computer Interaction 17.2-3: 141-5. MacKenzie, I. Scott. 2007. Evaluation of text entry techniques. In I. Scott MacKenzie & Kumiko Tanaka-Ishii (eds.), Text entry systems: Mobility, accessibility, universality, 75-101. San Francisco, CA: Morgan Kaufmann. MacKenzie, I. Scott & R. William Soukoreff. 2002. A Character-level Error Analysis Technique for Evaluating Text Entry Methods. A character-level error analysis technique for evaluating text entry methods. Proceedings of the Second Nordic Conference on Human- Computer Interaction -- NordiCHI 2002, 241-4. New York: ACM. Soukoreff, R. William & I. Scott MacKenzie. 2001. Measuring errors in text entry tasks: An application of the Levenshtein string distance statistic. Extended Abstracts of the ACM Conference on Human Factors in Computing Systems - CHI 2001, 319-20. New York: ACM. Soukoreff, R. William & I. Scott MacKenzie. 2003a. Metrics for text entry research: an evaluation of MSD and KSPC, and a new unified error metric. Paper presented at Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, Ft. Lauderdale, Florida, USA. Soukoreff, R. William & I. Scott MacKenzie. 2003b. Input-based Language Modeling in the Design of High Performance Text Input Techniques. Proceedings of Graphics Interface 2003 (CIPS, Canadian Human-Computer Communication Society), 89-96. Halifax, Nova Scotia: A K Peters. Trosterud, Trond. 2012. A restricted freedom of choice: Linguistic diversity in the digital landscape. Nordlyd (Tromsø University Working Papers on Language and Linguistics) 39.2: 89-104. Zheltov, Pavel V. 2005. Minority languages and computerization. The situation in the Russian Federation. OGMIOS 3.3: 8-11. http://hdl.handle.net/10125/25318 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Assessing the difficulty of the text input task for minority languages oai:scholarspace.manoa.hawaii.edu:10125/25256 2024-08-07 col_10125_35354 25256.mp3 25256.pdf Gawne, Lauren, Kelly, Barbara F., Berez, Andrea L., Heston, Tyler, Gawne, Lauren, Kelly, Barbara F., Berez, Andrea L., Heston, Tyler; 2015-02-26; Language documentation and description are closely related tasks, often performed as part of the same fieldwork project on an un(der)-studied language. However, since Himmelmann (1998) we have been encouraged to consider that documentation and description are methodologically different, and that data collected with documentary methods can enable verification of descriptive claims based upon them. The last decade has seen a surge in the literature on good fieldwork methodology, including Gippert, Himmelmann & Mosel (2006), Crowley (2007), Bowern (2008), Chelliah & De Reuse (2011) and Thieberger (2012). The result is that linguists are more aware of good methodological practices for data collection than ever. These include attention to metadata about speaker demographics, setting, linguistic and discourse types; information about tools, equipment, and stimuli; a description of the fieldwork conditions including time spent among speakers; and a description of archiving practices and locatability of data. However, it is not clear that linguists' awareness of the importance of robust data-collection methods is translating into transparency about those methods in resultant publications. Clear methodological description is a hallmark of reproducible and reliable scientific research (Author 2014, Authors In Prep), but documentary and descriptive linguists rarely receive clear advice on how to discuss the methods they use. In this paper we present a survey of 50 published grammars, 50 grammar-based dissertations and 200+ journal articles with regard to how explicitly authors discuss their data collection methods, and what kinds of information they include. The publications surveyed were selected from a ten-year period beginning five years after Himmelmann 1998 encouraged the use of language documentation to provide verification for language description; journal articles come from nine journals selected for breadth of geography, linguistic subfield, and theoretical approach. We find that while there are some examples of strong methodologically-driven writing, the majority of authors do not include key documentary metadata or methodological information. The result is that it is often difficult or impossible to verify or reproduce descriptive linguistic claims, making descriptive linguistics one of the few social sciences to not require researchers to back up claims with an explicit statement of methodology. We acknowledge that descriptive linguists often practice good methodology in data collection, but need encouragement to make this clear in their writing. Thus we conclude with clear benchmarks for the kind of information we believe is vital for creating a rich and useful research methodology in both long and short format descriptive research writing. References Author. 2014. [Title omitted for anonymity]. In Amanda Harris, Nick Thieberger & Linda Barwick (eds.), Research, records, and responsibility: Ten years of the Pacific and Regional Archive for Digital Sources in Endangered Cultures. Sydney: University of Sydney Press. Authors. In prep. Citation and transparency in descriptive linguistics. Bowern, Claire. 2008. Linguistic fieldwork: a practical guide. Basingstoke [England] ; New York: Palgrave Macmillan. Chelliah, Shobhana L., and Willem J. De Reuse. 2011. Handbook of descriptive linguistic fieldwork. London: Springer. Crowley, Terry. 2007. Field linguistics: a beginner's guide. Edited by Nicholas Thieberger, Oxford linguistics. Oxford ; New York: Oxford University Press. Gippert, Jost, Nikolaus P. Himmelmann, & Ulrike Mosel. 2006. Essentials of language documentation. Berlin: Mouton de Gruyter. Himmelmann, Nikolaus P. 1998. "Documentary and descriptive linguistics." Linguistics no. 36:161–195. Thieberger, Nicholas. 2012. The Oxford handbook of linguistic fieldwork. Oxford: Oxford University Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25256. Gawne, Lauren Kelly, Barbara F. Berez, Andrea L. Heston, Tyler Gawne, Lauren Kelly, Barbara F. Berez, Andrea L. Heston, Tyler 2015-03-12 Language documentation and description are closely related tasks, often performed as part of the same fieldwork project on an un(der)-studied language. However, since Himmelmann (1998) we have been encouraged to consider that documentation and description are methodologically different, and that data collected with documentary methods can enable verification of descriptive claims based upon them. The last decade has seen a surge in the literature on good fieldwork methodology, including Gippert, Himmelmann & Mosel (2006), Crowley (2007), Bowern (2008), Chelliah & De Reuse (2011) and Thieberger (2012). The result is that linguists are more aware of good methodological practices for data collection than ever. These include attention to metadata about speaker demographics, setting, linguistic and discourse types; information about tools, equipment, and stimuli; a description of the fieldwork conditions including time spent among speakers; and a description of archiving practices and locatability of data. However, it is not clear that linguists' awareness of the importance of robust data-collection methods is translating into transparency about those methods in resultant publications. Clear methodological description is a hallmark of reproducible and reliable scientific research (Author 2014, Authors In Prep), but documentary and descriptive linguists rarely receive clear advice on how to discuss the methods they use. In this paper we present a survey of 50 published grammars, 50 grammar-based dissertations and 200+ journal articles with regard to how explicitly authors discuss their data collection methods, and what kinds of information they include. The publications surveyed were selected from a ten-year period beginning five years after Himmelmann 1998 encouraged the use of language documentation to provide verification for language description; journal articles come from nine journals selected for breadth of geography, linguistic subfield, and theoretical approach. We find that while there are some examples of strong methodologically-driven writing, the majority of authors do not include key documentary metadata or methodological information. The result is that it is often difficult or impossible to verify or reproduce descriptive linguistic claims, making descriptive linguistics one of the few social sciences to not require researchers to back up claims with an explicit statement of methodology. We acknowledge that descriptive linguists often practice good methodology in data collection, but need encouragement to make this clear in their writing. Thus we conclude with clear benchmarks for the kind of information we believe is vital for creating a rich and useful research methodology in both long and short format descriptive research writing. References Author. 2014. [Title omitted for anonymity]. In Amanda Harris, Nick Thieberger & Linda Barwick (eds.), Research, records, and responsibility: Ten years of the Pacific and Regional Archive for Digital Sources in Endangered Cultures. Sydney: University of Sydney Press. Authors. In prep. Citation and transparency in descriptive linguistics. Bowern, Claire. 2008. Linguistic fieldwork: a practical guide. Basingstoke [England] ; New York: Palgrave Macmillan. Chelliah, Shobhana L., and Willem J. De Reuse. 2011. Handbook of descriptive linguistic fieldwork. London: Springer. Crowley, Terry. 2007. Field linguistics: a beginner's guide. Edited by Nicholas Thieberger, Oxford linguistics. Oxford ; New York: Oxford University Press. Gippert, Jost, Nikolaus P. Himmelmann, & Ulrike Mosel. 2006. Essentials of language documentation. Berlin: Mouton de Gruyter. Himmelmann, Nikolaus P. 1998. "Documentary and descriptive linguistics." Linguistics no. 36:161–195. Thieberger, Nicholas. 2012. The Oxford handbook of linguistic fieldwork. Oxford: Oxford University Press. http://hdl.handle.net/10125/25256 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Putting practice into words: Fieldwork methodology in grammatical descriptions oai:scholarspace.manoa.hawaii.edu:10125/25369 2024-08-08 col_10125_35354 25369-a.pdf 25369-b.pdf Olsen, Neil, Olsen, Neil; 2015-02-27; Kơho [kəˈhɔ] is a Mon-Khmer (Austroasiatic) language, spoken by more than 207,000 people located in Lam Dong province, Viet Nam. Kơho is related to Khmer (Cambodian) and more distantly to Vietnamese (Author 1968). Since the 1930s, French, and later American, missionaries, government agencies, and educators using several different alphabets have produced scripture, primers, grammars, and dictionaries. A romanized orthography based on the Vietnamese national alphabet (quốc ngữ) was developed in 1935 for the Sre dialect of Kơho by French colonial administrators and missionaries. That orthography was the most consistently (nearly phonemic) utilized to date (Smalley 1954). Many documents were published using that alphabet. Under pressure from Jacques Dournes, a French missionary/linguist, who was compiling a voluminous Sre-French dictionary (1950), a new orthography commission met in Dalat, in 1949, to devise an acceptable replacement (Martini 1952). During the 1960s and 1970s, a series of pedagogical materials in Kơho was produced by the Summer Institute of Linguistics (SIL) under contract to the former Saigon government. Writing primers, science, and health books were used in classrooms where Kơho was the language of instruction in the primary grades; in the higher grades, Vietnamese was phased in. Even among a newly literate people, attachment to a written tradition, lingers on. Recent proposals have gained acceptance only with difficulty. Subsequent orthographies were proposed in 1953 (Condominas 1954) and in the 1960s. The latter orthography, developed by SIL, was employed by the former Republic of Vietnam (Saigon) government for educational materials. The 1967 New Testament and 1993 Psalms were published in that orthography. After reunification in 1976, all previous (i.e., south Vietnamese) pedagogical materials were discarded. In 1983, the Vietnamese government introduced a quốc ngữ-based orthography (Vũ Bá Hùng and Tạ Văn Thông, 1983), and published a Vietnamese—Kơho dictionary (Hoàng Văn Hanh, et al. 1983). The Kơho people living in North Carolina have no use for that orthography. The complete Bible was published in 2010 in the SIL orthography. In the preparation of a dictionary and a reference grammar for the Kơho language, a decision on which orthography to use is crucial. There are five potential orthographies that Kơho could be written in. Currently, in North Carolina, the orthography employed depends on which church or dialect one is affiliated with. This paper explores the inherent problem of matching speakers’ desires with a practical orthography that is acceptable to a majority of language users. References Condominas, Georges. 1954. Enquête linguistique parmi les populations montagnardes du sud indochinois. BEFEO 46:579-586. [Part 2: ‘the new mode of transcription for Kơho’] Dournes, Jacques. 1950. Dictionnaire Srê (Kơho)--Français. Saigon: Imprimerie d’Extrême-Orient. 269 p. Hoàng Văn Hanh, et al. 1983. Từ Điển Việt-Kơho [Vietnamese-Kơho dictionary]. T.P. Hố Chí Minh: Sở Văn Hóa và Tông Tin Xuất Bản. Martini, François. 1952. Notes et melanges de la transcription du Sre (Kơho), à propos du dictionnaire du R. P. Jacques Dournes. BSEI 27,1:99-109. Author. 1968. Basic Kơho: grammar and conversation guide. Bao-Loc. MACV. Smalley, William A. 1954. A problem in orthography preparation. Bible Translator 5:170-176. [Discussion of various Sre orthographies.] Smalley, William A. 1955. Sre phonemes and syllables. Journal of the American Oriental Society 74,4:217-222. Vũ Bá Hùng and Tạ Văn Thông. 1983. Về hệ thống ngữ âm tiếng Kơho và sự sửa đồi chữ Kơho [The phonetic system of Kơho and the reform of Kơho writing]. Ngôn Ngữ 4(58):56-65.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25369. Olsen, Neil Olsen, Neil 2015-03-12 Kơho [kəˈhɔ] is a Mon-Khmer (Austroasiatic) language, spoken by more than 207,000 people located in Lam Dong province, Viet Nam. Kơho is related to Khmer (Cambodian) and more distantly to Vietnamese (Author 1968). Since the 1930s, French, and later American, missionaries, government agencies, and educators using several different alphabets have produced scripture, primers, grammars, and dictionaries. A romanized orthography based on the Vietnamese national alphabet (quốc ngữ) was developed in 1935 for the Sre dialect of Kơho by French colonial administrators and missionaries. That orthography was the most consistently (nearly phonemic) utilized to date (Smalley 1954). Many documents were published using that alphabet. Under pressure from Jacques Dournes, a French missionary/linguist, who was compiling a voluminous Sre-French dictionary (1950), a new orthography commission met in Dalat, in 1949, to devise an acceptable replacement (Martini 1952). During the 1960s and 1970s, a series of pedagogical materials in Kơho was produced by the Summer Institute of Linguistics (SIL) under contract to the former Saigon government. Writing primers, science, and health books were used in classrooms where Kơho was the language of instruction in the primary grades; in the higher grades, Vietnamese was phased in. Even among a newly literate people, attachment to a written tradition, lingers on. Recent proposals have gained acceptance only with difficulty. Subsequent orthographies were proposed in 1953 (Condominas 1954) and in the 1960s. The latter orthography, developed by SIL, was employed by the former Republic of Vietnam (Saigon) government for educational materials. The 1967 New Testament and 1993 Psalms were published in that orthography. After reunification in 1976, all previous (i.e., south Vietnamese) pedagogical materials were discarded. In 1983, the Vietnamese government introduced a quốc ngữ-based orthography (Vũ Bá Hùng and Tạ Văn Thông, 1983), and published a Vietnamese—Kơho dictionary (Hoàng Văn Hanh, et al. 1983). The Kơho people living in North Carolina have no use for that orthography. The complete Bible was published in 2010 in the SIL orthography. In the preparation of a dictionary and a reference grammar for the Kơho language, a decision on which orthography to use is crucial. There are five potential orthographies that Kơho could be written in. Currently, in North Carolina, the orthography employed depends on which church or dialect one is affiliated with. This paper explores the inherent problem of matching speakers’ desires with a practical orthography that is acceptable to a majority of language users. References Condominas, Georges. 1954. Enquête linguistique parmi les populations montagnardes du sud indochinois. BEFEO 46:579-586. [Part 2: ‘the new mode of transcription for Kơho’] Dournes, Jacques. 1950. Dictionnaire Srê (Kơho)--Français. Saigon: Imprimerie d’Extrême-Orient. 269 p. Hoàng Văn Hanh, et al. 1983. Từ Điển Việt-Kơho [Vietnamese-Kơho dictionary]. T.P. Hố Chí Minh: Sở Văn Hóa và Tông Tin Xuất Bản. Martini, François. 1952. Notes et melanges de la transcription du Sre (Kơho), à propos du dictionnaire du R. P. Jacques Dournes. BSEI 27,1:99-109. Author. 1968. Basic Kơho: grammar and conversation guide. Bao-Loc. MACV. Smalley, William A. 1954. A problem in orthography preparation. Bible Translator 5:170-176. [Discussion of various Sre orthographies.] Smalley, William A. 1955. Sre phonemes and syllables. Journal of the American Oriental Society 74,4:217-222. Vũ Bá Hùng and Tạ Văn Thông. 1983. Về hệ thống ngữ âm tiếng Kơho và sự sửa đồi chữ Kơho [The phonetic system of Kơho and the reform of Kơho writing]. Ngôn Ngữ 4(58):56-65. http://hdl.handle.net/10125/25369 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Orthography issues in Kơho: A Mon-Khmer language oai:scholarspace.manoa.hawaii.edu:10125/25265 2017-05-11 col_10125_35354 25265.mp3 Mishler, Craig, Mishler, Craig; 2015-02-26; The ethnopoetics of Gwich’in caribou anatomy rises out of our detailed compilation of more than one hundred fifty names for caribou bones, muscles, and internal organs. These names indicate that Gwich’in knowledge of caribou, accumulated over many centuries, is both systematic and precise. As it turns out, the names used for caribou body parts are rich in simile, metaphor, metonymy, synecdoche, and personification, illustrating the elegant robust imaginative life of Gwich’in subsistence hunters. My daughter, an accomplished poet, tells me that “language is not just about communication, but also about creativity,” and the data we have gathered in rural Alaska and the Yukon fully support that thesis. Gwich’in is a language with a full suite of tropes, and these tropes are deeply embedded both in personal experience narratives, traditional tales, riddles, and place names. Ch’ikiidruu, the first rib, for example, is actually a double metaphor, referring to the northern hawk owl and to a hunting tool used to catch snowshoe hares. Ch'ak'oh Handzee, the atlas, a neck bone that can be difficult to sever with a knife, was also the Gwich’in name of the late Daniel John, a stubborn tough guy whom I recorded back in 1972. These are only two of many compelling examples. There is even a descriptive literary term, “Gwigwii’ii ginjik” for metaphor itself. All of this is empowering and uplifting. Although Gwich’in is a small endangered language, we think that the use of figurative language residing in texts provides a rich supply of raw material and multiple contexts for developing curricula in Gwich’in schools. Gwich’in verbal art also provides opportunities for teaching the language at home and in the classroom. When students recognize how their elders and ancestors played with words, we believe they will gain a renewed enthusiasm for learning their heritage. At the same time, we think that the revelations of Gwich’in verbal art made in direct comparison to Western contemporary poetry make the world a richer and more fascinating place to live in.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25265. Mishler, Craig Mishler, Craig 2015-03-12 The ethnopoetics of Gwich’in caribou anatomy rises out of our detailed compilation of more than one hundred fifty names for caribou bones, muscles, and internal organs. These names indicate that Gwich’in knowledge of caribou, accumulated over many centuries, is both systematic and precise. As it turns out, the names used for caribou body parts are rich in simile, metaphor, metonymy, synecdoche, and personification, illustrating the elegant robust imaginative life of Gwich’in subsistence hunters. My daughter, an accomplished poet, tells me that “language is not just about communication, but also about creativity,” and the data we have gathered in rural Alaska and the Yukon fully support that thesis. Gwich’in is a language with a full suite of tropes, and these tropes are deeply embedded both in personal experience narratives, traditional tales, riddles, and place names. Ch’ikiidruu, the first rib, for example, is actually a double metaphor, referring to the northern hawk owl and to a hunting tool used to catch snowshoe hares. Ch'ak'oh Handzee, the atlas, a neck bone that can be difficult to sever with a knife, was also the Gwich’in name of the late Daniel John, a stubborn tough guy whom I recorded back in 1972. These are only two of many compelling examples. There is even a descriptive literary term, “Gwigwii’ii ginjik” for metaphor itself. All of this is empowering and uplifting. Although Gwich’in is a small endangered language, we think that the use of figurative language residing in texts provides a rich supply of raw material and multiple contexts for developing curricula in Gwich’in schools. Gwich’in verbal art also provides opportunities for teaching the language at home and in the classroom. When students recognize how their elders and ancestors played with words, we believe they will gain a renewed enthusiasm for learning their heritage. At the same time, we think that the revelations of Gwich’in verbal art made in direct comparison to Western contemporary poetry make the world a richer and more fascinating place to live in. http://hdl.handle.net/10125/25265 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Gwich’in Caribou anatomy and verbal art oai:scholarspace.manoa.hawaii.edu:10125/25367 2024-08-09 col_10125_35354 25367.pdf Rosborough, Trish, Urbanczyk, Suzanne, Rosborough, Trish, Urbanczyk, Suzanne; 2015-02-26; British Columbia (BC), Canada is home to 32 Indigenous languages, all of them considered to be endangered. Considerable work is underway by First Nation communities to revitalize their languages. Linguists classify many of the languages of BC as polysynthetic, meaning words are composed of many morphemes, or units of meaning. Understanding the units of meaning that make up words allows for a deeper understanding of the worldview reflected in the language. While strong fluent speakers and linguists who work with these languages have knowledge and appreciation of these units of meaning, those understandings are often not reflected in the curriculum and pedagogy for teaching BC languages. Drawing on examples from Kwak’wala, a language of coastal BC, this paper discusses how paying attention to the linguistic structure of the language may result in more effective curriculum and approaches for language learning and teaching. In developing understanding of the units of meaning that make up Kwak’wala words, learners can grasp literal meanings leading to deeper understandings of Kwakwa̱ka̱’wakw worldview. Through understanding literal meanings and metaphors embedded in Kwak’wala words, learners come to appreciate the beauty of the language. In addition, learners can be supported to use morphemes as building blocks in their language learning. Rather than memorizing words and phrases, learners can be encouraged to listen for and use the morphemes they know to understand and produce new words and phrases. Selected References Grande, S. (2008). Red pedagogy. The un-methodology. In Denzin, N.K., Lincoln, Y. S., Smith, L. T. (Eds). Handbook of critical and indigenous methodologies (233-254). Los Angeles,CA: Sage.. Tobin, K. (2013) A sociocultural approach to science education. magis, Revista Internacional de Investigación en Educación, 6(12), 19-35.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25367. Rosborough, Trish Urbanczyk, Suzanne Rosborough, Trish Urbanczyk, Suzanne 2015-03-12 British Columbia (BC), Canada is home to 32 Indigenous languages, all of them considered to be endangered. Considerable work is underway by First Nation communities to revitalize their languages. Linguists classify many of the languages of BC as polysynthetic, meaning words are composed of many morphemes, or units of meaning. Understanding the units of meaning that make up words allows for a deeper understanding of the worldview reflected in the language. While strong fluent speakers and linguists who work with these languages have knowledge and appreciation of these units of meaning, those understandings are often not reflected in the curriculum and pedagogy for teaching BC languages. Drawing on examples from Kwak’wala, a language of coastal BC, this paper discusses how paying attention to the linguistic structure of the language may result in more effective curriculum and approaches for language learning and teaching. In developing understanding of the units of meaning that make up Kwak’wala words, learners can grasp literal meanings leading to deeper understandings of Kwakwa̱ka̱’wakw worldview. Through understanding literal meanings and metaphors embedded in Kwak’wala words, learners come to appreciate the beauty of the language. In addition, learners can be supported to use morphemes as building blocks in their language learning. Rather than memorizing words and phrases, learners can be encouraged to listen for and use the morphemes they know to understand and produce new words and phrases. Selected References Grande, S. (2008). Red pedagogy. The un-methodology. In Denzin, N.K., Lincoln, Y. S., Smith, L. T. (Eds). Handbook of critical and indigenous methodologies (233-254). Los Angeles,CA: Sage.. Tobin, K. (2013) A sociocultural approach to science education. magis, Revista Internacional de Investigación en Educación, 6(12), 19-35. http://hdl.handle.net/10125/25367 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Beautiful words: Enriching language revitalization through understandings of linguistic structure oai:scholarspace.manoa.hawaii.edu:10125/25250 2024-08-09 col_10125_35354 25250.mp3 25250.pdf 25250.zip Childs, Tucker, Childs, Tucker; 2015-02-26; This paper reports on the applicability of a pedagogical model for use in West Africa drawn from adult literacy practices in the United States. It proposes bridging the gap between linguists, teachers, and community organizers by building on the ethnographic skills of language documenters. One increasingly important goal of language documentation has been “creating and mobilizing documentation in support of pedagogy” (Nathan and Fang 2009:132), yet few linguists know how to do so (Newman 2013). A documentary perspective is here synthesized with an adult literacy one (Reder 2014), fitted to the context of West Africa, to provide some possible guidelines. Several research projects described here have generated the typical output of a major documentation project: data collection and analysis, archiving, developing local capacities, promoting sustainability, etc. What was missing, however, was a detailed evaluation of community-based goals and the creation of activities based on those goals. The focus had been more on “parking lots” (traditional program-based practices) rather than on “busy intersections” (learner-centric frameworks), the replacement locus (terms from Reder 2014). Community-based goals have been given some attention by Africanists but primarily with reference to parking lots, the legacy of colonial ideologies (Storch 2013). What needs developing, then, is an assessment of emergent literacy practices, comparable to what Reder and his colleagues have done for immigrant communities and building on already extant capacities. The model has been applied post facto to one project as an assessment tool, and this paper reports on that evaluation, a revealing enterprise. The next part of the paper characterizes how the model is used to provide guidelines for an upcoming project for another endangered language. With this framework the general expectations of revitalization (Lüpke and Storch 2013) are adapted to localized and achievable ones emerging from the community. References Lüpke, Friederike, and Anne Storch. 2013. Not languages: repertoires as lived and living experience. In Repertoires and Choices in African Languages, eds. Lüpke, Friederike and Anne Storch, 345-359. Berlin: De Gruyter Mouton. Nathan, David, and Meili Fang. 2009. Language documentation and pedagogy for endangered languages: a mutual revitalisation. Language Documentation and Description 6:132-160. Newman, Paul. 2013. The Law of Unintended Consequences: How the Endangered Languages Movement undermines field linguistics as a scientific enterprise. London: School of Oriental and African Studies, University of London. Reder, Stephen. 2014. Expanding emergent literacy practices: Busy Intersections of Context and Practice. In Expanding Emergent Literacy Practices (Proceedings of Low Educated Second Language and Literacy Acquisition Symposium, San Francisco, Aug 7-9, 2013), eds. Santos, M. and A. Whiteside, To appear: Low Educated Second Language and Literacy Acquisition (LESLLA). Storch, Anne. 2013. Language and ideology. In Repertoires and Choices in African Languages, eds. Lüpke, Friederike and Anne Storch, 123-180. Berlin: De Gruyter Mouton.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25250. Childs, Tucker Childs, Tucker 2015-03-12 This paper reports on the applicability of a pedagogical model for use in West Africa drawn from adult literacy practices in the United States. It proposes bridging the gap between linguists, teachers, and community organizers by building on the ethnographic skills of language documenters. One increasingly important goal of language documentation has been “creating and mobilizing documentation in support of pedagogy” (Nathan and Fang 2009:132), yet few linguists know how to do so (Newman 2013). A documentary perspective is here synthesized with an adult literacy one (Reder 2014), fitted to the context of West Africa, to provide some possible guidelines. Several research projects described here have generated the typical output of a major documentation project: data collection and analysis, archiving, developing local capacities, promoting sustainability, etc. What was missing, however, was a detailed evaluation of community-based goals and the creation of activities based on those goals. The focus had been more on “parking lots” (traditional program-based practices) rather than on “busy intersections” (learner-centric frameworks), the replacement locus (terms from Reder 2014). Community-based goals have been given some attention by Africanists but primarily with reference to parking lots, the legacy of colonial ideologies (Storch 2013). What needs developing, then, is an assessment of emergent literacy practices, comparable to what Reder and his colleagues have done for immigrant communities and building on already extant capacities. The model has been applied post facto to one project as an assessment tool, and this paper reports on that evaluation, a revealing enterprise. The next part of the paper characterizes how the model is used to provide guidelines for an upcoming project for another endangered language. With this framework the general expectations of revitalization (Lüpke and Storch 2013) are adapted to localized and achievable ones emerging from the community. References Lüpke, Friederike, and Anne Storch. 2013. Not languages: repertoires as lived and living experience. In Repertoires and Choices in African Languages, eds. Lüpke, Friederike and Anne Storch, 345-359. Berlin: De Gruyter Mouton. Nathan, David, and Meili Fang. 2009. Language documentation and pedagogy for endangered languages: a mutual revitalisation. Language Documentation and Description 6:132-160. Newman, Paul. 2013. The Law of Unintended Consequences: How the Endangered Languages Movement undermines field linguistics as a scientific enterprise. London: School of Oriental and African Studies, University of London. Reder, Stephen. 2014. Expanding emergent literacy practices: Busy Intersections of Context and Practice. In Expanding Emergent Literacy Practices (Proceedings of Low Educated Second Language and Literacy Acquisition Symposium, San Francisco, Aug 7-9, 2013), eds. Santos, M. and A. Whiteside, To appear: Low Educated Second Language and Literacy Acquisition (LESLLA). Storch, Anne. 2013. Language and ideology. In Repertoires and Choices in African Languages, eds. Lüpke, Friederike and Anne Storch, 123-180. Berlin: De Gruyter Mouton. http://hdl.handle.net/10125/25250 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Busy intersections: A framework for revitalization oai:scholarspace.manoa.hawaii.edu:10125/25388 2017-05-11 col_10125_35354 25388.mp3 Woodbury, Anthony C., Woodbury, Anthony C.; 2015-03-01; Verbal art has so far played only an occasional role in documentary linguistics. In this talk I want to show, by giving examples from the work of language documenters, grammarians, and teacher-activists, the roles that verbal artistry might play in binding together language documentation, grammatical theory, and linguistic pedagogy. Verbal artistry—and heightened, expressive language use in general (Sherzer 2002)—is a part of what we record, annotate, analyze and interpret when we document language and speaking. It is one of the things that we like and appreciate about language. As Roman Jakobson (1960:356) formulated it, ‘[t]he set...toward the MESSAGE as such, focus on the message for its own sake, is the POETIC function of language’. In turning attention back to linguistic form and meaning, verbal art propels our ideation—as speakers or as outsiders—of the uniqueness, transcendence, and sacredness of language and languages. And it gives us further strong reason to want to document, reminding us that language documentation is not only a scientific enterprise but a humanistic endeavor. Documenting verbal artistry, in turn, promotes grammatical and lexical investigation both by necessity—so we can access the material at a basic level—but also encourages deep inquiry to the nature and plasticity of speakers’ knowledge of grammar and lexicon, especially if we assume, with Kiparsky (1973), that verbal art mobilizes the authentic structures, categories, and processes of grammar. It then also becomes possible to understand the extent to which verbal artistry and related language practices rely on a language’s special features, and use them in special ways: what I have called ‘form-dependent expression’ (Woodbury 1993). These features tie verbal creations to the linguistic structures they depend on, making translation to a language lacking such features problematic, and language loss deeply threatening to the continuity of such creations. As such, they also bring grammar and lexicon—the subject of science—back into the humanistic equation. In language teaching, an explicit focus on verbal art and linguistic creativity shows students the value and pleasure of curating, studying, and interpreting the speech of others, including one’s own ancestors. It leavens the learning of grammar and lexicon, which is otherwise often based on mundane or constructed content. And it provides a basis for approaching translation and appreciating its complexities. Moreover, it can open up new realms of linguistic creativity for students should they choose to try to shape their language into new cultural forms, from poetic and musical genres to mobile texts and tweets, to new orthographic experiments. Although these roles for verbal art documentation, grammar, and pedagogy are all individually recognizable, it is important to focus on verbal art in its proper social and linguistic context in order to realize its tremendous potential for better linking together our efforts as documentary linguists.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25388. Woodbury, Anthony C. Woodbury, Anthony C. 2015-03-12 Verbal art has so far played only an occasional role in documentary linguistics. In this talk I want to show, by giving examples from the work of language documenters, grammarians, and teacher-activists, the roles that verbal artistry might play in binding together language documentation, grammatical theory, and linguistic pedagogy. Verbal artistry—and heightened, expressive language use in general (Sherzer 2002)—is a part of what we record, annotate, analyze and interpret when we document language and speaking. It is one of the things that we like and appreciate about language. As Roman Jakobson (1960:356) formulated it, ‘[t]he set...toward the MESSAGE as such, focus on the message for its own sake, is the POETIC function of language’. In turning attention back to linguistic form and meaning, verbal art propels our ideation—as speakers or as outsiders—of the uniqueness, transcendence, and sacredness of language and languages. And it gives us further strong reason to want to document, reminding us that language documentation is not only a scientific enterprise but a humanistic endeavor. Documenting verbal artistry, in turn, promotes grammatical and lexical investigation both by necessity—so we can access the material at a basic level—but also encourages deep inquiry to the nature and plasticity of speakers’ knowledge of grammar and lexicon, especially if we assume, with Kiparsky (1973), that verbal art mobilizes the authentic structures, categories, and processes of grammar. It then also becomes possible to understand the extent to which verbal artistry and related language practices rely on a language’s special features, and use them in special ways: what I have called ‘form-dependent expression’ (Woodbury 1993). These features tie verbal creations to the linguistic structures they depend on, making translation to a language lacking such features problematic, and language loss deeply threatening to the continuity of such creations. As such, they also bring grammar and lexicon—the subject of science—back into the humanistic equation. In language teaching, an explicit focus on verbal art and linguistic creativity shows students the value and pleasure of curating, studying, and interpreting the speech of others, including one’s own ancestors. It leavens the learning of grammar and lexicon, which is otherwise often based on mundane or constructed content. And it provides a basis for approaching translation and appreciating its complexities. Moreover, it can open up new realms of linguistic creativity for students should they choose to try to shape their language into new cultural forms, from poetic and musical genres to mobile texts and tweets, to new orthographic experiments. Although these roles for verbal art documentation, grammar, and pedagogy are all individually recognizable, it is important to focus on verbal art in its proper social and linguistic context in order to realize its tremendous potential for better linking together our efforts as documentary linguists. http://hdl.handle.net/10125/25388 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Verbal artistry: the missing link among language documentation, grammatical theory, and linguistic pedagogy oai:scholarspace.manoa.hawaii.edu:10125/25368 2024-08-11 col_10125_35354 25368.pdf 25368.zip Ohya, Kazushi, Ohya, Kazushi; 2015-02-27; This presentation aims at proposing philosophy and an actual description of data format for time information to realize a new phenomenon language documentation brings about with computational environments. This data format should be simple and cogent because it is used by linguists as a common and fundamental format to record sound data to relate it to encoded language data. To be simple, the data format is based on a flat data model and the actual description had better be a plain text. To be cogent, the data format is based on mathematical foundations. In this proposal, elements in records line up in superset order, which means that a left-side element is a superset of the right-side element. The elements are an ID or an equivalent of it such as a file name, or a pair of time information with start and end timestamps. An example of the actual description of a record is "original_sound.wav,00:00:13,00:01:03.25,part_of_sound1.wav." The reasons why this type of data format is needed are as follows. (1) As shown in [Author2012] a key strategy for sharing language resources is a data conversion service. From our experiments, data formats based on a multi-link-path model proposed by international organizations or research projects such as IOS LAF/GrAF[Ide 2006, ISO24612] and TEI[Bauman 2008, ISO24610-1] have drawbacks of data size and data manipulation[Author2009]. If we use these formats we have to prepare flexible data conversion programs or services[Author2011, Author2012]. And to reduce the number of link paths, a part of defining data units in a standoff style can be moved from and be an independent data file. The data format proposed here can be used for this kind of data. (2) There is a one-to-many relationship between actual sound and sound data, and a many-to-many relationship between sound data and encoded language data. Thus, when replaying sound from sound data, there must be time information. To realize sound data as the first-class data in linguistics, linguists have to prepare for changing from consumers to providers of sound psychologically and practically. This format proposed in this presentation is not a big result of an academic study, but could be a case example for linguists to start considering the need of time information in their language documentation. Brief References [Author 2009] [Author 2011] [Author 2012] Bauman, S. and L.Burnard (2008) TEI P5 Guidelines for Electronic Text Encoding and Interchange, TEI Ide, N and K. Suderman (2006) GrAF: A GrAF-based Format for Linguistic Annotations, Proc. of the Linguistic Annotation Workshop ISO 24612 (2012) Language resource management -- Linguistic annotation framework(LAF) --, ISO ISO 24610-1 (2006) Language resource management -- Feature structures -- Part1: Feature structure representation (FSR), ISO; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25368. Ohya, Kazushi Ohya, Kazushi 2015-03-12 This presentation aims at proposing philosophy and an actual description of data format for time information to realize a new phenomenon language documentation brings about with computational environments. This data format should be simple and cogent because it is used by linguists as a common and fundamental format to record sound data to relate it to encoded language data. To be simple, the data format is based on a flat data model and the actual description had better be a plain text. To be cogent, the data format is based on mathematical foundations. In this proposal, elements in records line up in superset order, which means that a left-side element is a superset of the right-side element. The elements are an ID or an equivalent of it such as a file name, or a pair of time information with start and end timestamps. An example of the actual description of a record is "original_sound.wav,00:00:13,00:01:03.25,part_of_sound1.wav." The reasons why this type of data format is needed are as follows. (1) As shown in [Author2012] a key strategy for sharing language resources is a data conversion service. From our experiments, data formats based on a multi-link-path model proposed by international organizations or research projects such as IOS LAF/GrAF[Ide 2006, ISO24612] and TEI[Bauman 2008, ISO24610-1] have drawbacks of data size and data manipulation[Author2009]. If we use these formats we have to prepare flexible data conversion programs or services[Author2011, Author2012]. And to reduce the number of link paths, a part of defining data units in a standoff style can be moved from and be an independent data file. The data format proposed here can be used for this kind of data. (2) There is a one-to-many relationship between actual sound and sound data, and a many-to-many relationship between sound data and encoded language data. Thus, when replaying sound from sound data, there must be time information. To realize sound data as the first-class data in linguistics, linguists have to prepare for changing from consumers to providers of sound psychologically and practically. This format proposed in this presentation is not a big result of an academic study, but could be a case example for linguists to start considering the need of time information in their language documentation. Brief References [Author 2009] [Author 2011] [Author 2012] Bauman, S. and L.Burnard (2008) TEI P5 Guidelines for Electronic Text Encoding and Interchange, TEI Ide, N and K. Suderman (2006) GrAF: A GrAF-based Format for Linguistic Annotations, Proc. of the Linguistic Annotation Workshop ISO 24612 (2012) Language resource management -- Linguistic annotation framework(LAF) --, ISO ISO 24610-1 (2006) Language resource management -- Feature structures -- Part1: Feature structure representation (FSR), ISO http://hdl.handle.net/10125/25368 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A general format for time information to be the first-class data of general linguistics oai:scholarspace.manoa.hawaii.edu:10125/25338 2024-08-11 col_10125_35354 25338.mp3 25338.pdf Dueñas, George, Gómez, Diego, Dueñas, George, Gómez, Diego; 2015-02-28; The language Saliba is spoken approximately by 200 indigenous in the Departments of Casanare, Arauca and Vichada, in Colombia, although the total population of this culture is around 2200 people. The Saliba language is considered a severely endangered language because most of speaker people is over 60 years old. This paper presents the ongoing work of the indigenous languages team at Caro and Cuervo Institute in developing Saliba electronic dictionary in order to revitalize this language. This work consists in creating not only an electronic dictionary, but also a space where linguistic and cultural information is stored about the language; for example, location on a map in the web of the indigenous reserves in Colombia, a grammatical sketch, personal names and toponyms, among others. We have been working with the information collected by Hortensia Estrada during 90s; written texts, recordings, drawings. Our work consists in showing all of this information of a friendly manner in the web. In order to do this, we have had to create templates for placing the information, format the written texts files into the appropriate way, improve the quality of the drawings, and segment the recordings. Furthermore, we have created learning material for Saliba indigenous children. The main software that we have used to create the dictionary is MediaWiki (free software open source) and various kinds of extensions such as: Semantic Mediawiki, Mp3Handler, GoogleMaps, among others. The Mediawiki software, adapted to lexicography needs, has become in an important tool in this project. All of these tools have enabled us to show and recover information from each lexicographic entry. Additionally, we have exported the databases of this dictionary to create smart device applications. This work was socialized and made available for Saliba communities. Indigenous Salibas were taught in the management of these tools in order that this work continues by themselves.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25338. Dueñas, George Gómez, Diego Dueñas, George Gómez, Diego 2015-03-12 The language Saliba is spoken approximately by 200 indigenous in the Departments of Casanare, Arauca and Vichada, in Colombia, although the total population of this culture is around 2200 people. The Saliba language is considered a severely endangered language because most of speaker people is over 60 years old. This paper presents the ongoing work of the indigenous languages team at Caro and Cuervo Institute in developing Saliba electronic dictionary in order to revitalize this language. This work consists in creating not only an electronic dictionary, but also a space where linguistic and cultural information is stored about the language; for example, location on a map in the web of the indigenous reserves in Colombia, a grammatical sketch, personal names and toponyms, among others. We have been working with the information collected by Hortensia Estrada during 90s; written texts, recordings, drawings. Our work consists in showing all of this information of a friendly manner in the web. In order to do this, we have had to create templates for placing the information, format the written texts files into the appropriate way, improve the quality of the drawings, and segment the recordings. Furthermore, we have created learning material for Saliba indigenous children. The main software that we have used to create the dictionary is MediaWiki (free software open source) and various kinds of extensions such as: Semantic Mediawiki, Mp3Handler, GoogleMaps, among others. The Mediawiki software, adapted to lexicography needs, has become in an important tool in this project. All of these tools have enabled us to show and recover information from each lexicographic entry. Additionally, we have exported the databases of this dictionary to create smart device applications. This work was socialized and made available for Saliba communities. Indigenous Salibas were taught in the management of these tools in order that this work continues by themselves. http://hdl.handle.net/10125/25338 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A bilingual dictionary with Semantic Mediawiki: The language Saliba's case oai:scholarspace.manoa.hawaii.edu:10125/25300 2024-08-12 col_10125_35354 25300.mp3 25300.pdf Laakso, Johanna, Skribnik, Elena, Bakró-Nagy, Marianne, Laakso, Johanna, Skribnik, Elena, Bakró-Nagy, Marianne; 2015-02-27; The relationship between theory, documentation and application can be conceptualised as a triangle in which documentation feeds into theory and theory is realised in application (language education and language policies). In the other direction, theory influences the process of documentation and application produces feedback to theory. Moreover, documentation and application are interconnected: authentic language material, reflecting actual language use, should be used in language teaching and language planning, and language documentation today is inevitably influenced by language teaching and language policies – already because in our days, speakers of endangered languages are more and more often exposed to formal language education and institutional language use. In the case of the endangered Uralic minority languages, none of these interconnections work properly. In traditional Uralic studies, dominated by the historical-comparative paradigm and the traditions of relatively young national philologies, theory was built on idealisations and reconstructions rather than directly on documented language usages, involving variation and multilingualism. Language education in Uralic minority languages, in turn, has (for diverse political reasons) often been completely absent, or its connections to theoretical linguistics and/or language documentation have (until recently) been very poorly developed. The results and data of Uralic studies are often not accessible in a form which could be used in language education and language revitalisation. In this presentation, we will focus on some possible means of activating the connections within the triangle model. The relationship between documentation and theory will be illustrated with a brief analysis of the role of multilingualism in Uralic field linguistics. The relationship between theory and applications will be discussed in the light of some recent textbooks of Uralic minority languages and the often-neglected special problematics of teaching heritage languages. Finally, we will discuss the practical effects of language education and language policies on the documentation of language as well as the representation of language diversity in school curricula. The key question is how to promote awareness and information flow between institutions and individuals working at the “tips” of the triangle. The Uralic languages, covering the broadest possible range of endangerment, from almost extinct to relatively well-established minority languages, offer a wide array of examples of both successful and disastrous practices. Our empirical material comes partly from individual studies, partly from current or recent international research projects: the EU-FP7 projects ELDIA and INNET, and the ESF-EuroBABEL project “Ob-Ugric languages”.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25300. Laakso, Johanna Skribnik, Elena Bakró-Nagy, Marianne Laakso, Johanna Skribnik, Elena Bakró-Nagy, Marianne 2015-03-12 The relationship between theory, documentation and application can be conceptualised as a triangle in which documentation feeds into theory and theory is realised in application (language education and language policies). In the other direction, theory influences the process of documentation and application produces feedback to theory. Moreover, documentation and application are interconnected: authentic language material, reflecting actual language use, should be used in language teaching and language planning, and language documentation today is inevitably influenced by language teaching and language policies – already because in our days, speakers of endangered languages are more and more often exposed to formal language education and institutional language use. In the case of the endangered Uralic minority languages, none of these interconnections work properly. In traditional Uralic studies, dominated by the historical-comparative paradigm and the traditions of relatively young national philologies, theory was built on idealisations and reconstructions rather than directly on documented language usages, involving variation and multilingualism. Language education in Uralic minority languages, in turn, has (for diverse political reasons) often been completely absent, or its connections to theoretical linguistics and/or language documentation have (until recently) been very poorly developed. The results and data of Uralic studies are often not accessible in a form which could be used in language education and language revitalisation. In this presentation, we will focus on some possible means of activating the connections within the triangle model. The relationship between documentation and theory will be illustrated with a brief analysis of the role of multilingualism in Uralic field linguistics. The relationship between theory and applications will be discussed in the light of some recent textbooks of Uralic minority languages and the often-neglected special problematics of teaching heritage languages. Finally, we will discuss the practical effects of language education and language policies on the documentation of language as well as the representation of language diversity in school curricula. The key question is how to promote awareness and information flow between institutions and individuals working at the “tips” of the triangle. The Uralic languages, covering the broadest possible range of endangerment, from almost extinct to relatively well-established minority languages, offer a wide array of examples of both successful and disastrous practices. Our empirical material comes partly from individual studies, partly from current or recent international research projects: the EU-FP7 projects ELDIA and INNET, and the ESF-EuroBABEL project “Ob-Ugric languages”. http://hdl.handle.net/10125/25300 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Endangered Uralic languages in the (Bermuda) triangle of documentation, theory, and application oai:scholarspace.manoa.hawaii.edu:10125/25320 2024-08-12 col_10125_35354 25320.mp3 25320.pdf Mannix, Alex, Lillehaugen, Brook Danielle, Chávez Santiago, Janet, Mannix, Alex, Lillehaugen, Brook Danielle, Chávez Santiago, Janet; 2015-02-28; We reflect on the challenges and successes of a collaborative language documentation and revitalization project for Teotitlán del Valle Zapotec [zab]: an online Talking Dictionary. Questions of co-authorship, ‘human subjects’, technology and logistics, and the politics of orthography are considered.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25320. Mannix, Alex Lillehaugen, Brook Danielle Chávez Santiago, Janet Mannix, Alex Lillehaugen, Brook Danielle Chávez Santiago, Janet 2015-03-12 We reflect on the challenges and successes of a collaborative language documentation and revitalization project for Teotitlán del Valle Zapotec [zab]: an online Talking Dictionary. Questions of co-authorship, ‘human subjects’, technology and logistics, and the politics of orthography are considered. http://hdl.handle.net/10125/25320 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Technology and collaboration in language documentation and revitalization: The case of a Zapotec Talking Dictionary oai:scholarspace.manoa.hawaii.edu:10125/25391 2017-05-11 col_10125_35354 25391.mp3 Shaw, Patricia, Shaw, Patricia; 2015-02-26; Linguistics offers a framework of concepts and tools to help understand the way different languages are organized into patterns. What makes every language unique is how its patterns are structured to become a vehicle for the particular world view and cultural identity of the people who speak that language. It’s also the case that all human languages share certain components of structure. Consequently if a community wants to educate their children to be bilingual, it’s really helpful to know—even though two languages may sound really different—which aspects are in fact essentially similar, and which aren’t. Class participants will explore these issues by analyzing “data” from various endangered languages around the world. Participants are particularly encouraged to raise questions from their own language contexts.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25391. Shaw, Patricia Shaw, Patricia 2015-03-12 Linguistics offers a framework of concepts and tools to help understand the way different languages are organized into patterns. What makes every language unique is how its patterns are structured to become a vehicle for the particular world view and cultural identity of the people who speak that language. It’s also the case that all human languages share certain components of structure. Consequently if a community wants to educate their children to be bilingual, it’s really helpful to know—even though two languages may sound really different—which aspects are in fact essentially similar, and which aren’t. Class participants will explore these issues by analyzing “data” from various endangered languages around the world. Participants are particularly encouraged to raise questions from their own language contexts. http://hdl.handle.net/10125/25391 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Master Class: Introduction to Linguistics for Non-Linguists oai:scholarspace.manoa.hawaii.edu:10125/25274 2024-08-12 col_10125_35354 25274.mp3 25274.pdf Brooks, Joseph, Brooks, Joseph; 2015-02-27; Recently, communities in the Middle Ramu region of Papua New Guinea (PNG), have responded to the presence of linguists by requesting more to come acquire their languages. Having begun my fieldwork among the Chini by responding to their request, I address the cultural motivations underlying their expectations and the ways in which those expectations were conveyed during the initial fieldwork period. In so doing, I argue for a greater contextualization of ethics in linguistic fieldwork, where the ethical outlook of linguists is grounded in careful interpretation of community expectations as they develop according to local frameworks of meaning. Community members‘ interpretation and construction of the research touch on the current discussion among documentary linguists about what practices might lead to more ethical approaches and what role contextuality should have within that process. Some scholars have focused on linguists‘ need to meet the expectations of endangered language communities that the research will be geared toward community interests, and ‘collaboration‘ has thus emerged as a dominant paradigm (Dwyer 2006; Yamada 2007; Czaykowska-Higgins 2009; Leonard & Haynes 2010; Rice 2011, inter alia). Others, however, have emphasized the culture-based motivations that give rise to community expectations and do not necessarily align with linguists‘ assumptions about what is ethically desirable (Dobrin 2008; Holton 2009) as well as the related potential for cross-cultural miscommunication between linguists and communities (Dobrin 2012). The Chini interpreted my research on their language not in terms of collaboration but as part of an exchange relationship with material and intellectual components. They initially constructed my role as that of an outsider whose local integration is expected to lead to increased local development through the introduction of otherwise unattainable material goods. Community members initially offered, in indirect and culturally-specific ways, their language and their participation in linguistic research as tradeable objects in exchange for those goods. But as the research progressed and the community learned that the linguist‘s transcription of their language was based on knowledge which neither they nor the former colonial administrators possessed, they reinterpreted the documentation process as having previously withheld intellectual benefits that might eventually bring them the standard of living of westerners. The ways in which the Chini constructed research on their language in their own cultural terms and conveyed their expectations of the researcher add to our understanding of the Melanesian context and highlight the importance of a more contextualized approach to ethics in linguistic fieldwork. References Czaykowska-Higgins, Ewa. 2009. Research models, community engagement, and linguistic fieldwork: Reflections on working within Canadian Indigenous communities. Language Documentation & Conservation 3(1). 15-50. [http://hdl.handle.net/10125/4423] Dobrin, Lise. 2008. From linguistic elicitation to eliciting the linguist: Lessons in community empowerment from Melanesia. Language 84(2). 300-324. Dobrin, Lise. 2012. Ethnopoetic analysis as a resource for endangered-language linguistics: The social production of an Arapesh text. Anthropological Linguistics 54(1). 1-32. Dwyer, Arienne M. 2006. Ethics and practicalities of cooperative fieldwork and analysis. In Jost Gippert, Nikolaus P. Himmelmann and Ulrike Mosel (eds.), Essentials of language documentation. 31-66. Berlin: Mouton de Gruyter. Holton, Gary. 2009. Relatively ethical: A comparison of linguistic research paradigms in Alaska and Indonesia. Language Documentation & Conservation 3(2). 161-175. [http://hdl.handle.net/10125/4424] Leonard & Haynes 2010. Making "collaboration" collaborative: An examination of perspectives that frame field research. Language Documentation & Collaboration 4. 268-293. [http://hdl.handle.net/10125/5077] Rice, Keren. 2011. Documentary linguistics and community relations. Language Documentation & Conservation 5. 187-207. [http://hdl.handle.net/10125/4498] Yamada, Racquel-María. 2007. Collaborative linguistic fieldwork: Practical application of the empowerment model. Language Documentation & Conservation 1(2). 257-282. [http://hdl.handle.net/10125/1717]; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25274. Brooks, Joseph Brooks, Joseph 2015-03-12 Recently, communities in the Middle Ramu region of Papua New Guinea (PNG), have responded to the presence of linguists by requesting more to come acquire their languages. Having begun my fieldwork among the Chini by responding to their request, I address the cultural motivations underlying their expectations and the ways in which those expectations were conveyed during the initial fieldwork period. In so doing, I argue for a greater contextualization of ethics in linguistic fieldwork, where the ethical outlook of linguists is grounded in careful interpretation of community expectations as they develop according to local frameworks of meaning. Community members‘ interpretation and construction of the research touch on the current discussion among documentary linguists about what practices might lead to more ethical approaches and what role contextuality should have within that process. Some scholars have focused on linguists‘ need to meet the expectations of endangered language communities that the research will be geared toward community interests, and ‘collaboration‘ has thus emerged as a dominant paradigm (Dwyer 2006; Yamada 2007; Czaykowska-Higgins 2009; Leonard & Haynes 2010; Rice 2011, inter alia). Others, however, have emphasized the culture-based motivations that give rise to community expectations and do not necessarily align with linguists‘ assumptions about what is ethically desirable (Dobrin 2008; Holton 2009) as well as the related potential for cross-cultural miscommunication between linguists and communities (Dobrin 2012). The Chini interpreted my research on their language not in terms of collaboration but as part of an exchange relationship with material and intellectual components. They initially constructed my role as that of an outsider whose local integration is expected to lead to increased local development through the introduction of otherwise unattainable material goods. Community members initially offered, in indirect and culturally-specific ways, their language and their participation in linguistic research as tradeable objects in exchange for those goods. But as the research progressed and the community learned that the linguist‘s transcription of their language was based on knowledge which neither they nor the former colonial administrators possessed, they reinterpreted the documentation process as having previously withheld intellectual benefits that might eventually bring them the standard of living of westerners. The ways in which the Chini constructed research on their language in their own cultural terms and conveyed their expectations of the researcher add to our understanding of the Melanesian context and highlight the importance of a more contextualized approach to ethics in linguistic fieldwork. References Czaykowska-Higgins, Ewa. 2009. Research models, community engagement, and linguistic fieldwork: Reflections on working within Canadian Indigenous communities. Language Documentation & Conservation 3(1). 15-50. [http://hdl.handle.net/10125/4423] Dobrin, Lise. 2008. From linguistic elicitation to eliciting the linguist: Lessons in community empowerment from Melanesia. Language 84(2). 300-324. Dobrin, Lise. 2012. Ethnopoetic analysis as a resource for endangered-language linguistics: The social production of an Arapesh text. Anthropological Linguistics 54(1). 1-32. Dwyer, Arienne M. 2006. Ethics and practicalities of cooperative fieldwork and analysis. In Jost Gippert, Nikolaus P. Himmelmann and Ulrike Mosel (eds.), Essentials of language documentation. 31-66. Berlin: Mouton de Gruyter. Holton, Gary. 2009. Relatively ethical: A comparison of linguistic research paradigms in Alaska and Indonesia. Language Documentation & Conservation 3(2). 161-175. [http://hdl.handle.net/10125/4424] Leonard & Haynes 2010. Making "collaboration" collaborative: An examination of perspectives that frame field research. Language Documentation & Collaboration 4. 268-293. [http://hdl.handle.net/10125/5077] Rice, Keren. 2011. Documentary linguistics and community relations. Language Documentation & Conservation 5. 187-207. [http://hdl.handle.net/10125/4498] Yamada, Racquel-María. 2007. Collaborative linguistic fieldwork: Practical application of the empowerment model. Language Documentation & Conservation 1(2). 257-282. [http://hdl.handle.net/10125/1717] http://hdl.handle.net/10125/25274 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Fieldwork as material and intellectual exchange: a Chini interpretation of nascent linguist-community relations oai:scholarspace.manoa.hawaii.edu:10125/25390 2017-05-11 col_10125_35354 25390.mp3 Donegan, Patricia, Gamble, Tom, Anderson, Victoria, Berez, Andrea L., Yoshioka, Jim, Donegan, Patricia, Gamble, Tom, Anderson, Victoria, Berez, Andrea L., Yoshioka, Jim; 2015-03-01; Closing remarks for the 4th International Conference on Documentation and Conservation, held at the Ala Moana Hotel, Honolulu, Hawai'i, February 26-March 1, 2015.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25390. Donegan, Patricia Gamble, Tom Anderson, Victoria Berez, Andrea L. Yoshioka, Jim Donegan, Patricia Gamble, Tom Anderson, Victoria Berez, Andrea L. Yoshioka, Jim 2015-03-12 Closing remarks for the 4th International Conference on Documentation and Conservation, held at the Ala Moana Hotel, Honolulu, Hawai'i, February 26-March 1, 2015. http://hdl.handle.net/10125/25390 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Closing ceremony of the 4th International Conference on Language Documentation and Conservation oai:scholarspace.manoa.hawaii.edu:10125/25384 2017-05-11 col_10125_35354 25384.mp3 Morales, Gemma, Gawne, Lauren, Wigglesworth, Gillian, Morales, Gemma, Gawne, Lauren, Wigglesworth, Gillian; 2015-03-01; In this presentation we look at the successes and challenges faced by a bilingual school in a remote Indigenous community in the Northern Territory (Australia). We also discuss current research tracking pedagogical practice and literacy proficiency in this school (“School B”) and an English-only school in the area (“School A”). At the community level, there are different varieties of the local Indigenous language spoken. Although each clan has their own variety of, speakers of different dialects can generally understand each other. Currently, children are acquiring a koine variety of the language as a first language (Amery 1985). Within the Australian political context, the bilingual program at School B is particularly important as it continued to run in the wake of the Northern Territory Government’s 2008 first four hours policy (Nicholls 2008; Waller 2012). The school strives to follow a step model in the local language and English. According to this model, instruction is mostly through the home language in the early years with English instruction increasing as children progress through the grades. In year four 50% of the instruction is done in each of the two languages. After year four focus switches to English language instruction. In actuality the percentage of time spent in each language depends on available staff. Many Indigenous Australian children living in remote communities under-perform in comparison to their non-indigenous peers in school (Harris 1990; Reeders 2008; Wigglesworth & Moses 2008). Empirical evidence outside of Australia shows that bilingual education does not have any adverse effects on students’ mainstream language education and may even be beneficial for children (Genessee 1994; Cummins 2000). This may be especially true in the Australian Aboriginal language-speaker context, where the failure of non-Aboriginal teachers and Aboriginal students to communicate is widespread (Harris 1984; Yallop & Moses, 2008; Reeders 2008). This challenges the argument from Porter (1990: 119) and others that bilingual education distracts from learning the mainstream target language. In this presentation we discuss ongoing research to examine student literacy development in Dhuwaya as well as English. Although there is no one-size-fits-all approach to bilingual education (Lotherington 2000) in demonstrating a successful model of bilingual education in an endangered language context we hope to give other communities ideas for practical implementation of such a program in their own language context. References Amery, R. (1985). A New Diglossia: Contemporary speech varieties at Yirrkala in North East Arnhemland. Unpublished doctoral dissertation. Australian National University. Canberra, ACT. Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol, UK: Multilingual Matters. Cummins, J. (2000). Language, power, and pedagogy: bilingual children in the crossfire. Clevedon, England: Multilingual Matters. Genesee, F. (1994). Educating second language children: The whole child, the whole curriculum, the whole community. Cambridge, England: Cambridge University Press. Harris, S. (1984). Aboriginal learning styles and formal schooling. Aboriginal Child at School, 12(4): 3-23. Lotherington, H. (2000). What's bilingual education all about? A guide to language learning in today's schools. Melbourne: Language Australia. Moses, K., & C. Yallop. (2008). Questions about questions. In J. Simpson & G. Wigglesworth (Eds.), Children’s language and multilingualism (pp. 30-55). London: Continuum. Nicholls, C. (2005) Death by a thousand cuts: Indigenous Language Bilingual Education Programmes in the Northern Territory of Australia, 1972–1998, International Journal of Bilingual Education and Bilingualism, 8(2-3): 160-177. Porter, R. P. (1990). Forked tongue: the politics of bilingual education. New York: Basic Books. Reeders, E. (2008). The collaborative construction of knowledge in a traditional context. In J. Simpson & G. Wigglesworth (Eds.), Children’s language and multilingualism (pp. 103-128). London: Continuum. Waller, L. J. (2012). Bilingual Education and the language of news. Australian Journal of Linguistics, 32(4): 459-472. Wigglesworth, J. & Moses, K. (2008). The silence of the frogs: dysfunctional discourse in the 'English-only' Aboriginal classroom. In J. Simpson & G. Wigglesworth (Eds.), Children’s language and multilingualism (pp. 129-153). London: Continuum. Yunupingu, M. (1990). Language and Power: the Yolngu Rise to Power at Yirrkala School. In Christine Walton & William Eggington (eds) Language: maintenance, power and education in Australian Aboriginal contexts (pp. 3-6). Darwin, N.T., Australia: Northern Territory University.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25384. Morales, Gemma Gawne, Lauren Wigglesworth, Gillian Morales, Gemma Gawne, Lauren Wigglesworth, Gillian 2015-03-12 In this presentation we look at the successes and challenges faced by a bilingual school in a remote Indigenous community in the Northern Territory (Australia). We also discuss current research tracking pedagogical practice and literacy proficiency in this school (“School B”) and an English-only school in the area (“School A”). At the community level, there are different varieties of the local Indigenous language spoken. Although each clan has their own variety of, speakers of different dialects can generally understand each other. Currently, children are acquiring a koine variety of the language as a first language (Amery 1985). Within the Australian political context, the bilingual program at School B is particularly important as it continued to run in the wake of the Northern Territory Government’s 2008 first four hours policy (Nicholls 2008; Waller 2012). The school strives to follow a step model in the local language and English. According to this model, instruction is mostly through the home language in the early years with English instruction increasing as children progress through the grades. In year four 50% of the instruction is done in each of the two languages. After year four focus switches to English language instruction. In actuality the percentage of time spent in each language depends on available staff. Many Indigenous Australian children living in remote communities under-perform in comparison to their non-indigenous peers in school (Harris 1990; Reeders 2008; Wigglesworth & Moses 2008). Empirical evidence outside of Australia shows that bilingual education does not have any adverse effects on students’ mainstream language education and may even be beneficial for children (Genessee 1994; Cummins 2000). This may be especially true in the Australian Aboriginal language-speaker context, where the failure of non-Aboriginal teachers and Aboriginal students to communicate is widespread (Harris 1984; Yallop & Moses, 2008; Reeders 2008). This challenges the argument from Porter (1990: 119) and others that bilingual education distracts from learning the mainstream target language. In this presentation we discuss ongoing research to examine student literacy development in Dhuwaya as well as English. Although there is no one-size-fits-all approach to bilingual education (Lotherington 2000) in demonstrating a successful model of bilingual education in an endangered language context we hope to give other communities ideas for practical implementation of such a program in their own language context. References Amery, R. (1985). A New Diglossia: Contemporary speech varieties at Yirrkala in North East Arnhemland. Unpublished doctoral dissertation. Australian National University. Canberra, ACT. Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol, UK: Multilingual Matters. Cummins, J. (2000). Language, power, and pedagogy: bilingual children in the crossfire. Clevedon, England: Multilingual Matters. Genesee, F. (1994). Educating second language children: The whole child, the whole curriculum, the whole community. Cambridge, England: Cambridge University Press. Harris, S. (1984). Aboriginal learning styles and formal schooling. Aboriginal Child at School, 12(4): 3-23. Lotherington, H. (2000). What's bilingual education all about? A guide to language learning in today's schools. Melbourne: Language Australia. Moses, K., & C. Yallop. (2008). Questions about questions. In J. Simpson & G. Wigglesworth (Eds.), Children’s language and multilingualism (pp. 30-55). London: Continuum. Nicholls, C. (2005) Death by a thousand cuts: Indigenous Language Bilingual Education Programmes in the Northern Territory of Australia, 1972–1998, International Journal of Bilingual Education and Bilingualism, 8(2-3): 160-177. Porter, R. P. (1990). Forked tongue: the politics of bilingual education. New York: Basic Books. Reeders, E. (2008). The collaborative construction of knowledge in a traditional context. In J. Simpson & G. Wigglesworth (Eds.), Children’s language and multilingualism (pp. 103-128). London: Continuum. Waller, L. J. (2012). Bilingual Education and the language of news. Australian Journal of Linguistics, 32(4): 459-472. Wigglesworth, J. & Moses, K. (2008). The silence of the frogs: dysfunctional discourse in the 'English-only' Aboriginal classroom. In J. Simpson & G. Wigglesworth (Eds.), Children’s language and multilingualism (pp. 129-153). London: Continuum. Yunupingu, M. (1990). Language and Power: the Yolngu Rise to Power at Yirrkala School. In Christine Walton & William Eggington (eds) Language: maintenance, power and education in Australian Aboriginal contexts (pp. 3-6). Darwin, N.T., Australia: Northern Territory University. http://hdl.handle.net/10125/25384 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Bilingual education in Australian Aboriginal communities: The forty years of the Yirrkala step model oai:scholarspace.manoa.hawaii.edu:10125/25317 2017-05-11 col_10125_35354 25317.mp3 Arppe, Antti, Antonsen, Lene, Trosterud, Trond, Moshagen, Sjur, Thunder, Dorothy, Snoek, Conor, Mills, Timothy, Järvikivi, Juhani, Lachler, Jordan, Arppe, Antti, Antonsen, Lene, Trosterud, Trond, Moshagen, Sjur, Thunder, Dorothy, Snoek, Conor, Mills, Timothy, Järvikivi, Juhani, Lachler, Jordan; 2015-02-28; One avenue for supporting the continued use and revitalization of endangered languages in the current, pervasively computerized world is the creation of computational models of the often rich and complex morphology of these languages. Such computational models can be used as a basis for creating a suite of reader’s and writer’s tools, including e.g. (1) an intelligent electronic dictionary that combines the computational model and a lexical database allowing for linking any inflected form with the appropriate dictionary entry, as well as the generation of word paradigms, (2) an intelligent computer-aided language learning application (ICALL) that allows for the dynamic generation of large numbers of exercises combining the entire core vocabulary (up to several thousand of the most common words) and a substantially smaller set of exercise templates, and (3) a spell-checker that supports adherence with one or more existing orthographical conventions, and thus the production of good-quality texts. Importantly, these tools can be made publicly available over the Internet and integrated as part of general software applications such as web browsers and word processors, to be used with little or no cost by any speakers or language-learners in the respective communities as well as any researchers, anywhere – instead of remaining on an individual researcher’s computer drive or on a library bookshelf. Based on our recent experiences on trying out various practical approaches in developing computational morphological models for Plains Cree and Northern Haida, using Finite-State Transducer (FST) technology (Beesley & Karttunen, 2003), once one gains access both to (a) a comprehensive set of full word paradigms, for every possible paradigm type, and (b) an accompanying extensive electronic lexical resource with coding indicating the relevant paradigm type, we have been able to create surprisingly rapidly, potentially within only several months, initial but already full-fledged FST models that can be readily adapted into the aforementioned software tools (1-3). Nevertheless, these first versions will certainly benefit from further work, where one cannot do without the active participation of the language community. However, we will demonstrate how, when a researcher or community linguist pays careful attention in their lexical documentation work on the systematic and detailed coding of the morphological characteristics of the vocabulary in some structured electronic format (e.g. when using software such as ToolBox), they will at the same time facilitate the rapid initial development of computational tools which will make benefits of their work available to the entire community. References Beesley, Kenneth R. and Lauri Karttunen. 2003. Finite State Morphology. Stanford (CA): CSLI Publications.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25317. Arppe, Antti Antonsen, Lene Trosterud, Trond Moshagen, Sjur Thunder, Dorothy Snoek, Conor Mills, Timothy Järvikivi, Juhani Lachler, Jordan Arppe, Antti Antonsen, Lene Trosterud, Trond Moshagen, Sjur Thunder, Dorothy Snoek, Conor Mills, Timothy Järvikivi, Juhani Lachler, Jordan 2015-03-12 One avenue for supporting the continued use and revitalization of endangered languages in the current, pervasively computerized world is the creation of computational models of the often rich and complex morphology of these languages. Such computational models can be used as a basis for creating a suite of reader’s and writer’s tools, including e.g. (1) an intelligent electronic dictionary that combines the computational model and a lexical database allowing for linking any inflected form with the appropriate dictionary entry, as well as the generation of word paradigms, (2) an intelligent computer-aided language learning application (ICALL) that allows for the dynamic generation of large numbers of exercises combining the entire core vocabulary (up to several thousand of the most common words) and a substantially smaller set of exercise templates, and (3) a spell-checker that supports adherence with one or more existing orthographical conventions, and thus the production of good-quality texts. Importantly, these tools can be made publicly available over the Internet and integrated as part of general software applications such as web browsers and word processors, to be used with little or no cost by any speakers or language-learners in the respective communities as well as any researchers, anywhere – instead of remaining on an individual researcher’s computer drive or on a library bookshelf. Based on our recent experiences on trying out various practical approaches in developing computational morphological models for Plains Cree and Northern Haida, using Finite-State Transducer (FST) technology (Beesley & Karttunen, 2003), once one gains access both to (a) a comprehensive set of full word paradigms, for every possible paradigm type, and (b) an accompanying extensive electronic lexical resource with coding indicating the relevant paradigm type, we have been able to create surprisingly rapidly, potentially within only several months, initial but already full-fledged FST models that can be readily adapted into the aforementioned software tools (1-3). Nevertheless, these first versions will certainly benefit from further work, where one cannot do without the active participation of the language community. However, we will demonstrate how, when a researcher or community linguist pays careful attention in their lexical documentation work on the systematic and detailed coding of the morphological characteristics of the vocabulary in some structured electronic format (e.g. when using software such as ToolBox), they will at the same time facilitate the rapid initial development of computational tools which will make benefits of their work available to the entire community. References Beesley, Kenneth R. and Lauri Karttunen. 2003. Finite State Morphology. Stanford (CA): CSLI Publications. http://hdl.handle.net/10125/25317 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Turning language documentation into reader’s and writer’s software tools oai:scholarspace.manoa.hawaii.edu:10125/25333 2017-05-11 col_10125_35354 25333.mp3 Cucchiara, Alfred, Liu, Yue, Cucchiara, Alfred, Liu, Yue; 2015-02-28; The Philippines ranks 117 out of 187 world nations in the United Nations human development report and over 12% of the population is in multidimensional poverty (United Nations, 2014). Home to 100 million people, 12 million are unemployed (Inquirer.net, 2014), five million live in severe poverty (United Nations, 2014) and a nationwide poll reported that nearly four million are hungry (Flores, 2014). These conditions are the results of a country that has been ravished by the natural disasters of typhoons, storm surges, earthquakes, landslides, tsunamis and floods. When these disasters are combined with the unnatural evils consisting of corruption, widespread kidnapping, and rebel armies, the result has a devastating effect on the Philippine tourism industry losing millions of income each year. In addition to these poverty causing elements, modernization in the form of electronics, automobiles, telecommunications and computers combined with stream-lined rice production in competing countries, has thrust the suffering country into a head on collision with globalization and pushed it further into poverty each year. In desperation, the proud people of the Philippines are forced to turn to other nations for salvation because globalization has turned their way of life upside down. An estimated 2.2 million Filipinos (Philippine Statistics Authority, 2014), who in a pre-globalization era would have lived off the land, are now working in other countries and are speaking other languages. Others place this number as high as 12 million (Makabenta, 2014). Filipinos, not wanting to be left behind in an increasingly modernizing world, understand that their door to survival during this era of globalization lies in increasing their chances of employment, and employment means having the needed credentials. These credentials do not include speaking in a language that few people understand, such as the obscure Filipino language of Casiguran Dumagat, with 610 speakers (Headland, 2003), but rather in the languages of other countries, where potential employment resides. As a consequence, many Filipinos who are approaching working age will abandoned their native tongues and embrace the languages that they believe will increase their opportunities to secure employment. Thus, poverty and globalization are working together to produce a detrimental synergistic effect on the vanishing languages of the Philippines. This paper describes the depth of that ill-effect, the various programs and organizations that are working to reverse it, and provides additional recommendations of the things the Philippine government and the people can do to save the remaining languages. References Flores, H. (2014). Number of hungry Pinoys slightly lower. The Philippine Star. Retrieved on August 30, 2014 at: http://www.philstar.com/headlines/2014/05/13/1322485/number-hungry-pinoys-slightly-lower-sws Headland, T. (2003). 30 Endangered Languages in the Philippines. Work Papers of the summer institute of linguistics. Retrieved on August 29, 2014 at: http://www-01.sil.org/asia/philippines/show_work.asp?pubs=biblio&id=928474540139&Lang=eng Inquirer.net. (2014). Jobless Filipinos hit 12.1 million. Feb. 11. 2014. Retrieved on August 30, 2014 at: http://newsinfo.inquirer.net/576322/ph-unemployment-worsens-sws-survey-shows Makabenta, Y. (2014). Philippines must face squarely United Nations report. The Manila Times. Retrieved on August 30, 2014 at: http://www.manilatimes.net/philippines-must-face-squarely-united-nations-report/118331/ Philippine Statistics Authority. (2014). National Statistics Office. Labor and employment. Retrieved on August 30, 2014 at: http://www.census.gov.ph/statistics/survey/labor-force United Nations (2014). Human development report. Retrieved on August 30, 2014 at: http://hdr.undp.org/en/data; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25333. Cucchiara, Alfred Liu, Yue Cucchiara, Alfred Liu, Yue 2015-03-12 The Philippines ranks 117 out of 187 world nations in the United Nations human development report and over 12% of the population is in multidimensional poverty (United Nations, 2014). Home to 100 million people, 12 million are unemployed (Inquirer.net, 2014), five million live in severe poverty (United Nations, 2014) and a nationwide poll reported that nearly four million are hungry (Flores, 2014). These conditions are the results of a country that has been ravished by the natural disasters of typhoons, storm surges, earthquakes, landslides, tsunamis and floods. When these disasters are combined with the unnatural evils consisting of corruption, widespread kidnapping, and rebel armies, the result has a devastating effect on the Philippine tourism industry losing millions of income each year. In addition to these poverty causing elements, modernization in the form of electronics, automobiles, telecommunications and computers combined with stream-lined rice production in competing countries, has thrust the suffering country into a head on collision with globalization and pushed it further into poverty each year. In desperation, the proud people of the Philippines are forced to turn to other nations for salvation because globalization has turned their way of life upside down. An estimated 2.2 million Filipinos (Philippine Statistics Authority, 2014), who in a pre-globalization era would have lived off the land, are now working in other countries and are speaking other languages. Others place this number as high as 12 million (Makabenta, 2014). Filipinos, not wanting to be left behind in an increasingly modernizing world, understand that their door to survival during this era of globalization lies in increasing their chances of employment, and employment means having the needed credentials. These credentials do not include speaking in a language that few people understand, such as the obscure Filipino language of Casiguran Dumagat, with 610 speakers (Headland, 2003), but rather in the languages of other countries, where potential employment resides. As a consequence, many Filipinos who are approaching working age will abandoned their native tongues and embrace the languages that they believe will increase their opportunities to secure employment. Thus, poverty and globalization are working together to produce a detrimental synergistic effect on the vanishing languages of the Philippines. This paper describes the depth of that ill-effect, the various programs and organizations that are working to reverse it, and provides additional recommendations of the things the Philippine government and the people can do to save the remaining languages. References Flores, H. (2014). Number of hungry Pinoys slightly lower. The Philippine Star. Retrieved on August 30, 2014 at: http://www.philstar.com/headlines/2014/05/13/1322485/number-hungry-pinoys-slightly-lower-sws Headland, T. (2003). 30 Endangered Languages in the Philippines. Work Papers of the summer institute of linguistics. Retrieved on August 29, 2014 at: http://www-01.sil.org/asia/philippines/show_work.asp?pubs=biblio&id=928474540139&Lang=eng Inquirer.net. (2014). Jobless Filipinos hit 12.1 million. Feb. 11. 2014. Retrieved on August 30, 2014 at: http://newsinfo.inquirer.net/576322/ph-unemployment-worsens-sws-survey-shows Makabenta, Y. (2014). Philippines must face squarely United Nations report. The Manila Times. Retrieved on August 30, 2014 at: http://www.manilatimes.net/philippines-must-face-squarely-united-nations-report/118331/ Philippine Statistics Authority. (2014). National Statistics Office. Labor and employment. Retrieved on August 30, 2014 at: http://www.census.gov.ph/statistics/survey/labor-force United Nations (2014). Human development report. Retrieved on August 30, 2014 at: http://hdr.undp.org/en/data http://hdl.handle.net/10125/25333 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The effects of globalization and poverty upon Philippine endangered languages oai:scholarspace.manoa.hawaii.edu:10125/25379 2024-08-15 col_10125_35354 25379.mp3 25379.pdf De Korne, Haley, De Korne, Haley; 2015-02-28; The characteristics of endangered language learners range from infants to elders, and from proficient speakers acquiring literacy to complete beginners, with all levels of linguistic competence in between. This paper discusses the need for careful consideration of learner and context characteristics, and presents two complementary frameworks that support teachers in making detailed assessments of the linguistic resources that learners possess, while avoiding the common trap of categorizing learners through deficit perspectives and perpetuating exclusionary education dynamics. The post-method movement in language teaching (Pennycook, 1989; Kumaravadivelu 1994, 2006) offers guidance for teachers facing the need to adapt their practice to learner's diverse linguistic repertoires, expectations, and to a range of education environments. Beginning with awareness of the socio-cultural context, this framework emphasizes the need to validate teachers in the creation of their own uniquely-appropriate practices, rather than fostering dependence on methods and materials prescribed from outside experts. Foreign and second language teaching methods generally fall far short of meeting the expectations or needs of endangered language learners (Hinton, 2001), and thus teachers need to be equipped to use them flexibly and to innovate in context-appropriate ways. The framework of communicative repertoires (Gumperz & Hymes, 1964; Rymes 2013) can assist teachers in the task of recognizing each learner's receptive and productive language capacities, focusing on the linguistic resources that learners possess, rather than the more common perspective that frames learners as deficient in relation to the target speaker norm. This framework can also help to identify concrete communication goals, and measure linguistic competence achieved. In addition to supporting awareness of learner characteristics and encouraging context-specific innovation, the post-method approach also attends to the potential of language education to highlight and address issues of social inequality. Social power dynamics are significant in all contexts of language education (Tollefson, 1991; Norton, 2000), however it is especially important to consider these factors when working with learners and languages that have in many cases been (or continue to be) subjected to prejudice and hostility through formal education. The post-method approach is thus particularly appropriate for practitioners of endangered language education, allowing for consideration of social factors, attention to learner's communicative repertoires, and active recognition of the many resources available for building successful communication and successful communities of learners. References Gumperz, J. & Hymes, D. (Eds.) (1964), The ethnography of communication. AA 66 (6). Hinton, L. (2001). Language revitalization: An overview. In K. L. Hale & L. Hinton (Eds.), The green book of language revitalization in practice. San Diego, CA: Academic Press. Kumarivadivelu, B. (1994), The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching. TESOL Quarterly, 28: 27–48. Kumarivadivelu, B. (2006). TESOL Methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1), pp.59-81 Norton, B. (2000). Identity and language learning. Clevedon: Multilingual Matters. Pennycook, A. (1989), The Concept of Method, Interested Knowledge, and the Politics of Language Teaching. TESOL Quarterly, 23: 589–618. Rymes, B. (2013). Communicating beyond language: Everyday encounters with diversity. New York: Routledge. Tollefson, J. (1991). Planning language, planning inequality. London: Longman.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25379. De Korne, Haley De Korne, Haley 2015-03-12 The characteristics of endangered language learners range from infants to elders, and from proficient speakers acquiring literacy to complete beginners, with all levels of linguistic competence in between. This paper discusses the need for careful consideration of learner and context characteristics, and presents two complementary frameworks that support teachers in making detailed assessments of the linguistic resources that learners possess, while avoiding the common trap of categorizing learners through deficit perspectives and perpetuating exclusionary education dynamics. The post-method movement in language teaching (Pennycook, 1989; Kumaravadivelu 1994, 2006) offers guidance for teachers facing the need to adapt their practice to learner's diverse linguistic repertoires, expectations, and to a range of education environments. Beginning with awareness of the socio-cultural context, this framework emphasizes the need to validate teachers in the creation of their own uniquely-appropriate practices, rather than fostering dependence on methods and materials prescribed from outside experts. Foreign and second language teaching methods generally fall far short of meeting the expectations or needs of endangered language learners (Hinton, 2001), and thus teachers need to be equipped to use them flexibly and to innovate in context-appropriate ways. The framework of communicative repertoires (Gumperz & Hymes, 1964; Rymes 2013) can assist teachers in the task of recognizing each learner's receptive and productive language capacities, focusing on the linguistic resources that learners possess, rather than the more common perspective that frames learners as deficient in relation to the target speaker norm. This framework can also help to identify concrete communication goals, and measure linguistic competence achieved. In addition to supporting awareness of learner characteristics and encouraging context-specific innovation, the post-method approach also attends to the potential of language education to highlight and address issues of social inequality. Social power dynamics are significant in all contexts of language education (Tollefson, 1991; Norton, 2000), however it is especially important to consider these factors when working with learners and languages that have in many cases been (or continue to be) subjected to prejudice and hostility through formal education. The post-method approach is thus particularly appropriate for practitioners of endangered language education, allowing for consideration of social factors, attention to learner's communicative repertoires, and active recognition of the many resources available for building successful communication and successful communities of learners. References Gumperz, J. & Hymes, D. (Eds.) (1964), The ethnography of communication. AA 66 (6). Hinton, L. (2001). Language revitalization: An overview. In K. L. Hale & L. Hinton (Eds.), The green book of language revitalization in practice. San Diego, CA: Academic Press. Kumarivadivelu, B. (1994), The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching. TESOL Quarterly, 28: 27–48. Kumarivadivelu, B. (2006). TESOL Methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1), pp.59-81 Norton, B. (2000). Identity and language learning. Clevedon: Multilingual Matters. Pennycook, A. (1989), The Concept of Method, Interested Knowledge, and the Politics of Language Teaching. TESOL Quarterly, 23: 589–618. Rymes, B. (2013). Communicating beyond language: Everyday encounters with diversity. New York: Routledge. Tollefson, J. (1991). Planning language, planning inequality. London: Longman. http://hdl.handle.net/10125/25379 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Recognizing contextual resources: Post-method approaches to building on learner's communicative repertoires oai:scholarspace.manoa.hawaii.edu:10125/25253 2017-05-11 col_10125_35354 25253.mp3 Paterson, Rebecca, Paterson, Rebecca; 2015-02-26; Women are integral to society. Few would dispute this. Exactly how we validate women in the work of language documentation is not often overtly stated. We report on some contributions women make to the linguistic vitality and documentation of Kainji languages of northwestern Nigeria through (1) their contributions to the corpus of recorded data, (2) their role in intergenerational transmission and (3) their interactions with a female researcher in non- mixed gender environments, which often results in more confidence for the female speaker and more data for the researcher. By acknowledging their successes, how can we as researchers assist women to make their greatest contribution? Each field situation has its challenges for the researcher; here we share lessons learned and methods for successful interaction with women in societies of northwestern Nigeria based on observations of behavior, interviews with local families and elicitation sessions in both female only and mixed gender settings. Intermarriage between neighboring language groups is common; society is multilingual. On average, women speak two languages while men speak three or four. Paths of intergenerational transmission of the minority languages follow the mother-child relationship while paths of intergenerational transmission of trade languages follow the father-child relationship. As a result children often speak the minority language of their mother and to their mother, and they often interact with their father in Hausa and English, particularly along roadside settlements. Domains of language use are limited by areas of knowledge, and that knowledge transmission becomes directly tied to the language choice of the transmitter. In mixed-gender elicitation environments, women are not silent, but they are not free to speak as they would in an all female environment. The female researcher benefits from interacting in non-mixed gender environments, which often results in more confidence for the female speaker and more data for the researcher. More data from female speakers enriches a corpus and the record of the language for future generations. By integrating this new knowledge concerning the existing contributions of women, we can develop new expectations for the future contribution of women in language development and enlist them more readily in the tasks of documentation and maintenance.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25253. Paterson, Rebecca Paterson, Rebecca 2015-03-12 Women are integral to society. Few would dispute this. Exactly how we validate women in the work of language documentation is not often overtly stated. We report on some contributions women make to the linguistic vitality and documentation of Kainji languages of northwestern Nigeria through (1) their contributions to the corpus of recorded data, (2) their role in intergenerational transmission and (3) their interactions with a female researcher in non- mixed gender environments, which often results in more confidence for the female speaker and more data for the researcher. By acknowledging their successes, how can we as researchers assist women to make their greatest contribution? Each field situation has its challenges for the researcher; here we share lessons learned and methods for successful interaction with women in societies of northwestern Nigeria based on observations of behavior, interviews with local families and elicitation sessions in both female only and mixed gender settings. Intermarriage between neighboring language groups is common; society is multilingual. On average, women speak two languages while men speak three or four. Paths of intergenerational transmission of the minority languages follow the mother-child relationship while paths of intergenerational transmission of trade languages follow the father-child relationship. As a result children often speak the minority language of their mother and to their mother, and they often interact with their father in Hausa and English, particularly along roadside settlements. Domains of language use are limited by areas of knowledge, and that knowledge transmission becomes directly tied to the language choice of the transmitter. In mixed-gender elicitation environments, women are not silent, but they are not free to speak as they would in an all female environment. The female researcher benefits from interacting in non-mixed gender environments, which often results in more confidence for the female speaker and more data for the researcher. More data from female speakers enriches a corpus and the record of the language for future generations. By integrating this new knowledge concerning the existing contributions of women, we can develop new expectations for the future contribution of women in language development and enlist them more readily in the tasks of documentation and maintenance. http://hdl.handle.net/10125/25253 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Contribution of women to linguistic vitality in northwestern Nigeria oai:scholarspace.manoa.hawaii.edu:10125/25362 2024-08-16 col_10125_35354 25362.pdf Anderson, Margaret, Leighton-Stephens, Debbie, Anderson, Margaret, Leighton-Stephens, Debbie; 2015-02-27; Colour-coded templates can make the basic grammatical patterns of Sm’algyax visible to learners. Combined with active learning techniques such as “total physical response,” the Visible Grammar sentence templates have proven useful in helping learners push past barriers to their speaking and understanding.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25362. Anderson, Margaret Leighton-Stephens, Debbie Anderson, Margaret Leighton-Stephens, Debbie 2015-03-12 Colour-coded templates can make the basic grammatical patterns of Sm’algyax visible to learners. Combined with active learning techniques such as “total physical response,” the Visible Grammar sentence templates have proven useful in helping learners push past barriers to their speaking and understanding. http://hdl.handle.net/10125/25362 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Visible Grammar: Making complex grammatical patterns visible for learners who are not grammarians oai:scholarspace.manoa.hawaii.edu:10125/25398 2024-08-16 col_10125_35354 25398.mp3 25398.pdf Bohnemeyer, Jürgen, Bohnemeyer, Jürgen; 2015-02-27; All languages seem to have provisions for the representation of time in their lexicons and discourse structures. But evidence has been mounting in recent years that the ways in which the representation of time is inscribed into the grammars of different languages varies substantially. The aim of his course is to review this evidence and introduce some empirical and analytical tools that facilitate the study of tense-mood-aspect systems in the field.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25398. Bohnemeyer, Jürgen Bohnemeyer, Jürgen 2015-03-12 All languages seem to have provisions for the representation of time in their lexicons and discourse structures. But evidence has been mounting in recent years that the ways in which the representation of time is inscribed into the grammars of different languages varies substantially. The aim of his course is to review this evidence and introduce some empirical and analytical tools that facilitate the study of tense-mood-aspect systems in the field. http://hdl.handle.net/10125/25398 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Master Class: Elicitation and Documentation of Tense & Aspect oai:scholarspace.manoa.hawaii.edu:10125/25313 2017-05-11 col_10125_35354 25313.mp3 Yang, Changyong, O'Grady, William, Yang, Sejung, Yang, Changyong, O'Grady, William, Yang, Sejung; 2015-02-28; The most widely used techniques for assessing language vitality (the Graded Intergenerational Disruption Scale, the UNESCO system, and the EL-CAT Language Endangerment Index) all derive their endangerment estimates from surveys that elicit self-reports of language proficiency and use. Unfortunately, speaker self-assessments can be distorted by a variety of factors, including confusion over what counts as proficiency in a language and a subconscious desire to understate or overstate one’s ability to use a community language that is cherished by some and criticized by others. We report here on a study that has the joint objective of (i) establishing that subjective self-assessments may often be inaccurate, and (ii) proposing a technique to reduce the effects of this problem. Participants: 61 residents of Korea’s Jeju Island, home to the critically endangered language Jejueo. The participants ranged in age from 20 – 29; all had Korean as their dominant language, but were proficient to varying degrees in Jejueo. Materials: Ten Jejueo sentences, constructed from items in the Swadesh list, were recorded by one male and one female speaker of Jejueo. Method: Participants heard each Jejueo sentence twice, first in the version produced by the male speaker, then in the version produced by the female speaker. In order to ensure attention to the meaning of the Jejueo test items, participants were asked to paraphrase each sentence in written Korean right after hearing it. Before beginning the task, participants were asked to estimate their comprehension ability in Jejueo on a scale of 1 (low) to 5 (high). At the conclusion of the task, they were asked to estimate their fluency a second time on the same scale. Results: Mean Self-Assessment of Proficiency Before and After Exposure to Jejueo Test Items Before After Mean difference 3.13 2.06 1.13 As these results show, participants produced noticeably lower self-assessments after being called upon to interpret actual Jejueo sentences. This pattern was observed in 38 of 61 participants; only three participants exhibited the reverse pattern of initially underestimating their abilities. These results suggest that traditional survey data, with its emphasis on self-assessment of language ability, may significantly overestimate proficiency levels, thereby providing an inaccurate and overly optimistic picture of language vitality. However, on a positive note, our findings suggest that this danger can be mitigated by embedding self-assessment surveys within tasks that involve exposure to the language being investigated.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25313. Yang, Changyong O'Grady, William Yang, Sejung Yang, Changyong O'Grady, William Yang, Sejung 2015-03-12 The most widely used techniques for assessing language vitality (the Graded Intergenerational Disruption Scale, the UNESCO system, and the EL-CAT Language Endangerment Index) all derive their endangerment estimates from surveys that elicit self-reports of language proficiency and use. Unfortunately, speaker self-assessments can be distorted by a variety of factors, including confusion over what counts as proficiency in a language and a subconscious desire to understate or overstate one’s ability to use a community language that is cherished by some and criticized by others. We report here on a study that has the joint objective of (i) establishing that subjective self-assessments may often be inaccurate, and (ii) proposing a technique to reduce the effects of this problem. Participants: 61 residents of Korea’s Jeju Island, home to the critically endangered language Jejueo. The participants ranged in age from 20 – 29; all had Korean as their dominant language, but were proficient to varying degrees in Jejueo. Materials: Ten Jejueo sentences, constructed from items in the Swadesh list, were recorded by one male and one female speaker of Jejueo. Method: Participants heard each Jejueo sentence twice, first in the version produced by the male speaker, then in the version produced by the female speaker. In order to ensure attention to the meaning of the Jejueo test items, participants were asked to paraphrase each sentence in written Korean right after hearing it. Before beginning the task, participants were asked to estimate their comprehension ability in Jejueo on a scale of 1 (low) to 5 (high). At the conclusion of the task, they were asked to estimate their fluency a second time on the same scale. Results: Mean Self-Assessment of Proficiency Before and After Exposure to Jejueo Test Items Before After Mean difference 3.13 2.06 1.13 As these results show, participants produced noticeably lower self-assessments after being called upon to interpret actual Jejueo sentences. This pattern was observed in 38 of 61 participants; only three participants exhibited the reverse pattern of initially underestimating their abilities. These results suggest that traditional survey data, with its emphasis on self-assessment of language ability, may significantly overestimate proficiency levels, thereby providing an inaccurate and overly optimistic picture of language vitality. However, on a positive note, our findings suggest that this danger can be mitigated by embedding self-assessment surveys within tasks that involve exposure to the language being investigated. http://hdl.handle.net/10125/25313 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Toward a linguistically realistic assessment of language vitality oai:scholarspace.manoa.hawaii.edu:10125/25345 2024-08-16 col_10125_35354 25345.mp3 25345.pdf Laakso, Johanna, Laakso, Johanna; 2015-02-28; The presentation is based on experiences from the EU-FP7 research project ELDIA, in which comparative research on the maintenance of linguistic diversity was conducted with a wide range of multilingual minority communities across Europe. The project included a media-sociological analysis of the representation of minorities and minority-majority relationships, and reactions to the project and its events in local media were also systematically collected. Across the European meta-diversity (highly diverse types of multilingualism and roles of different languages in the life of the communities at issue), the ELDIA media analyses showed that media when reporting on minorities often neglect questions of endangerment and revitalisation and focus on politically harmless human-interest issues, especially the representations and conservation of traditional (visible) culture in its traditional habitat. This, in turn, may reinforce the image of endangered languages as reified entities, not human actions and choices. Endangerment and extinction of animal and plant species are issues well known to Western media consumers. Tapping into this interest, media representations of research into minority languages and cultures often portray endangered languages as reified “organisms” inhabiting an endangered ecological niche, focusing not on the actions and choices of the speakers of the language but on the expert role of academic researchers, whose activities are portrayed as a “rescue mission”. This folk view on language endangerment, downplaying the agency of speakers, may also endorse the vulgar-socio-Darwinist idea that some languages are less fit for survival and that language extinction is a natural process and therefore inevitable. In this presentation, I will analyse the material of media reactions to the ELDIA project from the point of view of the “extinction narrative”. Moreover, I will propose a preliminary list of measures which should be explicitly included into the media and communication strategies of research projects dealing with endangered languages.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25345. Laakso, Johanna Laakso, Johanna 2015-03-12 The presentation is based on experiences from the EU-FP7 research project ELDIA, in which comparative research on the maintenance of linguistic diversity was conducted with a wide range of multilingual minority communities across Europe. The project included a media-sociological analysis of the representation of minorities and minority-majority relationships, and reactions to the project and its events in local media were also systematically collected. Across the European meta-diversity (highly diverse types of multilingualism and roles of different languages in the life of the communities at issue), the ELDIA media analyses showed that media when reporting on minorities often neglect questions of endangerment and revitalisation and focus on politically harmless human-interest issues, especially the representations and conservation of traditional (visible) culture in its traditional habitat. This, in turn, may reinforce the image of endangered languages as reified entities, not human actions and choices. Endangerment and extinction of animal and plant species are issues well known to Western media consumers. Tapping into this interest, media representations of research into minority languages and cultures often portray endangered languages as reified “organisms” inhabiting an endangered ecological niche, focusing not on the actions and choices of the speakers of the language but on the expert role of academic researchers, whose activities are portrayed as a “rescue mission”. This folk view on language endangerment, downplaying the agency of speakers, may also endorse the vulgar-socio-Darwinist idea that some languages are less fit for survival and that language extinction is a natural process and therefore inevitable. In this presentation, I will analyse the material of media reactions to the ELDIA project from the point of view of the “extinction narrative”. Moreover, I will propose a preliminary list of measures which should be explicitly included into the media and communication strategies of research projects dealing with endangered languages. http://hdl.handle.net/10125/25345 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Confronting the Extinction Narrative: Diversity research, media, and folk views on language endangerment oai:scholarspace.manoa.hawaii.edu:10125/25383 2017-05-11 col_10125_35354 25383.mp3 Kelly, Barbara, Nordlinger, Rachel, Kelly, Barbara, Nordlinger, Rachel; 2015-03-01; Wadeye (Port Keats), a community of approximately 2500 people in the Northern Territory of Australia, is one of a small number of communities in which the traditional indigenous language is still being acquired by children as their first language. Children in this community speak Murrinh-Patha prior to attending a bilingual school where they begin learning English. This paper investigates the Murrinh-Patha input to and production of infants and pre-schoolers and examines attitudes to language learning from the early years at home through the transition to school. Longitudinal language sampling was used to explore how children acquire complex verbal structures. Data were collected from five children (four girls; one boy), starting at age 2;7 over a two-year period. Murrinh-Patha is a polysynthetic language, with complex verbal predicates which are formed with discontinuous stem elements and are semantically noncompositional. In languages like English, these words would require entire phrases to express. For example, the Murrinh-Patha word WURDAMnginthaDHAWIWEPERLwardagathu means “then the two non-siblings, at least one of whom was female, spoke out in unison”, with the two bolded elements jointly providing the predicate ‘speak out in unison’. Courtney and Saville-Troike (2002), investigating the acquisition of the polysynthetic languages Navajo and Quechua, found that children extracted the verb roots first, before acquiring affixes. Yet how are Murrinh-Patha children to do this when the verb root is itself complex and distributed across the verbal word? Little is known about the acquisition of polysynthetic languages and the linguistic and pedagogical theory for creating tools to support language practice and literacy is based on vastly different language and socio-cultural foundations. A major motivation for this study is that the school bilingual program is developing educational materials in Murrinh-Patha, but with no knowledge of how children actually learn the language. Much of the pedagogical foundation for materials development comes from research based on widely spoken, more isolating languages such as English, Spanish and French. In these languages children learn literacy through whole word or syllabic teaching methods (Moats 2000). In Murrinh-Patha, where words are very long, it is possible that a syllabic approach to literacy-teaching would be successful. However, with little knowledge of foundational language learning in the language it is a challenge to develop appropriate literacy materials. This research will lay the foundation for ongoing investigations into language acquisition in Murrhin-Patha, with an aim to ensure the persistence and vitality of the language for future generations. References Courtney, E. H. and M. Saville-Troike (2002) “Learning to construct verbs in Navajo and Quechua” Journal of Child Language Vol. 29(3), pp. 623-654. Moats, L. Speech to Print: Language Essentials for Teachers. New Jersey, Brookes Publishing; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25383. Kelly, Barbara Nordlinger, Rachel Kelly, Barbara Nordlinger, Rachel 2015-03-12 Wadeye (Port Keats), a community of approximately 2500 people in the Northern Territory of Australia, is one of a small number of communities in which the traditional indigenous language is still being acquired by children as their first language. Children in this community speak Murrinh-Patha prior to attending a bilingual school where they begin learning English. This paper investigates the Murrinh-Patha input to and production of infants and pre-schoolers and examines attitudes to language learning from the early years at home through the transition to school. Longitudinal language sampling was used to explore how children acquire complex verbal structures. Data were collected from five children (four girls; one boy), starting at age 2;7 over a two-year period. Murrinh-Patha is a polysynthetic language, with complex verbal predicates which are formed with discontinuous stem elements and are semantically noncompositional. In languages like English, these words would require entire phrases to express. For example, the Murrinh-Patha word WURDAMnginthaDHAWIWEPERLwardagathu means “then the two non-siblings, at least one of whom was female, spoke out in unison”, with the two bolded elements jointly providing the predicate ‘speak out in unison’. Courtney and Saville-Troike (2002), investigating the acquisition of the polysynthetic languages Navajo and Quechua, found that children extracted the verb roots first, before acquiring affixes. Yet how are Murrinh-Patha children to do this when the verb root is itself complex and distributed across the verbal word? Little is known about the acquisition of polysynthetic languages and the linguistic and pedagogical theory for creating tools to support language practice and literacy is based on vastly different language and socio-cultural foundations. A major motivation for this study is that the school bilingual program is developing educational materials in Murrinh-Patha, but with no knowledge of how children actually learn the language. Much of the pedagogical foundation for materials development comes from research based on widely spoken, more isolating languages such as English, Spanish and French. In these languages children learn literacy through whole word or syllabic teaching methods (Moats 2000). In Murrinh-Patha, where words are very long, it is possible that a syllabic approach to literacy-teaching would be successful. However, with little knowledge of foundational language learning in the language it is a challenge to develop appropriate literacy materials. This research will lay the foundation for ongoing investigations into language acquisition in Murrhin-Patha, with an aim to ensure the persistence and vitality of the language for future generations. References Courtney, E. H. and M. Saville-Troike (2002) “Learning to construct verbs in Navajo and Quechua” Journal of Child Language Vol. 29(3), pp. 623-654. Moats, L. Speech to Print: Language Essentials for Teachers. New Jersey, Brookes Publishing http://hdl.handle.net/10125/25383 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Acquiring a polysynthetic Australian language: From infancy to school oai:scholarspace.manoa.hawaii.edu:10125/25324 2017-05-11 col_10125_35354 25324.mp3 Thompson, Judith, Dennis, Angela, Dennis, Odelia, Alderete, John, Thompson, Judith, Dennis, Angela, Dennis, Odelia, Alderete, John; 2015-02-28; A member of the Tahltan Nation carried out research that focused on Tahltan community experiences of language revitalization (Author, 2012). Conversations with fluent speakers, language teachers, educators, administrators, and language learners informed the investigation with their ideas and experiences regarding Tahltan language revitalization. The original research questions focused more on Tahltan cultural knowledge, but after conversations with several of the co-researchers, the researcher was guided to refine the research questions to focus more specifically on Tahltan language revitalization. The investigation addressed three questions that focused on how language revitalization is connected to health and healing, as well as researching what has been done and what still needs to be done to revitalize the Tahltan language. “How can Tahltan language revitalization positively affect the lives of my people?” Language revitalization was seen to be the start of a process in which our people can heal from impacts of past losses by reclaiming our language, culture, and identity, thereby allowing our voices to become stronger and healthier. “In the past and present, what has been done to maintain, preserve, and revitalize the Tahltan language?” The status of the language was assessed by finding out where the language is being used, as well as listing both human and documentation resources. “In the future, what do my people need to do to continue to maintain, preserve, and revitalize our Tahltan language?” From what was learned from co-researchers, scholars who have worked with our Tahltan communities, other Indigenous community language revitalization experts, and international language revitalization scholars, suggestions were provided that could be used by a Tahltan language governing body that needed to be formed in the future. This newly formed governing body would be able to use these recommendations to deal with the assessment of the language, community support, and language revitalization programs. From this research, a Tahltan Language Revitalization Framework has been developed focusing on four areas: governance, language programs, documentation, and training and professional development. The ways in which community members in all three Tahltan communities are implementing this framework will be discussed, with examples from all four areas being highlighted, such as: the formation of the Dah Dzahge Nodesidē/Tahltan Language and Culture Council, language nests, Master-Apprentice Program teams, the creation of a significant Tahltan dictionary (print and online), children’s language books, and a Bachelor of Education in Indigenous Language Revitalization being offered in our territory. References Author. (2012). Hedekeyeh Hots’ih Kāhidi – “Our Ancestors are in us”: Strengthening our voices through language revitalization from a Tahltan worldview. (Unpublished doctoral dissertation). University of Victoria, Victoria, BC.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25324. Thompson, Judith Dennis, Angela Dennis, Odelia Alderete, John Thompson, Judith Dennis, Angela Dennis, Odelia Alderete, John 2015-03-12 A member of the Tahltan Nation carried out research that focused on Tahltan community experiences of language revitalization (Author, 2012). Conversations with fluent speakers, language teachers, educators, administrators, and language learners informed the investigation with their ideas and experiences regarding Tahltan language revitalization. The original research questions focused more on Tahltan cultural knowledge, but after conversations with several of the co-researchers, the researcher was guided to refine the research questions to focus more specifically on Tahltan language revitalization. The investigation addressed three questions that focused on how language revitalization is connected to health and healing, as well as researching what has been done and what still needs to be done to revitalize the Tahltan language. “How can Tahltan language revitalization positively affect the lives of my people?” Language revitalization was seen to be the start of a process in which our people can heal from impacts of past losses by reclaiming our language, culture, and identity, thereby allowing our voices to become stronger and healthier. “In the past and present, what has been done to maintain, preserve, and revitalize the Tahltan language?” The status of the language was assessed by finding out where the language is being used, as well as listing both human and documentation resources. “In the future, what do my people need to do to continue to maintain, preserve, and revitalize our Tahltan language?” From what was learned from co-researchers, scholars who have worked with our Tahltan communities, other Indigenous community language revitalization experts, and international language revitalization scholars, suggestions were provided that could be used by a Tahltan language governing body that needed to be formed in the future. This newly formed governing body would be able to use these recommendations to deal with the assessment of the language, community support, and language revitalization programs. From this research, a Tahltan Language Revitalization Framework has been developed focusing on four areas: governance, language programs, documentation, and training and professional development. The ways in which community members in all three Tahltan communities are implementing this framework will be discussed, with examples from all four areas being highlighted, such as: the formation of the Dah Dzahge Nodesidē/Tahltan Language and Culture Council, language nests, Master-Apprentice Program teams, the creation of a significant Tahltan dictionary (print and online), children’s language books, and a Bachelor of Education in Indigenous Language Revitalization being offered in our territory. References Author. (2012). Hedekeyeh Hots’ih Kāhidi – “Our Ancestors are in us”: Strengthening our voices through language revitalization from a Tahltan worldview. (Unpublished doctoral dissertation). University of Victoria, Victoria, BC. http://hdl.handle.net/10125/25324 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Bringing it together: Implementing community-based Tahltan language revitalization research oai:scholarspace.manoa.hawaii.edu:10125/25310 2024-08-17 col_10125_35354 25310.mp3 25310.pdf Donnelly, Erin, Beltrán Luna, Jorge, Donnelly, Erin, Beltrán Luna, Jorge; 2015-02-28; We discuss two challenges of developing and teaching a practical orthography of an under-documented language. These challenges are language-specific, but have practical applications to the develop- ment of other orthographies. We describe how we worked with speakers to develop orthographic conventions regarding suprasegmental vowel features, and how we dealt with the language’s consid- erable inter-town phonological variation and the resulting orthographic variation. Our observations come from an orthography workshop we presented to native speakers of Nigromante Zapotec (Oto- Manguean, Mexico) in July-August 2014. Tone and laryngealization are both contrastive features on NMZ vowels, and must be written to distinguish minimal pairs. For example, g ́aP ‘basket’, g`aP ‘phlegm’, g`a ‘nine’, ga ‘Chinantec (eth- nicity)’, and g ́a ‘where’ would be undistinguishable if suprasegmental features weren’t written in the practical orthography. After teaching speakers to write the consonant and vowel inventory of NMZ, we discussed tone and laryngealization. To introduce these concepts, we asked workshop par- ticipants to identify minimal pairs for suprasegmental features. Based on these examples, speakers came to the same conclusion as the linguists- that tone must be annotated on some NMZ words. At the same time, a practical orthography should use as few diacritics as possible. NMZ speakers and linguists worked together to decide how various minimal pairs for tone should be written. NMZ is one dialect of Cojonos Zapotec, and there is considerable phonological variation between each Cojonos Zapotec town. One difference is that NMZ has less consonant phonemes than other varieties. Novels written in Yojovi Zapotec, for example, utilize characters representing phonemes that NMZ speakers do not have. This means that literate NMZ speakers need to have a working knowledge of dialectal sound correspondences. NMZ /ù/ regularly corresponds to Yojovi Zapotec /S/ (written <x> and <sh>, respectively) and Yojovi Zapotec /ts/<tz>, corresponds to NMZ /tS/<ch>. We introduced the phonemes <sh> and <tz> as orthographically and phonetically different from /ù/ and /tS/, but belonging to the phonological categories /ù/ and /tS/. Speakers of NMZ do not utilize <tz> or <sh> in their writing, but can understand them when they appear in writing from other towns. Our experiences have practical applications to other languages. Many endangered or under- documented languages have phonemes that a traditional Latin alphabetic script cannot easily accommodate. To make a Latin alphabet fit NMZ, we had to use our training as linguists to make informed decisions regarding orthography, incorporating native speakers’ needs and opinions.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25310. Donnelly, Erin Beltrán Luna, Jorge Donnelly, Erin Beltrán Luna, Jorge 2015-03-12 We discuss two challenges of developing and teaching a practical orthography of an under-documented language. These challenges are language-specific, but have practical applications to the develop- ment of other orthographies. We describe how we worked with speakers to develop orthographic conventions regarding suprasegmental vowel features, and how we dealt with the language’s consid- erable inter-town phonological variation and the resulting orthographic variation. Our observations come from an orthography workshop we presented to native speakers of Nigromante Zapotec (Oto- Manguean, Mexico) in July-August 2014. Tone and laryngealization are both contrastive features on NMZ vowels, and must be written to distinguish minimal pairs. For example, g ́aP ‘basket’, g`aP ‘phlegm’, g`a ‘nine’, ga ‘Chinantec (eth- nicity)’, and g ́a ‘where’ would be undistinguishable if suprasegmental features weren’t written in the practical orthography. After teaching speakers to write the consonant and vowel inventory of NMZ, we discussed tone and laryngealization. To introduce these concepts, we asked workshop par- ticipants to identify minimal pairs for suprasegmental features. Based on these examples, speakers came to the same conclusion as the linguists- that tone must be annotated on some NMZ words. At the same time, a practical orthography should use as few diacritics as possible. NMZ speakers and linguists worked together to decide how various minimal pairs for tone should be written. NMZ is one dialect of Cojonos Zapotec, and there is considerable phonological variation between each Cojonos Zapotec town. One difference is that NMZ has less consonant phonemes than other varieties. Novels written in Yojovi Zapotec, for example, utilize characters representing phonemes that NMZ speakers do not have. This means that literate NMZ speakers need to have a working knowledge of dialectal sound correspondences. NMZ /ù/ regularly corresponds to Yojovi Zapotec /S/ (written <x> and <sh>, respectively) and Yojovi Zapotec /ts/<tz>, corresponds to NMZ /tS/<ch>. We introduced the phonemes <sh> and <tz> as orthographically and phonetically different from /ù/ and /tS/, but belonging to the phonological categories /ù/ and /tS/. Speakers of NMZ do not utilize <tz> or <sh> in their writing, but can understand them when they appear in writing from other towns. Our experiences have practical applications to other languages. Many endangered or under- documented languages have phonemes that a traditional Latin alphabetic script cannot easily accommodate. To make a Latin alphabet fit NMZ, we had to use our training as linguists to make informed decisions regarding orthography, incorporating native speakers’ needs and opinions. http://hdl.handle.net/10125/25310 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Designing and teaching a practical orthography of Nigromante Zapotec oai:scholarspace.manoa.hawaii.edu:10125/25266 2024-08-17 col_10125_35354 25266.mp3 25266.pdf Heaton, Raina, Xoyon, Igor, Heaton, Raina, Xoyon, Igor; 2015-02-26; This paper discusses three assessments which evaluate the progress of students in a Kaqchikel immersion program in Guatemala. Picture-naming production and comprehension tasks were used to test for proficiency in phonology, morphology and lexical acquisition. Results serve to improve the program and inform future methodological and curricular decisions.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25266. Heaton, Raina Xoyon, Igor Heaton, Raina Xoyon, Igor 2015-03-12 This paper discusses three assessments which evaluate the progress of students in a Kaqchikel immersion program in Guatemala. Picture-naming production and comprehension tasks were used to test for proficiency in phonology, morphology and lexical acquisition. Results serve to improve the program and inform future methodological and curricular decisions. http://hdl.handle.net/10125/25266 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported An assessment of linguistic development in a Kaqchikel immersion school oai:scholarspace.manoa.hawaii.edu:10125/25387 2017-05-11 col_10125_35354 25387.mp3 Grenoble, Lenore A., Grenoble, Lenore A.; 2015-02-26; Over the last few years I have been working intensely with Arctic indigenous leaders– including linguists, educators and policy makers–to promote indigenous language usage (see arcticlanguages.com). Here as in other indigenous regions, the rhetoric of language endangerment and shift has changed to focus on language vitality, sustainability, and resilience. The people I work with share a vision of promoting language vitality through combining best practices in linguistics and pedagogy. I have been a hitchhiker in the Arctic indigenous language project: I have been working closely with the parties involved, and yet at the same time I am not, and will never be, a community member. In this talk I present a view of linguistic work conducted by linguists who are not permanent members of communities but rather visitors, hitchhikers along for the ride. Although this is not the case for all documentary linguists, it is for a great many of us, those of us who have primary jobs and homes outside of the communities we work with. In this view, as hitchhikers we need to learn the cultural and linguistic practices of speech communities to participate fully in them in order to document them, and we need to create a guide to do it. This is the foundation of community-defined documentation, the hitchhiker’s guide. How can a hitchhiker linguist help support language vitality? Our work to date in assessing the state of Arctic indigenous languages has indicated a real need for better teacher training and for better pedagogical materials and seek best practices in language teaching. Language documentation can be fruitfully informed and even reoriented by guidelines created to teach communicative competence and proficiency in majority languages. Communicative competence includes cultural knowledge and knowledge of social conventions (such as turn-taking mechanisms, appropriateness of nonverbal behavior, and so on). Documentation of communicative practices aimed at teaching such competence results in a rich documentation of language as culturally-situated and culturally-mediated, an ethnography of communication. This ethnography is in turn the fundamental guide that the hitchhiker needs in order to be oriented in the community and to be a fully functional partner. This view of language as a culturally anchored communicative practice is not novel (Halliday 1978 puts forth a similar view), and has done much to shape current pedagogical methods in the teaching of majority languages for second-language learners. But in our quest to document the exotic in endangered languages, we often lose sight of the everyday goals of communicative competence. Although SLA methodology is generally aimed at teaching majority languages to speakers of other majority languages (e.g. Spanish for English speakers, English for French speakers), there is much to be learned in terms of best practices. The eight basic principles of Communicative Language Teaching (or CLT; see Berns 1990; Savignon 2002) assert that language teaching be based on a conceptualization of language as communication and recognize the importance of variation and diversity, recognize culture as instrumental in shaping communicative competence, and view language use as serving different purposes. Proficiency guidelines (such as ACTFL) provide relatively detailed information about the kinds of communicative competence required at each level in terms of speaking, reading, writing and listening skills; such information can fruitfully be adapted to shape both language revitalization and documentation projects alike. In the present talk I map out the viability of best practices gleaned from such pedagogical practices as CLT and ACTFL proficiency guidelines and illustrate their usage in the creation of materials for guiding communicative competence in several Arctic indigenous languages.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25387. Grenoble, Lenore A. Grenoble, Lenore A. 2015-03-12 Over the last few years I have been working intensely with Arctic indigenous leaders– including linguists, educators and policy makers–to promote indigenous language usage (see arcticlanguages.com). Here as in other indigenous regions, the rhetoric of language endangerment and shift has changed to focus on language vitality, sustainability, and resilience. The people I work with share a vision of promoting language vitality through combining best practices in linguistics and pedagogy. I have been a hitchhiker in the Arctic indigenous language project: I have been working closely with the parties involved, and yet at the same time I am not, and will never be, a community member. In this talk I present a view of linguistic work conducted by linguists who are not permanent members of communities but rather visitors, hitchhikers along for the ride. Although this is not the case for all documentary linguists, it is for a great many of us, those of us who have primary jobs and homes outside of the communities we work with. In this view, as hitchhikers we need to learn the cultural and linguistic practices of speech communities to participate fully in them in order to document them, and we need to create a guide to do it. This is the foundation of community-defined documentation, the hitchhiker’s guide. How can a hitchhiker linguist help support language vitality? Our work to date in assessing the state of Arctic indigenous languages has indicated a real need for better teacher training and for better pedagogical materials and seek best practices in language teaching. Language documentation can be fruitfully informed and even reoriented by guidelines created to teach communicative competence and proficiency in majority languages. Communicative competence includes cultural knowledge and knowledge of social conventions (such as turn-taking mechanisms, appropriateness of nonverbal behavior, and so on). Documentation of communicative practices aimed at teaching such competence results in a rich documentation of language as culturally-situated and culturally-mediated, an ethnography of communication. This ethnography is in turn the fundamental guide that the hitchhiker needs in order to be oriented in the community and to be a fully functional partner. This view of language as a culturally anchored communicative practice is not novel (Halliday 1978 puts forth a similar view), and has done much to shape current pedagogical methods in the teaching of majority languages for second-language learners. But in our quest to document the exotic in endangered languages, we often lose sight of the everyday goals of communicative competence. Although SLA methodology is generally aimed at teaching majority languages to speakers of other majority languages (e.g. Spanish for English speakers, English for French speakers), there is much to be learned in terms of best practices. The eight basic principles of Communicative Language Teaching (or CLT; see Berns 1990; Savignon 2002) assert that language teaching be based on a conceptualization of language as communication and recognize the importance of variation and diversity, recognize culture as instrumental in shaping communicative competence, and view language use as serving different purposes. Proficiency guidelines (such as ACTFL) provide relatively detailed information about the kinds of communicative competence required at each level in terms of speaking, reading, writing and listening skills; such information can fruitfully be adapted to shape both language revitalization and documentation projects alike. In the present talk I map out the viability of best practices gleaned from such pedagogical practices as CLT and ACTFL proficiency guidelines and illustrate their usage in the creation of materials for guiding communicative competence in several Arctic indigenous languages. http://hdl.handle.net/10125/25387 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The hitchhiker's guide to documentation: Communicative practices, cultural competence and proficiency guidelines oai:scholarspace.manoa.hawaii.edu:10125/25395 2017-05-11 col_10125_35354 25395.mp3 O'Grady, William, Deen, Kamil, O'Grady, William, Deen, Kamil; 2015-02-27; This class will focus on facts and research in the field of first language acquisition that are relevant to language revitalization programs, especially those involving full and partial immersion programs targeting child learners.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25395. O'Grady, William Deen, Kamil O'Grady, William Deen, Kamil 2015-03-12 This class will focus on facts and research in the field of first language acquisition that are relevant to language revitalization programs, especially those involving full and partial immersion programs targeting child learners. http://hdl.handle.net/10125/25395 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Master Class: Introduction to First Language Acquisition for Language Conservation oai:scholarspace.manoa.hawaii.edu:10125/25286 2024-08-17 col_10125_35354 25286.mp3 25286.pdf Mawyer, Alexander, Manuireva, Ena, Mawyer, Alexander, Manuireva, Ena; 2015-02-27; The documentation and assessment of the current state of language in socially and culturally contextual use remains one of the continuing challenges of the development of effective conservation strategies (Gippert, Himmelmann and Mosel 2006). Thoroughly sophisticated and capacious documentation of grammatical structure and lexical domains may nevertheless be inadequate to documenting and evaluating necessary dimensions of language in sociocultural practice for conservation or revitalization purposes. In conversation with recent works that seek to bridge some of the gaps between documentation and revitalization efforts elsewhere in French Polynesia (Cablitz, Ringersma, Kemps-Snijders 2007; Zinn, Cablitz, Ringersma, Kemps-Snijders, and Wittenburg 2008; Cablitz and Chong 2009a, 2009b), we investigate a series of poetic traditions in French Polynesia’s Gambier Islands. Specifically we examine and critically reevaluate the current status of Mangarevan, an understudied Eastern Polynesian language, in the Mangarevan community in both home islands and in diaspora in the Society Islands. We suggest, on one hand, that documenting four distinct poetic genres in Mangarevan offers an interesting tool for assessing the state of this language and characterizing aspects of language change and shift over the last decades and century. We document the erosion and eventual loss over the 20th century of two genres, significant endangerment for another genre, and the perhaps surprising resilience of a forth genre. On the other hand, we suggest that adequately documenting and engaging with poetic genres can be (re)evaluated for use as an significant tool for developing effective strategies to scaffold linguistic endurance and revitalization efforts (Lewis and Simmons 2010; Dwyer 2011). Indeed, our work with speakers of this language over the last decade, across several generations, including one of the authors’ insights as an indigenous speaker, suggests that meaningful scaffolds for future maintenance and revitalization efforts may be identified in the community’s experience of the loss and endurance of the various traditional poetry genres. Situated at the intersection of concerns with historically and socioculturally sensitive language documentation and revitalization efforts, we argue that identifying some of the poetic dimensions of language shift and loss in Mangarevan affords a more nuanced metric for assessing the current state of the language, and critical features of the community’s experience of language change including anxieties about the past and present and hopes for the future. REFERENCES: Cablitz, G., and F. Chong. 2009a. The Documentation of Endangered Linguistic, Lexical and Cultural Knowledge of the Marquesan and Tuamotuan Languages of French Polynesia. 11ème Inter-congrès des Sciences du Pacifique Joint aux 2nd Assises de la recherche française dans le Pacifique, 2-6 mars, TAHITI, Polynésie Française. Cablitz, G., and F. Chong. 2009b. Empowerment and Capacity Building in Endangered Speech Communities : an Example from French Polynesia. 11ème Inter-congrès des Sciences du Pacifique Joint aux 2nd Assises de la recherche française dans le Pacifique, 2-6 mars, TAHITI, Polynésie Française. Cablitz, G., J. Ringersma, and M. Kemps-Snijders, M., 2007. Visualizing endangered indigenous languages of French Polynesia with LEXUS. In Proc. of the 11th Int’l Conf. on Information Visualization. IEEE Computer Society. Dwyer, Arienne M. 2011. Tools and techniques for endangered-language assessment and revitalization. In Vitality and Viability of Minority Languages. October 23-24, 2009. New York: Trace Foundation Lecture Series Proceedings. Preprint. Online: http://www.trace.org/events/events_lecture_proceedings.html. Gippert, J., N.P. Himmelmann, and U. Mosel (eds.), 2006. Essentials of language documentation. Mouton de Gruyter. Berlin. Lewis, M.P. and G. Simons. 2010. Assessing Endangerment: Expanding Fishman’s GIDS. Revue Roumaine de Linguistique/Romanian Review of Linguistics, v. 2. Zinn, C., G. Cablitz, J. Ringersma, M. Kemps-Snijders and P. Wittenburg. 2008. Constructing Knowledge Spaces from Linguistic Resources. Paper presented at CIL 18, Workshop 12 on Linguistic Studies of Ontology: From Lexical Semantics to Formal Ontologies and Back, July 21-26, 2008, Seoul, Republic of Korea.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25286. Mawyer, Alexander Manuireva, Ena Mawyer, Alexander Manuireva, Ena 2015-03-12 The documentation and assessment of the current state of language in socially and culturally contextual use remains one of the continuing challenges of the development of effective conservation strategies (Gippert, Himmelmann and Mosel 2006). Thoroughly sophisticated and capacious documentation of grammatical structure and lexical domains may nevertheless be inadequate to documenting and evaluating necessary dimensions of language in sociocultural practice for conservation or revitalization purposes. In conversation with recent works that seek to bridge some of the gaps between documentation and revitalization efforts elsewhere in French Polynesia (Cablitz, Ringersma, Kemps-Snijders 2007; Zinn, Cablitz, Ringersma, Kemps-Snijders, and Wittenburg 2008; Cablitz and Chong 2009a, 2009b), we investigate a series of poetic traditions in French Polynesia’s Gambier Islands. Specifically we examine and critically reevaluate the current status of Mangarevan, an understudied Eastern Polynesian language, in the Mangarevan community in both home islands and in diaspora in the Society Islands. We suggest, on one hand, that documenting four distinct poetic genres in Mangarevan offers an interesting tool for assessing the state of this language and characterizing aspects of language change and shift over the last decades and century. We document the erosion and eventual loss over the 20th century of two genres, significant endangerment for another genre, and the perhaps surprising resilience of a forth genre. On the other hand, we suggest that adequately documenting and engaging with poetic genres can be (re)evaluated for use as an significant tool for developing effective strategies to scaffold linguistic endurance and revitalization efforts (Lewis and Simmons 2010; Dwyer 2011). Indeed, our work with speakers of this language over the last decade, across several generations, including one of the authors’ insights as an indigenous speaker, suggests that meaningful scaffolds for future maintenance and revitalization efforts may be identified in the community’s experience of the loss and endurance of the various traditional poetry genres. Situated at the intersection of concerns with historically and socioculturally sensitive language documentation and revitalization efforts, we argue that identifying some of the poetic dimensions of language shift and loss in Mangarevan affords a more nuanced metric for assessing the current state of the language, and critical features of the community’s experience of language change including anxieties about the past and present and hopes for the future. REFERENCES: Cablitz, G., and F. Chong. 2009a. The Documentation of Endangered Linguistic, Lexical and Cultural Knowledge of the Marquesan and Tuamotuan Languages of French Polynesia. 11ème Inter-congrès des Sciences du Pacifique Joint aux 2nd Assises de la recherche française dans le Pacifique, 2-6 mars, TAHITI, Polynésie Française. Cablitz, G., and F. Chong. 2009b. Empowerment and Capacity Building in Endangered Speech Communities : an Example from French Polynesia. 11ème Inter-congrès des Sciences du Pacifique Joint aux 2nd Assises de la recherche française dans le Pacifique, 2-6 mars, TAHITI, Polynésie Française. Cablitz, G., J. Ringersma, and M. Kemps-Snijders, M., 2007. Visualizing endangered indigenous languages of French Polynesia with LEXUS. In Proc. of the 11th Int’l Conf. on Information Visualization. IEEE Computer Society. Dwyer, Arienne M. 2011. Tools and techniques for endangered-language assessment and revitalization. In Vitality and Viability of Minority Languages. October 23-24, 2009. New York: Trace Foundation Lecture Series Proceedings. Preprint. Online: http://www.trace.org/events/events_lecture_proceedings.html. Gippert, J., N.P. Himmelmann, and U. Mosel (eds.), 2006. Essentials of language documentation. Mouton de Gruyter. Berlin. Lewis, M.P. and G. Simons. 2010. Assessing Endangerment: Expanding Fishman’s GIDS. Revue Roumaine de Linguistique/Romanian Review of Linguistics, v. 2. Zinn, C., G. Cablitz, J. Ringersma, M. Kemps-Snijders and P. Wittenburg. 2008. Constructing Knowledge Spaces from Linguistic Resources. Paper presented at CIL 18, Workshop 12 on Linguistic Studies of Ontology: From Lexical Semantics to Formal Ontologies and Back, July 21-26, 2008, Seoul, Republic of Korea. http://hdl.handle.net/10125/25286 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Endangered poetics: Assessing ethnolinguistic vitality in the Francophone Pacific oai:scholarspace.manoa.hawaii.edu:10125/25370 2024-08-17 col_10125_35354 25370-a.pdf 25370-b.pdf Taylor-Adams, Allison, Taylor-Adams, Allison; 2015-02-27; Language revitalization efforts are enhanced not only when the language is brought to new users, but also when it is brought into new domains of use. This project creates a template for computer-assisted language learning that aims to maximize L2 learning through task-based, constructivist uses of free Web 2.0 tools. This template includes two sets of parallel activities. For each set, students work together to brainstorm, illustrate, write, edit, and publish a story, conducting all activities in the L2. One set directs students to record native speakers retelling stories they know in their language, while the second develops a new story from the students’ own life experiences or imaginations. Each step of the writing process will be completed using a specific open-access online tool: • Stage 1: Pre-write – This stage uses SoundCloud, a free web-based audio recording and streaming tool which can upload files from a computer, or record directly into the website. • Stage 2: Story development and illustrations – This stage uses Flickr, a free photography and image hosting site, to find images that illustrate or relate to the stories. • Stage 3: Collaborative writing – This stage uses Google Docs. The first team transcribes a known story recorded from an elder while the second develops and elaborates its new story. • Stage 4: Editing and revising – This stage employs Google Tasks to complete revising and editing. • Stage 5: Publishing – This final stage uses Lulu, an internet-based self-publishing service. These tools accommodate special circumstances faced by many indigenous communities. Many communities who fit this intended design have a very small pool of potential language learners, and such small numbers make it difficult to teach separate classes for students at varying proficiency levels; this template accommodates this by employing activities in which learners at every level (beginning, intermediate, advanced, and native speakers) can take leading roles. Additionally, having the entire story-building process take place via low cost web tools means that students can participate and collaborate remotely, if geography or other factors make a physical language classroom impractical. At the end of this project, the learners will have potentially produced two new texts, one based on a traditional story and one based on in-language creative writing. This project, therefore, empowers young learners to be active language revitalizers, not just through their own language acquisition, but also through development of materials that contribute to the literary corpus of their community.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25370. Taylor-Adams, Allison Taylor-Adams, Allison 2015-03-12 Language revitalization efforts are enhanced not only when the language is brought to new users, but also when it is brought into new domains of use. This project creates a template for computer-assisted language learning that aims to maximize L2 learning through task-based, constructivist uses of free Web 2.0 tools. This template includes two sets of parallel activities. For each set, students work together to brainstorm, illustrate, write, edit, and publish a story, conducting all activities in the L2. One set directs students to record native speakers retelling stories they know in their language, while the second develops a new story from the students’ own life experiences or imaginations. Each step of the writing process will be completed using a specific open-access online tool: • Stage 1: Pre-write – This stage uses SoundCloud, a free web-based audio recording and streaming tool which can upload files from a computer, or record directly into the website. • Stage 2: Story development and illustrations – This stage uses Flickr, a free photography and image hosting site, to find images that illustrate or relate to the stories. • Stage 3: Collaborative writing – This stage uses Google Docs. The first team transcribes a known story recorded from an elder while the second develops and elaborates its new story. • Stage 4: Editing and revising – This stage employs Google Tasks to complete revising and editing. • Stage 5: Publishing – This final stage uses Lulu, an internet-based self-publishing service. These tools accommodate special circumstances faced by many indigenous communities. Many communities who fit this intended design have a very small pool of potential language learners, and such small numbers make it difficult to teach separate classes for students at varying proficiency levels; this template accommodates this by employing activities in which learners at every level (beginning, intermediate, advanced, and native speakers) can take leading roles. Additionally, having the entire story-building process take place via low cost web tools means that students can participate and collaborate remotely, if geography or other factors make a physical language classroom impractical. At the end of this project, the learners will have potentially produced two new texts, one based on a traditional story and one based on in-language creative writing. This project, therefore, empowers young learners to be active language revitalizers, not just through their own language acquisition, but also through development of materials that contribute to the literary corpus of their community. http://hdl.handle.net/10125/25370 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Telling Stories Together: A collaborative technology-based curriculum project for an endangered language community oai:scholarspace.manoa.hawaii.edu:10125/25292 2024-08-17 col_10125_35354 25292.mp3 25292.pdf Wells-Jensen, Sheri, Wells-Jensen, Jason, Fullenkamp, Lucas, Wells-Jensen, Sheri, Wells-Jensen, Jason, Fullenkamp, Lucas; 2015-02-27; Instructors who offer a unit on language death in an Introduction to Linguistics course know that the topic is greeted with almost universal fascination and concern. For a surprising number of students, the discovery that languages can and do die becomes a call to action, and they begin to ask how they might be able to get involved. It is at this point, unfortunately, that a disconnect occurs. If the students themselves are not speakers of an endangered language, they are often encouraged to pursue further study in linguistics, with the idea that (perhaps at some point in graduate school) they might be able to engage in some kind of real work with an endangered language. At this point, most students understandably turn to other concerns. This need not be the case. As linguists and teachers we will do the most good for the communities we wish to serve by meeting our students where they are, and offering them opportunities to put their energy and enthusiasm to work directly. This presentation follows our attempts to engage novice students in real language preservation work at all levels, including working with a native speaker, participating in dictionary creation, working with texts, assisting with teaching language lessons, and designing pedagogical materials. Although this is not, strictly speaking, 'beyond' the university, we advocate an approach which welcomes and usefully employs those with only a small amount of formal training. We discuss details of our work with the Mingo Nation United Remnant Band in Northwest Ohio and an ongoing project with speakers of Oroha, a language of the Solomon Islands. In both cases, we were able to involve students almost immediately by breaking down tasks into subparts, deciding what level of expertise was needed for each, and providing students with instructions tailored specifically to each task. In this way, students could participate meaningfully almost at once, and both projects benefitted greatly from their enthusiasm. We offer a set of guidelines gleaned from both our successes and our occasional missteps. Most importantly, we conclude with thoughts from the Mingo and Oroha communities, who welcomed the respectful participation of our students. They would remind anyone considering the involvement of students in these projects to place as much emphasis on respect for the community as on linguistic knowledge and pedagogical practice.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25292. Wells-Jensen, Sheri Wells-Jensen, Jason Fullenkamp, Lucas Wells-Jensen, Sheri Wells-Jensen, Jason Fullenkamp, Lucas 2015-03-12 Instructors who offer a unit on language death in an Introduction to Linguistics course know that the topic is greeted with almost universal fascination and concern. For a surprising number of students, the discovery that languages can and do die becomes a call to action, and they begin to ask how they might be able to get involved. It is at this point, unfortunately, that a disconnect occurs. If the students themselves are not speakers of an endangered language, they are often encouraged to pursue further study in linguistics, with the idea that (perhaps at some point in graduate school) they might be able to engage in some kind of real work with an endangered language. At this point, most students understandably turn to other concerns. This need not be the case. As linguists and teachers we will do the most good for the communities we wish to serve by meeting our students where they are, and offering them opportunities to put their energy and enthusiasm to work directly. This presentation follows our attempts to engage novice students in real language preservation work at all levels, including working with a native speaker, participating in dictionary creation, working with texts, assisting with teaching language lessons, and designing pedagogical materials. Although this is not, strictly speaking, 'beyond' the university, we advocate an approach which welcomes and usefully employs those with only a small amount of formal training. We discuss details of our work with the Mingo Nation United Remnant Band in Northwest Ohio and an ongoing project with speakers of Oroha, a language of the Solomon Islands. In both cases, we were able to involve students almost immediately by breaking down tasks into subparts, deciding what level of expertise was needed for each, and providing students with instructions tailored specifically to each task. In this way, students could participate meaningfully almost at once, and both projects benefitted greatly from their enthusiasm. We offer a set of guidelines gleaned from both our successes and our occasional missteps. Most importantly, we conclude with thoughts from the Mingo and Oroha communities, who welcomed the respectful participation of our students. They would remind anyone considering the involvement of students in these projects to place as much emphasis on respect for the community as on linguistic knowledge and pedagogical practice. http://hdl.handle.net/10125/25292 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Involving students in meaningful language preservation work as early as possible oai:scholarspace.manoa.hawaii.edu:10125/25363 2024-08-17 col_10125_35354 25363.pdf Jancewicz, Bill, Jancewicz, Bill; 2015-02-27; This paper explores how Naskapi grammatical awareness can be developed, and provides insight into the form that pedagogical grammatical instruction should take, in order to equip Naskapi adults to become adequately literate in their mother tongue. In the Naskapi community of Kawawachikamach, Quebec, Naskapi is the language of instruction in the early primary grades of the school. Only recently have Naskapi-speaking teachers received formal instruction in pedagogy, with a cohort of Naskapi teachers following courses for their Bachelors in Education degree towards careers teaching in the Naskapi language in their local school. These adults are highly motivated to improve their mother tongue literacy in order to teach or prepare curriculum materials in Naskapi classrooms. This paper describes an instructional method for learning Naskapi language patterns in a form that is accessible to speakers. This method was implemented a classroom setting in which bilingual adult Naskapi speakers were learning to read and write their own language. Using a qualitative/mixed research methodology, the responses and performance of adult Naskapi learners were used to construct and to validate the framework. The instructional method includes a component of grammatical description that may be grown into a pedagogical grammar of Naskapi crafted to help speakers attain successful literacy in their own language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25363. Jancewicz, Bill Jancewicz, Bill 2015-03-12 This paper explores how Naskapi grammatical awareness can be developed, and provides insight into the form that pedagogical grammatical instruction should take, in order to equip Naskapi adults to become adequately literate in their mother tongue. In the Naskapi community of Kawawachikamach, Quebec, Naskapi is the language of instruction in the early primary grades of the school. Only recently have Naskapi-speaking teachers received formal instruction in pedagogy, with a cohort of Naskapi teachers following courses for their Bachelors in Education degree towards careers teaching in the Naskapi language in their local school. These adults are highly motivated to improve their mother tongue literacy in order to teach or prepare curriculum materials in Naskapi classrooms. This paper describes an instructional method for learning Naskapi language patterns in a form that is accessible to speakers. This method was implemented a classroom setting in which bilingual adult Naskapi speakers were learning to read and write their own language. Using a qualitative/mixed research methodology, the responses and performance of adult Naskapi learners were used to construct and to validate the framework. The instructional method includes a component of grammatical description that may be grown into a pedagogical grammar of Naskapi crafted to help speakers attain successful literacy in their own language. http://hdl.handle.net/10125/25363 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Developing Naskapi grammatical awareness and its effect on adult literacy oai:scholarspace.manoa.hawaii.edu:10125/25360 2024-08-17 col_10125_35354 25360.pdf Matson, Ivana, Berez, Andrea L., Matson, Ivana, Berez, Andrea L.; 2015-02-27; In 2013, personnel in the Department of Linguistics at the University of Hawai‘i discovered more than 11,000 index cards in 21 boxes that had been sitting in storage for close to five decades. The index cards were lexical slip files containing plant and animal names in Indigenous languages of 15 Pacific Islands, with only one typewritten sheet of fairly vague metadata found among them. Clearly these cards were the result of a major research project involving Pacific languages, yet nobody in the Department had any knowledge of the provenance of the cards or the project of which they were a part. They had simply been forgotten to history. In this poster, we describe the process we undertook to discover the history of the lexical slip files, and to digitize and archive them according to modern standards for digital language data. It turns out the cards were part of a project undertaken in the early 1960s by the (former) Hawai‘i Marine Laboratory to prepare its field researchers to study biota across the Pacific. The cards were used to create “Preliminary Compilations” of plant and animal names from published and unpublished sources. These compilations were essentially field guides to local languages for biologists to use while documenting biological diversity in the Pacific. In addition to researching the history of the project, we also scanned the cards and archived high- and low-bandwidth versions at the Kaipuleohone University of Hawai‘i Digital Language Archive. The cards are freely available online (www.kaipuleohone.org) and can be discovered on the OLAC search engine (www.search.language-archives.com). In addition to describing a particular example of ethnoscientific research, this poster shows how language archives can play a role in bringing to light the process of scientific discovery itself, and provides an example of how to create digital language documentation from analog relics of former research projects. Supported by the National Science Foundation. (This poster is part of a set of poster submissions by language archives.); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25360. Matson, Ivana Berez, Andrea L. Matson, Ivana Berez, Andrea L. 2015-03-12 In 2013, personnel in the Department of Linguistics at the University of Hawai‘i discovered more than 11,000 index cards in 21 boxes that had been sitting in storage for close to five decades. The index cards were lexical slip files containing plant and animal names in Indigenous languages of 15 Pacific Islands, with only one typewritten sheet of fairly vague metadata found among them. Clearly these cards were the result of a major research project involving Pacific languages, yet nobody in the Department had any knowledge of the provenance of the cards or the project of which they were a part. They had simply been forgotten to history. In this poster, we describe the process we undertook to discover the history of the lexical slip files, and to digitize and archive them according to modern standards for digital language data. It turns out the cards were part of a project undertaken in the early 1960s by the (former) Hawai‘i Marine Laboratory to prepare its field researchers to study biota across the Pacific. The cards were used to create “Preliminary Compilations” of plant and animal names from published and unpublished sources. These compilations were essentially field guides to local languages for biologists to use while documenting biological diversity in the Pacific. In addition to researching the history of the project, we also scanned the cards and archived high- and low-bandwidth versions at the Kaipuleohone University of Hawai‘i Digital Language Archive. The cards are freely available online (www.kaipuleohone.org) and can be discovered on the OLAC search engine (www.search.language-archives.com). In addition to describing a particular example of ethnoscientific research, this poster shows how language archives can play a role in bringing to light the process of scientific discovery itself, and provides an example of how to create digital language documentation from analog relics of former research projects. Supported by the National Science Foundation. (This poster is part of a set of poster submissions by language archives.) http://hdl.handle.net/10125/25360 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language archives and the history of ethnoscience: The digitization and discovery of early ethnobiological research at the University of Hawai‘i oai:scholarspace.manoa.hawaii.edu:10125/25373 2024-08-17 col_10125_35354 25373.mp3 25373.pdf Cox, Christopher, Cox, Christopher; 2015-02-26; For some languages with complex inflectional morphology, linguists have proposed morphological templates to account for regularities in the forms and orders in which morphemes appear (Good 2011, McDonough 2000, Rice 2000). From a linguistic perspective, templates provide a layer of abstraction over word structure, representing recurring inflectional patterns as sequences of underlying morphemes and accompanying morphophonemic adaptations. From a pedagogical perspective, morphological templates offer both advantages and disadvantages. While bringing attention to meaningful parts of complex words, their level of abstraction is not always learner-friendly. In many cases, teachers and learners of templatically-analyzed languages face a dilemma. Abandoning templates leaves few resources that highlight commonalities between word-forms, encouraging rote memorization and lessening emphasis on productive language use. On the other hand, adopting templatic representations can prove difficult for both learners' production and comprehension. One alternative to morphological templates is found in paradigms which group together sets of related words in their fully-inflected forms. This surface-oriented approach to words and the regularities among them has several benefits for language pedagogy and documentation: 1. Paradigms present a means of representing regularities across words that does not require deep morphological analysis. Such sets of whole-word forms can help organize observations about recurring inflectional patterns without tremendous abstraction, making such information more accessible for language learning and teaching; 2. Paradigms provide support for adapting existing language resources for use in new teaching contexts. For instance, drawing on paradigms with the necessary inflectional forms, third-person narratives (e.g., storybooks) can be adapted into first and second-person response routines that can be used as language activities; 3. For L2 teaching methods that emphasize the repetition of constructions across multiple contexts of use, paradigms can help in finding words that ‘fit’ inflectionally in the given frames, making reinforcement teaching methods easier to implement. With this in mind, this paper considers how paradigmatic approaches to word structure may benefit both language pedagogy and documentation. Drawing examples from Dene (Athapaskan) languages, which are often upheld as prototypical examples of templatic verbal morphology, this paper assesses the viability of paradigm-based approaches to inflection in these languages. It then proceeds to consider how these approaches are being applied in pedagogical resource development, L2 teaching, and documentation. Based on these observations, this paper argues that surface-based approaches are not only feasible, but have a valuable role to play in language teaching and documentation. REFERENCES Good, Jeff. 2011. The typology of templates. Language and Linguistics Compass 5/10: 731–747. McDonough, Joyce. 2000. Athabaskan redux: against the position class as a morphological category. In Dressler, Wolfgang, Oskar Pfeiffer, Markus Pöchtrager, and John Rennison (eds.), Morphological analysis in comparison. Amsterdam: John Benjamins. 155–178. Rice, Keren. 2000. Morpheme order and semantic scope: word formation in the Athapaskan verb. Cambridge: Cambridge University.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25373. Cox, Christopher Cox, Christopher 2015-03-12 For some languages with complex inflectional morphology, linguists have proposed morphological templates to account for regularities in the forms and orders in which morphemes appear (Good 2011, McDonough 2000, Rice 2000). From a linguistic perspective, templates provide a layer of abstraction over word structure, representing recurring inflectional patterns as sequences of underlying morphemes and accompanying morphophonemic adaptations. From a pedagogical perspective, morphological templates offer both advantages and disadvantages. While bringing attention to meaningful parts of complex words, their level of abstraction is not always learner-friendly. In many cases, teachers and learners of templatically-analyzed languages face a dilemma. Abandoning templates leaves few resources that highlight commonalities between word-forms, encouraging rote memorization and lessening emphasis on productive language use. On the other hand, adopting templatic representations can prove difficult for both learners' production and comprehension. One alternative to morphological templates is found in paradigms which group together sets of related words in their fully-inflected forms. This surface-oriented approach to words and the regularities among them has several benefits for language pedagogy and documentation: 1. Paradigms present a means of representing regularities across words that does not require deep morphological analysis. Such sets of whole-word forms can help organize observations about recurring inflectional patterns without tremendous abstraction, making such information more accessible for language learning and teaching; 2. Paradigms provide support for adapting existing language resources for use in new teaching contexts. For instance, drawing on paradigms with the necessary inflectional forms, third-person narratives (e.g., storybooks) can be adapted into first and second-person response routines that can be used as language activities; 3. For L2 teaching methods that emphasize the repetition of constructions across multiple contexts of use, paradigms can help in finding words that ‘fit’ inflectionally in the given frames, making reinforcement teaching methods easier to implement. With this in mind, this paper considers how paradigmatic approaches to word structure may benefit both language pedagogy and documentation. Drawing examples from Dene (Athapaskan) languages, which are often upheld as prototypical examples of templatic verbal morphology, this paper assesses the viability of paradigm-based approaches to inflection in these languages. It then proceeds to consider how these approaches are being applied in pedagogical resource development, L2 teaching, and documentation. Based on these observations, this paper argues that surface-based approaches are not only feasible, but have a valuable role to play in language teaching and documentation. REFERENCES Good, Jeff. 2011. The typology of templates. Language and Linguistics Compass 5/10: 731–747. McDonough, Joyce. 2000. Athabaskan redux: against the position class as a morphological category. In Dressler, Wolfgang, Oskar Pfeiffer, Markus Pöchtrager, and John Rennison (eds.), Morphological analysis in comparison. Amsterdam: John Benjamins. 155–178. Rice, Keren. 2000. Morpheme order and semantic scope: word formation in the Athapaskan verb. Cambridge: Cambridge University. http://hdl.handle.net/10125/25373 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported From technical to teachable: Teaching morphology without templates oai:scholarspace.manoa.hawaii.edu:10125/25347 2017-05-11 col_10125_35354 25347.mp3 Fitzgerald, Colleen, Boney, Jr., Roy, Caña, Vicki, Crawler, David, Ross, Jr. John, Fitzgerald, Colleen, Boney, Jr., Roy, Caña, Vicki, Crawler, David, Ross, Jr. John; 2015-03-01; Documenting traditional ecological knowledge in indigenous languages is urgently needed, seen in more widely available training options, such as master classes in folk taxonomy and ethnobotany at venues like ICLDC, CoLang, and other venues. Here we present a collaborative project to create a set of videos documenting Cherokee language and ecological knowledge. Multiple 'by-products' result. Training, curriculum creation, and the documentation itself are all positive outcomes stemming from our academic-tribal partnership, the differing strengths of our teams, and our focus on creating versatile documentary products. The model is useful for other community contexts, especially in maximizing the uses of documentation and its applications. Our partnership consists of Cherokee Nation's vigorous Language Program and Natural Resources Department with the University of Texas at Arlington, whose strengths lie in documentation, revitalization, and indigenous language service projects. Importantly, Cherokee Nation prioritizes language revitalization and the documentation of ethnobotanical and ecological knowledge (Cherokee Nation, 2010). We proceeded as follows. The Cherokee Language Program publicized the project and recruited fluent speakers with specialized knowledge on plants and nature. UTA students then documented language and ecological knowledge in a Field Methods course, recording approximately three hours of video in Cherokee onsite in Tahlequah, Oklahoma. Students processed and edited the video, and prepared meta-documentation. With fluent speakers from the Language Program, they are transcribing and translating the Cherokee videos. By creating a curriculum unit that draws on regional strengths in Traditional Ecological Knowledge, this project provides a ready-made unit for use by a variety of instructors. Technology like ELAN can create subtitled language videos on traditional uses of plants uploadable to Cherokee Language Program's YouTube channel, for widespread community use, whether by immersion school students, young adults studying Cherokee at Northeastern State University or wider audiences within Cherokee Nation or other universities. Many of the recordings are segmented as free-standing shorter videos, facilitating their usefulness for multiple purposes. Video also means it is possible to have online delivery of the unit as a course accompaniment. Because the videos include spontaneous Cherokee educational narratives, anecdotes and conversation, they have additional, significant value. Ultimately, both the technical training on video and the actual documentation with this ecological focus increases both newly-trained field linguists and Cherokee language and scientific resources. Our project is also replicable by others needing to maximize resources and to create versatile documentation in language and traditional ecological knowledge. Reference: Cherokee Natural Resources Department. 2010. The Wild Plants of the Cherokee Nation. Tahlequah, OK: Cherokee Nation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25347. Fitzgerald, Colleen Boney, Jr., Roy Caña, Vicki Crawler, David Ross, Jr. John Fitzgerald, Colleen Boney, Jr., Roy Caña, Vicki Crawler, David Ross, Jr. John 2015-03-12 Documenting traditional ecological knowledge in indigenous languages is urgently needed, seen in more widely available training options, such as master classes in folk taxonomy and ethnobotany at venues like ICLDC, CoLang, and other venues. Here we present a collaborative project to create a set of videos documenting Cherokee language and ecological knowledge. Multiple 'by-products' result. Training, curriculum creation, and the documentation itself are all positive outcomes stemming from our academic-tribal partnership, the differing strengths of our teams, and our focus on creating versatile documentary products. The model is useful for other community contexts, especially in maximizing the uses of documentation and its applications. Our partnership consists of Cherokee Nation's vigorous Language Program and Natural Resources Department with the University of Texas at Arlington, whose strengths lie in documentation, revitalization, and indigenous language service projects. Importantly, Cherokee Nation prioritizes language revitalization and the documentation of ethnobotanical and ecological knowledge (Cherokee Nation, 2010). We proceeded as follows. The Cherokee Language Program publicized the project and recruited fluent speakers with specialized knowledge on plants and nature. UTA students then documented language and ecological knowledge in a Field Methods course, recording approximately three hours of video in Cherokee onsite in Tahlequah, Oklahoma. Students processed and edited the video, and prepared meta-documentation. With fluent speakers from the Language Program, they are transcribing and translating the Cherokee videos. By creating a curriculum unit that draws on regional strengths in Traditional Ecological Knowledge, this project provides a ready-made unit for use by a variety of instructors. Technology like ELAN can create subtitled language videos on traditional uses of plants uploadable to Cherokee Language Program's YouTube channel, for widespread community use, whether by immersion school students, young adults studying Cherokee at Northeastern State University or wider audiences within Cherokee Nation or other universities. Many of the recordings are segmented as free-standing shorter videos, facilitating their usefulness for multiple purposes. Video also means it is possible to have online delivery of the unit as a course accompaniment. Because the videos include spontaneous Cherokee educational narratives, anecdotes and conversation, they have additional, significant value. Ultimately, both the technical training on video and the actual documentation with this ecological focus increases both newly-trained field linguists and Cherokee language and scientific resources. Our project is also replicable by others needing to maximize resources and to create versatile documentation in language and traditional ecological knowledge. Reference: Cherokee Natural Resources Department. 2010. The Wild Plants of the Cherokee Nation. Tahlequah, OK: Cherokee Nation. http://hdl.handle.net/10125/25347 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Designing pedagogy from Cherokee language and ecological documentation oai:scholarspace.manoa.hawaii.edu:10125/25337 2024-08-19 col_10125_35354 25337.mp3 25337.pdf Schreyer, Christine, Schreyer, Christine; 2015-02-28; Three women, finished their work for the day, huddle around a copy of the Kala dictionary (2012), reading it aloud to one another via the beam of a flashlight. This is just one of the many vivid images of dictionary reading that remain in my memory from my 2013 trip to the Kala language communities, where I have been involved in assisting the Kala Language Committee with their language documentation and revitalization work. Kala, an Austronesian language with four dialects, is spoken in six coastal villages in Morobe province, Papua New Guinea. In 2006, due to concerns about the encroachment of Tok Pisin, the national lingua franca, and English, the national language of education, Kala speakers developed the Kala Language Committee (KLC) with the goal of strengthening the use of Kala in their communities, particularly in schools. In 2010, I conducted a preliminary phonological analysis of the Kala language in order to provide orthographic suggestions to the KLC. Kala had been the focus of two other brief sets of language documentation (Collier and Collier, 1975; Johnson, 1994), however, neither of these resulted in an orthography that Kala speakers embraced. The current Kala language project has been community-based and community-led from the outset and this perhaps has led to more success. Since the acceptance of the current orthography, literacy materials, school curriculum, and a dictionary, the focus of this presentation, have been developed - the first materials that have ever been written in Kala. They provide community members with a great sense of pride, which in turn has led to an increase in the prestige of the Kala language. As well, since this dictionary includes all four dialects, each one is given equal status, rather than a focus on a standardized Kala. In this paper, therefore, I argue that continually evolving language materials are important for prestige planning (Haaramann, 1999). As well, community members need to be involved in the evolution of these materials, from the beginning edits to new editions of books, so that any changes are more easily accepted and embraced. As orthographies stabilize, as people remember that some words are borrowed, that languages change, language materials need to evolve as well. Inspired by the recent social media trend to “Get Your Manuscript Out”, in this paper I encourage academics and language activists to “Get Their Language Documentation Out” rather than let it sit on a shelf collecting dust. References: Collier, Ken, and Margaret Collier. 1975. A tentative phonemic statement of the Apoze dialect, Kela language. Workpapers in Papua New Guinea Languages 13. 129-161. Johnson, Morris. 1994. Organized Phonology data of Kela. Unpublished manuscript. SIL, Ukarumpa. Haarmann, Harald. 1990. Language planning in the light of a general theory of language: A methodological framework. International Journal of the Sociology of Language, 86, 103–126.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25337. Schreyer, Christine Schreyer, Christine 2015-03-12 Three women, finished their work for the day, huddle around a copy of the Kala dictionary (2012), reading it aloud to one another via the beam of a flashlight. This is just one of the many vivid images of dictionary reading that remain in my memory from my 2013 trip to the Kala language communities, where I have been involved in assisting the Kala Language Committee with their language documentation and revitalization work. Kala, an Austronesian language with four dialects, is spoken in six coastal villages in Morobe province, Papua New Guinea. In 2006, due to concerns about the encroachment of Tok Pisin, the national lingua franca, and English, the national language of education, Kala speakers developed the Kala Language Committee (KLC) with the goal of strengthening the use of Kala in their communities, particularly in schools. In 2010, I conducted a preliminary phonological analysis of the Kala language in order to provide orthographic suggestions to the KLC. Kala had been the focus of two other brief sets of language documentation (Collier and Collier, 1975; Johnson, 1994), however, neither of these resulted in an orthography that Kala speakers embraced. The current Kala language project has been community-based and community-led from the outset and this perhaps has led to more success. Since the acceptance of the current orthography, literacy materials, school curriculum, and a dictionary, the focus of this presentation, have been developed - the first materials that have ever been written in Kala. They provide community members with a great sense of pride, which in turn has led to an increase in the prestige of the Kala language. As well, since this dictionary includes all four dialects, each one is given equal status, rather than a focus on a standardized Kala. In this paper, therefore, I argue that continually evolving language materials are important for prestige planning (Haaramann, 1999). As well, community members need to be involved in the evolution of these materials, from the beginning edits to new editions of books, so that any changes are more easily accepted and embraced. As orthographies stabilize, as people remember that some words are borrowed, that languages change, language materials need to evolve as well. Inspired by the recent social media trend to “Get Your Manuscript Out”, in this paper I encourage academics and language activists to “Get Their Language Documentation Out” rather than let it sit on a shelf collecting dust. References: Collier, Ken, and Margaret Collier. 1975. A tentative phonemic statement of the Apoze dialect, Kela language. Workpapers in Papua New Guinea Languages 13. 129-161. Johnson, Morris. 1994. Organized Phonology data of Kela. Unpublished manuscript. SIL, Ukarumpa. Haarmann, Harald. 1990. Language planning in the light of a general theory of language: A methodological framework. International Journal of the Sociology of Language, 86, 103–126. http://hdl.handle.net/10125/25337 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Reading dictionaries in the dark: The significance of evolving language materials oai:scholarspace.manoa.hawaii.edu:10125/25319 2024-08-19 col_10125_35354 25319.mp3 25319.pdf Hobson, John, Hobson, John; 2015-02-28; The alarm bells have been ringing long and loud for Australian languages and, over the last half century, people have increasingly begun to heed them and respond. Rather than simply bemoaning the grim progress of attrition, Indigenous Australian community members and supportive linguists are increasingly talking in terms of saving languages and acting with the stated goal of bringing them back. The recent publication of Re-awakening languages: Theory and practice in the revitalisation of Australia’s Indigenous languages belatedly marked this turning point by evidencing sufficient activity to sustain a substantial volume of papers. However, (10 words identifying information omitted) it also starkly highlighted several of the issues in the process that are currently not being talked about – at least not publicly. This paper seeks to shine a spotlight on some of the larger ‘elephants in the room’ of Australian revitalisation in the hope that doing so will spur people to start discussing them openly, and avoid the risk that continuing to disregard them could limit progress or frustrate the achievement of desired outcomes. Issues to be considered include the need to identify clear and realistic goals and make concrete plans for their attainment; whether documentation, technology or school are the answer; the role of linguists, and; whether protocols are helping or hindering the process. While the discussion is focused on the Australian context it is certain to resonate with the experience of others also fighting to recover from language loss. It relates directly to the conference theme and reflects on the relationship between documentation and language revitalisation, and the role of formal instruction in that. It also reflects on the topics of communities’ experiences of revitalisation, language planning, the role of technology in teaching/learning small languages and assessing success in revitalisation strategies.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25319. Hobson, John Hobson, John 2015-03-12 The alarm bells have been ringing long and loud for Australian languages and, over the last half century, people have increasingly begun to heed them and respond. Rather than simply bemoaning the grim progress of attrition, Indigenous Australian community members and supportive linguists are increasingly talking in terms of saving languages and acting with the stated goal of bringing them back. The recent publication of Re-awakening languages: Theory and practice in the revitalisation of Australia’s Indigenous languages belatedly marked this turning point by evidencing sufficient activity to sustain a substantial volume of papers. However, (10 words identifying information omitted) it also starkly highlighted several of the issues in the process that are currently not being talked about – at least not publicly. This paper seeks to shine a spotlight on some of the larger ‘elephants in the room’ of Australian revitalisation in the hope that doing so will spur people to start discussing them openly, and avoid the risk that continuing to disregard them could limit progress or frustrate the achievement of desired outcomes. Issues to be considered include the need to identify clear and realistic goals and make concrete plans for their attainment; whether documentation, technology or school are the answer; the role of linguists, and; whether protocols are helping or hindering the process. While the discussion is focused on the Australian context it is certain to resonate with the experience of others also fighting to recover from language loss. It relates directly to the conference theme and reflects on the relationship between documentation and language revitalisation, and the role of formal instruction in that. It also reflects on the topics of communities’ experiences of revitalisation, language planning, the role of technology in teaching/learning small languages and assessing success in revitalisation strategies. http://hdl.handle.net/10125/25319 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Unfinished business: Some issues in need of attention in Australian language revitalisation oai:scholarspace.manoa.hawaii.edu:10125/25335 2024-08-20 col_10125_35354 25335.mp3 25335.pdf Di Paolo, Marianna, Johnson, Lisa, Hudson, Bryan, Mitchell, Jennifer, Borders, Derron, Arnoff, Sarah, Di Paolo, Marianna, Johnson, Lisa, Hudson, Bryan, Mitchell, Jennifer, Borders, Derron, Arnoff, Sarah; 2015-02-28; The guiding principle of the Shoshoni Language Project (SLP) is that revitalizing a language is rebuilding a speech community, a group of people characterized by frequent social interaction in and with a language (Gumperz 1972). Rebuilding the Shoshoni speech community is possible because there are physically-active, fluent speakers in most Shoshone/Goshute communities, many reservation children still hear the language, and most tribes are engaged in revitalization. Since 2003, the SLP has been collaborating with individuals and tribes in Nevada, Utah, and Idaho on activities that have increased social interaction in Shoshoni by providing opportunities for people of all ages and levels of interest in their ancestral language. Our work includes legacy materials dissemination; Teacher Education Workshops; standards-based curricula and materials for secondary, K-6, and Pre-K programs; and a university-based summer Shoshone/Goshute Youth Language Apprenticeship Program (SYLAP). While the main purpose of the Teacher Education Workshops is to train elders in communicative methods of language teaching and to familiarize them with the curricula and lesson plans the SLP has created, the Workshops also build a cohort of teachers who support each other. The elders who come to the Workshops are often accompanied by family members of different ages; this, too, builds a community of people who share an interest in their language. The school-based language programs build the speech community in two ways: by connecting generations, as young people learn Shoshoni from elders, and by creating peer groups of young language learners. For example, in program year 1, some of the K-6 learners spontaneously used the language with each other at recess. Finally, SYLAP, a residential program for high school students, focuses on the next generation of parents. Since 2009, it has created strong language-based bonds between the SYLAPers and elders, parents, and young children in home communities. Many SYLAP students return in subsequent summers to continue to study the language, working as Resident Assistants for the new SYLAP high school students or as interns for the SLP. SYLAPers produce Shoshoni-language materials such as a Talking Dictionary, children’s books, a video game, and a play. They communicate year round via social media—using Shoshoni to text, Facebook, and tweet. Our current challenge is providing learning activities to improve Shoshoni language skills for advanced second-language speakers, such as returning SYLAPers, and for young adults able to participate in conversations in Shoshoni at home but not ready to do so in other settings.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25335. Di Paolo, Marianna Johnson, Lisa Hudson, Bryan Mitchell, Jennifer Borders, Derron Arnoff, Sarah Di Paolo, Marianna Johnson, Lisa Hudson, Bryan Mitchell, Jennifer Borders, Derron Arnoff, Sarah 2015-03-12 The guiding principle of the Shoshoni Language Project (SLP) is that revitalizing a language is rebuilding a speech community, a group of people characterized by frequent social interaction in and with a language (Gumperz 1972). Rebuilding the Shoshoni speech community is possible because there are physically-active, fluent speakers in most Shoshone/Goshute communities, many reservation children still hear the language, and most tribes are engaged in revitalization. Since 2003, the SLP has been collaborating with individuals and tribes in Nevada, Utah, and Idaho on activities that have increased social interaction in Shoshoni by providing opportunities for people of all ages and levels of interest in their ancestral language. Our work includes legacy materials dissemination; Teacher Education Workshops; standards-based curricula and materials for secondary, K-6, and Pre-K programs; and a university-based summer Shoshone/Goshute Youth Language Apprenticeship Program (SYLAP). While the main purpose of the Teacher Education Workshops is to train elders in communicative methods of language teaching and to familiarize them with the curricula and lesson plans the SLP has created, the Workshops also build a cohort of teachers who support each other. The elders who come to the Workshops are often accompanied by family members of different ages; this, too, builds a community of people who share an interest in their language. The school-based language programs build the speech community in two ways: by connecting generations, as young people learn Shoshoni from elders, and by creating peer groups of young language learners. For example, in program year 1, some of the K-6 learners spontaneously used the language with each other at recess. Finally, SYLAP, a residential program for high school students, focuses on the next generation of parents. Since 2009, it has created strong language-based bonds between the SYLAPers and elders, parents, and young children in home communities. Many SYLAP students return in subsequent summers to continue to study the language, working as Resident Assistants for the new SYLAP high school students or as interns for the SLP. SYLAPers produce Shoshoni-language materials such as a Talking Dictionary, children’s books, a video game, and a play. They communicate year round via social media—using Shoshoni to text, Facebook, and tweet. Our current challenge is providing learning activities to improve Shoshoni language skills for advanced second-language speakers, such as returning SYLAPers, and for young adults able to participate in conversations in Shoshoni at home but not ready to do so in other settings. http://hdl.handle.net/10125/25335 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language revitalization as rebuilding a speech community oai:scholarspace.manoa.hawaii.edu:10125/25339 2017-05-11 col_10125_35354 25339.mp3 Tatti, Fibbie, Fink, Ingeborg, Tatti, Fibbie, Fink, Ingeborg; 2015-02-28; This paper highlights the benefits of a community-based approach (see Czaykowska-Higgins, 2009; Vallejos, 2014) in a language documentation project in the Dene community of Délı̨nę, Canada. It describes the collaborative efforts of a community researcher and an outside linguist to develop joint research interests and ground them with other community members in the specific cultural setting in order to benefit all parties. We first outline our project and the factors that contributed to the success of our research approach, focusing on an inter-generational workshop. We then introduce our results and demonstrate how the setup of the research brought forward crucial insights to the specific knowledge of place in Dene. After identifying with elders of the community historically and culturally important geographic locations, including the traditional name attached to each location, we learned from the elders the stories behind the name of each location. The deeper meanings of these stories are known to people who lived on the land but are often unknown to younger generations. We developed a methodology bringing together elders and younger generations in an inter-generational workshop and actively engaging both in the research process in order to contribute to capacity building in language documentation and revitalization. The workshop was facilitated by a community researcher and held in Dene to enable the documentation of interactional patterns and communicative practices. At the same time the outside linguist trained youth participants in language documentation methodology (eg. multi-media recording, Google Earth), which they were able to perform independently by the end of the workshop. Since many of the younger generation are not fluent in Dene, English summaries were given throughout the workshop. These summaries allowed the younger generation to follow the content of the stories while also witnessing cultural protocols. Despite the challenges of the language barrier, the presence of the younger generation highly contributed to the motivation of the elders. In analyzing the complex relationships between an outside researcher and community researchers from diverse generations and backgrounds as well as among community researchers we conclude that it was the research set up and the reciprocal relationships, as well as the observation of cultural protocols that proved to be crucial in the production and analysis of natural, reliable and validated language materials. In giving concrete examples and reflecting the challenges of our approach this paper contributes to the theory of developing effective research approaches that engage citizen scientists from various backgrounds. Bibliography Czaykowska-Higgins, Ewa. 2009. Research Models, Community Engagement, and Linguistic Fieldwork: Reflections on Working within Canadian Indigenous Communities. Language Documentation and Conservation 3 (1). 15-50. [http://hdl.handle.net/10125/4423] Vallejos, Rosa. 2014. Integrating Language Documentation, Language Preservation, and Linguistic Research: Working with the Kokamas from the Amazon. Language Documentation and Conservation 8. 38-65. [http://hdl.handle.net/10125/4609]; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25339. Tatti, Fibbie Fink, Ingeborg Tatti, Fibbie Fink, Ingeborg 2015-03-12 This paper highlights the benefits of a community-based approach (see Czaykowska-Higgins, 2009; Vallejos, 2014) in a language documentation project in the Dene community of Délı̨nę, Canada. It describes the collaborative efforts of a community researcher and an outside linguist to develop joint research interests and ground them with other community members in the specific cultural setting in order to benefit all parties. We first outline our project and the factors that contributed to the success of our research approach, focusing on an inter-generational workshop. We then introduce our results and demonstrate how the setup of the research brought forward crucial insights to the specific knowledge of place in Dene. After identifying with elders of the community historically and culturally important geographic locations, including the traditional name attached to each location, we learned from the elders the stories behind the name of each location. The deeper meanings of these stories are known to people who lived on the land but are often unknown to younger generations. We developed a methodology bringing together elders and younger generations in an inter-generational workshop and actively engaging both in the research process in order to contribute to capacity building in language documentation and revitalization. The workshop was facilitated by a community researcher and held in Dene to enable the documentation of interactional patterns and communicative practices. At the same time the outside linguist trained youth participants in language documentation methodology (eg. multi-media recording, Google Earth), which they were able to perform independently by the end of the workshop. Since many of the younger generation are not fluent in Dene, English summaries were given throughout the workshop. These summaries allowed the younger generation to follow the content of the stories while also witnessing cultural protocols. Despite the challenges of the language barrier, the presence of the younger generation highly contributed to the motivation of the elders. In analyzing the complex relationships between an outside researcher and community researchers from diverse generations and backgrounds as well as among community researchers we conclude that it was the research set up and the reciprocal relationships, as well as the observation of cultural protocols that proved to be crucial in the production and analysis of natural, reliable and validated language materials. In giving concrete examples and reflecting the challenges of our approach this paper contributes to the theory of developing effective research approaches that engage citizen scientists from various backgrounds. Bibliography Czaykowska-Higgins, Ewa. 2009. Research Models, Community Engagement, and Linguistic Fieldwork: Reflections on Working within Canadian Indigenous Communities. Language Documentation and Conservation 3 (1). 15-50. [http://hdl.handle.net/10125/4423] Vallejos, Rosa. 2014. Integrating Language Documentation, Language Preservation, and Linguistic Research: Working with the Kokamas from the Amazon. Language Documentation and Conservation 8. 38-65. [http://hdl.handle.net/10125/4609] http://hdl.handle.net/10125/25339 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Towards a multi-layered understanding of place in Dene: An inter-generational and inter-disciplinary approach to Dene narratives oai:scholarspace.manoa.hawaii.edu:10125/25401 2024-08-20 col_10125_35354 25401.mp3 25401.pdf Aissen, Judith, Aissen, Judith; 2015-02-28; We will begin by clarifying what the terms ‘topic’ and ‘focus’ refer to, drawing on examples from spontaneously produced speech. This material will, first, provide a guide to the identification of topic and focus in text material. But second, it will serve as a basis for developing strategies to elicit analogous examples in the fieldwork context.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25401. Aissen, Judith Aissen, Judith 2015-03-12 We will begin by clarifying what the terms ‘topic’ and ‘focus’ refer to, drawing on examples from spontaneously produced speech. This material will, first, provide a guide to the identification of topic and focus in text material. But second, it will serve as a basis for developing strategies to elicit analogous examples in the fieldwork context. http://hdl.handle.net/10125/25401 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Master Class: Elicitation and Documentation of Topic & Focus Constructions/Processes oai:scholarspace.manoa.hawaii.edu:10125/25353 2017-05-11 col_10125_35354 25353.mp3 Zeitoun, Elizabeth, Huang, Lillian, Zeitoun, Elizabeth, Huang, Lillian; 2015-03-01; Taiwan is a multi-ethnic, multi-cultural and multi-lingual country. With the total population being around 21 million, only 2% are Austronesian peoples, who belong to 16 different tribes officially. However, many of the Austronesian languages spoken on the island have been facing the crisis of extinction, due to the drastic language policies carried out during the time of the Japanese occupation and during the first fifty years of the Nationalist Government. Since Taiwan has been considered the homeland of Austronesian languages by many scholars, various strategies have been utilized by the Taiwan government in order to save these endangered languages, such as teaching of indigenous languages at elementary schools, development of indigenous language textbooks, training of indigenous language teachers, execution of indigenous language proficiency tests, and compilation of indigenous language dictionaries. This paper will illustrate how the majority of Formosan linguists form a collaborative research team in helping preserve and promote these endangered languages, with the financial support of a three-year research project. Each of these linguists has been working on the named languages for at least eight years. In this paper, how they designed 14 Taiwan Austronesian languages’ reference grammars will be discussed, including the working pattern among the project participants, the training of indigenous people to better understand their language structures, the content of each reference grammar, and the e-platform of displaying research findings, data being collected, and sound files of all the data which will serve as learning material for future learners. It is hoped that the present paper will encourage more linguists to work together hands in hands with native speakers in helping revitalize endangered languages.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25353. Zeitoun, Elizabeth Huang, Lillian Zeitoun, Elizabeth Huang, Lillian 2015-03-12 Taiwan is a multi-ethnic, multi-cultural and multi-lingual country. With the total population being around 21 million, only 2% are Austronesian peoples, who belong to 16 different tribes officially. However, many of the Austronesian languages spoken on the island have been facing the crisis of extinction, due to the drastic language policies carried out during the time of the Japanese occupation and during the first fifty years of the Nationalist Government. Since Taiwan has been considered the homeland of Austronesian languages by many scholars, various strategies have been utilized by the Taiwan government in order to save these endangered languages, such as teaching of indigenous languages at elementary schools, development of indigenous language textbooks, training of indigenous language teachers, execution of indigenous language proficiency tests, and compilation of indigenous language dictionaries. This paper will illustrate how the majority of Formosan linguists form a collaborative research team in helping preserve and promote these endangered languages, with the financial support of a three-year research project. Each of these linguists has been working on the named languages for at least eight years. In this paper, how they designed 14 Taiwan Austronesian languages’ reference grammars will be discussed, including the working pattern among the project participants, the training of indigenous people to better understand their language structures, the content of each reference grammar, and the e-platform of displaying research findings, data being collected, and sound files of all the data which will serve as learning material for future learners. It is hoped that the present paper will encourage more linguists to work together hands in hands with native speakers in helping revitalize endangered languages. http://hdl.handle.net/10125/25353 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Designing reference grammars for Taiwan indigenous languages: Collaborative work between linguists and native speakers oai:scholarspace.manoa.hawaii.edu:10125/25322 2024-08-20 col_10125_35354 25322.mp3 25322.pdf Romero-Méndez, Rodrigo, Romero-Méndez, Rodrigo; 2015-02-28; This paper deals with the challenges of achieving a unified writing system for all Oaxaca Mixe languages, something that many community members deem necessary for defending the identity and culture of the Mixe people. The Mixe orthography was created in the 80’s as the result of the collaboration between community members and linguists (cf. Valiñas, 1991). One explicit goal of that process was to create a single writing system for all the dialects. Nowadays, this system is a wide spread orthography as it is used almost officially in some communities, it appears in recent publications (Díaz, 2008; Zavala, 2013a, b; inter alia), and it is taught in some high schools and in two colleges throughout the Mixe territory. It is intended to be a deep orthography (Seifart, 2006; Katz & Frost, 1992; inter alia), with a high correspondence between phonemes and graphemes (Reyes, 2005). While it can be easily adapted to write the consonants for all dialects, it has several problems for writing vowels. Due to the lack of phonological descriptions thirty years ago, the vowels systems of many Mixe languages were not taken into account. Furthermore, there was little understanding of the phonological processes that changed the vowel systems from six vowels in proto-Mixe (Wichmann, 1995) to a range of six to nine (or even ten) vowels in the present day Mixe languages (Author, forthcoming). Thus, it was difficult to realize that seemingly phonetically equivalent vowels are phonologically different across dialects and how differently sounding vowels are in fact phonologically equivalent between two given dialects. Thus, in many cases there is disagreement as to how some vowels should be represented. In addition, for some communities, using different conventions for writing vowels provides a distinctive identity (Suslak, 2003). Based on a comparative study of the vowel system in twenty six Mixe dialects (Author, forthcoming), this paper shows how the problems for writing vowels could been solved once there was a better understanding of the phonological processes that changed the vowel systems in Mixe languages. However, this solution would involve a compromise between a deep and a shallow writing system. Finally, I will discuss how non-linguistic factors make very difficult to actually achieve the desire of having a unified orthography. References Author. Forthcoming. La evolución de los timbres vocálicos en lenguas mixes. Los efectos de la palatalización. México: Universidad Nacional Autónoma de México. Díaz, J. G. 2008. Ii’pyxyukpët Ayuujk. México: CEA-UIIA Katz, L. & R. Frost. 1992. The reading process is different for different orthograpies: The orthographic depth hypothesis. In Frost y Katz (eds.) Orthography, phonology, morphology, and meaning, pp. 67-84. Amsterdam: Elsevier. Reyes, J. C. 2005. Aportes al proceso de enseñanza aprendizaje de la lectura y la escritura de la lengua ayuuk. Oaxaca, México: CEA-UIIA. Seifart, F. 2006. Orthography development. In Gippert, Himmelmann & Mosel (eds.), Essentials of Language Documentation, pp. 275-299. Berlin: Walter de Gruyter. Suslak, D. 2003. The story of ö: Orthography and cultural politics in the Mixe Highlands. Pragmatics 13 (4): 551-563. Valiñas, L. 1991. Apuntes para una dialectología del mixe. Anales de Antroplogía 28: 437-456. Wichmann, S. 1995. The relationship among the Mixe-Zoquean languages of Mexico. Salt Lake City: University of Utah Press. Zavala, L. (comp.). 2013a. Nëwempët matya’aky. Aguilar (trad.). México: Ediciones del Hermitaño. Zavala, L. (comp.). 2013b. Nëwempït matyä’äky. Comix (trad.). México: Ediciones del Hermitaño.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25322. Romero-Méndez, Rodrigo Romero-Méndez, Rodrigo 2015-03-12 This paper deals with the challenges of achieving a unified writing system for all Oaxaca Mixe languages, something that many community members deem necessary for defending the identity and culture of the Mixe people. The Mixe orthography was created in the 80’s as the result of the collaboration between community members and linguists (cf. Valiñas, 1991). One explicit goal of that process was to create a single writing system for all the dialects. Nowadays, this system is a wide spread orthography as it is used almost officially in some communities, it appears in recent publications (Díaz, 2008; Zavala, 2013a, b; inter alia), and it is taught in some high schools and in two colleges throughout the Mixe territory. It is intended to be a deep orthography (Seifart, 2006; Katz & Frost, 1992; inter alia), with a high correspondence between phonemes and graphemes (Reyes, 2005). While it can be easily adapted to write the consonants for all dialects, it has several problems for writing vowels. Due to the lack of phonological descriptions thirty years ago, the vowels systems of many Mixe languages were not taken into account. Furthermore, there was little understanding of the phonological processes that changed the vowel systems from six vowels in proto-Mixe (Wichmann, 1995) to a range of six to nine (or even ten) vowels in the present day Mixe languages (Author, forthcoming). Thus, it was difficult to realize that seemingly phonetically equivalent vowels are phonologically different across dialects and how differently sounding vowels are in fact phonologically equivalent between two given dialects. Thus, in many cases there is disagreement as to how some vowels should be represented. In addition, for some communities, using different conventions for writing vowels provides a distinctive identity (Suslak, 2003). Based on a comparative study of the vowel system in twenty six Mixe dialects (Author, forthcoming), this paper shows how the problems for writing vowels could been solved once there was a better understanding of the phonological processes that changed the vowel systems in Mixe languages. However, this solution would involve a compromise between a deep and a shallow writing system. Finally, I will discuss how non-linguistic factors make very difficult to actually achieve the desire of having a unified orthography. References Author. Forthcoming. La evolución de los timbres vocálicos en lenguas mixes. Los efectos de la palatalización. México: Universidad Nacional Autónoma de México. Díaz, J. G. 2008. Ii’pyxyukpët Ayuujk. México: CEA-UIIA Katz, L. & R. Frost. 1992. The reading process is different for different orthograpies: The orthographic depth hypothesis. In Frost y Katz (eds.) Orthography, phonology, morphology, and meaning, pp. 67-84. Amsterdam: Elsevier. Reyes, J. C. 2005. Aportes al proceso de enseñanza aprendizaje de la lectura y la escritura de la lengua ayuuk. Oaxaca, México: CEA-UIIA. Seifart, F. 2006. Orthography development. In Gippert, Himmelmann & Mosel (eds.), Essentials of Language Documentation, pp. 275-299. Berlin: Walter de Gruyter. Suslak, D. 2003. The story of ö: Orthography and cultural politics in the Mixe Highlands. Pragmatics 13 (4): 551-563. Valiñas, L. 1991. Apuntes para una dialectología del mixe. Anales de Antroplogía 28: 437-456. Wichmann, S. 1995. The relationship among the Mixe-Zoquean languages of Mexico. Salt Lake City: University of Utah Press. Zavala, L. (comp.). 2013a. Nëwempët matya’aky. Aguilar (trad.). México: Ediciones del Hermitaño. Zavala, L. (comp.). 2013b. Nëwempït matyä’äky. Comix (trad.). México: Ediciones del Hermitaño. http://hdl.handle.net/10125/25322 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Multidialectal orthography and the writing of vowels in Mixe oai:scholarspace.manoa.hawaii.edu:10125/25316 2017-05-11 col_10125_35354 25316.mp3 Sato, Manami, Tang, Apay Ai-yu, Kubo, Takuya, Kim, Jungho, Koizumi, Masatoshi, Sato, Manami, Tang, Apay Ai-yu, Kubo, Takuya, Kim, Jungho, Koizumi, Masatoshi; 2015-02-28; We examined the word order currently used by elder Truku Seediq speakers and empirically investigated whether English speakers and Truku Seediq speakers, who use different word order (i.e., Subject-Verb-Object in English and Verb-Object- Subject in Truku), not only orally describe the world differently, but also mentally perceive the world differently.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25316. Sato, Manami Tang, Apay Ai-yu Kubo, Takuya Kim, Jungho Koizumi, Masatoshi Sato, Manami Tang, Apay Ai-yu Kubo, Takuya Kim, Jungho Koizumi, Masatoshi 2015-03-12 We examined the word order currently used by elder Truku Seediq speakers and empirically investigated whether English speakers and Truku Seediq speakers, who use different word order (i.e., Subject-Verb-Object in English and Verb-Object- Subject in Truku), not only orally describe the world differently, but also mentally perceive the world differently. http://hdl.handle.net/10125/25316 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting how Truku Seediq speakers and English speakers think and produce their languages oai:scholarspace.manoa.hawaii.edu:10125/25273 2017-05-11 col_10125_35354 25273.mp3 O'Grady, William, Yang, Changyong, Yang, Sejung, Kang, Sang-Gu, Kim, So-Young, O'Grady, William, Yang, Changyong, Yang, Sejung, Kang, Sang-Gu, Kim, So-Young; 2015-03-12; It is not uncommon for endangered languages to be treated as ‘dialects’ of a more widely spoken language in the region—a label that downgrades their status, discouraging their use and ultimately contributing to their further decline. One place where this has happened is Korea’s Jeju Island, where the critically endangered local variety of speech (Jejueo) is often referred to as a dialect of Korean, not only by government officials and educators, but in some cases even by linguists. In order to evaluate this categorization in an objective manner, we designed a study to evaluate the inter-comprehensibility of Jejueo and Korean, consistent with the standard view within linguistics that varieties of speech with low mutual intelligibility should be considered distinct languages (e.g., Hockett 1958). Participants: 10 native speakers of Jejueo, 10 native speakers of the Seoul variety of Korean (the national standard), 10 native speakers of the South Jeollado variety of Korean, and 10 native speakers of the South Gyeongsangdo variety of Korean. (The latter two varieties are spoken in the southern part of the Korean peninsula near Jeju Island.) All participants were aged 49 to 64. Materials: The test passage consisted of a short narrative (describing the first events in the “Pear Story” video) that had been recorded by a fluent female native speaker of Jejueo. The narrative was 62 words in length (1 minute & 9 seconds in duration). Method: Participants first listened to the entire narrative without interruption. The narrative was then replayed in five segments, varying in length from 1 to 3 sentences. After each segment, the participants were asked to respond in writing to one or more written questions designed to test their understanding of what they had just heard. (In all, there were nine questions of this type.) Results: Percentage correct on comprehension questions Jejueo Native Speakers Seoul South Jeollado South Gyeongsangdo 89.21% 12.03% 6.00% 5.26% These results demonstrate that Jejueo is a distinct language, not comprehensible either to speakers of Seoul Korean or to speakers of regional varieties of Korean in the southern part of the Korean peninsula. There are broader implications as well, since the establishment of language-hood is a prerequisite for revitalization efforts in many communities. As part of our presentation, we will show how the materials that we have developed can be adapted for use with other languages. Hockett, C. 1958. A course in modern linguistics. New York: Macmillan.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25273. O'Grady, William Yang, Changyong Yang, Sejung Kang, Sang-Gu Kim, So-Young O'Grady, William Yang, Changyong Yang, Sejung Kang, Sang-Gu Kim, So-Young 2015-03-12 It is not uncommon for endangered languages to be treated as ‘dialects’ of a more widely spoken language in the region—a label that downgrades their status, discouraging their use and ultimately contributing to their further decline. One place where this has happened is Korea’s Jeju Island, where the critically endangered local variety of speech (Jejueo) is often referred to as a dialect of Korean, not only by government officials and educators, but in some cases even by linguists. In order to evaluate this categorization in an objective manner, we designed a study to evaluate the inter-comprehensibility of Jejueo and Korean, consistent with the standard view within linguistics that varieties of speech with low mutual intelligibility should be considered distinct languages (e.g., Hockett 1958). Participants: 10 native speakers of Jejueo, 10 native speakers of the Seoul variety of Korean (the national standard), 10 native speakers of the South Jeollado variety of Korean, and 10 native speakers of the South Gyeongsangdo variety of Korean. (The latter two varieties are spoken in the southern part of the Korean peninsula near Jeju Island.) All participants were aged 49 to 64. Materials: The test passage consisted of a short narrative (describing the first events in the “Pear Story” video) that had been recorded by a fluent female native speaker of Jejueo. The narrative was 62 words in length (1 minute & 9 seconds in duration). Method: Participants first listened to the entire narrative without interruption. The narrative was then replayed in five segments, varying in length from 1 to 3 sentences. After each segment, the participants were asked to respond in writing to one or more written questions designed to test their understanding of what they had just heard. (In all, there were nine questions of this type.) Results: Percentage correct on comprehension questions Jejueo Native Speakers Seoul South Jeollado South Gyeongsangdo 89.21% 12.03% 6.00% 5.26% These results demonstrate that Jejueo is a distinct language, not comprehensible either to speakers of Seoul Korean or to speakers of regional varieties of Korean in the southern part of the Korean peninsula. There are broader implications as well, since the establishment of language-hood is a prerequisite for revitalization efforts in many communities. As part of our presentation, we will show how the materials that we have developed can be adapted for use with other languages. Hockett, C. 1958. A course in modern linguistics. New York: Macmillan. http://hdl.handle.net/10125/25273 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting language-hood oai:scholarspace.manoa.hawaii.edu:10125/25348 2017-05-11 col_10125_35354 25348.mp3 Young, Forrest, Young, Forrest; 2015-03-01; The revitalization of two languages of the Polynesian Triangle, Māori and `Ōlelo Hawai`i, are fundamental to international research on endangered language revitalization and the transnational social movement to reduce twenty-first century language death. Comparatively, the educational programs and linguistic issues related to the revitalization of the third language of the triangle, the indigenous Rapa Nui language of Easter Island (EAS), are significantly less known. Field research on Rapa Nui language revitalization programs reveals a strong pedagogical focus on teaching the language in terms of cultural heritage materials (traditional language genres and cultural practices) that avoids many of the authenticity concerns confronting the revitalization of Māori and `Ōlelo Hawai`i (Harlow 2005, NeSmith 2005, Wong 1999) and accords with regional Polynesian language community attitudes that stress the importance of cultural heritage content in language instruction (Housman et al 2011, Otsuka and Wong 2007, Taumoeolau et al. 2002, Waitangi Tribunal 2010). Besides complying with regional and island community attitudes, however, aesthetic linguistic theories of language revitalization that highlight cultural and social “form-dependent expression” (Woodbury 1998), and psycholinguistic theories that emphasize some syntactic structures are more important to language acquisition than others (Crain et al. 2009), suggests, contrary to revival linguistics (Thieberger 2002, Zuckerman and Walsh 2011), this pedagogical strategy to also be linguistically sound. I illustrate some of the strengths of Rapa Nui pedagogy through analysis of elementary school teaching materials on the affective, second person possessive pronoun tu`u. Analysis of Rapa Nui textbook teachings of the pronoun in terms of games and narratives steeped in cultural heritage materials, refines the psycholinguistic findings that educational stories and games are important to language acquisition (Hirsh-Pasek and Golinkoff 2012). Educational stories and games interwoven with very specific cultural heritage and linguistic form dependent-cultural practices may be necessary for revitalization of endangered indigenous languages like Rapa Nui. While acknowledging a pedagogical focus on cultural heritage materials should not come at the expense of sociolinguistic functional diversification of the language (Fishman 2001), or the intensity of psycholinguistic imput necessary for language acquisition (Hoff et al. 2012), culturally specific imput dialogical with traditional genres and social registers is critical to revitalizing endangered languages with significant form-dependent expressions. Like those of its “triangular” Polynesian siblings, the language revitalization programs of Rapa Nui have important lessons for enriching the global movement to document and conserve the world’s linguistic diversity. WORK CITED Crain, Stephen and Rosiland Thorton, Keiko Murasugi 2009 Capturing the Evasive Passive. Language Acquisition 16: 123-133. Fishman, Joshua A. 2001 Can Threatened Languages Be Saved? Reversing Language Shift, Revisited: A 21st Century Perspective. Bristol, UK: Multilingual Matters. Harlow, Ray 2005 Covert Attitudes to Māori. International Journal of Sociology of Language 172: 133-147. Hirsh-Pasek, Kathy and Roberta Michnick Golinkoff 2012 How Babies Talk: Six Principles of Early Language Development. In Re-visioning the beginning: Developmental and Health Science Contributions to Infant/Toddler Programs for Children and Families Living in Poverty. S. Odom, E. Pungello, and N. Gardner-Neblett, eds. Pp. 77-101. New York, Guilford Press. Hoff, Erika and Cynthia Core, Silvia Place, Rosario Rumiche, Melissa Senior, Marisol Parra 2012 Dual Language Exposure and Early Bilingual Development. Journal of Child Language 39: 1-27. Housman, Alohalani and Kaulana Dameg, Māhealani Kobashigawa, James Dean Brown 2011 Report on the Hawaiian Oral Language Assessment (H-OLA) Development Project. Second Language Studies 29 (2): 1-59. NeSmith, R. Keao 2005 Tūtū’s Hawaiian and the Emergence of a Neo Hawaiian Language. `Ōiwi: A Native Hawaiian Journal 3: 68-77. Otsuka, Yuko and Andrew Wong 2007 Fostering the Growth of Budding Community Initiatives: The Role of Linguists in Tokelauan Maintenance in Hawai’i. Language Documentation and Conservation 1 (2): 240-256. Taumoefolau, Melanaite and Donna Starks, Karen Davis, Alan Bell 2002 Linguistics and Language Maintenance: Pasifika Languages in Manukau, New Zealand. Oceanic Linguistics 41 (1): 15-27. Thieberger, Nicholas 2002 'Extinction in whose terms? Which parts of a language constitute a Target for Language Maintenance Programmes?' In Language Endangerment and Language Maintenance David Bradley and Maya Bradley, eds. Pp. 310-328. London: Routledge Curzon. Waitangi Tribunal 2010 Te Reo Māori. Waitangi Tribunal Report 262. Wellington: Waitangi Tribunal. Woodbury, Anthony C. 1998 Documenting Rhetorical, Aesthetic, and Expressive Loss in Language Shift. In Endangered Languages: Language Loss and Community Response, Lenore A. Grenoble and Lindsay J. Whaley, eds. Pp. 234-258. Cambridge: Cambridge University Press. Wong, Liana 1999 Authenticity and the Revitalization of Hawaiian. Anthropology and Education Quarterly 30 (1): 94-115. Zuckerman, Ghil’ad and Michael Walsh 2011 Stop, Revive, Survive: Lessons from the Hebrew Revival Applicable to the Reclamation, Maintenance and Empowerment of Aboriginal Languages and Cultures, Australian Journal of Linguistics 31 (1): 111-127.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25348. Young, Forrest Young, Forrest 2015-03-12 The revitalization of two languages of the Polynesian Triangle, Māori and `Ōlelo Hawai`i, are fundamental to international research on endangered language revitalization and the transnational social movement to reduce twenty-first century language death. Comparatively, the educational programs and linguistic issues related to the revitalization of the third language of the triangle, the indigenous Rapa Nui language of Easter Island (EAS), are significantly less known. Field research on Rapa Nui language revitalization programs reveals a strong pedagogical focus on teaching the language in terms of cultural heritage materials (traditional language genres and cultural practices) that avoids many of the authenticity concerns confronting the revitalization of Māori and `Ōlelo Hawai`i (Harlow 2005, NeSmith 2005, Wong 1999) and accords with regional Polynesian language community attitudes that stress the importance of cultural heritage content in language instruction (Housman et al 2011, Otsuka and Wong 2007, Taumoeolau et al. 2002, Waitangi Tribunal 2010). Besides complying with regional and island community attitudes, however, aesthetic linguistic theories of language revitalization that highlight cultural and social “form-dependent expression” (Woodbury 1998), and psycholinguistic theories that emphasize some syntactic structures are more important to language acquisition than others (Crain et al. 2009), suggests, contrary to revival linguistics (Thieberger 2002, Zuckerman and Walsh 2011), this pedagogical strategy to also be linguistically sound. I illustrate some of the strengths of Rapa Nui pedagogy through analysis of elementary school teaching materials on the affective, second person possessive pronoun tu`u. Analysis of Rapa Nui textbook teachings of the pronoun in terms of games and narratives steeped in cultural heritage materials, refines the psycholinguistic findings that educational stories and games are important to language acquisition (Hirsh-Pasek and Golinkoff 2012). Educational stories and games interwoven with very specific cultural heritage and linguistic form dependent-cultural practices may be necessary for revitalization of endangered indigenous languages like Rapa Nui. While acknowledging a pedagogical focus on cultural heritage materials should not come at the expense of sociolinguistic functional diversification of the language (Fishman 2001), or the intensity of psycholinguistic imput necessary for language acquisition (Hoff et al. 2012), culturally specific imput dialogical with traditional genres and social registers is critical to revitalizing endangered languages with significant form-dependent expressions. Like those of its “triangular” Polynesian siblings, the language revitalization programs of Rapa Nui have important lessons for enriching the global movement to document and conserve the world’s linguistic diversity. WORK CITED Crain, Stephen and Rosiland Thorton, Keiko Murasugi 2009 Capturing the Evasive Passive. Language Acquisition 16: 123-133. Fishman, Joshua A. 2001 Can Threatened Languages Be Saved? Reversing Language Shift, Revisited: A 21st Century Perspective. Bristol, UK: Multilingual Matters. Harlow, Ray 2005 Covert Attitudes to Māori. International Journal of Sociology of Language 172: 133-147. Hirsh-Pasek, Kathy and Roberta Michnick Golinkoff 2012 How Babies Talk: Six Principles of Early Language Development. In Re-visioning the beginning: Developmental and Health Science Contributions to Infant/Toddler Programs for Children and Families Living in Poverty. S. Odom, E. Pungello, and N. Gardner-Neblett, eds. Pp. 77-101. New York, Guilford Press. Hoff, Erika and Cynthia Core, Silvia Place, Rosario Rumiche, Melissa Senior, Marisol Parra 2012 Dual Language Exposure and Early Bilingual Development. Journal of Child Language 39: 1-27. Housman, Alohalani and Kaulana Dameg, Māhealani Kobashigawa, James Dean Brown 2011 Report on the Hawaiian Oral Language Assessment (H-OLA) Development Project. Second Language Studies 29 (2): 1-59. NeSmith, R. Keao 2005 Tūtū’s Hawaiian and the Emergence of a Neo Hawaiian Language. `Ōiwi: A Native Hawaiian Journal 3: 68-77. Otsuka, Yuko and Andrew Wong 2007 Fostering the Growth of Budding Community Initiatives: The Role of Linguists in Tokelauan Maintenance in Hawai’i. Language Documentation and Conservation 1 (2): 240-256. Taumoefolau, Melanaite and Donna Starks, Karen Davis, Alan Bell 2002 Linguistics and Language Maintenance: Pasifika Languages in Manukau, New Zealand. Oceanic Linguistics 41 (1): 15-27. Thieberger, Nicholas 2002 'Extinction in whose terms? Which parts of a language constitute a Target for Language Maintenance Programmes?' In Language Endangerment and Language Maintenance David Bradley and Maya Bradley, eds. Pp. 310-328. London: Routledge Curzon. Waitangi Tribunal 2010 Te Reo Māori. Waitangi Tribunal Report 262. Wellington: Waitangi Tribunal. Woodbury, Anthony C. 1998 Documenting Rhetorical, Aesthetic, and Expressive Loss in Language Shift. In Endangered Languages: Language Loss and Community Response, Lenore A. Grenoble and Lindsay J. Whaley, eds. Pp. 234-258. Cambridge: Cambridge University Press. Wong, Liana 1999 Authenticity and the Revitalization of Hawaiian. Anthropology and Education Quarterly 30 (1): 94-115. Zuckerman, Ghil’ad and Michael Walsh 2011 Stop, Revive, Survive: Lessons from the Hebrew Revival Applicable to the Reclamation, Maintenance and Empowerment of Aboriginal Languages and Cultures, Australian Journal of Linguistics 31 (1): 111-127. http://hdl.handle.net/10125/25348 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Completing the Triangle: Revitalizing the Rapa Nui language oai:scholarspace.manoa.hawaii.edu:10125/25359 2024-08-21 col_10125_35354 25359.pdf Ellis, James, Ellis, James; 2015-02-26; Micronesia is one region in the world where there has been high quality documentation and conservation efforts of major languages in terms of grammars and dictionaries, training, and materials production [1]. This came about though an expenditure of several million dollars and fourteen years of scholarly effort starting in 1970 (Rehg 2004). But the intended outcome of that massive project—robust vernacular education—was never realized. English continues to dominate education. Perhaps the main reason for this, as Rehg 2004 explains, is that the linguistically-correct orthographies were never fully accepted. Another reason of particular interest to this presentation, was that the grammars—written with both linguists and non-linguists in mind—proved to be not user-friendly enough for the islanders: bilingual teachers, students, writers, translators. One of our current tasks in Isles-of-the-Sea is the development of a simplified grammar that will be meaningful to speakers of some eight very-closely related (and all endangered) languages among the islands and atolls of the western Caroline Islands in Micronesia. The project has emerged as a result of the need, on the part of island writers and translators, to make use of the linguistic features that set Carolinian languages apart from others—linguistic features that Carolinian writers/translators want to harness and inject into material that their fellow islanders will enjoy reading. This presentation describes how specific methods that are successfully being used in other parts of the world to give indigenous speakers access to their own grammars can be applied to the Caroline Island context. This includes capitalizing on learning styles and settings that are consistent with the island mind-set. For instance, rather than linear methods of learning where students are expected to understand lower-level features of grammar (phonemes, morphemes) before moving to the higher linguistic realm—the realm that is the point of departure in everyday communication—an island learner needs to discover the more encompassing higher level features first, discover how to use them productively, and to use them as frameworks within which to understand how the lower level features fit into the overall scope of effective Carolinian communication. Self-discovery is one key to internalizing the grammatical and discourse functions that can be used to make written material hit home. The aim is for Carolinian writers to build upon sociolinguistically-governed speech styles and genre leading to use of a syntax and morphology that reflects Carolinian ways of communicating—rather than reflecting English ways of communicating. References: Rehg, Kenneth. 2004. Linguists, Literacy, and the Law of Unintended Consequences. Oceanic Linguistics, Volume 43, Number 2, December 2004. [1] Rehg (2004) writes: “In 1970...the languages of Micronesia were among the most poorly documented in the Pacific. Today, they rank among the best.”; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25359. Ellis, James Ellis, James 2015-03-12 Micronesia is one region in the world where there has been high quality documentation and conservation efforts of major languages in terms of grammars and dictionaries, training, and materials production [1]. This came about though an expenditure of several million dollars and fourteen years of scholarly effort starting in 1970 (Rehg 2004). But the intended outcome of that massive project—robust vernacular education—was never realized. English continues to dominate education. Perhaps the main reason for this, as Rehg 2004 explains, is that the linguistically-correct orthographies were never fully accepted. Another reason of particular interest to this presentation, was that the grammars—written with both linguists and non-linguists in mind—proved to be not user-friendly enough for the islanders: bilingual teachers, students, writers, translators. One of our current tasks in Isles-of-the-Sea is the development of a simplified grammar that will be meaningful to speakers of some eight very-closely related (and all endangered) languages among the islands and atolls of the western Caroline Islands in Micronesia. The project has emerged as a result of the need, on the part of island writers and translators, to make use of the linguistic features that set Carolinian languages apart from others—linguistic features that Carolinian writers/translators want to harness and inject into material that their fellow islanders will enjoy reading. This presentation describes how specific methods that are successfully being used in other parts of the world to give indigenous speakers access to their own grammars can be applied to the Caroline Island context. This includes capitalizing on learning styles and settings that are consistent with the island mind-set. For instance, rather than linear methods of learning where students are expected to understand lower-level features of grammar (phonemes, morphemes) before moving to the higher linguistic realm—the realm that is the point of departure in everyday communication—an island learner needs to discover the more encompassing higher level features first, discover how to use them productively, and to use them as frameworks within which to understand how the lower level features fit into the overall scope of effective Carolinian communication. Self-discovery is one key to internalizing the grammatical and discourse functions that can be used to make written material hit home. The aim is for Carolinian writers to build upon sociolinguistically-governed speech styles and genre leading to use of a syntax and morphology that reflects Carolinian ways of communicating—rather than reflecting English ways of communicating. References: Rehg, Kenneth. 2004. Linguists, Literacy, and the Law of Unintended Consequences. Oceanic Linguistics, Volume 43, Number 2, December 2004. [1] Rehg (2004) writes: “In 1970...the languages of Micronesia were among the most poorly documented in the Pacific. Today, they rank among the best.” http://hdl.handle.net/10125/25359 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Bridging the gap between excellent linguistic resources and the capacity of islanders to utilize them for creating meaningful written materials oai:scholarspace.manoa.hawaii.edu:10125/25302 2024-08-22 col_10125_35354 25302.mp3 25302.pdf Bettinson, Mat, Bettinson, Mat; 2015-02-27; Language documentation theory has provided critical insights into the nature of a lasting, multipurpose record of a language (Himmelmann 1998, 2012). Much of the literature has focused on the desirable properties of a comprehensive ‘best record’ of language (Woodbury, 2003). Language documentation leans heavily upon traditional linguistic fieldwork methods such as elicitation and detailed transcription performed in the field. These activities are dependent on highly trained linguists as facilitators for every documentary event. The resulting lack of ‘scalability’ in these methods threatens our ability to meet even modest documentary goals (Liberman, 2006). Responding to productivity concerns, Reiman (2010) introduced Basic Oral Language Documentation. The BOLD method utilises phrase-aligned ‘oral transcriptions’ with the aim of deferring transcription until after fieldwork. BOLD may be enacted by participants with limited training thereby side stepping a major impediment to scaling up documentary activity. The Aikuma smartphone application implements an interactive variant of the BOLD method (Bird & Hanke, 2013; Bird et al., 2014). While still under development, field trials with Aikuma have shown that participants have been able to autonomously collect spoken narratives with respeaking and translation. The assumption to date is that these tools would be deployed by a field linguist to complement an evolving linguistic description. Yet the ever expanding footprint of the World Wide Web means that we would be foolish to believe that field linguists will be the sole facilitators of documentary activities. As the web reaches new frontiers today, it is the ‘Web 2.0’ replete with social networks that communities will first encounter. Where there’s the will to maintain their language, communities are increasingly finding that they have the tools to do so, such the Mapuche people of Chile and their use of Facebook, YouTube and Twitter to promote and preserve their linguistic heritage (Campbell & Huck, 2013). This raises the question as to whether purpose built linguistic crowdsourcing tools can and should interact with the Web 2.0 ecosystem. We also note that the social web has evolved solutions for other documentary challenges. Nathan (2006) described how 2.0 ‘sharing’ features in the SOAS ELAR archive facilitate stakeholder negotiations to manage the complexities of access and distribution in language documentation. Using examples from recent field trials and urban fieldwork, we demonstrate the potential of participant-driven documentation to produce a scalable corpora of natural language and discuss the trade-offs between fidelity vs. quantity. However the process of developing and using these tools has also heightened our awareness of the potential ramifications of social computing and language documentation. We conclude with a thought experiment based on a proposed ‘linguistic social network’ and the linguist of the future. References Boerger, Brenda. 2011. To boldly go where no one has gone before. Language Documentation & Conservation, 5, pp. 208–233. Campbell, Baird & James Huck. 2013. Social Media as a Tool for Linguistic Maintenance and Preservation among the Mapuche. Proceedings of the 2013 LAGO Graduate Student Conference “Decolonizing the Americas”, Tulane University. Himmelmann, Nikolaus P. 1998. Documentary and Descriptive Linguistics. Linguistics, 36, 161–195. Himmelmann, Nikolaus P. 2012. Linguistic Data Types and the Interface between Language Documentation and Description. Language Documentation & Conservation, 6. 187–207. Liberman, Mark. 2006. The problems of scale in language documentation. Computational Linguistics for Less-Studied Languages workshop, Texas Linguistics Society. Reiman, D. Will. 2010. Basic oral language documentation. Language Documentation & Conservation 4. 254–268. Woodbury, Anthony C. 2003. Defining language documentation. In Peter K. Austin (Ed.), Language Documentation and Description (Vol. 1, pp. 35–51). London: SOAS.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25302. Bettinson, Mat Bettinson, Mat 2015-03-12 Language documentation theory has provided critical insights into the nature of a lasting, multipurpose record of a language (Himmelmann 1998, 2012). Much of the literature has focused on the desirable properties of a comprehensive ‘best record’ of language (Woodbury, 2003). Language documentation leans heavily upon traditional linguistic fieldwork methods such as elicitation and detailed transcription performed in the field. These activities are dependent on highly trained linguists as facilitators for every documentary event. The resulting lack of ‘scalability’ in these methods threatens our ability to meet even modest documentary goals (Liberman, 2006). Responding to productivity concerns, Reiman (2010) introduced Basic Oral Language Documentation. The BOLD method utilises phrase-aligned ‘oral transcriptions’ with the aim of deferring transcription until after fieldwork. BOLD may be enacted by participants with limited training thereby side stepping a major impediment to scaling up documentary activity. The Aikuma smartphone application implements an interactive variant of the BOLD method (Bird & Hanke, 2013; Bird et al., 2014). While still under development, field trials with Aikuma have shown that participants have been able to autonomously collect spoken narratives with respeaking and translation. The assumption to date is that these tools would be deployed by a field linguist to complement an evolving linguistic description. Yet the ever expanding footprint of the World Wide Web means that we would be foolish to believe that field linguists will be the sole facilitators of documentary activities. As the web reaches new frontiers today, it is the ‘Web 2.0’ replete with social networks that communities will first encounter. Where there’s the will to maintain their language, communities are increasingly finding that they have the tools to do so, such the Mapuche people of Chile and their use of Facebook, YouTube and Twitter to promote and preserve their linguistic heritage (Campbell & Huck, 2013). This raises the question as to whether purpose built linguistic crowdsourcing tools can and should interact with the Web 2.0 ecosystem. We also note that the social web has evolved solutions for other documentary challenges. Nathan (2006) described how 2.0 ‘sharing’ features in the SOAS ELAR archive facilitate stakeholder negotiations to manage the complexities of access and distribution in language documentation. Using examples from recent field trials and urban fieldwork, we demonstrate the potential of participant-driven documentation to produce a scalable corpora of natural language and discuss the trade-offs between fidelity vs. quantity. However the process of developing and using these tools has also heightened our awareness of the potential ramifications of social computing and language documentation. We conclude with a thought experiment based on a proposed ‘linguistic social network’ and the linguist of the future. References Boerger, Brenda. 2011. To boldly go where no one has gone before. Language Documentation & Conservation, 5, pp. 208–233. Campbell, Baird & James Huck. 2013. Social Media as a Tool for Linguistic Maintenance and Preservation among the Mapuche. Proceedings of the 2013 LAGO Graduate Student Conference “Decolonizing the Americas”, Tulane University. Himmelmann, Nikolaus P. 1998. Documentary and Descriptive Linguistics. Linguistics, 36, 161–195. Himmelmann, Nikolaus P. 2012. Linguistic Data Types and the Interface between Language Documentation and Description. Language Documentation & Conservation, 6. 187–207. Liberman, Mark. 2006. The problems of scale in language documentation. Computational Linguistics for Less-Studied Languages workshop, Texas Linguistics Society. Reiman, D. Will. 2010. Basic oral language documentation. Language Documentation & Conservation 4. 254–268. Woodbury, Anthony C. 2003. Defining language documentation. In Peter K. Austin (Ed.), Language Documentation and Description (Vol. 1, pp. 35–51). London: SOAS. http://hdl.handle.net/10125/25302 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Towards Language Documentation 2.0: Imagining a crowdsourcing revolution oai:scholarspace.manoa.hawaii.edu:10125/25309 2024-08-22 col_10125_35354 25309.mp3 25309.pdf Bird, Steven, Bird, Steven; 2015-02-28; In crude quantitative terms, Zipf’s law tells us that documentation of something as simple as word usage requires several million words of text or several hundred hours of speech, in a wide variety of genres and styles. The only way to achieve this goal for the majority of the world’s languages is to collect speech. Speech has the added advantage of providing information about phonetics, phonology, and prosody. Speech is also the primary register for dialogue, the most common form of language use. We argue that a combination of community outreach, crowdsourcing techniques, and mobile/web technologies make it relatively easy to collect hundreds or thousands of hours of speech (Callison-Burch and Dredze, 2010; Hughes et al., 2010; Anon 2010). On its own, this would leave us with a large archive of uninterpreted audio recordings and – once the languages are no longer spoken – an onerous and unverifiable decipherment problem. To avoid this problem and to ensure interpretability, there must be a documentary record that includes translation into a major language. We take as our guide the current typical practice in documentary linguistics, which is to record and report data as interlinear glossed text. To this end, we add two layers of audio annotation to the primary recordings. The first layer is careful respeaking, or “audio transcription,” in which native speakers listen to the recordings phrase by phrase, and respeak each phrase slowly and carefully. The second layer is oral translation, in which bilingual speakers produce phrase-by-phrase interpretation of the original recordings into a widely-spoken contact language such as English. This combination of respeaking and interpreting constitutes an “acoustic Rosetta stone” which, over time, will grow to a sufficient size to allow open-ended analysis of the language even when it is no longer spoken, including new methods for developing automatic phonetic recognizers and automatic translation systems (Liberman et al., 2013, Lee et al., 2013, Anon 2013). We will demonstrate a novel way to work with the speakers of endangered languages to collect these spoken language annotations and interlinear glossed texts on a large scale. Our approach addresses key issues in such areas as informed consent, quality control, workflow management, and the diverse technological situations of linguistic fieldwork. Our work promises to speed up the process of preserving the world’s languages and enable future study of these languages and access to knowledge that is captured in archived speech recordings. References Chris Callison-Burch and Mark Dredze. Creating speech and language data with Amazon’s Mechanical Turk. In Proceedings of the NAACL HLT 2010 Workshop on Creating Speech and Language Data with Amazon’s Mechanical Turk, pages 1–12. Association for Computational Linguistics, 2010. URL http://www.aclweb.org/anthology/ W10-0701. Thad Hughes, Kaisuke Nakajima, Linne Ha, Atul Vasu, Pedro J. Moreno, and Mike LeBeau. Building transcribed speech corpora quickly and cheaply for many languages. In INTERSPEECH 2010, 11th Annual Conference of the International Speech Communication Association, pages 1914–1917. ISCA, 2010. Mark Liberman, Jiahong Yuan, Andreas Stolcke, Wen Wang, and Vikramjit Mitra (2013). Using multiple versions of speech input in phone recognition, ICASSP. Chia-ying Lee, Yu Zhang, and James Glass (2013). Joint learning of phonetic units and word pronunciations for ASR. In Proceedings of the Conference on Empirical Methods in Natural Language Processing, pages 182–192. Association for Computational Linguistics.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25309. Bird, Steven Bird, Steven 2015-03-12 In crude quantitative terms, Zipf’s law tells us that documentation of something as simple as word usage requires several million words of text or several hundred hours of speech, in a wide variety of genres and styles. The only way to achieve this goal for the majority of the world’s languages is to collect speech. Speech has the added advantage of providing information about phonetics, phonology, and prosody. Speech is also the primary register for dialogue, the most common form of language use. We argue that a combination of community outreach, crowdsourcing techniques, and mobile/web technologies make it relatively easy to collect hundreds or thousands of hours of speech (Callison-Burch and Dredze, 2010; Hughes et al., 2010; Anon 2010). On its own, this would leave us with a large archive of uninterpreted audio recordings and – once the languages are no longer spoken – an onerous and unverifiable decipherment problem. To avoid this problem and to ensure interpretability, there must be a documentary record that includes translation into a major language. We take as our guide the current typical practice in documentary linguistics, which is to record and report data as interlinear glossed text. To this end, we add two layers of audio annotation to the primary recordings. The first layer is careful respeaking, or “audio transcription,” in which native speakers listen to the recordings phrase by phrase, and respeak each phrase slowly and carefully. The second layer is oral translation, in which bilingual speakers produce phrase-by-phrase interpretation of the original recordings into a widely-spoken contact language such as English. This combination of respeaking and interpreting constitutes an “acoustic Rosetta stone” which, over time, will grow to a sufficient size to allow open-ended analysis of the language even when it is no longer spoken, including new methods for developing automatic phonetic recognizers and automatic translation systems (Liberman et al., 2013, Lee et al., 2013, Anon 2013). We will demonstrate a novel way to work with the speakers of endangered languages to collect these spoken language annotations and interlinear glossed texts on a large scale. Our approach addresses key issues in such areas as informed consent, quality control, workflow management, and the diverse technological situations of linguistic fieldwork. Our work promises to speed up the process of preserving the world’s languages and enable future study of these languages and access to knowledge that is captured in archived speech recordings. References Chris Callison-Burch and Mark Dredze. Creating speech and language data with Amazon’s Mechanical Turk. In Proceedings of the NAACL HLT 2010 Workshop on Creating Speech and Language Data with Amazon’s Mechanical Turk, pages 1–12. Association for Computational Linguistics, 2010. URL http://www.aclweb.org/anthology/ W10-0701. Thad Hughes, Kaisuke Nakajima, Linne Ha, Atul Vasu, Pedro J. Moreno, and Mike LeBeau. Building transcribed speech corpora quickly and cheaply for many languages. In INTERSPEECH 2010, 11th Annual Conference of the International Speech Communication Association, pages 1914–1917. ISCA, 2010. Mark Liberman, Jiahong Yuan, Andreas Stolcke, Wen Wang, and Vikramjit Mitra (2013). Using multiple versions of speech input in phone recognition, ICASSP. Chia-ying Lee, Yu Zhang, and James Glass (2013). Joint learning of phonetic units and word pronunciations for ASR. In Proceedings of the Conference on Empirical Methods in Natural Language Processing, pages 182–192. Association for Computational Linguistics. http://hdl.handle.net/10125/25309 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language Preservation 2.0: Crowdsourcing oral language documentation using mobile devices oai:scholarspace.manoa.hawaii.edu:10125/25251 2024-08-22 col_10125_35354 25251.mp3 25251-a.pdf 25251-b.pdf O'Connor, Catherine, Paquette, Elodie, Ko, Edwin, Rimdzius, Ethan, Grillo, Elizabeth, O'Connor, Catherine, Paquette, Elodie, Ko, Edwin, Rimdzius, Ethan, Grillo, Elizabeth; 2015-02-26; A common but challenging language revitalization scenario features a language with no fluent speakers, and a body of recordings of the last fluent speakers. Fortunately, electronic tools are increasingly available to create resources that will give community members access to the sound recordings that are critical for revitalization. But how should such resources be structured? Community members may have different goals for reclaiming and revitalizing the language. Some seek only to know key words for cultural terms, or everyday expressions they can share with friends. Others want to hear recordings of stories, with accessible translations. Finally, some are energized to make a commitment to learning and then teaching the language. Ideally, an on-line resource featuring edited recordings could support all of these goals. Using a corpus of soundfiles of Northern Pomo, a dormant language of California, we are constructing a set of on-line resources designed to support many learner goals. After consultations with Tribal Historic Preservation Officers of three Rancherias, teachers at a Rancheria Head Start program, and other community members, we constructed a set of materials containing the following components, available on mobile devices: an introductory language app, and a website containing pages addressing Sounds and Letters, Everyday Expressions, Talking Dictionary, Phrasicon, Basic Sentence Structures, and Stories and Texts. Sounds and Letters contains a matrix of all phonemes with soundfiles for each. Tabs to Consonant and Vowel pages provide brief videos comparing and contrasting Northern Pomo sounds, designed to introduce the learner to unfamiliar sounds and letter symbols. The Everyday Expressions page contains 90-second videos teaching common phrases and sentences. The videos break down these examples in order to provide non-technical introductions to basic vocabulary, morphology, and syntax, while encouraging the learner to repeat the phrases. The Talking Dictionary and Phrasicon are connected, so that clicking a link in a dictionary entry brings the learner to a page of phrases and sentences containing that lexical item. The Stories and Texts page contains videos with spoken texts and written translations, and printable versions of text plus translation. We will describe and provide a rationale for each component, along with some of the basic design choices that we think will make it useful for learners with different goals. (A companion abstract concerns making templates and codes available to those wishing to construct a similar tool for other languages.) Finally, we hope to present responses to the tool from community members.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25251. O'Connor, Catherine Paquette, Elodie Ko, Edwin Rimdzius, Ethan Grillo, Elizabeth O'Connor, Catherine Paquette, Elodie Ko, Edwin Rimdzius, Ethan Grillo, Elizabeth 2015-03-12 A common but challenging language revitalization scenario features a language with no fluent speakers, and a body of recordings of the last fluent speakers. Fortunately, electronic tools are increasingly available to create resources that will give community members access to the sound recordings that are critical for revitalization. But how should such resources be structured? Community members may have different goals for reclaiming and revitalizing the language. Some seek only to know key words for cultural terms, or everyday expressions they can share with friends. Others want to hear recordings of stories, with accessible translations. Finally, some are energized to make a commitment to learning and then teaching the language. Ideally, an on-line resource featuring edited recordings could support all of these goals. Using a corpus of soundfiles of Northern Pomo, a dormant language of California, we are constructing a set of on-line resources designed to support many learner goals. After consultations with Tribal Historic Preservation Officers of three Rancherias, teachers at a Rancheria Head Start program, and other community members, we constructed a set of materials containing the following components, available on mobile devices: an introductory language app, and a website containing pages addressing Sounds and Letters, Everyday Expressions, Talking Dictionary, Phrasicon, Basic Sentence Structures, and Stories and Texts. Sounds and Letters contains a matrix of all phonemes with soundfiles for each. Tabs to Consonant and Vowel pages provide brief videos comparing and contrasting Northern Pomo sounds, designed to introduce the learner to unfamiliar sounds and letter symbols. The Everyday Expressions page contains 90-second videos teaching common phrases and sentences. The videos break down these examples in order to provide non-technical introductions to basic vocabulary, morphology, and syntax, while encouraging the learner to repeat the phrases. The Talking Dictionary and Phrasicon are connected, so that clicking a link in a dictionary entry brings the learner to a page of phrases and sentences containing that lexical item. The Stories and Texts page contains videos with spoken texts and written translations, and printable versions of text plus translation. We will describe and provide a rationale for each component, along with some of the basic design choices that we think will make it useful for learners with different goals. (A companion abstract concerns making templates and codes available to those wishing to construct a similar tool for other languages.) Finally, we hope to present responses to the tool from community members. http://hdl.handle.net/10125/25251 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Many entryways: Creating resources to support many uses of a dormant language oai:scholarspace.manoa.hawaii.edu:10125/25346 2017-05-11 col_10125_35354 25346.mp3 Rybka, Konrad, Rybka, Konrad; 2015-02-28; Language documentation theory stresses the relation between language and the knowledge systems inextricably linked to it (Thieberger, 2011, p. 1). Consequently, language documentation projects often focus on specific domains in order to document both the linguistic and epistemological structures used by Indigenous groups. The former often depart from familiar Indo-European patterns, while the latter defy Western scientific paradigms, and are usually not acquired through formal schooling. In the face of worldwide linguistic and cultural erosion and as documentation projects bring their results to the table, a pedagogical question arises: Are we developing pedagogical materials that reflect not only Indigenous linguistic practices but also Indigenous knowledge systems and Indigenous ways of acquiring them? In this paper, I use first-hand ethnoecological data from Lokono, a critically endangered North Arawakan language spoken in the Guianas, to problematize this question. The Lokono distinguish a set of (generic) ecotopes (Hunn and Meilleur, 2012), whose names are derived with suffixes –wkaro ‘swampy area’ or –wkili ‘dry area’ from a nominal base encoding a botanical resource (e.g. mokorowkaro ‘a swampy area of the mokoro reed (Ischnosiphon arouma)’ and awarhawkili ‘a dry area of the awarha palm (Astrocaryum vulgare)’). Careful analysis of the knowledge encoded in the ecotope vocabulary reveals a network of related bits of information: botanical (knowledge of other plants that grow there), zoological (knowledge of animals that feed there), edaphic (knowledge of the soil type), hydrological (knowledge of water resources) and utilitarian (knowledge of the uses of the resource). Interestingly, the utilitarian component of the set covers the core of Lokono culture. Lokono ecotopes are hence an example of linguistic structures that merge information from different domains. Such ethnoecological knowledge is normally acquired through “first-hand experience immersed in a particular landscape” (Zarger, 2011, p. 372). For the linguistic and cultural survival of an Indigenous group, it may be of utmost importance to pass the linguistic and epistemological content of such ecotopes as one “package” rooted in the local landscape, instead of disintegrating them into familiar semantic domains (and corollary chapter divisions) such as Animals, Plants, Weather, Home abstracted from this “package”. I demonstrate how these considerations help us shape a future Lokono revitalization program—a course book (formal schooling) that takes the students on a physical journey through the village and its surroundings (immersed experience). I use the ecotope example to show how the documented linguistic and epistemological structures can help us organize the curriculum. Hunn, E.S., Meilleur, B.A., 2012. Toward a Theory of Landscape Ethnoecological Classification, in: Johnson, L.M., Hunn, E.S. (Eds.), Landscape Ethnoecology: Concepts of Biotic and Physical Space. Berghahn Books, pp. 15–26. Thieberger, N., 2011. Introduction, in: Thieberger, N. (Ed.), The Oxford Handbook of Linguistic Fieldwork, Oxford Handbooks in Linguistics. Oxford University Press, Oxford ; New York, pp. 1–12. Zarger, R.K., 2011. Learning Ethnobiology: Creating Knowledge and Skills about the Living World, in: Anderson, E.N., Pearsall, D., Hunn, E., Turner, N. (Eds.), Ethnobiology. Wiley-Blackwell, Hoboken, N.J., pp. 371–389.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25346. Rybka, Konrad Rybka, Konrad 2015-03-12 Language documentation theory stresses the relation between language and the knowledge systems inextricably linked to it (Thieberger, 2011, p. 1). Consequently, language documentation projects often focus on specific domains in order to document both the linguistic and epistemological structures used by Indigenous groups. The former often depart from familiar Indo-European patterns, while the latter defy Western scientific paradigms, and are usually not acquired through formal schooling. In the face of worldwide linguistic and cultural erosion and as documentation projects bring their results to the table, a pedagogical question arises: Are we developing pedagogical materials that reflect not only Indigenous linguistic practices but also Indigenous knowledge systems and Indigenous ways of acquiring them? In this paper, I use first-hand ethnoecological data from Lokono, a critically endangered North Arawakan language spoken in the Guianas, to problematize this question. The Lokono distinguish a set of (generic) ecotopes (Hunn and Meilleur, 2012), whose names are derived with suffixes –wkaro ‘swampy area’ or –wkili ‘dry area’ from a nominal base encoding a botanical resource (e.g. mokorowkaro ‘a swampy area of the mokoro reed (Ischnosiphon arouma)’ and awarhawkili ‘a dry area of the awarha palm (Astrocaryum vulgare)’). Careful analysis of the knowledge encoded in the ecotope vocabulary reveals a network of related bits of information: botanical (knowledge of other plants that grow there), zoological (knowledge of animals that feed there), edaphic (knowledge of the soil type), hydrological (knowledge of water resources) and utilitarian (knowledge of the uses of the resource). Interestingly, the utilitarian component of the set covers the core of Lokono culture. Lokono ecotopes are hence an example of linguistic structures that merge information from different domains. Such ethnoecological knowledge is normally acquired through “first-hand experience immersed in a particular landscape” (Zarger, 2011, p. 372). For the linguistic and cultural survival of an Indigenous group, it may be of utmost importance to pass the linguistic and epistemological content of such ecotopes as one “package” rooted in the local landscape, instead of disintegrating them into familiar semantic domains (and corollary chapter divisions) such as Animals, Plants, Weather, Home abstracted from this “package”. I demonstrate how these considerations help us shape a future Lokono revitalization program—a course book (formal schooling) that takes the students on a physical journey through the village and its surroundings (immersed experience). I use the ecotope example to show how the documented linguistic and epistemological structures can help us organize the curriculum. Hunn, E.S., Meilleur, B.A., 2012. Toward a Theory of Landscape Ethnoecological Classification, in: Johnson, L.M., Hunn, E.S. (Eds.), Landscape Ethnoecology: Concepts of Biotic and Physical Space. Berghahn Books, pp. 15–26. Thieberger, N., 2011. Introduction, in: Thieberger, N. (Ed.), The Oxford Handbook of Linguistic Fieldwork, Oxford Handbooks in Linguistics. Oxford University Press, Oxford ; New York, pp. 1–12. Zarger, R.K., 2011. Learning Ethnobiology: Creating Knowledge and Skills about the Living World, in: Anderson, E.N., Pearsall, D., Hunn, E., Turner, N. (Eds.), Ethnobiology. Wiley-Blackwell, Hoboken, N.J., pp. 371–389. http://hdl.handle.net/10125/25346 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting linguistic and epistemological structure of ecotopes for pedagogical purposes oai:scholarspace.manoa.hawaii.edu:10125/25263 2017-05-11 col_10125_35354 25263.mp3 Heston, Tyler, Heston, Tyler; 2015-02-26; The crucial importance of language documentation, description and pedagogy to one another cannot be overestimated, not only for the revitalization of languages that are no longer spoken, but also for basic literacy education in underdocumented languages. Obtaining access to education in their native language is of great value to children, but even basic literacy development, such as the creation of an efficient orthography, can be near impossible in the absence of linguistic research. This presentation is a progress report on a mother tongue literacy program being piloted in the nation of East Timor, giving an overview of the current status of this program and showing how linguistic research and pedagogy can collaborate to mutual benefit in the context of underdocumented languages around the world. East Timor, a relatively new republic established in 2002 in island Southeast Asia, is home to approximately 15-20 indigenous languages, both Austronesian and Papuan (Hajek, 2000; Lewis et al. 2013). Over half of these are listed in the Catalog of Endangered Languages at varying degrees of endangerment (Endangered Languages), and the large majority remain highly underdocumented. Until recently, education has generally taken place in the languages of occupying nations, such as Portuguese and Indonesian, or Tetun Dili—a local Austronesian-based creole used as a lingua franca across the country. However, these languages are only spoken natively by only a fraction of the population (Lewis et al. 2013), which can make it challenging for other children to excel in school. To better support the children who speak indigenous languages, the government has begun to implement a mother tongue literacy program, with the goals of additive bilingualism and biliteracy. In this program, children will learn to read in their own native language first, learning to read Tetun and Portuguese in later grades (Language in Education Working Group). This program has enormous potential, but since most of the indigenous languages of Timor remain unwritten and undocumented, the development of basic literacy materials has proven challenging. The main focus of this presentation is to show how language documentation and description can benefit work on education, as well as how they can be benefitted in return. The linguistic situation in East Timor is far from atypical, and the mother tongue program in East Timor provides an excellent case study of the challenges and successes that can accompany a program of education in an underdocumented language. References Endangered Languages. 2012. The Linguist List at Eastern Michigan University and The University of Hawai‘i at Mānoa. http://www.endangeredlanguages.com Hajek, John. 2000. Towards a language history of East Timor. Quaderni del Dipartimento di Linguistica - Università di Firenze 10. 213–227. Language in Education Working Group. 2010. Mother tongue-based multilingual education for Timor Leste: National Policy. Dili: Komisaun Nasional Edukasaun Timor Leste & Ministry of Education. Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig, eds. 2013. Ethnologue: Languages of the world. 17th ed. Dallas: SIL International.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25263. Heston, Tyler Heston, Tyler 2015-03-12 The crucial importance of language documentation, description and pedagogy to one another cannot be overestimated, not only for the revitalization of languages that are no longer spoken, but also for basic literacy education in underdocumented languages. Obtaining access to education in their native language is of great value to children, but even basic literacy development, such as the creation of an efficient orthography, can be near impossible in the absence of linguistic research. This presentation is a progress report on a mother tongue literacy program being piloted in the nation of East Timor, giving an overview of the current status of this program and showing how linguistic research and pedagogy can collaborate to mutual benefit in the context of underdocumented languages around the world. East Timor, a relatively new republic established in 2002 in island Southeast Asia, is home to approximately 15-20 indigenous languages, both Austronesian and Papuan (Hajek, 2000; Lewis et al. 2013). Over half of these are listed in the Catalog of Endangered Languages at varying degrees of endangerment (Endangered Languages), and the large majority remain highly underdocumented. Until recently, education has generally taken place in the languages of occupying nations, such as Portuguese and Indonesian, or Tetun Dili—a local Austronesian-based creole used as a lingua franca across the country. However, these languages are only spoken natively by only a fraction of the population (Lewis et al. 2013), which can make it challenging for other children to excel in school. To better support the children who speak indigenous languages, the government has begun to implement a mother tongue literacy program, with the goals of additive bilingualism and biliteracy. In this program, children will learn to read in their own native language first, learning to read Tetun and Portuguese in later grades (Language in Education Working Group). This program has enormous potential, but since most of the indigenous languages of Timor remain unwritten and undocumented, the development of basic literacy materials has proven challenging. The main focus of this presentation is to show how language documentation and description can benefit work on education, as well as how they can be benefitted in return. The linguistic situation in East Timor is far from atypical, and the mother tongue program in East Timor provides an excellent case study of the challenges and successes that can accompany a program of education in an underdocumented language. References Endangered Languages. 2012. The Linguist List at Eastern Michigan University and The University of Hawai‘i at Mānoa. http://www.endangeredlanguages.com Hajek, John. 2000. Towards a language history of East Timor. Quaderni del Dipartimento di Linguistica - Università di Firenze 10. 213–227. Language in Education Working Group. 2010. Mother tongue-based multilingual education for Timor Leste: National Policy. Dili: Komisaun Nasional Edukasaun Timor Leste & Ministry of Education. Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig, eds. 2013. Ethnologue: Languages of the world. 17th ed. Dallas: SIL International. http://hdl.handle.net/10125/25263 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The symbiosis of documentation, description and pedagogy: A case study of East Timor mother tongue education oai:scholarspace.manoa.hawaii.edu:10125/25303 2024-08-23 col_10125_35354 25303.mp3 25303.pdf Ohle, Kathryn, Condon, Mark, Ohle, Kathryn, Condon, Mark; 2015-02-27; In April of 2014, the President of the National Alliance to Save Native Languages provided testimony to the U.S. House on the need to support programs that help meet the linguistically unique educational needs of Native students while also preserving, revitalizing, and using these students’ native languages. These educational needs are especially prominent in Alaska, as Native students currently have lower rates in literacy achievement (Sparks, 2012; ISER, 2009) and higher rates of high school dropouts (Alaska Dept. of Education, 2011) than any other group of students. However, the need to preserve their native languages might be even greater, for the average Alaska Native tongue has fewer than 1,000 speakers, the majority of whom are over the age of 70 (Twitchell, reported in Kelly, 2014), a trend not likely to change when only two of the twenty languages in use in Alaska are being picked up by younger generations (Verdugo, 2006) and all but one are listed as declining (ANLPAC, 2014). To combat both issues, we are working on a project that provides dozens of children’s books to families, children, and teachers in Alaska Native languages through the use of a free digital library with translated texts, as delivered through UniteForLiteracy.com. This approach was formulated based on recommendations from the Alaska Native Language Preservation and Advisory Council, who suggested the best method to reinforce Alaska Native languages and culture was to promote whole family learning and speaking, which is best fostered in learning opportunities that focus on early childhood language acquisition (2014). Additionally, we kept in mind research that suggests one of the best indictors of children’s success in school is related to how much they have been read to (Kern & Friedman, 2009). Attention was also paid to recommendations from the National Assessment of Educational Progress, who indicated that the number of books in the child’s home and the frequency with which they read was also related to higher test scores (U.S. Department of Education, 2013). While results from this project are still forthcoming, the aim of this presentation is to share our approach, implementation efforts, and resulting artifacts and anecdotal records. There is no reason that these efforts have to be limited to Alaska Native languages and thus our hope is that others interested in language conservation see this is a viable option for preserving and promoting their native language while also increasing educational outcomes for students. Citations: Alaska Department of Education (2011). Statistics & Reports (Data file). Retrieved from http://education.alaska.gov/Stats/ ANLPAC (Alaska Native Language Preservation and Advisory Council). (2014, July). Alaska Native Language Preservation and Advisory Council: Report to the Governor and Legislature, Juneau, AK: Evans Smith, A., Counceller, A.G.L., Churchill, D., Alvanna-Stimpfle, B.Y., Charles, W. Institute of Social and Economic Research (ISER). (2009). Kids Count Alaska, 2009/2010. Anchorage, AK: Hanna, V., Schreiner, I., DeRoche, P., Ikatova, I., & Trimble, E. Kern, M.L. & Friedman, H.S. (2008). Early educational milestones as predictors of lifelong academic achievement, midlife adjustment, and longevity. Journal of Applied Developmental Psychology, 30(4), 419-430. Twitchell, L. (2014), as quoted by Kelly, C. (2014, February 18). Supporters cheer Alaska Native languages bill. Message posted to KTOO News. http://www.ktoo.org/2014/02/18/supporters-cheer-alaska-native-languages-bill/ Sparks, S. (2012, July 3). NAEP Scores Still Stalled for Native American Students. Education Week, 31(36). U.S. Department of Education, Institute of Education Sciences, National Center for Educational Statistics, National Assessment of Educational Progress (NAEP) 2013 Reading Assessment. Verdugo, R.R. The Invisible Minority: The Education of the American Indian Population. Paper presented at the annual meeting of the American Sociological Association, Montreal, Canada. (As referenced in National Education Association. (2006, September). Focus on American Indians/Alaska Natives, Endangered Indian Languages. As retrieved from http://www.nea.org/assets/docs/HE/mf_aianfocus06.pdf); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25303. Ohle, Kathryn Condon, Mark Ohle, Kathryn Condon, Mark 2015-03-12 In April of 2014, the President of the National Alliance to Save Native Languages provided testimony to the U.S. House on the need to support programs that help meet the linguistically unique educational needs of Native students while also preserving, revitalizing, and using these students’ native languages. These educational needs are especially prominent in Alaska, as Native students currently have lower rates in literacy achievement (Sparks, 2012; ISER, 2009) and higher rates of high school dropouts (Alaska Dept. of Education, 2011) than any other group of students. However, the need to preserve their native languages might be even greater, for the average Alaska Native tongue has fewer than 1,000 speakers, the majority of whom are over the age of 70 (Twitchell, reported in Kelly, 2014), a trend not likely to change when only two of the twenty languages in use in Alaska are being picked up by younger generations (Verdugo, 2006) and all but one are listed as declining (ANLPAC, 2014). To combat both issues, we are working on a project that provides dozens of children’s books to families, children, and teachers in Alaska Native languages through the use of a free digital library with translated texts, as delivered through UniteForLiteracy.com. This approach was formulated based on recommendations from the Alaska Native Language Preservation and Advisory Council, who suggested the best method to reinforce Alaska Native languages and culture was to promote whole family learning and speaking, which is best fostered in learning opportunities that focus on early childhood language acquisition (2014). Additionally, we kept in mind research that suggests one of the best indictors of children’s success in school is related to how much they have been read to (Kern & Friedman, 2009). Attention was also paid to recommendations from the National Assessment of Educational Progress, who indicated that the number of books in the child’s home and the frequency with which they read was also related to higher test scores (U.S. Department of Education, 2013). While results from this project are still forthcoming, the aim of this presentation is to share our approach, implementation efforts, and resulting artifacts and anecdotal records. There is no reason that these efforts have to be limited to Alaska Native languages and thus our hope is that others interested in language conservation see this is a viable option for preserving and promoting their native language while also increasing educational outcomes for students. Citations: Alaska Department of Education (2011). Statistics & Reports (Data file). Retrieved from http://education.alaska.gov/Stats/ ANLPAC (Alaska Native Language Preservation and Advisory Council). (2014, July). Alaska Native Language Preservation and Advisory Council: Report to the Governor and Legislature, Juneau, AK: Evans Smith, A., Counceller, A.G.L., Churchill, D., Alvanna-Stimpfle, B.Y., Charles, W. Institute of Social and Economic Research (ISER). (2009). Kids Count Alaska, 2009/2010. Anchorage, AK: Hanna, V., Schreiner, I., DeRoche, P., Ikatova, I., & Trimble, E. Kern, M.L. & Friedman, H.S. (2008). Early educational milestones as predictors of lifelong academic achievement, midlife adjustment, and longevity. Journal of Applied Developmental Psychology, 30(4), 419-430. Twitchell, L. (2014), as quoted by Kelly, C. (2014, February 18). Supporters cheer Alaska Native languages bill. Message posted to KTOO News. http://www.ktoo.org/2014/02/18/supporters-cheer-alaska-native-languages-bill/ Sparks, S. (2012, July 3). NAEP Scores Still Stalled for Native American Students. Education Week, 31(36). U.S. Department of Education, Institute of Education Sciences, National Center for Educational Statistics, National Assessment of Educational Progress (NAEP) 2013 Reading Assessment. Verdugo, R.R. The Invisible Minority: The Education of the American Indian Population. Paper presented at the annual meeting of the American Sociological Association, Montreal, Canada. (As referenced in National Education Association. (2006, September). Focus on American Indians/Alaska Natives, Endangered Indian Languages. As retrieved from http://www.nea.org/assets/docs/HE/mf_aianfocus06.pdf) http://hdl.handle.net/10125/25303 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Supporting native languages & encouraging early literacy with children's books oai:scholarspace.manoa.hawaii.edu:10125/25254 2017-05-11 col_10125_35354 25254.mp3 Huang, Lilian, Huang, Lilian; 2015-02-26; Taiwan has been postulated by many scholars as the ‘homeland of Austronesian languages,’ yet due to its language policy in the past, many of the languages have either been extinct or in great danger. Since 1995 the Taiwan government has been utilizing various strategies in order to preserve and promote these indigenous languages, including teaching of indigenous languages at elementary schools, development of indigenous language textbooks, training of indigenous language teachers, execution of indigenous language proficiency tests, and compilation of indigenous language dictionaries, which are basically top-down/institutional strategies. Starting from 2013, more bottom-up strategies have been or will be utilized; for example, practicing of language immersion in preschools, promoting the use of indigenous languages at home and in communities. In addition, 4-level indigenous language proficiency tests will be administered, and a research and development center for indigenous languages will be established. In addition to a brief description of the above top-down and bottom-up strategies, their merits and weak points will be discussed in this paper.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25254. Huang, Lilian Huang, Lilian 2015-03-12 Taiwan has been postulated by many scholars as the ‘homeland of Austronesian languages,’ yet due to its language policy in the past, many of the languages have either been extinct or in great danger. Since 1995 the Taiwan government has been utilizing various strategies in order to preserve and promote these indigenous languages, including teaching of indigenous languages at elementary schools, development of indigenous language textbooks, training of indigenous language teachers, execution of indigenous language proficiency tests, and compilation of indigenous language dictionaries, which are basically top-down/institutional strategies. Starting from 2013, more bottom-up strategies have been or will be utilized; for example, practicing of language immersion in preschools, promoting the use of indigenous languages at home and in communities. In addition, 4-level indigenous language proficiency tests will be administered, and a research and development center for indigenous languages will be established. In addition to a brief description of the above top-down and bottom-up strategies, their merits and weak points will be discussed in this paper. http://hdl.handle.net/10125/25254 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Revitalization of indigenous languages in Taiwan: 1995-2014 oai:scholarspace.manoa.hawaii.edu:10125/25355 2024-08-23 col_10125_35354 25355.mp3 25355.pdf Chew, Kari, Keliiaa, Katie, Chew, Kari, Keliiaa, Katie; 2015-03-01; Using collaborative autoethnography, this article explores the experiences of Indigenous graduate students as they navigate higher education and work to ensure the continuance of their heritage languages for future generations. The authors of this self-study represent diverse heritage languages and attend different universities across the United States. Following a discussion of Indigenous languages as tied to identity and a means to confront hegemonic power within universities, a review of the literature highlights new directions in language reclamation scholarship—particularly in the portrayal of youth, young adult, and postsecondary student contributions. The authors then present their experiences through vignettes, as well as an analysis of emerging themes. Ultimately, the article argues that, despite diverse backgrounds, the authors share a view of higher education as a tool—albeit one with limitations—that can enable them as effective contributors to language revitalization efforts. Works Cited Bainbridge, R. (2007). Autoethnography in Indigenous research contexts: The value of inner knowing. Journal of Australian Indigenous Issues, 10(2), 54-64. Blodgett, A. T., Schinke, R. J., Smith, B., Peltier, and D. Pheasant, C. (2011). In Indigenous words: Exploring vignettes as a narrative strategy for presenting the research voices of Aboriginal community members. Qualitative Inquiry, 17(6), 522-533. Brayboy, B. M. J. (2004). Hiding in the Ivy: American Indian students and visibility in elite educational settings. Harvard educational review 74(2), 125-152. Brayboy, B. M. J. (2005). Transformational resistance and social justice: American Indians in Ivy League universities. Anthropology and Education Quarterly 36(3), 193–211. Brayboy, B. M. J., Fann, A. J., Castagno, A. E., & Solyom, J. A. (2012). Postsecondary education for American Indian and Alaska Natives: Higher education for nation building and self-determination. ASHE Higher Education Report, 37(5). Bucholtz, M., & Hall, K. (2005). Identity and interaction: a sociocultural linguistic approach. Discourse Studies, 7(4-5), 585-614. Chang, H., Ngunjiri, F. W., & Hernandez, K. C. (2013). Collaborative autoethnography. Walnut Creek, CA: Left Coast Press. Deloria, P. (2004). Indians in unexpected places. Lawrence: University Press of Kansas. Deyhle, D. (1995). Navajo youth and Anglo racism: Cultural integrity and resistance. Harvard Educational Review, 65(4), 403–444. Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 12(1). Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs1101108 Ely, M., Vinz, R., Downing, M., and Anzul, M. (1997). On writing qualitative research: Living by words. Briston, PA: Falmer Press. Foucault, M. (1983, October-November). Discourse and truth: the problematization of parrhesia. Lecture series conducted from University of California, Berkeley. Gilmore, P. (2008). Engagement on the backroads: Insights for anthropology and education. Anthropology & Education Quarterly, 39, 109-116. Gilmore, P. (2013, November). Knowledge production in Indigenous scholarship: Fostering relationships, reciprocity, responsibility and respect through cross- institutional engagements. Paper presented at the meeting of the American Anthropological Association, Chicago, IL. Hill, J. (2002). “Expert rhetorics” in advocacy for endangered languages: Who is listening and what do they hear? Journal of Linguistic Anthropology, 12(2), 119-33. Hinton, L. (2014). Foreword. In Wyman, L. T. McCarty, T. L., & Nicholas, S. E. (Eds.), Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds (pp. ix-xiv). New York: Routledge. Kipp, D. R. (2000). Encouragement, guidance, insights, and lessons learned for Native language activists developing their own tribal language programs. St. Paul: Grotto Foundation, Inc. Kroupa, K. T. (2014). Efforts of the Ree-volution: Revitalizing Arikara language in an endangered language context. In Wyman, L. T. McCarty, T. L., & Nicholas, S. E. (Eds.), Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds (pp. 168-186). New York: Routledge. Lee, T. S. (2009). Language, identity, and power: Navajo and Pueblo young adults’ perspectives and experiences with competing language ideologies. Journal of Language, Identity, and Education, 8, 307-320. Lee, T. S. (2014). Critical language awareness among Native youth in New Mexico. In Wyman, L. T. McCarty, T. L., & Nicholas, S. E. (Eds.), Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds (pp. 130-148). New York: Routledge. Leonard, W. Y. (2011). Challenging “extinction” through modern Miami language practices. American Indian Culture and Research Journal, 35(2), 135-160. McCarty, T. L., Romero-Little, M. E., Warhol, L. & Zepeda, O. (2014). Genealogies of language loss and recovery: Native youth language practices and cultural continuance. In Wyman, L. T. McCarty, T. L., & Nicholas, S. E. (Eds.), Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds (pp. 26-47). New York: Routledge. Meek, B. A. (2011). Failing American Indian languages. American Indian Culture and Research Journal, 35(2), 43-60. Ortiz, S. (1978). Song, poetry and language: Expression and perception. Tsaile, AZ: Navajo Community College Press. Pithouse-Morgan, K., Khau, M., Masinga, L., & van de Ruit, C. (2012). Letters to those who dare feel: Using reflective letter-writing to explore the emotionality of research. International Journal of Qualitative Methods 11(1), 40-57. Nicholas, S. E. (2009). “I live Hopi, I just don’t speak it.” –The critical intersection of language, culture, and identity in the contemporary lives of Hopi youth. Journal of Language, Identity, and Education 8(5), 321-334. Smith, L. T. (1999). Decolonizing methodologies: Research and Indigenous peoples. New York: Zed Books Ltd. Solórzano, D. G. and Bernal, D. D. (2001). Examining transformational resistance through a critical race theory and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308–342. Sumida Huaman, E. and Stokes, P. (2011). Indigenous language revitalization and new media: Postsecondary students as innovators. Global Media Journal, 11(18). Retrieved from http://lass.purduecal.edu/cca/gmj/sp11/gmj-sp11-article3.htm Tuck, E. & Yang, K. W. (2013). R-words: Refusing research. In D. Paris & M. T. Winn (Eds.), Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 223-247). Thousand Oaks, CA: Sage Publications. Wyman, L. T. (2012). Youth culture, language endangerment and linguistic survivance. Bristol, UK: Multilingual Matters. Wyman, L. T. (2014). Youth linguistic survivance in transforming settings: A Yup’ik example. In Wyman, L. T. McCarty, T. L., & Nicholas, S. E. (Eds.), Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds (pp. 90-110). New York: Routledge.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25355. Chew, Kari Keliiaa, Katie Chew, Kari Keliiaa, Katie 2015-03-12 Using collaborative autoethnography, this article explores the experiences of Indigenous graduate students as they navigate higher education and work to ensure the continuance of their heritage languages for future generations. The authors of this self-study represent diverse heritage languages and attend different universities across the United States. Following a discussion of Indigenous languages as tied to identity and a means to confront hegemonic power within universities, a review of the literature highlights new directions in language reclamation scholarship—particularly in the portrayal of youth, young adult, and postsecondary student contributions. The authors then present their experiences through vignettes, as well as an analysis of emerging themes. Ultimately, the article argues that, despite diverse backgrounds, the authors share a view of higher education as a tool—albeit one with limitations—that can enable them as effective contributors to language revitalization efforts. Works Cited Bainbridge, R. (2007). Autoethnography in Indigenous research contexts: The value of inner knowing. Journal of Australian Indigenous Issues, 10(2), 54-64. Blodgett, A. T., Schinke, R. J., Smith, B., Peltier, and D. Pheasant, C. (2011). In Indigenous words: Exploring vignettes as a narrative strategy for presenting the research voices of Aboriginal community members. Qualitative Inquiry, 17(6), 522-533. Brayboy, B. M. J. (2004). Hiding in the Ivy: American Indian students and visibility in elite educational settings. Harvard educational review 74(2), 125-152. Brayboy, B. M. J. (2005). Transformational resistance and social justice: American Indians in Ivy League universities. Anthropology and Education Quarterly 36(3), 193–211. Brayboy, B. M. J., Fann, A. J., Castagno, A. E., & Solyom, J. A. (2012). Postsecondary education for American Indian and Alaska Natives: Higher education for nation building and self-determination. ASHE Higher Education Report, 37(5). Bucholtz, M., & Hall, K. (2005). Identity and interaction: a sociocultural linguistic approach. Discourse Studies, 7(4-5), 585-614. Chang, H., Ngunjiri, F. W., & Hernandez, K. C. (2013). Collaborative autoethnography. Walnut Creek, CA: Left Coast Press. Deloria, P. (2004). Indians in unexpected places. Lawrence: University Press of Kansas. Deyhle, D. (1995). Navajo youth and Anglo racism: Cultural integrity and resistance. Harvard Educational Review, 65(4), 403–444. Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 12(1). Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs1101108 Ely, M., Vinz, R., Downing, M., and Anzul, M. (1997). On writing qualitative research: Living by words. Briston, PA: Falmer Press. Foucault, M. (1983, October-November). Discourse and truth: the problematization of parrhesia. Lecture series conducted from University of California, Berkeley. Gilmore, P. (2008). Engagement on the backroads: Insights for anthropology and education. Anthropology & Education Quarterly, 39, 109-116. Gilmore, P. (2013, November). Knowledge production in Indigenous scholarship: Fostering relationships, reciprocity, responsibility and respect through cross- institutional engagements. Paper presented at the meeting of the American Anthropological Association, Chicago, IL. Hill, J. (2002). “Expert rhetorics” in advocacy for endangered languages: Who is listening and what do they hear? Journal of Linguistic Anthropology, 12(2), 119-33. Hinton, L. (2014). Foreword. In Wyman, L. T. McCarty, T. L., & Nicholas, S. E. (Eds.), Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds (pp. ix-xiv). New York: Routledge. Kipp, D. R. (2000). Encouragement, guidance, insights, and lessons learned for Native language activists developing their own tribal language programs. St. Paul: Grotto Foundation, Inc. Kroupa, K. T. (2014). Efforts of the Ree-volution: Revitalizing Arikara language in an endangered language context. In Wyman, L. T. McCarty, T. L., & Nicholas, S. E. (Eds.), Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds (pp. 168-186). New York: Routledge. Lee, T. S. (2009). Language, identity, and power: Navajo and Pueblo young adults’ perspectives and experiences with competing language ideologies. Journal of Language, Identity, and Education, 8, 307-320. Lee, T. S. (2014). Critical language awareness among Native youth in New Mexico. In Wyman, L. T. McCarty, T. L., & Nicholas, S. E. (Eds.), Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds (pp. 130-148). New York: Routledge. Leonard, W. Y. (2011). Challenging “extinction” through modern Miami language practices. American Indian Culture and Research Journal, 35(2), 135-160. McCarty, T. L., Romero-Little, M. E., Warhol, L. & Zepeda, O. (2014). Genealogies of language loss and recovery: Native youth language practices and cultural continuance. In Wyman, L. T. McCarty, T. L., & Nicholas, S. E. (Eds.), Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds (pp. 26-47). New York: Routledge. Meek, B. A. (2011). Failing American Indian languages. American Indian Culture and Research Journal, 35(2), 43-60. Ortiz, S. (1978). Song, poetry and language: Expression and perception. Tsaile, AZ: Navajo Community College Press. Pithouse-Morgan, K., Khau, M., Masinga, L., & van de Ruit, C. (2012). Letters to those who dare feel: Using reflective letter-writing to explore the emotionality of research. International Journal of Qualitative Methods 11(1), 40-57. Nicholas, S. E. (2009). “I live Hopi, I just don’t speak it.” –The critical intersection of language, culture, and identity in the contemporary lives of Hopi youth. Journal of Language, Identity, and Education 8(5), 321-334. Smith, L. T. (1999). Decolonizing methodologies: Research and Indigenous peoples. New York: Zed Books Ltd. Solórzano, D. G. and Bernal, D. D. (2001). Examining transformational resistance through a critical race theory and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308–342. Sumida Huaman, E. and Stokes, P. (2011). Indigenous language revitalization and new media: Postsecondary students as innovators. Global Media Journal, 11(18). Retrieved from http://lass.purduecal.edu/cca/gmj/sp11/gmj-sp11-article3.htm Tuck, E. & Yang, K. W. (2013). R-words: Refusing research. In D. Paris & M. T. Winn (Eds.), Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 223-247). Thousand Oaks, CA: Sage Publications. Wyman, L. T. (2012). Youth culture, language endangerment and linguistic survivance. Bristol, UK: Multilingual Matters. Wyman, L. T. (2014). Youth linguistic survivance in transforming settings: A Yup’ik example. In Wyman, L. T. McCarty, T. L., & Nicholas, S. E. (Eds.), Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds (pp. 90-110). New York: Routledge. http://hdl.handle.net/10125/25355 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Indigenous graduate students studying heritage languages at universities: A collaborative autoethnography oai:scholarspace.manoa.hawaii.edu:10125/25393 2024-08-24 col_10125_35354 25393.mp3 25393.pdf Koontz-Garboden, Andrew, Koontz-Garboden, Andrew; 2015-02-26; The class examines how to go about collecting data for the purposes of documenting and describing the morphosyntactic alignment and verbal argument structure in an understudied language. The class begins with a bird’s eye view of major issues in alignment and argument structure, with the goal of considering the kinds of data that should be collected for the purposes of documentation, description, and further study. Methods for data collection are discussed, alongside positive and negative properties of the various methods. Case studies throughout the discussion are drawn from Ulwa (Misumalpan; Nicaragua).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25393. Koontz-Garboden, Andrew Koontz-Garboden, Andrew 2015-03-12 The class examines how to go about collecting data for the purposes of documenting and describing the morphosyntactic alignment and verbal argument structure in an understudied language. The class begins with a bird’s eye view of major issues in alignment and argument structure, with the goal of considering the kinds of data that should be collected for the purposes of documentation, description, and further study. Methods for data collection are discussed, alongside positive and negative properties of the various methods. Case studies throughout the discussion are drawn from Ulwa (Misumalpan; Nicaragua). http://hdl.handle.net/10125/25393 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Master Class: Elicitation and Documentation of Verb Alignment and Argument Structure oai:scholarspace.manoa.hawaii.edu:10125/25400 2024-08-24 col_10125_35354 25400.mp3 25400.pdf Jenks, Peter, Jenks, Peter; 2015-02-28; This class will survey semantic distinctions which have been claimed to exist for well-studied languages, including definiteness, specificity, weak versus strong quantification, and referential versus bound variable readings of pronouns. We will then examine the different ways that these distinctions are encoded in the languages of the world. Finally, we will introduce a number of syntactic and semantic diagnostics that will enable the documentarian to identify these different nominal interpretations both with elicitation and in texts.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25400. Jenks, Peter Jenks, Peter 2015-03-12 This class will survey semantic distinctions which have been claimed to exist for well-studied languages, including definiteness, specificity, weak versus strong quantification, and referential versus bound variable readings of pronouns. We will then examine the different ways that these distinctions are encoded in the languages of the world. Finally, we will introduce a number of syntactic and semantic diagnostics that will enable the documentarian to identify these different nominal interpretations both with elicitation and in texts. http://hdl.handle.net/10125/25400 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Master Class: Elicitation and Documentation of Definiteness & Quantification oai:scholarspace.manoa.hawaii.edu:10125/25291 2017-05-11 col_10125_35354 25291.mp3 Paterson, Rebecca, Teo, Amos, Ouermi, Timbwaoga Aime Judicaël, Paterson, Rebecca, Teo, Amos, Ouermi, Timbwaoga Aime Judicaël; 2015-02-27; We can use creative interactive methods to engage speakers in language documentation and the development of language materials. Friendly competition keeps speakers involved in what could otherwise be a dull task of listing words. New participants seek out the opportunity to be involved in the future as participants when positive engagement attitudes are developed. To this end, we applied principles of gamification (Hamari et al. 2014) to the Rapid Word collection phase of the Dictionary Development Program (DDP) (Shore & van den Berg 2006; Moe 2004). We present the outcomes of applying gamification to the DDP in an effort to collect and verify words in a narrow set of semantic domains for the Mòòré language [mos]. Mòòré is widely spoken, underdocumented Gur language primarily spoken in Burkina Faso. Data was collected by native speakers of Mòòré on a university campus. The basic procedure for the game is as follows: In round 1, two teams of 3-4 speakers compete with each other in attempt to accumulate more words than the other team in each semantic domain as it is presented. Each team appoints a scribe equipped with paper and pen who records words in the existing Mòòré orthography; other team members participate verbally. Points accrue for words that are collected that are distinct from the other team, i.e. unique words will score points. In round 2, the teams exchange sets of words and must use the words compiled by the other team in round 1 to make sentences in the language that exemplify the meaning of the word. Round 2 verifies the words and offers some idea that shared meaning exists between the speakers on the two competing teams. We present a methodology involving multiple speakers that appears to be effective and efficient, compared to elicitation of terms with one speaker in the same time frame. At the same time, we show the possibility of collecting discourse data as participants negotiate amongst themselves key definitions and example sentences. In post-game interviews with participants, we also asked speakers about their reactions to the task, and the likelihood of them participating again, though it remains to be seen if they will participate again. References: Hamari, Juho, Jonna Koivisto, & Harri Sarsa. 2014. Does Gamification Work? – A Literature Review of Empirical Studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences, Hawaii, USA, January 6-9, 2014. Moe, Ronald. 2003. Compiling dictionaries using semantic domains. Lexicos 13: 215-223. http://lexikos.journals.ac.za/pub/article/view/731 Shore, Susan, and Rene van den Berg. 2006. A new mass elicitation technique: the Dictionary Development Program. Paper presented at Tenth International Conference on Austronesian Linguistics. 17-20 January 2006. Puerta Princesa City, Palawan, Philippines. http://www.sil.org/asia/philippines/ical/papers.html; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25291. Paterson, Rebecca Teo, Amos Ouermi, Timbwaoga Aime Judicaël Paterson, Rebecca Teo, Amos Ouermi, Timbwaoga Aime Judicaël 2015-03-12 We can use creative interactive methods to engage speakers in language documentation and the development of language materials. Friendly competition keeps speakers involved in what could otherwise be a dull task of listing words. New participants seek out the opportunity to be involved in the future as participants when positive engagement attitudes are developed. To this end, we applied principles of gamification (Hamari et al. 2014) to the Rapid Word collection phase of the Dictionary Development Program (DDP) (Shore & van den Berg 2006; Moe 2004). We present the outcomes of applying gamification to the DDP in an effort to collect and verify words in a narrow set of semantic domains for the Mòòré language [mos]. Mòòré is widely spoken, underdocumented Gur language primarily spoken in Burkina Faso. Data was collected by native speakers of Mòòré on a university campus. The basic procedure for the game is as follows: In round 1, two teams of 3-4 speakers compete with each other in attempt to accumulate more words than the other team in each semantic domain as it is presented. Each team appoints a scribe equipped with paper and pen who records words in the existing Mòòré orthography; other team members participate verbally. Points accrue for words that are collected that are distinct from the other team, i.e. unique words will score points. In round 2, the teams exchange sets of words and must use the words compiled by the other team in round 1 to make sentences in the language that exemplify the meaning of the word. Round 2 verifies the words and offers some idea that shared meaning exists between the speakers on the two competing teams. We present a methodology involving multiple speakers that appears to be effective and efficient, compared to elicitation of terms with one speaker in the same time frame. At the same time, we show the possibility of collecting discourse data as participants negotiate amongst themselves key definitions and example sentences. In post-game interviews with participants, we also asked speakers about their reactions to the task, and the likelihood of them participating again, though it remains to be seen if they will participate again. References: Hamari, Juho, Jonna Koivisto, & Harri Sarsa. 2014. Does Gamification Work? – A Literature Review of Empirical Studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences, Hawaii, USA, January 6-9, 2014. Moe, Ronald. 2003. Compiling dictionaries using semantic domains. Lexicos 13: 215-223. http://lexikos.journals.ac.za/pub/article/view/731 Shore, Susan, and Rene van den Berg. 2006. A new mass elicitation technique: the Dictionary Development Program. Paper presented at Tenth International Conference on Austronesian Linguistics. 17-20 January 2006. Puerta Princesa City, Palawan, Philippines. http://www.sil.org/asia/philippines/ical/papers.html http://hdl.handle.net/10125/25291 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Gamification of rapid word collection oai:scholarspace.manoa.hawaii.edu:10125/25350 2017-05-11 col_10125_35354 25350.mp3 Jany, Carmen, Jany, Carmen; 2015-03-01; One of the main disadvantages for grammar writing solely based on archival materials is the inability to collect additional data for verification purposes and to fill gaps. For some languages, however, archives represent the only source of data available to communities and linguists today. California has historically been characterized by a great deal of linguistic diversity (Golla 2011). During the decades prior and following the turn of the twentieth century, John P. Harrington extensively documented many of these native California languages, collecting a considerable amount of elicited material and connected speech (Golla 2011). This paper examines the utilization of Harrington’s archival data for the purpose of grammar writing for the extinct northern California language Chimariko. For Chimariko, the data collected by Harrington in the 1920s (Mills 1985) is crucial for the development of a reference grammar (Author 2009). While Dixon (1910) had attempted to create a grammatical sketch prior to Harrington’s field work, his description lacks detail and is significantly flawed due to phonological inaccuracies (Sapir 1911), proving Harrington’s work invaluable. Consisting of both, elicitation and connected speech in the form of oral narratives, Harrington’s data allows for a detailed analysis of the complex and typologically uncommon grammatical relations system based on agents and patients and person hierarchies, in addition to providing the necessary data for a phonological analysis and the examination of clause combining and discourse structure. This paper reports on the process of grammar writing from these archival materials, as well as on content selection and organization of the grammar. The complementary functions of elicited versus naturally occurring data are also discussed, in addition to gaps in the analysis due to lack of data. This work reveals that grammar writing is possible even when the data is limited and presents specific examples from the Chimariko grammar. To conclude, this work highlights the importance of archival material for languages with no or a small number of current speakers and shows how such data provides linguists with a good record for describing the structures of languages like Chimariko. For contemporary communities, this provides an excellent record on which to base possible language revitalization efforts.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25350. Jany, Carmen Jany, Carmen 2015-03-12 One of the main disadvantages for grammar writing solely based on archival materials is the inability to collect additional data for verification purposes and to fill gaps. For some languages, however, archives represent the only source of data available to communities and linguists today. California has historically been characterized by a great deal of linguistic diversity (Golla 2011). During the decades prior and following the turn of the twentieth century, John P. Harrington extensively documented many of these native California languages, collecting a considerable amount of elicited material and connected speech (Golla 2011). This paper examines the utilization of Harrington’s archival data for the purpose of grammar writing for the extinct northern California language Chimariko. For Chimariko, the data collected by Harrington in the 1920s (Mills 1985) is crucial for the development of a reference grammar (Author 2009). While Dixon (1910) had attempted to create a grammatical sketch prior to Harrington’s field work, his description lacks detail and is significantly flawed due to phonological inaccuracies (Sapir 1911), proving Harrington’s work invaluable. Consisting of both, elicitation and connected speech in the form of oral narratives, Harrington’s data allows for a detailed analysis of the complex and typologically uncommon grammatical relations system based on agents and patients and person hierarchies, in addition to providing the necessary data for a phonological analysis and the examination of clause combining and discourse structure. This paper reports on the process of grammar writing from these archival materials, as well as on content selection and organization of the grammar. The complementary functions of elicited versus naturally occurring data are also discussed, in addition to gaps in the analysis due to lack of data. This work reveals that grammar writing is possible even when the data is limited and presents specific examples from the Chimariko grammar. To conclude, this work highlights the importance of archival material for languages with no or a small number of current speakers and shows how such data provides linguists with a good record for describing the structures of languages like Chimariko. For contemporary communities, this provides an excellent record on which to base possible language revitalization efforts. http://hdl.handle.net/10125/25350 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Chimariko grammar based solely on archival material oai:scholarspace.manoa.hawaii.edu:10125/25366 2024-08-25 col_10125_35354 25366.PDF Bow, Cathy, Bow, Cathy; 2015-02-27; The Living Archive of Aboriginal Languages (www.cdu.edu.au/laal) is an open access, online repository comprising digital versions of materials produced in Australian Indigenous languages of the Northern Territory. It currently contains over a thousand resources in more than 25 languages and continues to expand. The archive was initially developed to preserve the thousands of items produced in bilingual education programs in remote schools across the NT which were becoming lost, damaged and destroyed due to the withdrawal of funding and support for bilingual education. A further stage of development sees the expansion of the collection to include other resources from outside bilingual programs, as well as encouraging engagement with the materials. The digitised materials (stored on servers at Charles Darwin University Library) can be accessed through the online map interface as well as standard search and browse options, and can be viewed online or downloaded as pdfs and text files. The website also includes information encouraging visitors to engage with the materials in the archive and suggesting ways of connecting interested users with the language authorities in the communities of origin. A blog and social media strategy also invite collaboration and engagement.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25366. Bow, Cathy Bow, Cathy 2015-03-12 The Living Archive of Aboriginal Languages (www.cdu.edu.au/laal) is an open access, online repository comprising digital versions of materials produced in Australian Indigenous languages of the Northern Territory. It currently contains over a thousand resources in more than 25 languages and continues to expand. The archive was initially developed to preserve the thousands of items produced in bilingual education programs in remote schools across the NT which were becoming lost, damaged and destroyed due to the withdrawal of funding and support for bilingual education. A further stage of development sees the expansion of the collection to include other resources from outside bilingual programs, as well as encouraging engagement with the materials. The digitised materials (stored on servers at Charles Darwin University Library) can be accessed through the online map interface as well as standard search and browse options, and can be viewed online or downloaded as pdfs and text files. The website also includes information encouraging visitors to engage with the materials in the archive and suggesting ways of connecting interested users with the language authorities in the communities of origin. A blog and social media strategy also invite collaboration and engagement. http://hdl.handle.net/10125/25366 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Living Archive of Aboriginal Languages oai:scholarspace.manoa.hawaii.edu:10125/25260 2017-05-11 col_10125_35354 25260.mp3 Frank, Kenneth, Frank, Kenneth; 2015-02-26; I will be presenting a diagram of caribou bone names using our Gwich’in language. Many of these body parts are specialized knowledge, known only by the elders, but for our language and culture to survive they need to be taught to younger speakers and active hunters. I will also show how we use the different parts of the caribou to make traditional tools, clothing, toys, and games and how we butcher these animals so that nothing is wasted. Even some of our family names and personal names come from the names for caribou bones. Along with the bones, we also have names for all the meats, skin, and internal organs. Most of the names for caribou body parts are also used for other game animals such as moose and Dall sheep. I will also talk a little bit about dialect differences between Alaskan and Yukon Gwich’in villages and those in the Northwest Territories.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25260. Frank, Kenneth Frank, Kenneth 2015-03-12 I will be presenting a diagram of caribou bone names using our Gwich’in language. Many of these body parts are specialized knowledge, known only by the elders, but for our language and culture to survive they need to be taught to younger speakers and active hunters. I will also show how we use the different parts of the caribou to make traditional tools, clothing, toys, and games and how we butcher these animals so that nothing is wasted. Even some of our family names and personal names come from the names for caribou bones. Along with the bones, we also have names for all the meats, skin, and internal organs. Most of the names for caribou body parts are also used for other game animals such as moose and Dall sheep. I will also talk a little bit about dialect differences between Alaskan and Yukon Gwich’in villages and those in the Northwest Territories. http://hdl.handle.net/10125/25260 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Vadzaih Tth’an Oozhri’ and Gwich’in culture oai:scholarspace.manoa.hawaii.edu:10125/25354 2017-05-11 col_10125_35354 25354.mp3 25354-a.pptx 25354-b.pptx Bloyd, Tobias, Agoes, Adita, Bloyd, Tobias, Agoes, Adita; 2015-03-01; The Modern Jere project drew its inspiration from workshop sessions at a 2014 seminar hosted by Universitas Khairun, where it became clear that physical and cultural environments of the Moluccas face common pressures and that conservationists share common goals with local educators, community leaders, and regional stakeholders. Discussion topics began to evolve from how to enact legislation to what can inspire community members themselves to act. As in many parts of Indonesia, the region is undergoing a steady increase in population and development programs that do not always consider environmental effects1. The current population is over 2.5 million, with more than a million in North Maluku alone2. The region hosts over 130 language communities3, but like the area's fragile ecosystems, they are severely endangered4. People of the Moluccas have a connection to the ocean rooted both in history and spirituality. The earliest inhabitants of the Maluku Islands are likely to have arrived by sea at least 55,000 years ago5, and as in numerous regions throughout Southeast Asia, they have traditional resource-management strategies6. These are known as keramat in Indonesian and jere in North Maluku. But rapid cultural shifts are threatening the jere system itself along with the ecosystems it is tasked to protect. The Modern Jere project is built on the hypothesis that the jere structure is capable of protecting itself; whereas traditional jere delineate geographical areas; the Modern Jere project extends the boundaries into cultural and behavioral choices. Rules governing jere are contained within regional oral traditions; the project partners linguists and conservationists with cultural practitioners (jere observing fishermen) to document the marine regions between Ternate–Tidore and Halmahera (North Maluku's most populous region), and local teachers lead events alongside cultural practitioners and concerned stakeholders where youth learn indigenous language related to jere and also how jere ecosystems are put at risk by modern lifestyle choices, both tangible (e.g. dumping waste) and intangible (e.g. abandoning indigenous languages and customs). Because the jere system resonates strongest within the context of local tradition, the project includes cultural stewardship among its tenets--particularly linguistic stewardship. The Modern Jere project is gaining regional attention, and one major outcome to date has been a discernible shift in perceived relevance of indigenous tongues, as participants observe cultural practitioners teaching on equal footing alongside international experts. This paper presents a detailed description of the project, the results, and its direction forward. References: 1. Jepson, Paul, et al. "The end for Indonesia's lowland forests?." Science 292.5518 (2001): 859-861. 2. Indonesia. Badan Pusat Statistik. Hasil Sensus Penduduk 2010 Data Agregat per Provinsi. N.p., Aug. 2010. Web. 29 Aug. 2014. 3. Lewis, M. Paul. Ethnologue: Languages of the World. 16th ed. Dallas, TX: SIL International, 2009. Online version: http://www.ethnologue.com/16. 4. Florey, Margaret. "Community Initiatives towards Language Renewal among Moluccan Migrants in the Netherlands." Language endangerment and language maintenance: An active approach. Ed.Bradley, David, Ed.Maya Bradley, eds. Routledge, 2013. 257-271. Print. 5. Spriggs, Matthew, Sue O’Connor, and Peter Veth. "The Aru Islands in perspective: a general introduction." The archaeology of the Aru Islands, eastern Indonesia (2005): 1-23. 6. Davary, Bahar. "Islam and Ecology: Southeast Asia, Adat, and the Essence of Keramat." ASIANetwork Exchange: A Journal for Asian Studies in the Liberal Arts 20.1 (2012): 12-22.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25354. Bloyd, Tobias Agoes, Adita Bloyd, Tobias Agoes, Adita 2015-03-12 The Modern Jere project drew its inspiration from workshop sessions at a 2014 seminar hosted by Universitas Khairun, where it became clear that physical and cultural environments of the Moluccas face common pressures and that conservationists share common goals with local educators, community leaders, and regional stakeholders. Discussion topics began to evolve from how to enact legislation to what can inspire community members themselves to act. As in many parts of Indonesia, the region is undergoing a steady increase in population and development programs that do not always consider environmental effects1. The current population is over 2.5 million, with more than a million in North Maluku alone2. The region hosts over 130 language communities3, but like the area's fragile ecosystems, they are severely endangered4. People of the Moluccas have a connection to the ocean rooted both in history and spirituality. The earliest inhabitants of the Maluku Islands are likely to have arrived by sea at least 55,000 years ago5, and as in numerous regions throughout Southeast Asia, they have traditional resource-management strategies6. These are known as keramat in Indonesian and jere in North Maluku. But rapid cultural shifts are threatening the jere system itself along with the ecosystems it is tasked to protect. The Modern Jere project is built on the hypothesis that the jere structure is capable of protecting itself; whereas traditional jere delineate geographical areas; the Modern Jere project extends the boundaries into cultural and behavioral choices. Rules governing jere are contained within regional oral traditions; the project partners linguists and conservationists with cultural practitioners (jere observing fishermen) to document the marine regions between Ternate–Tidore and Halmahera (North Maluku's most populous region), and local teachers lead events alongside cultural practitioners and concerned stakeholders where youth learn indigenous language related to jere and also how jere ecosystems are put at risk by modern lifestyle choices, both tangible (e.g. dumping waste) and intangible (e.g. abandoning indigenous languages and customs). Because the jere system resonates strongest within the context of local tradition, the project includes cultural stewardship among its tenets--particularly linguistic stewardship. The Modern Jere project is gaining regional attention, and one major outcome to date has been a discernible shift in perceived relevance of indigenous tongues, as participants observe cultural practitioners teaching on equal footing alongside international experts. This paper presents a detailed description of the project, the results, and its direction forward. References: 1. Jepson, Paul, et al. "The end for Indonesia's lowland forests?." Science 292.5518 (2001): 859-861. 2. Indonesia. Badan Pusat Statistik. Hasil Sensus Penduduk 2010 Data Agregat per Provinsi. N.p., Aug. 2010. Web. 29 Aug. 2014. 3. Lewis, M. Paul. Ethnologue: Languages of the World. 16th ed. Dallas, TX: SIL International, 2009. Online version: http://www.ethnologue.com/16. 4. Florey, Margaret. "Community Initiatives towards Language Renewal among Moluccan Migrants in the Netherlands." Language endangerment and language maintenance: An active approach. Ed.Bradley, David, Ed.Maya Bradley, eds. Routledge, 2013. 257-271. Print. 5. Spriggs, Matthew, Sue O’Connor, and Peter Veth. "The Aru Islands in perspective: a general introduction." The archaeology of the Aru Islands, eastern Indonesia (2005): 1-23. 6. Davary, Bahar. "Islam and Ecology: Southeast Asia, Adat, and the Essence of Keramat." ASIANetwork Exchange: A Journal for Asian Studies in the Liberal Arts 20.1 (2012): 12-22. http://hdl.handle.net/10125/25354 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Modern Jere: Language revitalization and eco-conservation education oai:scholarspace.manoa.hawaii.edu:10125/25380 2017-05-11 col_10125_35354 25380.mp3 Chávez Santiago, Janet, Chávez Santiago, Janet; 2015-02-28; The Indigenous language of Teotitlan del Valle, Oaxaca, Mexico, is widely spoken by adult community members, but children are no longer learning Valley Zapotec / Dixza, resulting in a state of increasing endangerment. Due to social discrimination, many parents speak to their children only in Spanish, and youth are drawn towards Spanish-dominant culture. This paper presents my experience as a speaker of Dixza with training in language pedagogy, in the development and implementation of a Dixza as a second language program. I will discuss the curriculum and methods I have developed, the positive dynamics I have observed between learners from outside and inside the community, and future goals. The Te ganiun dixza xte Xigie program has been run since 2012 within the Research Library Juan de Cordova in the city of Oaxaca, 45 minutes from the community of Teotitlan. With the goal for all interested students to learn, value and enjoy Zapotec language and culture, I have developed a 3 semester curriculum based on functional and practical topics that allow students to maintain a conversation in a real environment, including daily life, festivities, the market, or a visit with family and friends. To meet these communication goals I have drawn on a variety of language teaching methods, including the Communicative Approach (e.g. Richards & Rodgers, 2001) and Total Physical Response (Asher, 1969). From the very first session, students find themselves producing meaningful phrases that they can apply in real contexts. I continually seek ways to motivate them, increase their participation, and help them to feel relaxed when producing the language. As part of the goal of increasing student's appreciation of Zapotec culture, the program includes visits to Teotitlan where students share experiences of the language and culture with native speakers. This activity not only has enforced the knowledge of the students, but also has motivated some parents and children from the village to revalue and use Dixza. Seeing and listening to people who are not from the village holding a conversation in Dixza has also increased the interest of the youth to speak the language. In a social context that continues to devalue Indigenous languages, this program has increased appreciation among students from outside the community, as well as among community insiders. A future goal is adapting the course to be taught to learners in the village context. The presentation will be given in English and Dixza. References Asher, J. J. (1969), The Total Physical Response Approach to Second Language Learning. The Modern Language Journal, 53: 3–17. Richards, J. C., & Rodgers, T. S. (2001), Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25380. Chávez Santiago, Janet Chávez Santiago, Janet 2015-03-12 The Indigenous language of Teotitlan del Valle, Oaxaca, Mexico, is widely spoken by adult community members, but children are no longer learning Valley Zapotec / Dixza, resulting in a state of increasing endangerment. Due to social discrimination, many parents speak to their children only in Spanish, and youth are drawn towards Spanish-dominant culture. This paper presents my experience as a speaker of Dixza with training in language pedagogy, in the development and implementation of a Dixza as a second language program. I will discuss the curriculum and methods I have developed, the positive dynamics I have observed between learners from outside and inside the community, and future goals. The Te ganiun dixza xte Xigie program has been run since 2012 within the Research Library Juan de Cordova in the city of Oaxaca, 45 minutes from the community of Teotitlan. With the goal for all interested students to learn, value and enjoy Zapotec language and culture, I have developed a 3 semester curriculum based on functional and practical topics that allow students to maintain a conversation in a real environment, including daily life, festivities, the market, or a visit with family and friends. To meet these communication goals I have drawn on a variety of language teaching methods, including the Communicative Approach (e.g. Richards & Rodgers, 2001) and Total Physical Response (Asher, 1969). From the very first session, students find themselves producing meaningful phrases that they can apply in real contexts. I continually seek ways to motivate them, increase their participation, and help them to feel relaxed when producing the language. As part of the goal of increasing student's appreciation of Zapotec culture, the program includes visits to Teotitlan where students share experiences of the language and culture with native speakers. This activity not only has enforced the knowledge of the students, but also has motivated some parents and children from the village to revalue and use Dixza. Seeing and listening to people who are not from the village holding a conversation in Dixza has also increased the interest of the youth to speak the language. In a social context that continues to devalue Indigenous languages, this program has increased appreciation among students from outside the community, as well as among community insiders. A future goal is adapting the course to be taught to learners in the village context. The presentation will be given in English and Dixza. References Asher, J. J. (1969), The Total Physical Response Approach to Second Language Learning. The Modern Language Journal, 53: 3–17. Richards, J. C., & Rodgers, T. S. (2001), Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. http://hdl.handle.net/10125/25380 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Building communicative competence and motivation among diverse learners of Zapotec in Teotitlan del Valle oai:scholarspace.manoa.hawaii.edu:10125/25255 2024-08-27 col_10125_35354 25255.mp3 25255.pdf Chen, Min, Miyashita, Mizuki, Bezirganyan, Robert, Dong, Jingjing, Chen, Min, Miyashita, Mizuki, Bezirganyan, Robert, Dong, Jingjing; 2015-02-26; Endangered language documentation places linguists in a competition with time. Comparing to the pre-digital technology, recent advanced digital technology has been providing swift and handy recording devices and data processing software (e.g., Praat, ELAN). However, these still largely rely on manual data processing in order to make a digital search possible. For example, in order to collect sound segments containing a certain phoneme for phonetics/phonology research, a researcher might search for them using transcripts or using a marker function of software. Transcribing, annotating, and/or marking on sound files require a lot of time as the entire sound files (generally large in size) have to be listened through, often not just once but multiple times. The system we introduce in our talk skips these time consuming stages. Our presentation introduced our project: PELDA (Platform for Endangered Language Documentation and Analysis), which enables a one-stop cloud-based platform for sound documentation (http://peldaaudiosearch.azurewebsites.net/index.html). At this stage, we have developed and deployed an audio search prototype in the Microsoft Azure cloud platform. Users need no other tool except the web browser to submit a sound example. The system finds segments matching the target sound in the database. Currently, the prototype is developed using Blackfoot; it searches a Blackfoot phoneme, velar fricative /x/. This audio processing and retrieval model is expected to support more general "Query-by-Example" mechanism in order for other phonemes or various linguistic features to be successfully searched. With Azure cloud and its data management and version control capabilities, our one-stop platform has another significant merit as to support collaborative projects. As shown in the literature of Computer Science, cloud computing is an emerging computing paradigm, which has been increasingly adopted in fields ranging from education and scientific applications with its many unique features such as elastic computing, customized services, centralized resource, data and service management, cost reduction, accessible anywhere/anytime, and so forth. Bringing these features to the field of language documentation is an exciting opportunity. In our presentation, we will describe how the system works, demonstrate what can be done, how it contributes to documentation, and how it will be expanded in the future.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25255. Chen, Min Miyashita, Mizuki Bezirganyan, Robert Dong, Jingjing Chen, Min Miyashita, Mizuki Bezirganyan, Robert Dong, Jingjing 2015-03-12 Endangered language documentation places linguists in a competition with time. Comparing to the pre-digital technology, recent advanced digital technology has been providing swift and handy recording devices and data processing software (e.g., Praat, ELAN). However, these still largely rely on manual data processing in order to make a digital search possible. For example, in order to collect sound segments containing a certain phoneme for phonetics/phonology research, a researcher might search for them using transcripts or using a marker function of software. Transcribing, annotating, and/or marking on sound files require a lot of time as the entire sound files (generally large in size) have to be listened through, often not just once but multiple times. The system we introduce in our talk skips these time consuming stages. Our presentation introduced our project: PELDA (Platform for Endangered Language Documentation and Analysis), which enables a one-stop cloud-based platform for sound documentation (http://peldaaudiosearch.azurewebsites.net/index.html). At this stage, we have developed and deployed an audio search prototype in the Microsoft Azure cloud platform. Users need no other tool except the web browser to submit a sound example. The system finds segments matching the target sound in the database. Currently, the prototype is developed using Blackfoot; it searches a Blackfoot phoneme, velar fricative /x/. This audio processing and retrieval model is expected to support more general "Query-by-Example" mechanism in order for other phonemes or various linguistic features to be successfully searched. With Azure cloud and its data management and version control capabilities, our one-stop platform has another significant merit as to support collaborative projects. As shown in the literature of Computer Science, cloud computing is an emerging computing paradigm, which has been increasingly adopted in fields ranging from education and scientific applications with its many unique features such as elastic computing, customized services, centralized resource, data and service management, cost reduction, accessible anywhere/anytime, and so forth. Bringing these features to the field of language documentation is an exciting opportunity. In our presentation, we will describe how the system works, demonstrate what can be done, how it contributes to documentation, and how it will be expanded in the future. http://hdl.handle.net/10125/25255 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Endangered language sound documentation and audio processing in the cloud oai:scholarspace.manoa.hawaii.edu:10125/25394 2017-05-11 col_10125_35354 25394.mp3 Michael, Lev, Michael, Lev; 2015-02-26; In recent decades, we have seen an explosion of descriptive, typological, and theoretical work on evidentiality. This course will briefly survey typological and theoretical approaches to this subtle and exciting grammatical category, and examine a number of open empirical and analytical questions regarding the social and interactional functions of evidentiality, and its relationship to grammatical categories such as epistemic modality and mirativity, with which it has often been associated. We then turn to empirical approaches to studying evidentiality, including a variety of elicitation-based and corpus-based methods, discussing the advantages and pitfalls of each.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25394. Michael, Lev Michael, Lev 2015-03-12 In recent decades, we have seen an explosion of descriptive, typological, and theoretical work on evidentiality. This course will briefly survey typological and theoretical approaches to this subtle and exciting grammatical category, and examine a number of open empirical and analytical questions regarding the social and interactional functions of evidentiality, and its relationship to grammatical categories such as epistemic modality and mirativity, with which it has often been associated. We then turn to empirical approaches to studying evidentiality, including a variety of elicitation-based and corpus-based methods, discussing the advantages and pitfalls of each. http://hdl.handle.net/10125/25394 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Master Class: Elicitation and Documentation of Evidentiality oai:scholarspace.manoa.hawaii.edu:10125/25299 2024-08-28 col_10125_35354 25299.mp3 25299.pdf Hooshiar, Kavon, Hooshiar, Kavon; 2015-02-27; Documentation is both labor intensive and time consuming. The number of man-hours that trained linguists are capable of contributing to the task of documenting the world's languages is not sufficient to document every language to fully satisfactory levels. Therefore, we should use all the tools at our disposal in order to decide which languages to focus on. Obviously, community interest and relationships with community members and consultants will always play a major role in determining which languages are documented, as well as the personal interests of linguists themselves. Beyond this, what factors should we use in choosing languages to document, and which factors have we been using? Advice on this topic varies – some say endangerment is an important factor (Krauss, 1992) while others say it should be ignored completely (Newman, 2013). Our major funding bodies seek to support linguists documenting endangered languages. (Nathan, 2013). Meanwhile, our literature routinely assumes an inverse correlation between language endangerment and the extent of completed linguistic research (King, 2008), while rejecting an inverse correlation between language size and endangerment (Nettle, 2000). In both cases, if evidence is given, it is in the form of specific languages that amount to statistically insignificant data. In short, linguists speculate about statistical relations of linguistic metadata even when no quantitative analysis has been carried out. Furthermore, linguists can be skeptical of quantitative methods and those who use them, treating data mining and analytics as suspect methods used by outsiders that are not sensitive to the issues faced by linguists. In this context, we as a community need to explore quantitative analyses of our data and see where it leads us. In an attempt to begin this process, I ask whether correlations exist among the metadata we collect, including language size, endangerment and typological classification, as well as the extent of available documentation and pedagogical materials. With this work I hope to establish a discussion about what the presence and absence of such correlations means, what we should glean from this statistical analysis, and where we should go from there. King, Kendall A. (2008). Sustaining linguistic diversity: endangered and minority languages and language varieties. Georgetown University Press. Krauss, M. (1992). The world's languages in crisis. Language, 68(1), 4-10. Nathan, David. (2013). The hans rausing endangered languages project. http://www.hrelp.org/aboutus/. Nettle, D. (2000). Vanishing Voices: The Extinction of the World's Languages: The Extinction of the World's Languages. Oxford University Press. Newman, Paul. (2013). "The Law of Unintended Consequences: How the Endangered Languages Movement Undermines Field Linguistics as a Scientific Enterprise." Linguistics departmental seminar series. SOAS, London. October 15th.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25299. Hooshiar, Kavon Hooshiar, Kavon 2015-03-12 Documentation is both labor intensive and time consuming. The number of man-hours that trained linguists are capable of contributing to the task of documenting the world's languages is not sufficient to document every language to fully satisfactory levels. Therefore, we should use all the tools at our disposal in order to decide which languages to focus on. Obviously, community interest and relationships with community members and consultants will always play a major role in determining which languages are documented, as well as the personal interests of linguists themselves. Beyond this, what factors should we use in choosing languages to document, and which factors have we been using? Advice on this topic varies – some say endangerment is an important factor (Krauss, 1992) while others say it should be ignored completely (Newman, 2013). Our major funding bodies seek to support linguists documenting endangered languages. (Nathan, 2013). Meanwhile, our literature routinely assumes an inverse correlation between language endangerment and the extent of completed linguistic research (King, 2008), while rejecting an inverse correlation between language size and endangerment (Nettle, 2000). In both cases, if evidence is given, it is in the form of specific languages that amount to statistically insignificant data. In short, linguists speculate about statistical relations of linguistic metadata even when no quantitative analysis has been carried out. Furthermore, linguists can be skeptical of quantitative methods and those who use them, treating data mining and analytics as suspect methods used by outsiders that are not sensitive to the issues faced by linguists. In this context, we as a community need to explore quantitative analyses of our data and see where it leads us. In an attempt to begin this process, I ask whether correlations exist among the metadata we collect, including language size, endangerment and typological classification, as well as the extent of available documentation and pedagogical materials. With this work I hope to establish a discussion about what the presence and absence of such correlations means, what we should glean from this statistical analysis, and where we should go from there. King, Kendall A. (2008). Sustaining linguistic diversity: endangered and minority languages and language varieties. Georgetown University Press. Krauss, M. (1992). The world's languages in crisis. Language, 68(1), 4-10. Nathan, David. (2013). The hans rausing endangered languages project. http://www.hrelp.org/aboutus/. Nettle, D. (2000). Vanishing Voices: The Extinction of the World's Languages: The Extinction of the World's Languages. Oxford University Press. Newman, Paul. (2013). "The Law of Unintended Consequences: How the Endangered Languages Movement Undermines Field Linguistics as a Scientific Enterprise." Linguistics departmental seminar series. SOAS, London. October 15th. http://hdl.handle.net/10125/25299 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A quantitative analysis of linguistic metadata oai:scholarspace.manoa.hawaii.edu:10125/25268 2017-05-11 col_10125_35354 25268.mp3 Quinn, Conor, Quinn, Conor; 2015-02-26; For marginalized languages, barriers to entry are many. And incentives, pressures, and resources to reach real competence are few. In the case of linguistic re-awakening---for heritage communities having few to no native speakers---the oft-lamented "lack of interest" may actually be a calculation, one that assumes high entry costs to the language due to experiences of opaque or even exoticizing presentations to would-be learners. This can come from linguistic support itself, which still too often provides access only through a dense metalanguage of "linguistese". Which then kindles a false conflict between analysis-heavy presentation vs. naturalistic full immersion---neither being a reasonable approach for the target audience: interested but busy adults. When learners' practical needs and intellectual frameworks are disregarded, the ethical good intent of researcher giveback gets canceled out, as materials provided are inaccessible and off-putting. Entry costs become too high, and potential learners are lost. Drawing from 20 years of work with heritage learners of several Algonquian languages (primarily Penobscot, Passamaquoddy-Maliseet, and Mi'gmaq), we examine two ways to lower these costs: detechnicalization, and minimalism in presentation. Both inform promising innovations in how we present three traditionally quite technicalized and intimidating linguistic features--- (a) polysynthetic stem-building and complex argument-indexing head-marking (b) obviation (c) ±"animate" gender contrasts ---to English-based learners. Looking at each in brief, we derive and describe some general principles by which linguists and language teachers can rethink their technical understandings and keep content presentation to a lesson-by-lesson learnable minimum. Detechnicalization, for example, finds and teaches from real conversations whose core communication hinges on the meaning contributed by a target grammatical pattern itself. Now tools rather than rules, these patterns become core vocabulary, named by concrete real-use exemplars instead of abstracted terminology. Minimalist presentation replaces the comprehensive (= a whole inflectional paradigm at once) with the less-is-more: starting just with 1s vs. 2s forms, as the minimum for grasping the pattern itself, yet already enough to apply successfully in a simple face-to-face conversation. Together, these approaches create engaging and accessible learning materials for learners and native speakers alike. And they radically change the calculations of how much beginners get out for what they are asked to put in---which can decide whether they join the speech community, and whether they stay.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25268. Quinn, Conor Quinn, Conor 2015-03-12 For marginalized languages, barriers to entry are many. And incentives, pressures, and resources to reach real competence are few. In the case of linguistic re-awakening---for heritage communities having few to no native speakers---the oft-lamented "lack of interest" may actually be a calculation, one that assumes high entry costs to the language due to experiences of opaque or even exoticizing presentations to would-be learners. This can come from linguistic support itself, which still too often provides access only through a dense metalanguage of "linguistese". Which then kindles a false conflict between analysis-heavy presentation vs. naturalistic full immersion---neither being a reasonable approach for the target audience: interested but busy adults. When learners' practical needs and intellectual frameworks are disregarded, the ethical good intent of researcher giveback gets canceled out, as materials provided are inaccessible and off-putting. Entry costs become too high, and potential learners are lost. Drawing from 20 years of work with heritage learners of several Algonquian languages (primarily Penobscot, Passamaquoddy-Maliseet, and Mi'gmaq), we examine two ways to lower these costs: detechnicalization, and minimalism in presentation. Both inform promising innovations in how we present three traditionally quite technicalized and intimidating linguistic features--- (a) polysynthetic stem-building and complex argument-indexing head-marking (b) obviation (c) ±"animate" gender contrasts ---to English-based learners. Looking at each in brief, we derive and describe some general principles by which linguists and language teachers can rethink their technical understandings and keep content presentation to a lesson-by-lesson learnable minimum. Detechnicalization, for example, finds and teaches from real conversations whose core communication hinges on the meaning contributed by a target grammatical pattern itself. Now tools rather than rules, these patterns become core vocabulary, named by concrete real-use exemplars instead of abstracted terminology. Minimalist presentation replaces the comprehensive (= a whole inflectional paradigm at once) with the less-is-more: starting just with 1s vs. 2s forms, as the minimum for grasping the pattern itself, yet already enough to apply successfully in a simple face-to-face conversation. Together, these approaches create engaging and accessible learning materials for learners and native speakers alike. And they radically change the calculations of how much beginners get out for what they are asked to put in---which can decide whether they join the speech community, and whether they stay. http://hdl.handle.net/10125/25268 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Taking down the barriers: Accessibility by detechnicalization and minimalist presentation oai:scholarspace.manoa.hawaii.edu:10125/25275 2017-05-11 col_10125_35354 25275.mp3 Shepard, Michael, Shepard, Michael; 2015-02-27; This paper and the topic of my recently completed dissertation wrestle with the utility of endangered language preservation practices that fail to consider the implications of language ideologies (Sliverstein 1979; Woolard and Schieffelin 1994; Schieffelin, et al. 1998) within a given language community. I find that the culturally based values present in a community can negatively impact the efficacy of language documentation, archiving and educational efforts if those values and the cultural resource management practices they influence, are not adequately conceptualized. Conversely, when ideology is aligned with preservation practices, greater success can be expected. I will situate my claims through application of a respected model of Indigenous resource management (Boxberger 1989) to provide historical context for understanding how current values and policy decisions impact language preservation in a community. My presentation describes research on community archive initiatives in Alaska, Washington and California, and draws comparisons to existing international archives. In particular I share my experimental use of the Mukurtu Content Management System for language preservation and dissemination efforts. I find that in the communities I work with, maintenance of tribal capacity for self-determination and desire for educational dissemination of language resources are of paramount importance. If find these values can significantly impact decisions about language policy and are under-addressed by current endangered language archive initiatives. There is significant opportunity for greater collaboration between curriculum developers, language educators, archive managers, linguists and language community members to harness the power of archival collections into pedagogically (and andragogically) appropriate resources. The title of my paper comes from a statement made by the executive director of a small Native Alaskan community archive. He believes in the value of digital archiving (and so do I), but only if that practice has functional capacity to facilitate interactions and exchange between people. The digital archive may indeed be useless to some if it does not reinforce cultural values and affirm fundamental principles, such as the capacity for self-determination. As we work toward mobilizing the knowledge found in archives to support revitalization efforts, cultural factors that make archival collections relevant, accessible and participatory are increasingly important. References Cited Boxberger, Daniel 1989 To Fish in Common: The Ethnohistory of Lummi Indian Salmon Fishing. Lincoln: University of Nebraska Press. Schieffelin, Bambi B., Kathryn Ann Woolard, and Paul V. Kroskrity, eds. 1998 Language Ideologies: Practice and Theory. New York: Oxford University Press. Silverstein, Michael 1979 Language Structure and Linguistic Ideology. In The Elements: A Parasession on Linguistic Units and Levels. R. Cline, W. Hanks, and C. Hofbauer, eds. Pp. 193-247. Chicago: Chicago Linguistic Society. Woolard, Kathryn A, and Bambi B Schieffelin 1994 Language Ideology. Annual Review of Anthropology 23(1):55-82.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25275. Shepard, Michael Shepard, Michael 2015-03-12 This paper and the topic of my recently completed dissertation wrestle with the utility of endangered language preservation practices that fail to consider the implications of language ideologies (Sliverstein 1979; Woolard and Schieffelin 1994; Schieffelin, et al. 1998) within a given language community. I find that the culturally based values present in a community can negatively impact the efficacy of language documentation, archiving and educational efforts if those values and the cultural resource management practices they influence, are not adequately conceptualized. Conversely, when ideology is aligned with preservation practices, greater success can be expected. I will situate my claims through application of a respected model of Indigenous resource management (Boxberger 1989) to provide historical context for understanding how current values and policy decisions impact language preservation in a community. My presentation describes research on community archive initiatives in Alaska, Washington and California, and draws comparisons to existing international archives. In particular I share my experimental use of the Mukurtu Content Management System for language preservation and dissemination efforts. I find that in the communities I work with, maintenance of tribal capacity for self-determination and desire for educational dissemination of language resources are of paramount importance. If find these values can significantly impact decisions about language policy and are under-addressed by current endangered language archive initiatives. There is significant opportunity for greater collaboration between curriculum developers, language educators, archive managers, linguists and language community members to harness the power of archival collections into pedagogically (and andragogically) appropriate resources. The title of my paper comes from a statement made by the executive director of a small Native Alaskan community archive. He believes in the value of digital archiving (and so do I), but only if that practice has functional capacity to facilitate interactions and exchange between people. The digital archive may indeed be useless to some if it does not reinforce cultural values and affirm fundamental principles, such as the capacity for self-determination. As we work toward mobilizing the knowledge found in archives to support revitalization efforts, cultural factors that make archival collections relevant, accessible and participatory are increasingly important. References Cited Boxberger, Daniel 1989 To Fish in Common: The Ethnohistory of Lummi Indian Salmon Fishing. Lincoln: University of Nebraska Press. Schieffelin, Bambi B., Kathryn Ann Woolard, and Paul V. Kroskrity, eds. 1998 Language Ideologies: Practice and Theory. New York: Oxford University Press. Silverstein, Michael 1979 Language Structure and Linguistic Ideology. In The Elements: A Parasession on Linguistic Units and Levels. R. Cline, W. Hanks, and C. Hofbauer, eds. Pp. 193-247. Chicago: Chicago Linguistic Society. Woolard, Kathryn A, and Bambi B Schieffelin 1994 Language Ideology. Annual Review of Anthropology 23(1):55-82. http://hdl.handle.net/10125/25275 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported “The digital archive Is useless . . .”: Community archiving, dissemination and sovereignty oai:scholarspace.manoa.hawaii.edu:10125/25402 2017-05-11 col_10125_35354 25402.mp3 Jun, Sun-Ah, Jun, Sun-Ah; 2015-02-28; This course will show students how to elicit and document intonation of unknown or unfamiliar languages. Students will learn basic principles of analyzing intonation in the framework of the Autosegmental-Metrical (AM) model of intonational phonology, and how to prepare sentences to test various hypotheses before finalizing a model of intonation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25402. Jun, Sun-Ah Jun, Sun-Ah 2015-03-12 This course will show students how to elicit and document intonation of unknown or unfamiliar languages. Students will learn basic principles of analyzing intonation in the framework of the Autosegmental-Metrical (AM) model of intonational phonology, and how to prepare sentences to test various hypotheses before finalizing a model of intonation. http://hdl.handle.net/10125/25402 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Master Class: Elicitation and Documentation of Intonation oai:scholarspace.manoa.hawaii.edu:10125/25381 2017-05-11 col_10125_35354 25381.mp3 López Gopar, Mario, López Gopar, Mario; 2015-02-28; How do we perceive success in the language classroom? Which language capacities are valued, and which are ignored? This paper illustrates that school-valued literacy practices and standardized tests are often taken as norms in centralized education systems, while other abilities, such as Indigenous peoples’ multiliteracies and translanguaging practices, have not been considered appropriate or valued in schools (Author, 2007; Menezes de Souza, 2003). The overt and covert ways through which schools shape linguistic and cultural practices (Bourdieu & Passeron, 1990) must be considered in order to create educational environments which value, rather than discriminate against, Indigenous languages and cultures. This paper draws on findings from a critical-ethnographic-action-research (CEAR) project in Oaxaca, Mexico, to illustrate the benefits of recognizing and legitimizing multiliteracies and translanguaging abilities in Indigenous education contexts, whether in formal schooling or community-based education. Similar to minoritized students in many classrooms, Indigenous children are struggling in the current education system in Mexico (Schmelkes, 2002), where their languages and cultures are largely excluded. As part of the CREAR project, for the past7 years a group of Mexican language teachers have attempted to decolonize pedagogy for endangered-Indigenous-language-speaking children in urban centers, taking students identity as the basis for adapting and innovating their teaching. The main goal has been to carve out curricular spaces in elementary classrooms where Indigenous children’s language capacities are validated and built upon. This research project utilizes theories concerning critical pedagogies (Pennycook, 2001; Norton & Toohey, 2004), heteroglossic views of language (García, 2009), identity texts (Cummins, 2006), and colonial difference (Mignolo, 2000). The data collection has consisted of classroom observations, semi-structured interviews with children and teachers, and the collection of children’s work samples. From the triangulation and iterative analysis of the data and through Indigenous students’ work samples and video of students’ performances and interactions in the classroom, this presentation will focus on three main themes: 1) shifting perspectives of Indigenous students from being deficient monolinguals to being multilingual, translanguaging speakers; 2) children as multiliterate creators of writing systems; and 3) teachers as literacy and language learners. It is concluded that it is important for educators to value the multiliteracies and translanguaging practices that children bring to the classroom in order to create educational environments where language diversity can flourish and colonial-based perspectives and prejudices no longer determine who is included or excluded. References: Bourdieu, P. & Passeron, J.-C. (1990) Reproduction in Education, Society and Culture. Sage Publications García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell. Author. (2007). Beyond the alienating alphabetic literacy: Multiliteracies in Indigenous education in Mexico. Diaspora, Indigenous and Minority Education: An International Journal, 1(3), 1-16. Menezes de Souza, L. M. T. (2003). Voices on paper: Multimodal texts and indigenous literacy in Brazil. Social Semiotics, 13(1), 29-42. Mignolo, W. (2000). Local histories/global designs: coloniality, subaltern knowledges, and border thinking. Princeton, NJ: Princeton University Press. Norton, B., & Toohey, K. (Eds.). (2004). Critical pedagogies and language learning. Cambridge: Cambridge University Press. Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum Associates. Schmelkes, S. (2002, Oct. 16-19). La enseñanza de la lectura y la escritura en contextos multiculturales. Paper presented at the VII Congreso Latinoamericano para el Desarrollo de la lectura y la escritura, Puebla, México.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25381. López Gopar, Mario López Gopar, Mario 2015-03-12 How do we perceive success in the language classroom? Which language capacities are valued, and which are ignored? This paper illustrates that school-valued literacy practices and standardized tests are often taken as norms in centralized education systems, while other abilities, such as Indigenous peoples’ multiliteracies and translanguaging practices, have not been considered appropriate or valued in schools (Author, 2007; Menezes de Souza, 2003). The overt and covert ways through which schools shape linguistic and cultural practices (Bourdieu & Passeron, 1990) must be considered in order to create educational environments which value, rather than discriminate against, Indigenous languages and cultures. This paper draws on findings from a critical-ethnographic-action-research (CEAR) project in Oaxaca, Mexico, to illustrate the benefits of recognizing and legitimizing multiliteracies and translanguaging abilities in Indigenous education contexts, whether in formal schooling or community-based education. Similar to minoritized students in many classrooms, Indigenous children are struggling in the current education system in Mexico (Schmelkes, 2002), where their languages and cultures are largely excluded. As part of the CREAR project, for the past7 years a group of Mexican language teachers have attempted to decolonize pedagogy for endangered-Indigenous-language-speaking children in urban centers, taking students identity as the basis for adapting and innovating their teaching. The main goal has been to carve out curricular spaces in elementary classrooms where Indigenous children’s language capacities are validated and built upon. This research project utilizes theories concerning critical pedagogies (Pennycook, 2001; Norton & Toohey, 2004), heteroglossic views of language (García, 2009), identity texts (Cummins, 2006), and colonial difference (Mignolo, 2000). The data collection has consisted of classroom observations, semi-structured interviews with children and teachers, and the collection of children’s work samples. From the triangulation and iterative analysis of the data and through Indigenous students’ work samples and video of students’ performances and interactions in the classroom, this presentation will focus on three main themes: 1) shifting perspectives of Indigenous students from being deficient monolinguals to being multilingual, translanguaging speakers; 2) children as multiliterate creators of writing systems; and 3) teachers as literacy and language learners. It is concluded that it is important for educators to value the multiliteracies and translanguaging practices that children bring to the classroom in order to create educational environments where language diversity can flourish and colonial-based perspectives and prejudices no longer determine who is included or excluded. References: Bourdieu, P. & Passeron, J.-C. (1990) Reproduction in Education, Society and Culture. Sage Publications García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell. Author. (2007). Beyond the alienating alphabetic literacy: Multiliteracies in Indigenous education in Mexico. Diaspora, Indigenous and Minority Education: An International Journal, 1(3), 1-16. Menezes de Souza, L. M. T. (2003). Voices on paper: Multimodal texts and indigenous literacy in Brazil. Social Semiotics, 13(1), 29-42. Mignolo, W. (2000). Local histories/global designs: coloniality, subaltern knowledges, and border thinking. Princeton, NJ: Princeton University Press. Norton, B., & Toohey, K. (Eds.). (2004). Critical pedagogies and language learning. Cambridge: Cambridge University Press. Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum Associates. Schmelkes, S. (2002, Oct. 16-19). La enseñanza de la lectura y la escritura en contextos multiculturales. Paper presented at the VII Congreso Latinoamericano para el Desarrollo de la lectura y la escritura, Puebla, México. http://hdl.handle.net/10125/25381 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Decolonizing pedagogies for Indigenous children: Valuing multiliteracies in classrooms oai:scholarspace.manoa.hawaii.edu:10125/25386 2017-05-11 col_10125_35354 25386.mp3 Kral, Inge, Kral, Inge; 2015-03-01; Pedagogical approaches to language learning in indigenous First Language Acquisition contexts mostly focus on instructional methods in bilingual school settings. This paper addresses the L1 literacy learning needs of Indigenous youth in out-of-school settings where the motivation to use the Indigenous mother tongue in written self-expression is high, but pedagogical support virtually non-existent. Indigenous youth in remote Australia are navigating changing social relations and practices of cultural production and reproduction in endangered language settings that simultaneously intersect with processes of heritage language acquisition and shift and rapid sociolinguistic transformations. Hybrid and creative language practices are becoming the norm as youth find new ways to mediate new technologies and localise media and popular youth culture forms for specific social and cultural purposes. This paper draws on studies of Indigenous youth language practices (Wyman 2012;Wyman et al. 2014), language shift in new media settings (Kral 2012;Vandeputte-Tavo 2013) and youth language in globalising contexts (Alim et al. 2009;Higgins 2011). In this remote Central Australian case study context the intergenerational transmission of multimodal communication forms remains strong. Many young people have witnessed their elders engaging in Christian vernacular literacy practices. Despite having participated in an English-only school program, the motivation for youth to use L1 in written self-expression through narratives and in songs, personal diaries and on Facebook is high. We see that it is in the practice of social and cultural activity that vernacular language learning is happening. While this process of learning through social interaction is enabling linguistic creativity it also fostering the emergence of hybrid forms and non-standard structures. Rather than focus on formal instructional approaches, this paper suggests that a new perspective on language learning is needed, one that creates and supports an environment that invigorates L1 language activity for Indigenous youth who have minimal access to L1 language and literacy learning resources. References Alim, H. S., Ibrahim, A. and Pennycook, A. (2009) Global linguistic flows: hip hop cultures, youth identities, and the politics of language. New York and Abingdon UK: Routledge. Higgins, C. (Ed.) (2011) Identity formation in globalizing contexts: Language learning in the new millennium, Berlin: Mouton de Gruyter. Kral, I. (2012) Talk, Text & Technology: Literacy and Social Practice in a Remote Indigenous Community. Bristol, Buffalo, Toronto: Multilingual Matters. Vandeputte-Tavo, L. (2013) 'New technologies and language shifting in Vanuatu'. Pragmatics, Vol.23, No.1, pp. 169-179. Wyman, L. T. (2012) Youth culture, language endangerment and linguistic survivance. Bristol, Buffalo, Toronto: Multilingual Matters. Wyman, L. T., McCarty, T. L. and Nicholas, S. E. (Eds.) (2014) Indigenous Youth and Multilingualism: Language identity, ideology and practice in dynamic cultural worlds, Abingdon, UK and New York NY: Routledge.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25386. Kral, Inge Kral, Inge 2015-03-12 Pedagogical approaches to language learning in indigenous First Language Acquisition contexts mostly focus on instructional methods in bilingual school settings. This paper addresses the L1 literacy learning needs of Indigenous youth in out-of-school settings where the motivation to use the Indigenous mother tongue in written self-expression is high, but pedagogical support virtually non-existent. Indigenous youth in remote Australia are navigating changing social relations and practices of cultural production and reproduction in endangered language settings that simultaneously intersect with processes of heritage language acquisition and shift and rapid sociolinguistic transformations. Hybrid and creative language practices are becoming the norm as youth find new ways to mediate new technologies and localise media and popular youth culture forms for specific social and cultural purposes. This paper draws on studies of Indigenous youth language practices (Wyman 2012;Wyman et al. 2014), language shift in new media settings (Kral 2012;Vandeputte-Tavo 2013) and youth language in globalising contexts (Alim et al. 2009;Higgins 2011). In this remote Central Australian case study context the intergenerational transmission of multimodal communication forms remains strong. Many young people have witnessed their elders engaging in Christian vernacular literacy practices. Despite having participated in an English-only school program, the motivation for youth to use L1 in written self-expression through narratives and in songs, personal diaries and on Facebook is high. We see that it is in the practice of social and cultural activity that vernacular language learning is happening. While this process of learning through social interaction is enabling linguistic creativity it also fostering the emergence of hybrid forms and non-standard structures. Rather than focus on formal instructional approaches, this paper suggests that a new perspective on language learning is needed, one that creates and supports an environment that invigorates L1 language activity for Indigenous youth who have minimal access to L1 language and literacy learning resources. References Alim, H. S., Ibrahim, A. and Pennycook, A. (2009) Global linguistic flows: hip hop cultures, youth identities, and the politics of language. New York and Abingdon UK: Routledge. Higgins, C. (Ed.) (2011) Identity formation in globalizing contexts: Language learning in the new millennium, Berlin: Mouton de Gruyter. Kral, I. (2012) Talk, Text & Technology: Literacy and Social Practice in a Remote Indigenous Community. Bristol, Buffalo, Toronto: Multilingual Matters. Vandeputte-Tavo, L. (2013) 'New technologies and language shifting in Vanuatu'. Pragmatics, Vol.23, No.1, pp. 169-179. Wyman, L. T. (2012) Youth culture, language endangerment and linguistic survivance. Bristol, Buffalo, Toronto: Multilingual Matters. Wyman, L. T., McCarty, T. L. and Nicholas, S. E. (Eds.) (2014) Indigenous Youth and Multilingualism: Language identity, ideology and practice in dynamic cultural worlds, Abingdon, UK and New York NY: Routledge. http://hdl.handle.net/10125/25386 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Pedagogy or practice? Indigenous youth and language maintenance in out of school settings oai:scholarspace.manoa.hawaii.edu:10125/25392 2024-08-30 col_10125_35354 25392.mp3 25392.pdf Cutfield, Sarah, Cutfield, Sarah; 2015-02-26; Describing the semantics of deictic categories such as demonstratives can be an intimidating task for even experienced field linguists. This class will equip students with valuable insights and skills to begin this task by: covering recent developments in demonstrative typology and theory; surveying attested types of demonstrative semantics and paradigm structure; reviewing qualitative and psycholinguistic elicitation methods.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25392. Cutfield, Sarah Cutfield, Sarah 2015-03-12 Describing the semantics of deictic categories such as demonstratives can be an intimidating task for even experienced field linguists. This class will equip students with valuable insights and skills to begin this task by: covering recent developments in demonstrative typology and theory; surveying attested types of demonstrative semantics and paradigm structure; reviewing qualitative and psycholinguistic elicitation methods. http://hdl.handle.net/10125/25392 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Master Class: Elicitation and Documentation of Deixis oai:scholarspace.manoa.hawaii.edu:10125/25290 2024-08-31 col_10125_35354 25290.mp3 25290.pdf Miyashita, Mizuki, Fish, Naatosi, Miyashita, Mizuki, Fish, Naatosi; 2015-02-27; Blackfoot has been described as having a system of pitch accent on at least one syllable in a word (e.g., Frantz 2009). This study documents and describes pitch excursion or “accent curves” at the word level and enriches both Blackfoot linguistics and conservation. Recent studies strived to examine Blackfoot prosody. In phonetics, Van der Mark (2002) found that phonetic correlates of Blackfoot prominence are mainly F0 with intensity and suggested that Blackfoot should still be considered a pitch accent language. Conversely, by comparing it to other pitch accent languages, Stacy (2004) found no evidence to categorize Blackfoot as such and considered it instead to be a tone language. In phonology, Kaneko (1999) treated Blackfoot accent as quantity sensitive, interacting with other factors such as culminativity and alignment. And Weber (in press) claimed that Blackfoot accent is largely predictable with an assumption of iambic foot type. These studies represent the lack of consensus in understanding Blackfoot prosody. The common trait among these studies is that they focus only on accented or prominent syllables. The current investigation takes a holistic approach and finds that accent is realized on the syllable as a local pitch excursion. Pitch excursion is described using the recording of 35 words pronounced by a native Blackfoot speaker and generalized as follows: (1) Accent falls on first, second, or third syllable. (2) F0 of the initial release ranges from 80-90Hz; ending is approximately 60Hz when neither the initial release nor the ending is accented, showing downdrift. (3) The accented syllable marks prominence and its pitch is raised. (4) When the first syllable is long and accented, the pitch is raised toward the end. This study is significant for three reasons. First, it contributes to the field of linguistics as it provides support for impressionistic descriptions (Frantz 2009, Taylor 1969). It also raises the issue of finding an appropriate theoretical framework for a language involving pitch in prominence, especially when the language is under-researched. As the term pitch accent has been interpreted in various ways (Hyman 2009), the importance of conducting a detailed pitch examination is manifested in the present study. Second, this study benefits language conservation because the knowledge of how pitch excursion begins, continues, and ends is an essential part of sound pedagogy. Thus, third, the study bridges theory and application and is a response to one of the questions in the field of language documentation and conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25290. Miyashita, Mizuki Fish, Naatosi Miyashita, Mizuki Fish, Naatosi 2015-03-12 Blackfoot has been described as having a system of pitch accent on at least one syllable in a word (e.g., Frantz 2009). This study documents and describes pitch excursion or “accent curves” at the word level and enriches both Blackfoot linguistics and conservation. Recent studies strived to examine Blackfoot prosody. In phonetics, Van der Mark (2002) found that phonetic correlates of Blackfoot prominence are mainly F0 with intensity and suggested that Blackfoot should still be considered a pitch accent language. Conversely, by comparing it to other pitch accent languages, Stacy (2004) found no evidence to categorize Blackfoot as such and considered it instead to be a tone language. In phonology, Kaneko (1999) treated Blackfoot accent as quantity sensitive, interacting with other factors such as culminativity and alignment. And Weber (in press) claimed that Blackfoot accent is largely predictable with an assumption of iambic foot type. These studies represent the lack of consensus in understanding Blackfoot prosody. The common trait among these studies is that they focus only on accented or prominent syllables. The current investigation takes a holistic approach and finds that accent is realized on the syllable as a local pitch excursion. Pitch excursion is described using the recording of 35 words pronounced by a native Blackfoot speaker and generalized as follows: (1) Accent falls on first, second, or third syllable. (2) F0 of the initial release ranges from 80-90Hz; ending is approximately 60Hz when neither the initial release nor the ending is accented, showing downdrift. (3) The accented syllable marks prominence and its pitch is raised. (4) When the first syllable is long and accented, the pitch is raised toward the end. This study is significant for three reasons. First, it contributes to the field of linguistics as it provides support for impressionistic descriptions (Frantz 2009, Taylor 1969). It also raises the issue of finding an appropriate theoretical framework for a language involving pitch in prominence, especially when the language is under-researched. As the term pitch accent has been interpreted in various ways (Hyman 2009), the importance of conducting a detailed pitch examination is manifested in the present study. Second, this study benefits language conservation because the knowledge of how pitch excursion begins, continues, and ends is an essential part of sound pedagogy. Thus, third, the study bridges theory and application and is a response to one of the questions in the field of language documentation and conservation. http://hdl.handle.net/10125/25290 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting Blackfoot pitch excursion oai:scholarspace.manoa.hawaii.edu:10125/25280 2017-05-11 col_10125_35354 25280.mp3 Cormier, Kearsy, Schembri, Adam, Cormier, Kearsy, Schembri, Adam; 2015-02-27; Sign languages exist in unique sociolinguistic circumstances: they are young minority languages with few native signers and an interrupted pattern of intergenerational transmission. As a consequence, it is often difficult for even native signers to be certain as to what is and is not an acceptable construction in their language. This has led to a pressing need to test the claims made by many existing descriptions and analyses of sign languages because they have often been based on limited datasets from a small number of signers. To resolve these problems, sign linguists are increasingly turning to corpora. A modern linguistic corpus (e.g. the British National Corpus of English) is understood to refer to a large collection of spoken, written or signed language data (with associated metadata) that is in machine-readable form, is maximally representative (as far as is possible) of the language and its users, and can be consulted to study the type and frequency of constructions in a language. The need for corpora is driven by the assumption that processing of large amounts of annotated texts can reveal patterns of language use and structure not available to everyday user intuitions or even to expert detailed analysis. In addition to benefits for linguists, there are also potential benefits to local communities through the creation of corpora. Corpora provide an important means of recording endangered languages as they are used today for posterity; this includes sign languages (Johnston, 2004; Nonaka, 2004; Author, 2010). Additionally, further empirical research on linguistic structure and the documentation of words/signs used in the language (e.g., via a corpus-based dictionary) will inform and improve teaching materials which will, in turn, lead to the improvements in the training of teachers and interpreters, and in the education of children in the local community. In this presentation, we will describe some of the major corpora that now exist or are being developed for sign languages - including the British Sign Language Corpus and the Auslan (Australian Sign Language) Corpus - and other language documentation efforts with sign languages. In doing so, we will show how, at a fundamental level, the aims and methodologies of linguistic corpora need not be very different from traditional language documentation efforts. We will also explore the benefits of corpora for local communities, particularly in language teaching and learning, and the implications of this not just for sign languages but for spoken/written languages as well. Johnston, Trevor. 2004. W(h)ither the deaf community? Population, genetics and the future of Australian Sign Language. American Annals of the Deaf 148.5, 358-75. Nonaka, Angela. 2004. Sign languages - the forgotten endangered languages: lessons on the importance of remembering. Language in Society 33.5, 737-67.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25280. Cormier, Kearsy Schembri, Adam Cormier, Kearsy Schembri, Adam 2015-03-12 Sign languages exist in unique sociolinguistic circumstances: they are young minority languages with few native signers and an interrupted pattern of intergenerational transmission. As a consequence, it is often difficult for even native signers to be certain as to what is and is not an acceptable construction in their language. This has led to a pressing need to test the claims made by many existing descriptions and analyses of sign languages because they have often been based on limited datasets from a small number of signers. To resolve these problems, sign linguists are increasingly turning to corpora. A modern linguistic corpus (e.g. the British National Corpus of English) is understood to refer to a large collection of spoken, written or signed language data (with associated metadata) that is in machine-readable form, is maximally representative (as far as is possible) of the language and its users, and can be consulted to study the type and frequency of constructions in a language. The need for corpora is driven by the assumption that processing of large amounts of annotated texts can reveal patterns of language use and structure not available to everyday user intuitions or even to expert detailed analysis. In addition to benefits for linguists, there are also potential benefits to local communities through the creation of corpora. Corpora provide an important means of recording endangered languages as they are used today for posterity; this includes sign languages (Johnston, 2004; Nonaka, 2004; Author, 2010). Additionally, further empirical research on linguistic structure and the documentation of words/signs used in the language (e.g., via a corpus-based dictionary) will inform and improve teaching materials which will, in turn, lead to the improvements in the training of teachers and interpreters, and in the education of children in the local community. In this presentation, we will describe some of the major corpora that now exist or are being developed for sign languages - including the British Sign Language Corpus and the Auslan (Australian Sign Language) Corpus - and other language documentation efforts with sign languages. In doing so, we will show how, at a fundamental level, the aims and methodologies of linguistic corpora need not be very different from traditional language documentation efforts. We will also explore the benefits of corpora for local communities, particularly in language teaching and learning, and the implications of this not just for sign languages but for spoken/written languages as well. Johnston, Trevor. 2004. W(h)ither the deaf community? Population, genetics and the future of Australian Sign Language. American Annals of the Deaf 148.5, 358-75. Nonaka, Angela. 2004. Sign languages - the forgotten endangered languages: lessons on the importance of remembering. Language in Society 33.5, 737-67. http://hdl.handle.net/10125/25280 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported What language documentation via corpora can do for local communities: The case of sign languages oai:scholarspace.manoa.hawaii.edu:10125/25361 2024-09-01 col_10125_35354 25361-a.pdf 25361-b.pdf 25361-c.pdf Davis, Davis; 2015-02-27; This poster features a digital collection of American Indian Sign Language (AISL) lexical signs, grammatical features, and discourse genres developed with support from the NEH and NSF’s Documenting Endangered Languages (DEL) program. The project involves the first fieldwork in over fifty years to focus on the linguistic status of AISL, today classified as a highly endangered language variety. The project brings together sign language linguists and members of the AISL signing communities to make sign language studies more accessible. It is incorporating emergent documentary linguistic technologies and using captions, voice-over, slow motion and careful explanation to share the AISL digital corpus with scholars and community members for linguistic and cultural studies and for language revitalization; thus, drawing attention to an important, yet sometimes overlooked part of American Indian cultural and linguistic heritage. A hallmark of the AISL digital corpus is that it encompasses two major types of data: historical linguistic legacy material and language documentation based on contemporary ethnographic fieldwork. Hence, the digital corpus includes both signed and spoken languages, spanning different cultural and geographic areas, and encompassing multiple linguistic modalities. It shows how indigenous sign language serves as an alternative to spoken language, how it is acquired as a first or second language, how it is used among deaf and hearing tribal members, as well as being used internationally as type of lingua franca. It brings attention to the urgent need to document both signed and spoken indigenous languages and for linguists and other scholars to collaborate with Indian communities where sign language continues to be learned and used. The project involves expert signers from different American Indian nations (Blackfeet/Blackfoot, Cheyenne, Crow, and Assiniboine, among others). It provides descriptions of indigenous sign language patterns of use and lexical-grammatical features. In this manner, the AISL project’s digital corpus encompasses more than one endangered language and demonstrates that language spans multiple linguistic modalities: written, spoken, and signed. In brief, the presentation addresses the challenges that sign language linguists encounter to effectively make information on sign languages available and comprehensible to hearing non-signing audiences. For instance, the AISL project is utilizing linguistic technologies for transcription, translation, annotation, subtitling, and voice-over; as well as following best practices for documentation, description, and revitalization. This approach contributes to the training of students from multiple fields of study, offering individuals and audiences the first-hand opportunity to explore the linguistic forms and properties of indigenous sign language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25361. Davis Davis 2015-03-12 This poster features a digital collection of American Indian Sign Language (AISL) lexical signs, grammatical features, and discourse genres developed with support from the NEH and NSF’s Documenting Endangered Languages (DEL) program. The project involves the first fieldwork in over fifty years to focus on the linguistic status of AISL, today classified as a highly endangered language variety. The project brings together sign language linguists and members of the AISL signing communities to make sign language studies more accessible. It is incorporating emergent documentary linguistic technologies and using captions, voice-over, slow motion and careful explanation to share the AISL digital corpus with scholars and community members for linguistic and cultural studies and for language revitalization; thus, drawing attention to an important, yet sometimes overlooked part of American Indian cultural and linguistic heritage. A hallmark of the AISL digital corpus is that it encompasses two major types of data: historical linguistic legacy material and language documentation based on contemporary ethnographic fieldwork. Hence, the digital corpus includes both signed and spoken languages, spanning different cultural and geographic areas, and encompassing multiple linguistic modalities. It shows how indigenous sign language serves as an alternative to spoken language, how it is acquired as a first or second language, how it is used among deaf and hearing tribal members, as well as being used internationally as type of lingua franca. It brings attention to the urgent need to document both signed and spoken indigenous languages and for linguists and other scholars to collaborate with Indian communities where sign language continues to be learned and used. The project involves expert signers from different American Indian nations (Blackfeet/Blackfoot, Cheyenne, Crow, and Assiniboine, among others). It provides descriptions of indigenous sign language patterns of use and lexical-grammatical features. In this manner, the AISL project’s digital corpus encompasses more than one endangered language and demonstrates that language spans multiple linguistic modalities: written, spoken, and signed. In brief, the presentation addresses the challenges that sign language linguists encounter to effectively make information on sign languages available and comprehensible to hearing non-signing audiences. For instance, the AISL project is utilizing linguistic technologies for transcription, translation, annotation, subtitling, and voice-over; as well as following best practices for documentation, description, and revitalization. This approach contributes to the training of students from multiple fields of study, offering individuals and audiences the first-hand opportunity to explore the linguistic forms and properties of indigenous sign language. http://hdl.handle.net/10125/25361 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported American Indian Sign Language (AISL) Digital Corpus Project oai:scholarspace.manoa.hawaii.edu:10125/25312 2024-09-01 col_10125_35354 25312.mp3 25312.pdf Dunham, Joel, Coon, Jessica, Bale, Alan, Dunham, Joel, Coon, Jessica, Bale, Alan; 2015-02-28; LingSync is a suite of open source web-based tools that facilitate a) collaborative linguistic fieldwork and language documentation and b) theoretical analysis and revitalization efforts. It enables and entices fieldworkers and documenters with diverse goals to work together to mutual advantage. Linguistic fieldwork and language documentation are the foundation that sustains theoretical linguistics and language revitalization. While academics, educators, and language activists may spend considerable time and energy in documenting endangered languages, the fruits of these labours are largely inaccessible. In the context of endangered languages, missed opportunities for data-sharing and collaboration are particularly problematic. LingSync strives to improve this state of affairs, primarily by building the infrastructure necessary for fieldworkers and documenters to collaborate and reuse one another’s data ethically and efficiently. LingSync is a set of web services and cross-platform user interfaces that facilitate the creation of multi-authored corpora that are searchable, accessible, consistent, and richly annotated. LingSync advances the state of the art in fieldwork and documentation methodology by virtue of the following: (i) its application programming interfaces (APIs) facilitate the repurposing of data; (ii) its browser-based graphical user interfaces (GUIs) are user-friendly and function across all major platforms; (iii) its import/export features allow for interoperability with other tools and representations; (iv) its advanced and domain-relevant search interfaces allow for timely retrieval of relevant data and discovery of novel patterns; (v) its inventory-based input validation, orthography conversion, and morpho-lexical cross-referencing features promote representational consistency; (vi) its authentication, authorization, and encryption features allow for conscientious and highly configurable control over data access; (vii) its audio/video integration and attendant feature set assist in the parsing and alignment of audio and textual representations; and, finally, (vii) its morpho-phonological model implementation features allow for the empirical testing of grammatical components and the creation of analyzers to automate and expedite various data-creation tasks. The presentation will review three examples of how this software has been used for pedagogy, theory building, and revitalization: a collaborative research project on Blackfoot (Algonquian, Alberta, Canada and Montana, USA), another on Mi'gmaq (Algonquian, Quebec, Canada) conducted by the Mi'gmaq Research Partnership, and a third involving the construction of a Chuj (Mayan) database. Collectively, these case studies evince the benefits of LingSync in the following respects: the computational implementation of theoretical analyses, the advancement of academic research, the creation of second-language teaching materials, and the building of substantial databases on under-documented languages, even by relatively inexperienced student fieldworkers.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25312. Dunham, Joel Coon, Jessica Bale, Alan Dunham, Joel Coon, Jessica Bale, Alan 2015-03-12 LingSync is a suite of open source web-based tools that facilitate a) collaborative linguistic fieldwork and language documentation and b) theoretical analysis and revitalization efforts. It enables and entices fieldworkers and documenters with diverse goals to work together to mutual advantage. Linguistic fieldwork and language documentation are the foundation that sustains theoretical linguistics and language revitalization. While academics, educators, and language activists may spend considerable time and energy in documenting endangered languages, the fruits of these labours are largely inaccessible. In the context of endangered languages, missed opportunities for data-sharing and collaboration are particularly problematic. LingSync strives to improve this state of affairs, primarily by building the infrastructure necessary for fieldworkers and documenters to collaborate and reuse one another’s data ethically and efficiently. LingSync is a set of web services and cross-platform user interfaces that facilitate the creation of multi-authored corpora that are searchable, accessible, consistent, and richly annotated. LingSync advances the state of the art in fieldwork and documentation methodology by virtue of the following: (i) its application programming interfaces (APIs) facilitate the repurposing of data; (ii) its browser-based graphical user interfaces (GUIs) are user-friendly and function across all major platforms; (iii) its import/export features allow for interoperability with other tools and representations; (iv) its advanced and domain-relevant search interfaces allow for timely retrieval of relevant data and discovery of novel patterns; (v) its inventory-based input validation, orthography conversion, and morpho-lexical cross-referencing features promote representational consistency; (vi) its authentication, authorization, and encryption features allow for conscientious and highly configurable control over data access; (vii) its audio/video integration and attendant feature set assist in the parsing and alignment of audio and textual representations; and, finally, (vii) its morpho-phonological model implementation features allow for the empirical testing of grammatical components and the creation of analyzers to automate and expedite various data-creation tasks. The presentation will review three examples of how this software has been used for pedagogy, theory building, and revitalization: a collaborative research project on Blackfoot (Algonquian, Alberta, Canada and Montana, USA), another on Mi'gmaq (Algonquian, Quebec, Canada) conducted by the Mi'gmaq Research Partnership, and a third involving the construction of a Chuj (Mayan) database. Collectively, these case studies evince the benefits of LingSync in the following respects: the computational implementation of theoretical analyses, the advancement of academic research, the creation of second-language teaching materials, and the building of substantial databases on under-documented languages, even by relatively inexperienced student fieldworkers. http://hdl.handle.net/10125/25312 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported LingSync: web-based software for language documentation oai:scholarspace.manoa.hawaii.edu:10125/25277 2024-09-02 col_10125_35354 25277.mp3 25277.pdf McMahan, Hilary, Grenoble, Lenore A., McMahan, Hilary, Grenoble, Lenore A.; 2015-02-27; Language provides a unique window into the ways that a community conceptualizes and relates to its spatial environment. Calling attention to both similarities and differences in the cross-linguistic structuring of space, investigations into the linguistic encoding of space and place yield much insight into the interactions between language, cognition, and the external environment (Levinson & Wilkins 2003). Insofar as language documentation is concerned with “provid[ing] a comprehensive record of the linguistic practices characteristic of a given speech community” (Himmelmann 1998:166), it is important to document how people use language to interact with and navigate their spatial environment and create a sense of place, especially in communities where such practices reflect a fundamental way of life. This is clearly illustrated by our work with Kalaallisut (Greenlandic) speakers in Greenland. Our research works to elucidate the frameworks of knowledge embedded within Kalaallisut speech for referencing the Arctic environment, illustrating variation among speakers in the use of speech and kinds of knowledge embedded in place names and landscape terminology. Across the Inuit-Yupik languages of the Arctic, we find a rich framework of spatial understanding embedded with environmental and sociocultural knowledge within speech patterns, paralleling a deep connection between the Inuit and their physical environment. Studies of Inuit place names and landscape (e.g. Alia 2006; Collignon 2006 for Canadian Inuit; Holton 2011 for Alaskan Inuit; Nuttall 1991 for NW Greenland) emphasize the multidimensional nature of these place names as well as the culturally specific conceptual ontologies encoded in landscape terms. In Greenland, we find sociolinguistic variation across such spatial reference that correlates not only with age and gender but primarily with overall engagement with the land and hunting. However, large-scale changes in the Arctic environment associated with climate change and economic development are rapidly altering the relationship between Inuit and their environment. The documentation of place and space in this context is of particular importance as Greenland undergoes massive political and economic change. Using an ethno-linguistic approach to documentation and analysis, we show that Kalaallisut toponyms and landscape terms exist within a complex domain of spatial language, coming together with an extensive demonstrative system, relational nouns signifying intrinsic topological relations, a coastal (and, more recently, cardinal) based orientation system (Fortescue 1988), slope terms, spatial locating verbs, and local case morphology. These numerous linguistic patterns together form an organized framework of knowledge through which Kalaallisut speakers have navigated their Arctic environment for hundreds of years. References Alia, Valerie. 2006. Names and Nunavut. Culture and identity in the Inuit homeland. Oxford/New York: Berghahn Books. Collignon, Béatrice. 2006. Inuit place names and sense of place. In Pamela Stern & Lisa Stevenson, eds., Critical Inuit Studies. An Anthology of Contemporary Arctic Ethnography , 187-205. Lincoln: University of Nebraska Press. Fortescue, Michael. 1988. Eskimo orientation systems. Meddelelser om Grønland 11. Holton, Gary. 2011. Differing conceptualizations of the same landscape. The Athabaskan and Eskimo language boundary in Alaska. In D.M. Mark, A.G. Turk, N. Burenhult & D. Stea, eds., Landscape in language, 225-37. Amsterdam: John Benjamins. Himmelmann, Nikolaus P. 1998. Documentary and descriptive linguistics. Linguistics 36:161-95. Levinson, Stephen C., & Wilkins, David P. (Eds.). 2006. Grammars of space: Explorations in cognitive diversity (No. 6). Cambridge University Press. Nuttall, Mark. 1991. Memoryscape: a sense of locality in northwest Greenland. North Atlantic Studies 1(2): 39-50.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25277. McMahan, Hilary Grenoble, Lenore A. McMahan, Hilary Grenoble, Lenore A. 2015-03-12 Language provides a unique window into the ways that a community conceptualizes and relates to its spatial environment. Calling attention to both similarities and differences in the cross-linguistic structuring of space, investigations into the linguistic encoding of space and place yield much insight into the interactions between language, cognition, and the external environment (Levinson & Wilkins 2003). Insofar as language documentation is concerned with “provid[ing] a comprehensive record of the linguistic practices characteristic of a given speech community” (Himmelmann 1998:166), it is important to document how people use language to interact with and navigate their spatial environment and create a sense of place, especially in communities where such practices reflect a fundamental way of life. This is clearly illustrated by our work with Kalaallisut (Greenlandic) speakers in Greenland. Our research works to elucidate the frameworks of knowledge embedded within Kalaallisut speech for referencing the Arctic environment, illustrating variation among speakers in the use of speech and kinds of knowledge embedded in place names and landscape terminology. Across the Inuit-Yupik languages of the Arctic, we find a rich framework of spatial understanding embedded with environmental and sociocultural knowledge within speech patterns, paralleling a deep connection between the Inuit and their physical environment. Studies of Inuit place names and landscape (e.g. Alia 2006; Collignon 2006 for Canadian Inuit; Holton 2011 for Alaskan Inuit; Nuttall 1991 for NW Greenland) emphasize the multidimensional nature of these place names as well as the culturally specific conceptual ontologies encoded in landscape terms. In Greenland, we find sociolinguistic variation across such spatial reference that correlates not only with age and gender but primarily with overall engagement with the land and hunting. However, large-scale changes in the Arctic environment associated with climate change and economic development are rapidly altering the relationship between Inuit and their environment. The documentation of place and space in this context is of particular importance as Greenland undergoes massive political and economic change. Using an ethno-linguistic approach to documentation and analysis, we show that Kalaallisut toponyms and landscape terms exist within a complex domain of spatial language, coming together with an extensive demonstrative system, relational nouns signifying intrinsic topological relations, a coastal (and, more recently, cardinal) based orientation system (Fortescue 1988), slope terms, spatial locating verbs, and local case morphology. These numerous linguistic patterns together form an organized framework of knowledge through which Kalaallisut speakers have navigated their Arctic environment for hundreds of years. References Alia, Valerie. 2006. Names and Nunavut. Culture and identity in the Inuit homeland. Oxford/New York: Berghahn Books. Collignon, Béatrice. 2006. Inuit place names and sense of place. In Pamela Stern & Lisa Stevenson, eds., Critical Inuit Studies. An Anthology of Contemporary Arctic Ethnography , 187-205. Lincoln: University of Nebraska Press. Fortescue, Michael. 1988. Eskimo orientation systems. Meddelelser om Grønland 11. Holton, Gary. 2011. Differing conceptualizations of the same landscape. The Athabaskan and Eskimo language boundary in Alaska. In D.M. Mark, A.G. Turk, N. Burenhult & D. Stea, eds., Landscape in language, 225-37. Amsterdam: John Benjamins. Himmelmann, Nikolaus P. 1998. Documentary and descriptive linguistics. Linguistics 36:161-95. Levinson, Stephen C., & Wilkins, David P. (Eds.). 2006. Grammars of space: Explorations in cognitive diversity (No. 6). Cambridge University Press. Nuttall, Mark. 1991. Memoryscape: a sense of locality in northwest Greenland. North Atlantic Studies 1(2): 39-50. http://hdl.handle.net/10125/25277 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting linguistic practices for navigating space and place in Greenland oai:scholarspace.manoa.hawaii.edu:10125/25294 2024-09-02 col_10125_35354 25294.mp3 25294.pdf Sellers, Holly, Sellers, Holly; 2015-02-27; The northern region of Thailand, which borders Burma/Myanmar and Laos, is home to several non-Thai cultures, one of which is the Lisu. The Thailand Lisu number approximately 40,000 speakers and in total there are more than 1 million Lisu speakers across China, Burma/Myanmar and India. The language has 4 main dialects which are somewhat mutually intelligible. Although the language is not currently endangered, Lisu traditional knowledge of plant names and their uses is at substantial risk of being lost in the near future. This is partly due to the pressures of increasing modernity as well as younger villagers often moving away for work or study. Over two field trips I collected Southern Lisu plant names and uses, with the aim of investigating the plants’ ethnotaxonomical categorisations based on the folk taxonomic hierarchy developed by Brent Berlin (1992). There is currently no extensive corpus of Lisu ethnobotanical or plant name data to work from, so to complete this project, data was collected verbally from villagers. Specimen samples were then taken to a botanist who identified the plants’ scientific names. This resulted in more than 300 plants with both Lisu and scientific names being collected, and many more Lisu names where the plant could not be identified or a sample could not be taken for practical or ethical reasons. Both the samples and plant photos were later re-used in plant sorting exercises to test the cognitive basis of the folk categorisation strategies used in Lisu. This has led to three main outcomes: 1. The collection of a substantial corpus of plant data, including botanical information such as photos, dried specimens, botanical plant names, habitat information and GPS co-ordinates of plant locations. 2. The results of the analysis of the data, including the investigation of folk botanical categories in Lisu, some of which correspond with Brent Berlin’s taxonomy and some which do not, as well as the semantic categories of the names which, for example, include a focus on animal body parts, practical uses and a plant’s effect on animals or humans. 3. Linguistic information including Lisu plant names, descriptions and uses, as well as other audio recorded texts such as stories. This presentation will outline the methodology and the technology used in the collection of this large body of Lisu plant data and the subsequent management and use of the information collected. References: Berlin, B. (1992). Ethnobiological Classification: Principles of Categorization of Plants and Animals in Traditional Societies. Princeton, New Jersey: Princeton University Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25294. Sellers, Holly Sellers, Holly 2015-03-12 The northern region of Thailand, which borders Burma/Myanmar and Laos, is home to several non-Thai cultures, one of which is the Lisu. The Thailand Lisu number approximately 40,000 speakers and in total there are more than 1 million Lisu speakers across China, Burma/Myanmar and India. The language has 4 main dialects which are somewhat mutually intelligible. Although the language is not currently endangered, Lisu traditional knowledge of plant names and their uses is at substantial risk of being lost in the near future. This is partly due to the pressures of increasing modernity as well as younger villagers often moving away for work or study. Over two field trips I collected Southern Lisu plant names and uses, with the aim of investigating the plants’ ethnotaxonomical categorisations based on the folk taxonomic hierarchy developed by Brent Berlin (1992). There is currently no extensive corpus of Lisu ethnobotanical or plant name data to work from, so to complete this project, data was collected verbally from villagers. Specimen samples were then taken to a botanist who identified the plants’ scientific names. This resulted in more than 300 plants with both Lisu and scientific names being collected, and many more Lisu names where the plant could not be identified or a sample could not be taken for practical or ethical reasons. Both the samples and plant photos were later re-used in plant sorting exercises to test the cognitive basis of the folk categorisation strategies used in Lisu. This has led to three main outcomes: 1. The collection of a substantial corpus of plant data, including botanical information such as photos, dried specimens, botanical plant names, habitat information and GPS co-ordinates of plant locations. 2. The results of the analysis of the data, including the investigation of folk botanical categories in Lisu, some of which correspond with Brent Berlin’s taxonomy and some which do not, as well as the semantic categories of the names which, for example, include a focus on animal body parts, practical uses and a plant’s effect on animals or humans. 3. Linguistic information including Lisu plant names, descriptions and uses, as well as other audio recorded texts such as stories. This presentation will outline the methodology and the technology used in the collection of this large body of Lisu plant data and the subsequent management and use of the information collected. References: Berlin, B. (1992). Ethnobiological Classification: Principles of Categorization of Plants and Animals in Traditional Societies. Princeton, New Jersey: Princeton University Press. http://hdl.handle.net/10125/25294 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ethnobotanical classification in Lisu: Data collection and management oai:scholarspace.manoa.hawaii.edu:10125/25340 2024-09-02 col_10125_35354 25340.mp3 25340.pdf Jerry, Maeghan, Harrigan, Atticus, Bontogon, Megan, Casavant, Taylor, Jerry, Maeghan, Harrigan, Atticus, Bontogon, Megan, Casavant, Taylor; 2015-02-28; Over the last three decades there has been a concerted effort by linguists to increase involvement of members of endangered language communities in efforts to revitalize their languages. This inclusion has taken various forms. Here, we describe the development of university-run programs intended to train community members in the science of linguistics and language education planning. As undergraduate students in linguistics, we compare and contrast our own experiences in linguistics education with those observed in community members. Having taken many of the same courses offered to community members, we offer a comparison between the classic western university teaching style and the more focused and condensed community-targeted approach. As students of linguistics and as tutors, we occupy a unique space that bridges the gap between instructors and tutees. Educational styles, classroom dynamics, and discrepancies between programs’ and students’ goals are discussed. Additionally, we question the value of teaching linguistics as an academic science, including the use of esoteric, discipline-specific jargon in both the classroom and the community. Finally, the topic of academic ranks and designations, and their ability to bolster and hinder the development of community members’ identities as “language activists” is explored. We investigate these roles and designations, and discuss how they affect the relationships between students, tutors, and instructors. Though primarily focused on North American Indigenous languages, this paper takes a global approach in discussions.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25340. Jerry, Maeghan Harrigan, Atticus Bontogon, Megan Casavant, Taylor Jerry, Maeghan Harrigan, Atticus Bontogon, Megan Casavant, Taylor 2015-03-12 Over the last three decades there has been a concerted effort by linguists to increase involvement of members of endangered language communities in efforts to revitalize their languages. This inclusion has taken various forms. Here, we describe the development of university-run programs intended to train community members in the science of linguistics and language education planning. As undergraduate students in linguistics, we compare and contrast our own experiences in linguistics education with those observed in community members. Having taken many of the same courses offered to community members, we offer a comparison between the classic western university teaching style and the more focused and condensed community-targeted approach. As students of linguistics and as tutors, we occupy a unique space that bridges the gap between instructors and tutees. Educational styles, classroom dynamics, and discrepancies between programs’ and students’ goals are discussed. Additionally, we question the value of teaching linguistics as an academic science, including the use of esoteric, discipline-specific jargon in both the classroom and the community. Finally, the topic of academic ranks and designations, and their ability to bolster and hinder the development of community members’ identities as “language activists” is explored. We investigate these roles and designations, and discuss how they affect the relationships between students, tutors, and instructors. Though primarily focused on North American Indigenous languages, this paper takes a global approach in discussions. http://hdl.handle.net/10125/25340 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Variations in goals and methods of linguistic education: A comparison of academic and community-based approaches to linguistics oai:scholarspace.manoa.hawaii.edu:10125/25404 2024-09-02 col_10125_35354 25404-1.pdf 25404-2.pdf Gao, Katie, Gao, Katie; 2015-02-26; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25404. Gao, Katie Gao, Katie 2015-04-09 http://hdl.handle.net/10125/25404 4th ICLDC Conference Program oai:scholarspace.manoa.hawaii.edu:10125/25352 2017-05-11 col_10125_35354 25352.mp3 Liu, Yue, Cucchiara, Alfred, Liu, Yue, Cucchiara, Alfred; 2015-03-01; The Republic of the Philippines is home to 100 million people and approximately 7,100 islands and numerous mountainous terrains resulting in isolation of communities over time, which create ideal conditions for language variation. These conditions have also resulted in the difficult task of identifying the total number of languages in the nation. The number of known Philippine languages had increased by ten from decade to decade from 1980 (130 languages), to 1990 (140 languages) and to 2000 (150 languages) (Ramon, 2014). It is estimated that there are approximately 175 languages and dialects in the Philippines today (France-Presse, 2012) indicating that the methods of identifying the existence of different languages have been improving. In June 2012, because higher enrolment, retention, and achievement rates are correlated with longer use of the mother tongue especially in developing countries and marginalized populations (Save the Children, 2011), the Philippine government replaced the insufficient ten year educational system with the K+12 program. As a consequence, twelve of the most populous languages, representing two thirds of the country’s population, replaced English and Filipino for kindergarten through third grade. Although the Philippine government’s original intention was to increase the quality of education in the Philippines, it is anticipated that the decision to teach in the mother tongue will also have a preservation effect on the endangered languages. Although the most endangered languages will not realistically be included as the medium of instruction due to the lack of both students and teachers, it is expected that the Philippine government will introduce more languages into the educational system as experience with the new program is gained. But in order for true language preservation to be realized, the Philippine people need to take ownership of the problem of vanishing Philippine languages. This needs to be accomplished via a well organized effort by the local communities to provide the expertise needed to teach basic subjects in the oftentimes vanishing language. In some regions this initiative is already occurring. In Zambales, for example, two local residents are teaching kindergarten and are assisting first grade teachers using the mother tongue of the Ayta Magindi (France-Presse, 2012). This paper will present an educational reform proposal that will specifically address the inclusion of endangered languages in the government’s K+12 program via the involvement of the local communities. References France-Presse, A, (2012). A Long fight begins to save Philippine languages. Rappler. April 30, 2012. Retrieved on August 21, 2014 at: http://www.rappler.com/nation/4537-a-long-fight-begins-to-save-philippine-languages Ramon, A. (2014). Many Voices, One Nation: The Philippine Languages and Dialects in Figures. Philippine Statistics Authority-National Statistics Coordination Board. Retrieved on August 21, 2014 at: http://www.nscb.gov.ph/sexystats/2013/SS20130830_dialects.asp Save the Children, 2011. Closer to Home: how to help schools in low- and middle-income countries respond to children’s language needs. Retrieved on August 21, 2014 at http://www.savethechildren.org.uk/sites/default/files/docs/Closer-to-Home.pdf; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25352. Liu, Yue Cucchiara, Alfred Liu, Yue Cucchiara, Alfred 2015-03-12 The Republic of the Philippines is home to 100 million people and approximately 7,100 islands and numerous mountainous terrains resulting in isolation of communities over time, which create ideal conditions for language variation. These conditions have also resulted in the difficult task of identifying the total number of languages in the nation. The number of known Philippine languages had increased by ten from decade to decade from 1980 (130 languages), to 1990 (140 languages) and to 2000 (150 languages) (Ramon, 2014). It is estimated that there are approximately 175 languages and dialects in the Philippines today (France-Presse, 2012) indicating that the methods of identifying the existence of different languages have been improving. In June 2012, because higher enrolment, retention, and achievement rates are correlated with longer use of the mother tongue especially in developing countries and marginalized populations (Save the Children, 2011), the Philippine government replaced the insufficient ten year educational system with the K+12 program. As a consequence, twelve of the most populous languages, representing two thirds of the country’s population, replaced English and Filipino for kindergarten through third grade. Although the Philippine government’s original intention was to increase the quality of education in the Philippines, it is anticipated that the decision to teach in the mother tongue will also have a preservation effect on the endangered languages. Although the most endangered languages will not realistically be included as the medium of instruction due to the lack of both students and teachers, it is expected that the Philippine government will introduce more languages into the educational system as experience with the new program is gained. But in order for true language preservation to be realized, the Philippine people need to take ownership of the problem of vanishing Philippine languages. This needs to be accomplished via a well organized effort by the local communities to provide the expertise needed to teach basic subjects in the oftentimes vanishing language. In some regions this initiative is already occurring. In Zambales, for example, two local residents are teaching kindergarten and are assisting first grade teachers using the mother tongue of the Ayta Magindi (France-Presse, 2012). This paper will present an educational reform proposal that will specifically address the inclusion of endangered languages in the government’s K+12 program via the involvement of the local communities. References France-Presse, A, (2012). A Long fight begins to save Philippine languages. Rappler. April 30, 2012. Retrieved on August 21, 2014 at: http://www.rappler.com/nation/4537-a-long-fight-begins-to-save-philippine-languages Ramon, A. (2014). Many Voices, One Nation: The Philippine Languages and Dialects in Figures. Philippine Statistics Authority-National Statistics Coordination Board. Retrieved on August 21, 2014 at: http://www.nscb.gov.ph/sexystats/2013/SS20130830_dialects.asp Save the Children, 2011. Closer to Home: how to help schools in low- and middle-income countries respond to children’s language needs. Retrieved on August 21, 2014 at http://www.savethechildren.org.uk/sites/default/files/docs/Closer-to-Home.pdf http://hdl.handle.net/10125/25352 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Saving endangered Philippine languages via the K+12 Program oai:scholarspace.manoa.hawaii.edu:10125/25267 2017-05-11 col_10125_35354 25267.mp3 Sapién, Racquel-Maria, Hirata-Edds, Tracy, Sapién, Racquel-Maria, Hirata-Edds, Tracy; 2015-02-26; Documentation and description of endangered languages has traditionally been the purview of academic linguists, while revitalization is often viewed as applied work of greater interest to speech community members. Separating documentation, description, and revitalization can create an artificial hierarchy wherein pedagogical materials are secondary to and derivative of documentation. Rather than view these as disparate activities, we argue for an integrative approach that bridges the endeavors and reframes them as equal, concurrent, and non-derivative. We maintain that approaching them as counterparts of a single enterprise strengthens all. Re-envisioning the relationship from sequential to concurrent is essential to creating a more robust corpus that better meets the needs of all stakeholders. As opposed to mining documentary corpora for teaching aids after the fact, both speech community and academic community goals are considered from the beginning and are reflected in all aspects of a project. We will discuss the integration of documentation, description, and revitalization from a methodological perspective illustrated with our own fieldwork. Case-study examples emphasize practical ways of integrating revitalization with documentation by working with community partners to set mutually beneficial goals and develop an integrated workflow from the outset of a project (c.f. Author 1, 2011). For instance, members of the community where Author 1 works have begun a revitalization project that includes a teaching component. While planning curriculum for particular high frequency forms, community teachers and Author 1 discovered that the forms of interest were under-described in existing academic literature. This eventually led to both a more thorough academic description (c.f. Author 1, 2014) and a way to teach the constructions these forms appear in. The description is now part of a bigger typological work, AND teachers are better able to convey aspects of the language in use. Had Author 1 been focused solely on documentation and description to the exclusion of revitalization, she may not have become aware of or may have overlooked this gap in existing descriptions of the language. Both formal teaching and academic description were enriched by supporting revitalization concurrently with documentation. Teaching curricula, lessons, and other such materials, thus, are not viewed as products to be delivered as an academic linguist's "giving back" to a speech community, but instead are integral to maximally useful documentation. We hope this talk will be part of an ongoing conversation theorizing a methodology for endangered languages research that integrates documentation, academic description, and revitalization.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25267. Sapién, Racquel-Maria Hirata-Edds, Tracy Sapién, Racquel-Maria Hirata-Edds, Tracy 2015-03-12 Documentation and description of endangered languages has traditionally been the purview of academic linguists, while revitalization is often viewed as applied work of greater interest to speech community members. Separating documentation, description, and revitalization can create an artificial hierarchy wherein pedagogical materials are secondary to and derivative of documentation. Rather than view these as disparate activities, we argue for an integrative approach that bridges the endeavors and reframes them as equal, concurrent, and non-derivative. We maintain that approaching them as counterparts of a single enterprise strengthens all. Re-envisioning the relationship from sequential to concurrent is essential to creating a more robust corpus that better meets the needs of all stakeholders. As opposed to mining documentary corpora for teaching aids after the fact, both speech community and academic community goals are considered from the beginning and are reflected in all aspects of a project. We will discuss the integration of documentation, description, and revitalization from a methodological perspective illustrated with our own fieldwork. Case-study examples emphasize practical ways of integrating revitalization with documentation by working with community partners to set mutually beneficial goals and develop an integrated workflow from the outset of a project (c.f. Author 1, 2011). For instance, members of the community where Author 1 works have begun a revitalization project that includes a teaching component. While planning curriculum for particular high frequency forms, community teachers and Author 1 discovered that the forms of interest were under-described in existing academic literature. This eventually led to both a more thorough academic description (c.f. Author 1, 2014) and a way to teach the constructions these forms appear in. The description is now part of a bigger typological work, AND teachers are better able to convey aspects of the language in use. Had Author 1 been focused solely on documentation and description to the exclusion of revitalization, she may not have become aware of or may have overlooked this gap in existing descriptions of the language. Both formal teaching and academic description were enriched by supporting revitalization concurrently with documentation. Teaching curricula, lessons, and other such materials, thus, are not viewed as products to be delivered as an academic linguist's "giving back" to a speech community, but instead are integral to maximally useful documentation. We hope this talk will be part of an ongoing conversation theorizing a methodology for endangered languages research that integrates documentation, academic description, and revitalization. http://hdl.handle.net/10125/25267 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Bridging gaps: Documentation, description, and revitalization as mutually beneficial, integrated counterparts oai:scholarspace.manoa.hawaii.edu:10125/25252 2024-09-05 col_10125_35354 25252.mp3 25252.pdf O'Meara, Carolyn, Romero, Rodrigo, O'Meara, Carolyn, Romero, Rodrigo; 2015-02-26; Much of the work published on best practices in language documentation includes recommendations for linguists to consider the creation of didactic material as part of their study (Himmelmann 2006; Nathan 2006, among others), either transforming direct output from data recorded or in some cases recording new material, generally assuming that this is couched within the notion of community-based research (Miyashita & Chatsis 2013; Rice 2011). One of the many ways in which this can take place is with the publication of texts in the language being documented. The creation of such material is aimed at addressing the general lack of it in many speaker communities, whether in the form of written texts or in general pedagogical material (Liddicoat 2007; Guerín 2008). For academic audiences, such texts are generally published in edited volumes or journals dedicated to the study of oral tradition or folklore, which follow the general procedure of peer review. However, in cases where the desired audience are members of the speaker community there is much more variety in terms of how or even if these materials get reviewed by the appropriate invested parties, i.e., native speakers. This work looks at cases of text material published in indigenous languages of Mexico, Seri (Author1 in press) and Mixe (Author2 2013), whose desired audiences are speakers of these languages, with a particular focus on the review process followed, as well as the way these texts are presented in print format. In Mexico, there are no general conventions that address the review process for text material in indigenous languages, nor the appropriate format of the texts in such works, in particular, if they should be presented bilingually and if so, in what format. In this paper, we argue for a collaborative approach to the review process of such didactic material in order to specifically target the issue of the text’s presentation, as opposed to a traditional review process that some academic institutions require. In order to address the benefits and limitations of different text formats, we look at speaker attitudes towards bilingual versions and monolingual versions of text material, as well as the realities related to local literacy, familiarization with practical orthographies, dialectal variation, as well as the consumption of such material by non-speakers and how a bilingual version might help bridge gaps between different populations. References cited Author1. In press. Comcaac coi ziix quih iti cöipactoj xah, ziix quih ocoaaj xah Hai quih pti immistaj coi iicp hac. Mexico: Instituto de Investigaciones Filológicas, UNAM. Author 2. 2013. Historias mixes de Ayutla : así contaron los abuelos : Te’nte’n ja’ mëjjä’ätyëjk myatyä’äkt. Mexico: Instituto de Investigaciones Filológicas, UNAM. Guérin, Valérie. 2008. Writing an endangered language. Language Documentation and Conservation 2(1):47-67. Himmelmann, Nikolaus P. 2006. Language documentation: What is it and what is it good for? In Jost Gippert, Nikolaus P. Himmelmann & Ulrike Mosel (eds.), Essentials of Language Documentation (Trends in Linguistics: Studies and Monographs 178). 363-379. Berlin: Mouton de Gruyter. Liddicoat, A.J. (ed.) 2007. Language Planning and Literacy Multilingual Matters. Clevedon. Miyashita, Mizuki & Annabelle Chatsis. 2013. Collaborative Development of Blackfoot Language Courses. Language Documentation and Conservation 7: 302-330. Nathan, David. 2006. Thick interfaces: Mobilizing language documentation with multimedia. In Jost Gippert, Nikolaus P. Himmelmann & Ulrike Mosel (eds.), Essentials of Language Documentation (Trends in Linguistics: Studies and Monographs 178). 1-30. Berlin: Mouton de Gruyter. Rice, Keren. 2011. Documentary Linguistics and Community Relations. Language Documentation and Conservation 5: 187-207.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25252. O'Meara, Carolyn Romero, Rodrigo O'Meara, Carolyn Romero, Rodrigo 2015-03-12 Much of the work published on best practices in language documentation includes recommendations for linguists to consider the creation of didactic material as part of their study (Himmelmann 2006; Nathan 2006, among others), either transforming direct output from data recorded or in some cases recording new material, generally assuming that this is couched within the notion of community-based research (Miyashita & Chatsis 2013; Rice 2011). One of the many ways in which this can take place is with the publication of texts in the language being documented. The creation of such material is aimed at addressing the general lack of it in many speaker communities, whether in the form of written texts or in general pedagogical material (Liddicoat 2007; Guerín 2008). For academic audiences, such texts are generally published in edited volumes or journals dedicated to the study of oral tradition or folklore, which follow the general procedure of peer review. However, in cases where the desired audience are members of the speaker community there is much more variety in terms of how or even if these materials get reviewed by the appropriate invested parties, i.e., native speakers. This work looks at cases of text material published in indigenous languages of Mexico, Seri (Author1 in press) and Mixe (Author2 2013), whose desired audiences are speakers of these languages, with a particular focus on the review process followed, as well as the way these texts are presented in print format. In Mexico, there are no general conventions that address the review process for text material in indigenous languages, nor the appropriate format of the texts in such works, in particular, if they should be presented bilingually and if so, in what format. In this paper, we argue for a collaborative approach to the review process of such didactic material in order to specifically target the issue of the text’s presentation, as opposed to a traditional review process that some academic institutions require. In order to address the benefits and limitations of different text formats, we look at speaker attitudes towards bilingual versions and monolingual versions of text material, as well as the realities related to local literacy, familiarization with practical orthographies, dialectal variation, as well as the consumption of such material by non-speakers and how a bilingual version might help bridge gaps between different populations. References cited Author1. In press. Comcaac coi ziix quih iti cöipactoj xah, ziix quih ocoaaj xah Hai quih pti immistaj coi iicp hac. Mexico: Instituto de Investigaciones Filológicas, UNAM. Author 2. 2013. Historias mixes de Ayutla : así contaron los abuelos : Te’nte’n ja’ mëjjä’ätyëjk myatyä’äkt. Mexico: Instituto de Investigaciones Filológicas, UNAM. Guérin, Valérie. 2008. Writing an endangered language. Language Documentation and Conservation 2(1):47-67. Himmelmann, Nikolaus P. 2006. Language documentation: What is it and what is it good for? In Jost Gippert, Nikolaus P. Himmelmann & Ulrike Mosel (eds.), Essentials of Language Documentation (Trends in Linguistics: Studies and Monographs 178). 363-379. Berlin: Mouton de Gruyter. Liddicoat, A.J. (ed.) 2007. Language Planning and Literacy Multilingual Matters. Clevedon. Miyashita, Mizuki & Annabelle Chatsis. 2013. Collaborative Development of Blackfoot Language Courses. Language Documentation and Conservation 7: 302-330. Nathan, David. 2006. Thick interfaces: Mobilizing language documentation with multimedia. In Jost Gippert, Nikolaus P. Himmelmann & Ulrike Mosel (eds.), Essentials of Language Documentation (Trends in Linguistics: Studies and Monographs 178). 1-30. Berlin: Mouton de Gruyter. Rice, Keren. 2011. Documentary Linguistics and Community Relations. Language Documentation and Conservation 5: 187-207. http://hdl.handle.net/10125/25252 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Exploring formats and review practices of text material stemming from documentation projects oai:scholarspace.manoa.hawaii.edu:10125/25295 2024-09-06 col_10125_35354 25295.mp3 25295.pdf Clark, Brenda, Clark, Brenda; 2015-02-27; This paper discusses the major challenges in the documentation and study of sign languages in Peru, as well as some potential solutions. It also gives a brief prediction of the type of work that may be possible in the near future, both in terms of documentation and analysis, and in terms of strengthening the language through awareness and education. It is based on a recent scouting trip that assessed the plausibility and value of a long-term study. Some of the difficulties encountered are common to many documentation efforts and others are typical in sign linguistics, but the solutions must be tailored to the unique situation of Peru’s Deaf communities. In fact, simply being an outsider and working from a hearing perspective can be an issue, and aspects of this are seen throughout the specific topics discussed in this paper. The challenges can be divided into the following categories: 1) finding good informants despite conflict and lack of communication between organizations, 2) elicitation methods that encourage natural but consistent responses for comparative work, 3) ensuring reliable interpretation when the framework to train interpreters is, at best, in its beginning stages, and 4) dealing with variation, not only in dialect, but also in target and intermediary language fluency and in educational background. Despite the intervening factors mentioned above, the potential for future work is promising. The recognition of Peruvian Sign Language as a language is new to the Peruvian government and society. This leaves a clear opening for documentation as well as the creation of informative and educational materials for deaf and hearing children, adults, and future interpreters. Because sign languages are not typically acquired from birth, societal awareness and educational adaptation are fundamental in language maintenance, if not human rights. Beyond that, it is quite clear that several distinct dialects exist. The interaction between them and the exact factors influencing their distinctiveness would be a fascinating topic to explore. A preliminary look at a few speaker groups indicates that anything from region to age, to educational background, right down to a specific social group, can exert a significant influence. With careful documentation, it may even be possible to identify the origin of these varied lexical items, grammatical structures, and phonological features as native to the region or as loans from languages of education, religion, and relative prestige such as American and British Sign Language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25295. Clark, Brenda Clark, Brenda 2015-03-12 This paper discusses the major challenges in the documentation and study of sign languages in Peru, as well as some potential solutions. It also gives a brief prediction of the type of work that may be possible in the near future, both in terms of documentation and analysis, and in terms of strengthening the language through awareness and education. It is based on a recent scouting trip that assessed the plausibility and value of a long-term study. Some of the difficulties encountered are common to many documentation efforts and others are typical in sign linguistics, but the solutions must be tailored to the unique situation of Peru’s Deaf communities. In fact, simply being an outsider and working from a hearing perspective can be an issue, and aspects of this are seen throughout the specific topics discussed in this paper. The challenges can be divided into the following categories: 1) finding good informants despite conflict and lack of communication between organizations, 2) elicitation methods that encourage natural but consistent responses for comparative work, 3) ensuring reliable interpretation when the framework to train interpreters is, at best, in its beginning stages, and 4) dealing with variation, not only in dialect, but also in target and intermediary language fluency and in educational background. Despite the intervening factors mentioned above, the potential for future work is promising. The recognition of Peruvian Sign Language as a language is new to the Peruvian government and society. This leaves a clear opening for documentation as well as the creation of informative and educational materials for deaf and hearing children, adults, and future interpreters. Because sign languages are not typically acquired from birth, societal awareness and educational adaptation are fundamental in language maintenance, if not human rights. Beyond that, it is quite clear that several distinct dialects exist. The interaction between them and the exact factors influencing their distinctiveness would be a fascinating topic to explore. A preliminary look at a few speaker groups indicates that anything from region to age, to educational background, right down to a specific social group, can exert a significant influence. With careful documentation, it may even be possible to identify the origin of these varied lexical items, grammatical structures, and phonological features as native to the region or as loans from languages of education, religion, and relative prestige such as American and British Sign Language. http://hdl.handle.net/10125/25295 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documentation of sign language diversity in Peru oai:scholarspace.manoa.hawaii.edu:10125/25271 2017-05-11 col_10125_35354 25271.mp3 Frank, Crystal, Frank, Crystal; 2015-02-26; As one of the youngest speakers of our endangered Gwich’in language, I joined an NSF-sponsored documentation project to develop my reading, writing, and listening skills. Although I grew up hearing the language from my parents every day, I discovered that very few of my peers could speak the language with me. In my work transcribing the field recordings of Gwich’in elders, I’ve noticed many little differences in the way speakers from the same communities talk. In my presentation I will illustrate some of these idiolects and talk about their significance for those of us trying to become more fluent speakers. Growing up as a girl and young woman, I never realized that the specialized corpus of Gwich’in words about caribou anatomy largely escaped me because my father did all the hunting and butchering. By collaborating with him I've now acquired many more new nouns and verbs about hunting and caribou biology.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25271. Frank, Crystal Frank, Crystal 2015-03-12 As one of the youngest speakers of our endangered Gwich’in language, I joined an NSF-sponsored documentation project to develop my reading, writing, and listening skills. Although I grew up hearing the language from my parents every day, I discovered that very few of my peers could speak the language with me. In my work transcribing the field recordings of Gwich’in elders, I’ve noticed many little differences in the way speakers from the same communities talk. In my presentation I will illustrate some of these idiolects and talk about their significance for those of us trying to become more fluent speakers. Growing up as a girl and young woman, I never realized that the specialized corpus of Gwich’in words about caribou anatomy largely escaped me because my father did all the hunting and butchering. By collaborating with him I've now acquired many more new nouns and verbs about hunting and caribou biology. http://hdl.handle.net/10125/25271 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Learning the language of Caribou oai:scholarspace.manoa.hawaii.edu:10125/25311 2017-05-11 col_10125_35354 25311.mp3 Hoffmann, Dorothea, Henke, Ryan, Hoffmann, Dorothea, Henke, Ryan; 2015-02-28; This paper illustrates how efforts of language documentation may be applied in linguistic analysis. We present a case study on complex predicate formation in MalakMalak discourse collected in fieldwork settings. We consider narrative structure, information structure, and word order to examine how complex predicates reflect cross-speaker interaction and narrative flow.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25311. Hoffmann, Dorothea Henke, Ryan Hoffmann, Dorothea Henke, Ryan 2015-03-12 This paper illustrates how efforts of language documentation may be applied in linguistic analysis. We present a case study on complex predicate formation in MalakMalak discourse collected in fieldwork settings. We consider narrative structure, information structure, and word order to examine how complex predicates reflect cross-speaker interaction and narrative flow. http://hdl.handle.net/10125/25311 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Exploring applications of fieldwork data: A case study of MalakMalak complex predicates in discourse oai:scholarspace.manoa.hawaii.edu:10125/25331 2024-09-07 col_10125_35354 25331.mp3 25331.pdf Coupe, Alexander, Kelly, Joan, Yu, Peh Yang, Tang, Lesley, Coupe, Alexander, Kelly, Joan, Yu, Peh Yang, Tang, Lesley; 2015-02-28; This paper describes a collaborative project by linguists and artists that developed bilingual illustrated reading books in Mongsen Ao and English. The paper demonstrates how one output of linguistic research can be innovatively applied to language maintenance by targeting a crucial link in the chain of intergenerational transmission: young children.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25331. Coupe, Alexander Kelly, Joan Yu, Peh Yang Tang, Lesley Coupe, Alexander Kelly, Joan Yu, Peh Yang Tang, Lesley 2015-03-12 This paper describes a collaborative project by linguists and artists that developed bilingual illustrated reading books in Mongsen Ao and English. The paper demonstrates how one output of linguistic research can be innovatively applied to language maintenance by targeting a crucial link in the chain of intergenerational transmission: young children. http://hdl.handle.net/10125/25331 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Giving it back: From oral folktales to illustrated bilingual reading books for minority languages oai:scholarspace.manoa.hawaii.edu:10125/25357 2017-05-11 col_10125_35354 25357.mp3 Burton, Strang, Czaykowska-Higgins, Ewa, Marinakis, Aliki, McIvor, Onawa, Burton, Strang, Czaykowska-Higgins, Ewa, Marinakis, Aliki, McIvor, Onawa; 2015-03-01; As part of comprehensive language revitalization strategies many North American Indigenous communities are partnering with post-secondary institutions to offer language courses and programs. Teaching Indigenous languages shares similar challenges to those facing second language teaching of dominant languages and has led to development of pedagogical models like Master-Apprentice Program (e.g., Hinton 2002) and Accelerated Second Language Learning (Greymorning, 2005, 2010), both created to support revitalization of Indigenous North American languages. Despite the increase in pedagogical models for teaching Indigenous languages, little research has focused directly on post-secondary Indigenous language curriculum (cf. Miyashita and Chatsis 2013, Suina 2004, Leap 1991). In this paper, we contribute to Indigenous Second Language research by outlining factors taken into consideration and responses developed by a language curriculum team in British Columbia, Canada for Indigenous Language Revitalization programs offered in community-post-secondary institution partnerships. We consider how Indigenous language curriculum can integrate language structures, appropriate cultural and language content, and communicative practice through task-based and focus-on-form techniques. The programs under discussion are composed of Certificate and Bachelor's degrees in Indigenous Language Revitalization, including 12 language-learning courses spanning four years of post-secondary training. To develop Indigenous language curriculum we considered: 1) curriculum needing to be useable for various languages and dialects within different language families; 2) instructors with varying degrees of formal training in teaching methods; 3) students with significantly different previous exposure to their Indigenous language; 4) needing to respond to local ways of knowing, teaching, and being (Western Canadian Protocol for Collaboration in Basic Education, 2000); 5) varying accessibility of language documentation; 6) university expectations for language teaching and outcomes; 7) requests from instructors and community-partners for clear curriculum and defined outcomes. In our paper we describe the process undertaken in curriculum development, illustrating the main features of the resulting Indigenous Language Teachers' Package, which includes a Teachers' Guide, Scope and Sequence Samples, Class Activities Samples and Feedback-Assessment Samples. We demonstrate how we responded to the varying factors and needs by developing course-shells allowing for a task-based (Nunan 1989) communicative curriculum. This type of curriculum provides teachers the possibility of flexibly integrating grammatical structures through focus-on-form techniques (e.g., Nassaji 2000) into their classrooms while using different types of language documentation. Finally, we consider the extent to which our Teachers' Package has been useful for teachers, and how it has served and will serve as a basis for further curriculum development and its application. References Adley-Santa Maria, B. (1997). White Mountain Apache language: Issues in language shift, textbook development, and Native speaker-university collaboration. In Reyhner, J. (ed) Teaching Indigenous Languages. Flagstaff, AZ: Northern Arizona University. Pp. 129-143. Greymorning, S. (2005). Weaving the fibre for instruction and acquisition of North American Indigenous languages. In Te toi roa, Indigenous excellence: WIPCE Official Handbook (pp. 191). Hamilton, Aotearoa-New Zealand: The 7th World Indigenous Peoples' Conference on Education. Greymorning, S. (2010). ASLA training workshop. SENĆOŦEN Department, Adult Education Centre, WSÁNEĆ, BC, June 7–9. Hinton, L. (2002) How to keep your language alive: A commonsense approach to one- on-one language learning. Berkeley, CA: Heyday Books. Leap, William. (1991). Pathways and barriers to Indian language literacy-building on the Northern Ute Reservation. Anthropology & Education Quarterly. (22)1, 21-41 Miyashita, M. and A. Chatsis (2013) Collaborative development of Blackfoot language courses. LD&C 7. 302-330. Nassaji, H. (2000). Towards integrating form-focused instruction and communicative interaction in the second language classroom: Some pedagogical possibilities. The Modern Language Journal (84)2:241-250. Nunan, M. (1989). Designing tasks for the communicative classroom. Cambridge and New York: Cambridge, University Press. Suina, Joseph. (2004). Native language teachers in a struggle for language and cultural survival. Anthropology & Education Quarterly (35)3. 281-302. Western Canadian Protocol for Collaboration in Basic Education. (2000). The common curriculum framework for Aboriginal language and culture programs: Kindergarten to grade 12. Edmonton, AB: Author.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25357. Burton, Strang Czaykowska-Higgins, Ewa Marinakis, Aliki McIvor, Onawa Burton, Strang Czaykowska-Higgins, Ewa Marinakis, Aliki McIvor, Onawa 2015-03-12 As part of comprehensive language revitalization strategies many North American Indigenous communities are partnering with post-secondary institutions to offer language courses and programs. Teaching Indigenous languages shares similar challenges to those facing second language teaching of dominant languages and has led to development of pedagogical models like Master-Apprentice Program (e.g., Hinton 2002) and Accelerated Second Language Learning (Greymorning, 2005, 2010), both created to support revitalization of Indigenous North American languages. Despite the increase in pedagogical models for teaching Indigenous languages, little research has focused directly on post-secondary Indigenous language curriculum (cf. Miyashita and Chatsis 2013, Suina 2004, Leap 1991). In this paper, we contribute to Indigenous Second Language research by outlining factors taken into consideration and responses developed by a language curriculum team in British Columbia, Canada for Indigenous Language Revitalization programs offered in community-post-secondary institution partnerships. We consider how Indigenous language curriculum can integrate language structures, appropriate cultural and language content, and communicative practice through task-based and focus-on-form techniques. The programs under discussion are composed of Certificate and Bachelor's degrees in Indigenous Language Revitalization, including 12 language-learning courses spanning four years of post-secondary training. To develop Indigenous language curriculum we considered: 1) curriculum needing to be useable for various languages and dialects within different language families; 2) instructors with varying degrees of formal training in teaching methods; 3) students with significantly different previous exposure to their Indigenous language; 4) needing to respond to local ways of knowing, teaching, and being (Western Canadian Protocol for Collaboration in Basic Education, 2000); 5) varying accessibility of language documentation; 6) university expectations for language teaching and outcomes; 7) requests from instructors and community-partners for clear curriculum and defined outcomes. In our paper we describe the process undertaken in curriculum development, illustrating the main features of the resulting Indigenous Language Teachers' Package, which includes a Teachers' Guide, Scope and Sequence Samples, Class Activities Samples and Feedback-Assessment Samples. We demonstrate how we responded to the varying factors and needs by developing course-shells allowing for a task-based (Nunan 1989) communicative curriculum. This type of curriculum provides teachers the possibility of flexibly integrating grammatical structures through focus-on-form techniques (e.g., Nassaji 2000) into their classrooms while using different types of language documentation. Finally, we consider the extent to which our Teachers' Package has been useful for teachers, and how it has served and will serve as a basis for further curriculum development and its application. References Adley-Santa Maria, B. (1997). White Mountain Apache language: Issues in language shift, textbook development, and Native speaker-university collaboration. In Reyhner, J. (ed) Teaching Indigenous Languages. Flagstaff, AZ: Northern Arizona University. Pp. 129-143. Greymorning, S. (2005). Weaving the fibre for instruction and acquisition of North American Indigenous languages. In Te toi roa, Indigenous excellence: WIPCE Official Handbook (pp. 191). Hamilton, Aotearoa-New Zealand: The 7th World Indigenous Peoples' Conference on Education. Greymorning, S. (2010). ASLA training workshop. SENĆOŦEN Department, Adult Education Centre, WSÁNEĆ, BC, June 7–9. Hinton, L. (2002) How to keep your language alive: A commonsense approach to one- on-one language learning. Berkeley, CA: Heyday Books. Leap, William. (1991). Pathways and barriers to Indian language literacy-building on the Northern Ute Reservation. Anthropology & Education Quarterly. (22)1, 21-41 Miyashita, M. and A. Chatsis (2013) Collaborative development of Blackfoot language courses. LD&C 7. 302-330. Nassaji, H. (2000). Towards integrating form-focused instruction and communicative interaction in the second language classroom: Some pedagogical possibilities. The Modern Language Journal (84)2:241-250. Nunan, M. (1989). Designing tasks for the communicative classroom. Cambridge and New York: Cambridge, University Press. Suina, Joseph. (2004). Native language teachers in a struggle for language and cultural survival. Anthropology & Education Quarterly (35)3. 281-302. Western Canadian Protocol for Collaboration in Basic Education. (2000). The common curriculum framework for Aboriginal language and culture programs: Kindergarten to grade 12. Edmonton, AB: Author. http://hdl.handle.net/10125/25357 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Integrating linguistic structure, content, and communicative practice into post-secondary Indigenous language curriculum: Now what? oai:scholarspace.manoa.hawaii.edu:10125/25329 2017-05-11 col_10125_35354 25329.mp3 Kimura, Larry, Kimura, Larry; 2015-02-28; Ka Leo Hawaiʻi was the name of a weekly Hawaiian language radio program that was initiated in 1971 by a small committee of the Hui Aloha ʻĀina Tuahine, a Hawaiian student club of the University of Hawaiʻi at Mānoa. As the faculty advisor of that Hawaiian student club between 1971 - 1989, I served as the host and producer of Ka Leo Hawaiʻi for sixteen years from 1972 - 1988. The major purpose of the program was to broadcast live Native Hawaiian speech from among Hawaiʻi's last Native Hawaiian speakers, most of whom were in their senior years. Today, we estimate less than 30 Native Hawaiian speakers remaining, outside of the 250 or so Hawaiian speakers from the privately owned island of Niʻihau. The 417 radio programs were tape recorded onto 7 inch reels entailing approximately 320 Native Hawaiian speaking guests, totaling over 525 hours of audio recording. The interview format focused mainly on the Hawaiian lifestyle of the native speakers. Time was also given to the radio audience to phone in and converse with the guest speakers in Hawaiian. The Ka Leo Hawaiʻi repository was digitized in 1995. The present concern is to upgrade the audio quality of the collection with current technology and to make available a Ka Leo Hawaiʻi digital audio library to the public. My paper will focus on specific areas of language behavior excerpted from the Ka Leo Hawaiʻi repository to promote native-like language fluency when for all practical purposes live interaction with the few living native Hawaiian speakers is not viable for over 10,000 or more second language learners of Hawaiian who have now become the critical link for regenerating new Hawaiian native speakers. The following are a few types of language behavior that I will review using short audio examples and transcription. a. Exchange of greetings (from simple to more colorful) b. Language used in the domain of prayer c. The expression of Hawaiian riddling and responding d. Language of inquiry and response, in the context, for example, of introducing a guest with the cultural focus on place and family e. Relating a brief story, personal or traditional; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25329. Kimura, Larry Kimura, Larry 2015-03-12 Ka Leo Hawaiʻi was the name of a weekly Hawaiian language radio program that was initiated in 1971 by a small committee of the Hui Aloha ʻĀina Tuahine, a Hawaiian student club of the University of Hawaiʻi at Mānoa. As the faculty advisor of that Hawaiian student club between 1971 - 1989, I served as the host and producer of Ka Leo Hawaiʻi for sixteen years from 1972 - 1988. The major purpose of the program was to broadcast live Native Hawaiian speech from among Hawaiʻi's last Native Hawaiian speakers, most of whom were in their senior years. Today, we estimate less than 30 Native Hawaiian speakers remaining, outside of the 250 or so Hawaiian speakers from the privately owned island of Niʻihau. The 417 radio programs were tape recorded onto 7 inch reels entailing approximately 320 Native Hawaiian speaking guests, totaling over 525 hours of audio recording. The interview format focused mainly on the Hawaiian lifestyle of the native speakers. Time was also given to the radio audience to phone in and converse with the guest speakers in Hawaiian. The Ka Leo Hawaiʻi repository was digitized in 1995. The present concern is to upgrade the audio quality of the collection with current technology and to make available a Ka Leo Hawaiʻi digital audio library to the public. My paper will focus on specific areas of language behavior excerpted from the Ka Leo Hawaiʻi repository to promote native-like language fluency when for all practical purposes live interaction with the few living native Hawaiian speakers is not viable for over 10,000 or more second language learners of Hawaiian who have now become the critical link for regenerating new Hawaiian native speakers. The following are a few types of language behavior that I will review using short audio examples and transcription. a. Exchange of greetings (from simple to more colorful) b. Language used in the domain of prayer c. The expression of Hawaiian riddling and responding d. Language of inquiry and response, in the context, for example, of introducing a guest with the cultural focus on place and family e. Relating a brief story, personal or traditional http://hdl.handle.net/10125/25329 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ka Leo Hawaiʻi tapes and the regenesis of Hawaiian oai:scholarspace.manoa.hawaii.edu:10125/25304 2024-09-08 col_10125_35354 25304.mp3 25304.pdf Thieberger, Nick, Thieberger, Nick; 2015-02-27; With the success of new methods in language documentation comes the creation of collections of records in an increasing number of small languages. Looking back over the past decade of such work reveals a heterogeneity in the form of collections that reflects the context in which each linguist has been trained and the relative focus they put on creating records. The Australian Centre of Excellence in the Dynamics of Language is a new seven-year documentation program that will include a data management and archiving ‘thread’, with the need to consider what form its primary research material should take. The distinction between primary and secondary data is laid out in Himmelmann (2012) and this paper will explore the range of types of primary data that can be considered part of a corpus, and how is a corpus distinct from a collection. A corpus for these purposes is structured and often allows some interoperability with other corpora for searching comparable phenomena, as in the Corpo AfroAs [1] project for example. Collections are more idiosyncratic and typically require some work on the part of the researcher to make use of them. Data types representing the outputs of funded research range from unannotated primary data through to elaborately annotated, interlinear glossed text and media. What is the ideal form of the material that would allow it to be interpreted, accessed and re-used, and how can current and future researchers collaborate in the construction of corpora that will be accessed in this way in future? While linguists have adopted several standard formats for their research outputs, typically based on the schema provided by the tools used (Elan, Fieldworks, Praat and so on), and perhaps using conventions like the Leipzig Glossing Rules, there is no agreement about the internal structure of a documentary corpus, nor in the methods used to expose elements of the corpus for discovery and analysis. We have so far built a repository (PARADISEC [2]) which provides citability and preservation of primary records. We have also built a system for presenting corpus material as interlinear text with media (EOPAS [3]). We are exploring what gaps there are in the workflow from creation to reuse of research material in order to build new tools with the aim of providing richer sources of information about the world’s languages. [1] http://corpafroas.huma-num.fr/ [2] http://paradisec.org.au [3] http://eopas.org Reference Himmelmann, Nikolaus P. 2012. Linguistic Data Types and the Interface between Language Documentation and Description. Language Documentation & Conservation 6. 187-207.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25304. Thieberger, Nick Thieberger, Nick 2015-03-12 With the success of new methods in language documentation comes the creation of collections of records in an increasing number of small languages. Looking back over the past decade of such work reveals a heterogeneity in the form of collections that reflects the context in which each linguist has been trained and the relative focus they put on creating records. The Australian Centre of Excellence in the Dynamics of Language is a new seven-year documentation program that will include a data management and archiving ‘thread’, with the need to consider what form its primary research material should take. The distinction between primary and secondary data is laid out in Himmelmann (2012) and this paper will explore the range of types of primary data that can be considered part of a corpus, and how is a corpus distinct from a collection. A corpus for these purposes is structured and often allows some interoperability with other corpora for searching comparable phenomena, as in the Corpo AfroAs [1] project for example. Collections are more idiosyncratic and typically require some work on the part of the researcher to make use of them. Data types representing the outputs of funded research range from unannotated primary data through to elaborately annotated, interlinear glossed text and media. What is the ideal form of the material that would allow it to be interpreted, accessed and re-used, and how can current and future researchers collaborate in the construction of corpora that will be accessed in this way in future? While linguists have adopted several standard formats for their research outputs, typically based on the schema provided by the tools used (Elan, Fieldworks, Praat and so on), and perhaps using conventions like the Leipzig Glossing Rules, there is no agreement about the internal structure of a documentary corpus, nor in the methods used to expose elements of the corpus for discovery and analysis. We have so far built a repository (PARADISEC [2]) which provides citability and preservation of primary records. We have also built a system for presenting corpus material as interlinear text with media (EOPAS [3]). We are exploring what gaps there are in the workflow from creation to reuse of research material in order to build new tools with the aim of providing richer sources of information about the world’s languages. [1] http://corpafroas.huma-num.fr/ [2] http://paradisec.org.au [3] http://eopas.org Reference Himmelmann, Nikolaus P. 2012. Linguistic Data Types and the Interface between Language Documentation and Description. Language Documentation & Conservation 6. 187-207. http://hdl.handle.net/10125/25304 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Corpora, collections, data – Reusing outputs of language documentation oai:scholarspace.manoa.hawaii.edu:10125/25336 2024-09-08 col_10125_35354 25336.mp3 25336.pdf Bird, Sonya, Kell, Sarah, Bird, Sonya, Kell, Sarah; 2015-02-28; A number of studies have documented cases in which sounds in an Indigenous minority language have been replaced by similar sounds from the dominant language (e.g. Babel, 2009; King et al., 2009; Carrera-Sabaté, 2009). The resulting variation in pronunciation is particularly likely to occur when the minority language is learnt as a second language because of first (dominant) language influences (Flege, Schirru & Mackay 2003), and is often perceived negatively by community members (Dorian, 1994; King et al., 2009). To determine whether and how to approach such variation when teaching pronunciation, it is crucial first to document the facts: On the one hand, how is pronunciation likely to vary across speakers, and why? On the other, what attitudes exist among language users towards this variation? These questions were addressed in a multi-faceted project (see Basham & Fathman 2008). Two studies were undertaken with four different generations of SENĆOŦEN (a dialect of North Straits Salish) speakers - three speakers per generation: elders, younger elders (with varying levels of fluency), teachers, and language learners (young adults). In the first study, each speaker answered a series of questions designed to have them reflect on their attitudes towards pronunciation - e.g. is there such a thing as “correct” pronunciation, and how important is it in the context of language learning/revitalization? Preliminary results indicate that speakers and learners feel it is important to pronounce words the way their elders do, but that they also acknowledge variation among different speakers and families within the community. Young adult learners respect these differences, and may try to adapt their pronunciation to approximate that of the particular elders they are speaking to. In the second study, speakers were recorded pronouncing a set of 78 words illustrating the sounds considered impressionistically to be the most difficult. Preliminary results show that in some cases, variation is likely due to English-related influences (e.g. use of /d/ vs. /t’/), as found in Babel (2009) and others. In other cases, variation is due instead to familial/dialectal differences (e.g. use of /tθ’/ vs. /ts’/). Speakers are generally more aware of the latter type of variation than of the former. Together, this research highlights the need to tease apart different kinds of variation in pronunciation when developing pedagogical materials in the context of language revitalization: familial/dialectal variation can simply be acknowledged, whereas variation (and change) resulting from English influences may warrant further attention. References Babel, M. (2009). The phonetic and phonological effects of obsolescence in Northern Paiute. In J. Stanford & R. Preston (eds.) Variation in Indigenous Minority Languages (pp. 23-46). Amsterdam and Philadelphia: John Benjamins Publishing Co. Basham, C. & A.K. Fathman (2008). The latent speaker: attaining adult fluency in an endangered language. International Journal of Bilingual Education and Bilingualism 11 (5): 577-597. Carrera-Sabaté, J. (2009). Affricates in Lheidatá: a sociophonetic case study. In J. Stanford & R. Preston (eds.) Variation in Indigenous Minority Languages (pp. 77-108). Amsterdam and Philadelphia: John Benjamins Publishing Co. Dorian, N. (1994). Purism vs. compromise in language revitalization and language revival. Language in Society 23: 479-494. Flege, J.E., C. Schirru & I.R.A. MacKay (2003). Interaction between the native and second language phonetic subsystems. Speech Communication 40: 467-491. King, J., R. Harlow, C. Watson, P. Keegan, & M. MacLagan (2009). Changing pronunciation of the Maori language: Implications for revitalization. In J. Reyhner & L. Lockard (eds) Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned (pp. 85-96). Flagstaff AZ: Northern Arizona University.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25336. Bird, Sonya Kell, Sarah Bird, Sonya Kell, Sarah 2015-03-12 A number of studies have documented cases in which sounds in an Indigenous minority language have been replaced by similar sounds from the dominant language (e.g. Babel, 2009; King et al., 2009; Carrera-Sabaté, 2009). The resulting variation in pronunciation is particularly likely to occur when the minority language is learnt as a second language because of first (dominant) language influences (Flege, Schirru & Mackay 2003), and is often perceived negatively by community members (Dorian, 1994; King et al., 2009). To determine whether and how to approach such variation when teaching pronunciation, it is crucial first to document the facts: On the one hand, how is pronunciation likely to vary across speakers, and why? On the other, what attitudes exist among language users towards this variation? These questions were addressed in a multi-faceted project (see Basham & Fathman 2008). Two studies were undertaken with four different generations of SENĆOŦEN (a dialect of North Straits Salish) speakers - three speakers per generation: elders, younger elders (with varying levels of fluency), teachers, and language learners (young adults). In the first study, each speaker answered a series of questions designed to have them reflect on their attitudes towards pronunciation - e.g. is there such a thing as “correct” pronunciation, and how important is it in the context of language learning/revitalization? Preliminary results indicate that speakers and learners feel it is important to pronounce words the way their elders do, but that they also acknowledge variation among different speakers and families within the community. Young adult learners respect these differences, and may try to adapt their pronunciation to approximate that of the particular elders they are speaking to. In the second study, speakers were recorded pronouncing a set of 78 words illustrating the sounds considered impressionistically to be the most difficult. Preliminary results show that in some cases, variation is likely due to English-related influences (e.g. use of /d/ vs. /t’/), as found in Babel (2009) and others. In other cases, variation is due instead to familial/dialectal differences (e.g. use of /tθ’/ vs. /ts’/). Speakers are generally more aware of the latter type of variation than of the former. Together, this research highlights the need to tease apart different kinds of variation in pronunciation when developing pedagogical materials in the context of language revitalization: familial/dialectal variation can simply be acknowledged, whereas variation (and change) resulting from English influences may warrant further attention. References Babel, M. (2009). The phonetic and phonological effects of obsolescence in Northern Paiute. In J. Stanford & R. Preston (eds.) Variation in Indigenous Minority Languages (pp. 23-46). Amsterdam and Philadelphia: John Benjamins Publishing Co. Basham, C. & A.K. Fathman (2008). The latent speaker: attaining adult fluency in an endangered language. International Journal of Bilingual Education and Bilingualism 11 (5): 577-597. Carrera-Sabaté, J. (2009). Affricates in Lheidatá: a sociophonetic case study. In J. Stanford & R. Preston (eds.) Variation in Indigenous Minority Languages (pp. 77-108). Amsterdam and Philadelphia: John Benjamins Publishing Co. Dorian, N. (1994). Purism vs. compromise in language revitalization and language revival. Language in Society 23: 479-494. Flege, J.E., C. Schirru & I.R.A. MacKay (2003). Interaction between the native and second language phonetic subsystems. Speech Communication 40: 467-491. King, J., R. Harlow, C. Watson, P. Keegan, & M. MacLagan (2009). Changing pronunciation of the Maori language: Implications for revitalization. In J. Reyhner & L. Lockard (eds) Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned (pp. 85-96). Flagstaff AZ: Northern Arizona University. http://hdl.handle.net/10125/25336 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Pronunciation in the context of language revitalization oai:scholarspace.manoa.hawaii.edu:10125/25307 2024-09-08 col_10125_35354 25307.mp3 25307.pdf Patton, Colleen, Patton, Colleen; 2015-02-28; In the past decade, advances in legislation, funding, education, and research have bolstered Scottish Gaelic revitalization and contributed to slowing the decline of Gaelic (National Records of Scotland 2013). Sabhal Mòr Ostaig (SMO), a Gaelic immersion college, reaches more than 1000 people via its “short-courses” programming. While these weekend or week-long programs offer opportunities for interested participants to study Gaelic language and culture, their role in revitalization might be questioned given that, as a stand-alone tool, their brief duration is not sufficient for language acquisition. This paper first outlines findings from studies carried out via voluntary, anonymous surveys made available to all participants in summer 2014 which examined the participants’ motivations for attending SMO’s cùrsaichean goirid – five-day courses covering a number of Gaelic language levels and cultural topics. The second goal of this paper is to consider the benefits and the drawbacks of this program as one method towards language revitalization. Although the investigated summer short-courses cover a great range of language and cultural topics and include daily events outside of the classroom, due to their short duration, participants may only modestly develop their Gaelic language proficiency – a key goal of language revitalization. However, 89% of participants rate highly their enjoyment of their experiences, 78% strongly support the increased presence of Gaelic in public education, and 89% harbor interests in continuing their study of the language. Moreover, with only one participant living in the Gaelic heartland, the short-course experience can be a far-reaching, singular opportunity for course participants from throughout Scotland and beyond to interact with a Gaelic community. The true success of the short-courses as evident from this research is the opportunity for participants to build positive relationships with the Gaelic language and culture, as well as with individuals who value or live in that culture - results which in turn encourage participation in programs for long-term language acquisition. These outcomes help to restructure the language ecology of today’s Scotland by expanding domains of use, promoting awareness of the linguistic landscape of the country, and increasing language prestige. For language communities which seek to promote their language and culture through innovative programming, this model serves as an interesting case-study into brief immersion as a means to reach those outside of the traditional speaker community. References: National Records of Scotland. 2013. Census 2011: Release 2a. http://www.scotlandscensus.gov.uk/news/census-2011-release-2a. Accessed 4/17/2014.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25307. Patton, Colleen Patton, Colleen 2015-03-12 In the past decade, advances in legislation, funding, education, and research have bolstered Scottish Gaelic revitalization and contributed to slowing the decline of Gaelic (National Records of Scotland 2013). Sabhal Mòr Ostaig (SMO), a Gaelic immersion college, reaches more than 1000 people via its “short-courses” programming. While these weekend or week-long programs offer opportunities for interested participants to study Gaelic language and culture, their role in revitalization might be questioned given that, as a stand-alone tool, their brief duration is not sufficient for language acquisition. This paper first outlines findings from studies carried out via voluntary, anonymous surveys made available to all participants in summer 2014 which examined the participants’ motivations for attending SMO’s cùrsaichean goirid – five-day courses covering a number of Gaelic language levels and cultural topics. The second goal of this paper is to consider the benefits and the drawbacks of this program as one method towards language revitalization. Although the investigated summer short-courses cover a great range of language and cultural topics and include daily events outside of the classroom, due to their short duration, participants may only modestly develop their Gaelic language proficiency – a key goal of language revitalization. However, 89% of participants rate highly their enjoyment of their experiences, 78% strongly support the increased presence of Gaelic in public education, and 89% harbor interests in continuing their study of the language. Moreover, with only one participant living in the Gaelic heartland, the short-course experience can be a far-reaching, singular opportunity for course participants from throughout Scotland and beyond to interact with a Gaelic community. The true success of the short-courses as evident from this research is the opportunity for participants to build positive relationships with the Gaelic language and culture, as well as with individuals who value or live in that culture - results which in turn encourage participation in programs for long-term language acquisition. These outcomes help to restructure the language ecology of today’s Scotland by expanding domains of use, promoting awareness of the linguistic landscape of the country, and increasing language prestige. For language communities which seek to promote their language and culture through innovative programming, this model serves as an interesting case-study into brief immersion as a means to reach those outside of the traditional speaker community. References: National Records of Scotland. 2013. Census 2011: Release 2a. http://www.scotlandscensus.gov.uk/news/census-2011-release-2a. Accessed 4/17/2014. http://hdl.handle.net/10125/25307 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Examining the role of summer short-courses as a tool for Scottish Gaelic language revitalization oai:scholarspace.manoa.hawaii.edu:10125/25374 2024-09-09 col_10125_35354 25374.mp3 25374.pdf Sammons, Olivia, Sammons, Olivia; 2015-02-26; Language documentation and language pedagogy share a common interest in the development and use of texts. In language documentation, the creation of annotated texts serves as one of the primary means by which the linguistic practices and knowledge of a speech community are represented, and provides examples of grammatical phenomena (e.g., prosody, discourse markers, evidentials) that may be difficult to obtain through other methods (Buszard-Welcher 2010, Mithun 2007, Woodbury 2003). In language pedagogy, texts provide learners with critical exposure to natural, connected language use that models the target of acquisition. Whereas traditional pedagogical materials tend to focus on decontextualized wordlists or isolated phrases translated from a dominant language, textual materials often provide more realistic and culturally relevant instances of language use that can be adapted to serve as resources for all levels of language instruction. Despite the seeming compatibility of these interests, documentary texts are often not used to their full potential in endangered language education—and, conversely, textual materials developed for the classroom often do not contribute directly to the aims of documentation. One reason for this lack of exchange is the significant gap that exists between the methods and goals associated with gathering and using texts in each area. While language documentation often proceeds with long-term preservation and linguistic uses in mind, the development of pedagogical materials is driven primarily by learners’ immediate needs, ideally resulting in materials that introduce concepts thoughtfully and purposefully designed with respect to both scope and sequence. Consequently, texts produced for language documentation are often viewed by educators as being too complex or unsystematic to be easily or effectively adapted for language learners. This paper identifies ways of bridging this gap between language documentation and language pedagogy in the development and application of texts, underscoring opportunities for productive interplay between both fields. These approaches promote a mutual responsibility on the part of documentary linguists—to produce documentation that is also pedagogically adaptable—and educators—to contribute meaningfully to the direction of the documentary record. Drawing on case studies from the author’s experience with Michif and Sauk language initiatives, as well as comparisons with similar efforts across North America, this paper offers several recommendations for developing reciprocal relationships between educators and documentary linguists in which text development enriches both language teaching and the documentary record. REFERENCES Buszard-Welcher, Laura. 2010. Necessary and sufficient data collection: Lessons from Potawatomi legacy documentation. In Lenore A. Grenoble & N. Louanna Furbee (eds.), Language documentation: Practice and values, 67–74. Amsterdam: John Benjamins. Mithun, Marianne. 2007. Linguistics in the face of language endangerment. In W. Leo Wetzels (ed.), Language endangerment and endangered languages: Linguistic and anthropological studies with special emphasis on the languages and cultures of the Andean-Amazonian border area, 15–35. Leiden: Publications of the Research School of Asian, African, and Amerindian Studies (CNWS), Leiden University. Woodbury, Tony. 2003. Defining documentary linguistics. In Peter Austin (ed.) Language documentation and description, Vol. 1, 35-51. London: SOAS.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25374. Sammons, Olivia Sammons, Olivia 2015-03-12 Language documentation and language pedagogy share a common interest in the development and use of texts. In language documentation, the creation of annotated texts serves as one of the primary means by which the linguistic practices and knowledge of a speech community are represented, and provides examples of grammatical phenomena (e.g., prosody, discourse markers, evidentials) that may be difficult to obtain through other methods (Buszard-Welcher 2010, Mithun 2007, Woodbury 2003). In language pedagogy, texts provide learners with critical exposure to natural, connected language use that models the target of acquisition. Whereas traditional pedagogical materials tend to focus on decontextualized wordlists or isolated phrases translated from a dominant language, textual materials often provide more realistic and culturally relevant instances of language use that can be adapted to serve as resources for all levels of language instruction. Despite the seeming compatibility of these interests, documentary texts are often not used to their full potential in endangered language education—and, conversely, textual materials developed for the classroom often do not contribute directly to the aims of documentation. One reason for this lack of exchange is the significant gap that exists between the methods and goals associated with gathering and using texts in each area. While language documentation often proceeds with long-term preservation and linguistic uses in mind, the development of pedagogical materials is driven primarily by learners’ immediate needs, ideally resulting in materials that introduce concepts thoughtfully and purposefully designed with respect to both scope and sequence. Consequently, texts produced for language documentation are often viewed by educators as being too complex or unsystematic to be easily or effectively adapted for language learners. This paper identifies ways of bridging this gap between language documentation and language pedagogy in the development and application of texts, underscoring opportunities for productive interplay between both fields. These approaches promote a mutual responsibility on the part of documentary linguists—to produce documentation that is also pedagogically adaptable—and educators—to contribute meaningfully to the direction of the documentary record. Drawing on case studies from the author’s experience with Michif and Sauk language initiatives, as well as comparisons with similar efforts across North America, this paper offers several recommendations for developing reciprocal relationships between educators and documentary linguists in which text development enriches both language teaching and the documentary record. REFERENCES Buszard-Welcher, Laura. 2010. Necessary and sufficient data collection: Lessons from Potawatomi legacy documentation. In Lenore A. Grenoble & N. Louanna Furbee (eds.), Language documentation: Practice and values, 67–74. Amsterdam: John Benjamins. Mithun, Marianne. 2007. Linguistics in the face of language endangerment. In W. Leo Wetzels (ed.), Language endangerment and endangered languages: Linguistic and anthropological studies with special emphasis on the languages and cultures of the Andean-Amazonian border area, 15–35. Leiden: Publications of the Research School of Asian, African, and Amerindian Studies (CNWS), Leiden University. Woodbury, Tony. 2003. Defining documentary linguistics. In Peter Austin (ed.) Language documentation and description, Vol. 1, 35-51. London: SOAS. http://hdl.handle.net/10125/25374 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported From technical to teachable: The role of texts in documentation and pedagogy oai:scholarspace.manoa.hawaii.edu:10125/25306 2024-09-09 col_10125_35354 25306.mp3 25306.pdf Bai, Bibo, Xu, Xianming, Bai, Bibo, Xu, Xianming; 2015-02-27; The Cosao people, a small ethnic group living in Yunnan, southwest China, have a population of 149 people, living in 47 households (2013).The local government grouped them together with the Hani nationality in 2004. Cosao has no ISO code yet for it has not been previously reported in the literature. The Cosao people，speaking a southern Yi language of the Tibeto-Burman language family in Sino-Tibetan language phylum , do not have a written language. According to their oral history, they moved around in the borderlands between China and Laos and practiced slash-and-burn agriculture in the tropical forest. They practice traditional religion. They observe certain plant traits, and use these traits to encode and decode meanings and feelings to communicate with each other. The locals call this phenomenon “green codes” because they use plants to deliver messages and communicate within the tribe. The indigenous elders indicate that they used to utilize approximately 400 plants to express meanings and feelings covering love, ethics, prayer, number, birth, offering sacrifices to gods and ancestors, etc. This paper describes the Cosao people’s unique green codes: the plant messages, natural and cultural traits, highlighting linguistic encoding and decoding, and their domains of usage. Data discussed in this paper were collected by digital recording equipment, interviews, observation and description. The findings will provide evidence that biodiversity is decreasing at an alarming rate with the destruction of the local forests. Facing an economic transition, cultural shift and increased mobile phone usage, the majority of the Cosao have become bilingual or multi-lingual, giving up their mother tongue and their unique green codes. The stories, culture and traditional knowledge about the plants are disappearing due to the development of rubber plantations and the deterioration of their ecology. Therefore, only a few Cosao elders can still recall some of the names of plants in their mother tongue. Some plants can only be found within a few dozen kilometers because of the loss of forests. Hence, it is extremely urgent that the endangered language and green codes of the Cosao people be documented.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25306. Bai, Bibo Xu, Xianming Bai, Bibo Xu, Xianming 2015-03-12 The Cosao people, a small ethnic group living in Yunnan, southwest China, have a population of 149 people, living in 47 households (2013).The local government grouped them together with the Hani nationality in 2004. Cosao has no ISO code yet for it has not been previously reported in the literature. The Cosao people，speaking a southern Yi language of the Tibeto-Burman language family in Sino-Tibetan language phylum , do not have a written language. According to their oral history, they moved around in the borderlands between China and Laos and practiced slash-and-burn agriculture in the tropical forest. They practice traditional religion. They observe certain plant traits, and use these traits to encode and decode meanings and feelings to communicate with each other. The locals call this phenomenon “green codes” because they use plants to deliver messages and communicate within the tribe. The indigenous elders indicate that they used to utilize approximately 400 plants to express meanings and feelings covering love, ethics, prayer, number, birth, offering sacrifices to gods and ancestors, etc. This paper describes the Cosao people’s unique green codes: the plant messages, natural and cultural traits, highlighting linguistic encoding and decoding, and their domains of usage. Data discussed in this paper were collected by digital recording equipment, interviews, observation and description. The findings will provide evidence that biodiversity is decreasing at an alarming rate with the destruction of the local forests. Facing an economic transition, cultural shift and increased mobile phone usage, the majority of the Cosao have become bilingual or multi-lingual, giving up their mother tongue and their unique green codes. The stories, culture and traditional knowledge about the plants are disappearing due to the development of rubber plantations and the deterioration of their ecology. Therefore, only a few Cosao elders can still recall some of the names of plants in their mother tongue. Some plants can only be found within a few dozen kilometers because of the loss of forests. Hence, it is extremely urgent that the endangered language and green codes of the Cosao people be documented. http://hdl.handle.net/10125/25306 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documentation of endangered Cosao “green codes” in Yunnan, China oai:scholarspace.manoa.hawaii.edu:10125/25328 2017-05-11 col_10125_35354 25328.mp3 Lambert-Bretiere, Renee, Drapeau, Lynn, Mollen, Yvette, St-Onge, Helene, Lambert-Bretiere, Renee, Drapeau, Lynn, Mollen, Yvette, St-Onge, Helene; 2015-02-28; The documentation of Innu, an Algonquian language spoken in Canada, is an important step in its long-term sustainability. In this talk, we discuss the impact that the transcription format can have on the linguistic analysis of the data, and on the overall value of the language documentation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25328. Lambert-Bretiere, Renee Drapeau, Lynn Mollen, Yvette St-Onge, Helene Lambert-Bretiere, Renee Drapeau, Lynn Mollen, Yvette St-Onge, Helene 2015-03-12 The documentation of Innu, an Algonquian language spoken in Canada, is an important step in its long-term sustainability. In this talk, we discuss the impact that the transcription format can have on the linguistic analysis of the data, and on the overall value of the language documentation. http://hdl.handle.net/10125/25328 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Non-standard transcription of Innu: An essential ingredient of its documentation oai:scholarspace.manoa.hawaii.edu:10125/25278 2024-09-10 col_10125_35354 25278.mp3 25278.pdf Pérez Báez, Gabriela, Pérez Báez, Gabriela; 2015-02-27; Language documentation has become increasingly collaborative over the last decade (Benedicto and Mayangna Yulbarangyang Balna 2007; Czaykowska-Higgins 2009; Rice 2006 and 2011; Grenoble and Furbee (eds.) 2010; inter alia). However, collaborations have become almost a condition for research endeavors (cf. Dwyer 2010 which considers that non-collaborative linguistic research is unethical). This paper is motivated by what I consider to be insufficient discussion about the conditions needed in order to develop collaborations of value to all involved. The focus is on whether a researcher might have sufficient knowledge about a language and has had the time to develop a strong enough rapport with members of the relevant community in order to effectively contribute towards a meaningful collaboration by the time s/he is to engage in one. I describe the history of my interaction with speakers of Isthus Zapotec (Otomanguean) from La Ventosa, Oaxaca, Mexico where I began lexicographic documentation as a graduate student in 2002. A fledgling collaboration began to emerge in 2009 and only solidified in 2013 through a large-scale, one-year effort to document the local flora and the lexicon and knowledge associated with it. The collaboration was only possible when the following conditions were met: (a) having sufficient knowledge of the language to be able to earn the respect and acceptance of highly knowledgeable community members of social prominence; (b) having sufficient sociolinguistic and cultural knowledge as to be able to identify opportunities for collaboration; and (c) be in a position to secure the funding to sustain the collaboration long-term. The collaboration that emerged has developed into a project grounded on the notion of retention –rather than return– of research results in the community through the development of a one-year language, knowledge and nature conservation program with increased community ownership and views towards long-term sustainability. This case study is described in detail to explain that a forced collaboration in the early stages of the research would have been unlikely to yield results as favorable as those that have emerged overtime. In fact, had an early –and forced– collaboration been dissatisfactory to the community members involved, future work could have been at risk. As such, I advocate for allowing researchers the time to develop such collaborations and considering collaborations as a goal of linguistic research rather than a condition for it. References Benedicto, Elena and Mayangna Yulbarangyang Balna. 2007. A Model of Participatory Action Research: the Mayangna Linguists’ Team of Nicaragua. In Proceedings of the XI FEL Conference on ‘Working Together for Endangered Languages - Research Challenges and Social Impacts,’29–35. Kuala Lumpur, Malaysia: SKET, University of Malaya and Foundation for Endangered Languages. Czaykowska-Higgins, Ewa. 2009. Research models, community engagement, and linguistic fieldwork: Reflections on working within Canadian indigenous communities. Language Documentation & Conservation 3(1), 15–50. Dwyer, Arienne M. 2010. Models of successful collaboration. In Lenore A. Grenoble and N. Louanna Furbee (eds.) Language documentation: Practice and values, 193-212. Amsterdam: John Benjamins. Grenoble, Leonore A. and N. Louanna Furbee (eds.) 2010. Language Documentation: Practice and values. Amsterdam, Philadelphia: John Benjamins Publishing Company. Rice, Keren. 2011. Documentary Linguistics and Community Relations. Language Documentation & Conservation. 5, 187–207. ----- 2006. Ethical issues in linguistic fieldwork: An overview. Journal of Academic Ethics 4.4, 123–55.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25278. Pérez Báez, Gabriela Pérez Báez, Gabriela 2015-03-12 Language documentation has become increasingly collaborative over the last decade (Benedicto and Mayangna Yulbarangyang Balna 2007; Czaykowska-Higgins 2009; Rice 2006 and 2011; Grenoble and Furbee (eds.) 2010; inter alia). However, collaborations have become almost a condition for research endeavors (cf. Dwyer 2010 which considers that non-collaborative linguistic research is unethical). This paper is motivated by what I consider to be insufficient discussion about the conditions needed in order to develop collaborations of value to all involved. The focus is on whether a researcher might have sufficient knowledge about a language and has had the time to develop a strong enough rapport with members of the relevant community in order to effectively contribute towards a meaningful collaboration by the time s/he is to engage in one. I describe the history of my interaction with speakers of Isthus Zapotec (Otomanguean) from La Ventosa, Oaxaca, Mexico where I began lexicographic documentation as a graduate student in 2002. A fledgling collaboration began to emerge in 2009 and only solidified in 2013 through a large-scale, one-year effort to document the local flora and the lexicon and knowledge associated with it. The collaboration was only possible when the following conditions were met: (a) having sufficient knowledge of the language to be able to earn the respect and acceptance of highly knowledgeable community members of social prominence; (b) having sufficient sociolinguistic and cultural knowledge as to be able to identify opportunities for collaboration; and (c) be in a position to secure the funding to sustain the collaboration long-term. The collaboration that emerged has developed into a project grounded on the notion of retention –rather than return– of research results in the community through the development of a one-year language, knowledge and nature conservation program with increased community ownership and views towards long-term sustainability. This case study is described in detail to explain that a forced collaboration in the early stages of the research would have been unlikely to yield results as favorable as those that have emerged overtime. In fact, had an early –and forced– collaboration been dissatisfactory to the community members involved, future work could have been at risk. As such, I advocate for allowing researchers the time to develop such collaborations and considering collaborations as a goal of linguistic research rather than a condition for it. References Benedicto, Elena and Mayangna Yulbarangyang Balna. 2007. A Model of Participatory Action Research: the Mayangna Linguists’ Team of Nicaragua. In Proceedings of the XI FEL Conference on ‘Working Together for Endangered Languages - Research Challenges and Social Impacts,’29–35. Kuala Lumpur, Malaysia: SKET, University of Malaya and Foundation for Endangered Languages. Czaykowska-Higgins, Ewa. 2009. Research models, community engagement, and linguistic fieldwork: Reflections on working within Canadian indigenous communities. Language Documentation & Conservation 3(1), 15–50. Dwyer, Arienne M. 2010. Models of successful collaboration. In Lenore A. Grenoble and N. Louanna Furbee (eds.) Language documentation: Practice and values, 193-212. Amsterdam: John Benjamins. Grenoble, Leonore A. and N. Louanna Furbee (eds.) 2010. Language Documentation: Practice and values. Amsterdam, Philadelphia: John Benjamins Publishing Company. Rice, Keren. 2011. Documentary Linguistics and Community Relations. Language Documentation & Conservation. 5, 187–207. ----- 2006. Ethical issues in linguistic fieldwork: An overview. Journal of Academic Ethics 4.4, 123–55. http://hdl.handle.net/10125/25278 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported ‘Slowly, slowly said the jaguar’: Giving collaborations time to develop oai:scholarspace.manoa.hawaii.edu:10125/25399 2017-05-11 col_10125_35354 25399.mp3 Grüter, Theres, Grüter, Theres; 2015-02-28; This class will provide an introduction to basic concepts in Second Language Acquisition, including the notion of cross-linguistic influence/transfer from the mother tongue, the role of age and other individual difference variables such as motivation and aptitude, as well as external factors relating to input and the linguistic and social environment.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25399. Grüter, Theres Grüter, Theres 2015-03-12 This class will provide an introduction to basic concepts in Second Language Acquisition, including the notion of cross-linguistic influence/transfer from the mother tongue, the role of age and other individual difference variables such as motivation and aptitude, as well as external factors relating to input and the linguistic and social environment. http://hdl.handle.net/10125/25399 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Master Class: Introduction to Second Language Acquisition for Language Conservation oai:scholarspace.manoa.hawaii.edu:10125/25397 2017-05-11 col_10125_35354 25397.mp3 Mithun, Mariann, Mithun, Mariann; 2015-02-27; Languages show tremendous variation in the arrays of valency-changing constructions they offer speakers and the circumstances under which each is used. Discovering the functions of alternatives can be a delicate undertaking, because these are often below the consciousness of speakers, they can depend on larger discourse contexts and speaker intentions, and they can be easily distorted by the bilingual context of elicitation. This workshop will explore the kinds of syntactic, semantic, and discourse functions such alternatives can serve and strategies for uncovering them.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25397. Mithun, Mariann Mithun, Mariann 2015-03-12 Languages show tremendous variation in the arrays of valency-changing constructions they offer speakers and the circumstances under which each is used. Discovering the functions of alternatives can be a delicate undertaking, because these are often below the consciousness of speakers, they can depend on larger discourse contexts and speaker intentions, and they can be easily distorted by the bilingual context of elicitation. This workshop will explore the kinds of syntactic, semantic, and discourse functions such alternatives can serve and strategies for uncovering them. http://hdl.handle.net/10125/25397 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Master Class: Elicitation and Documentation of Valency-Changing Constructions & Processes oai:scholarspace.manoa.hawaii.edu:10125/25365 2024-09-12 col_10125_35354 25365.pdf Kung, Susan, Kung, Susan, Kung, Susan; 2015-02-27; In the long history of archives as repositories of records and information, the issue of accessibility was not especially problematic until relatively recently. Before the digital information age, if someone wanted to consult records in an archive, s/he had to physically go to that archive; if he met the archival institution’s requirements, he was allowed access to the records. There were, of course, access restrictions on certain records or collections, but these restrictions were noted in the collection guides and/or catalogs. Thus, the physical distance between the user and the archive was the primary reason for lack of access to archival materials, and the archivist served as the gatekeeper between the user and the records. With the advent of the Internet, the increase in born-digital data, and the widespread use of WiFi technology, digital information has become extraordinarily easy to find or discover. Every year more and more archives make some or all of their holdings—or at least their metadata—available to an increasingly broader audience via the Internet, thus eliminating the physical distance between the user and the archive. Today passwords and digital security protocols—not archivists—are the gatekeepers of archival information. However, while the archival materials are easier to find or discover than they ever were before, issues surrounding the accessibility of these materials are becoming more and more difficult to negotiate. In this poster, I examine issues of accessibility that digital language archives have to address on a daily basis. I consider how accessibility issues interact with access restrictions, intellectual property rights, copyright, and questions of informed consent. I highlight some examples of governmental and institutional requirements, as well as examples of speech community requirements, and illustrate how these various requirements interact with the accessibility of archival materials. Finally, I present some ways in which issues of accessibility interact with a researcher’s decision to entrust language data to local versus non-local archives.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25365. Kung, Susan Kung, Susan Kung, Susan 2015-03-12 In the long history of archives as repositories of records and information, the issue of accessibility was not especially problematic until relatively recently. Before the digital information age, if someone wanted to consult records in an archive, s/he had to physically go to that archive; if he met the archival institution’s requirements, he was allowed access to the records. There were, of course, access restrictions on certain records or collections, but these restrictions were noted in the collection guides and/or catalogs. Thus, the physical distance between the user and the archive was the primary reason for lack of access to archival materials, and the archivist served as the gatekeeper between the user and the records. With the advent of the Internet, the increase in born-digital data, and the widespread use of WiFi technology, digital information has become extraordinarily easy to find or discover. Every year more and more archives make some or all of their holdings—or at least their metadata—available to an increasingly broader audience via the Internet, thus eliminating the physical distance between the user and the archive. Today passwords and digital security protocols—not archivists—are the gatekeepers of archival information. However, while the archival materials are easier to find or discover than they ever were before, issues surrounding the accessibility of these materials are becoming more and more difficult to negotiate. In this poster, I examine issues of accessibility that digital language archives have to address on a daily basis. I consider how accessibility issues interact with access restrictions, intellectual property rights, copyright, and questions of informed consent. I highlight some examples of governmental and institutional requirements, as well as examples of speech community requirements, and illustrate how these various requirements interact with the accessibility of archival materials. Finally, I present some ways in which issues of accessibility interact with a researcher’s decision to entrust language data to local versus non-local archives. http://hdl.handle.net/10125/25365 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Accessibility and Digital Language Archives 101 oai:scholarspace.manoa.hawaii.edu:10125/25296 2024-09-12 col_10125_35354 25296.mp3 25296.pdf Skilton, Amalia, Skilton, Amalia; 2015-02-27; While endangered-language speech communities can display extensive inter-speaker variation, language documentation projects rarely involve serious research on variation. This talk addresses obstacles to and strategies for documenting variation in endangered languages, taking the author’s recent documentary- sociolinguistic work on Máíhiki, a severely endangered language of northwestern Amazonia, as a case study.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25296. Skilton, Amalia Skilton, Amalia 2015-03-12 While endangered-language speech communities can display extensive inter-speaker variation, language documentation projects rarely involve serious research on variation. This talk addresses obstacles to and strategies for documenting variation in endangered languages, taking the author’s recent documentary- sociolinguistic work on Máíhiki, a severely endangered language of northwestern Amazonia, as a case study. http://hdl.handle.net/10125/25296 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Three speakers, four dialects: Documenting variation in an endangered Amazonian language oai:scholarspace.manoa.hawaii.edu:10125/25343 2024-09-12 col_10125_35354 25343.mp3 25343.pdf Nicholas, Sally Akevai Te Namu, Nicholas, Sally Akevai Te Namu; 2015-02-28; This paper describes how we used the Harry Potter universe and a lot of toy dinosaurs to encourage a group of (mostly) heritage language learners of an endangered language to produce “Specimens of observable linguistic behaviour” for documentation, and the various linguistic and pedagogical uses this learner corpus has generated.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25343. Nicholas, Sally Akevai Te Namu Nicholas, Sally Akevai Te Namu 2015-03-12 This paper describes how we used the Harry Potter universe and a lot of toy dinosaurs to encourage a group of (mostly) heritage language learners of an endangered language to produce “Specimens of observable linguistic behaviour” for documentation, and the various linguistic and pedagogical uses this learner corpus has generated. http://hdl.handle.net/10125/25343 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Cook Islands Māori, co-ordinating conjunctions, SLA, and the Pacific Harry Potter oai:scholarspace.manoa.hawaii.edu:10125/25301 2017-05-11 col_10125_35354 25301.mp3 Moore, Patrick, McDonald, Linda, Pye, Selena, Donnessey, Mida, Moore, Patrick, McDonald, Linda, Pye, Selena, Donnessey, Mida; 2015-02-27; Documentary language materials that serve the needs of local source communities differ from those designed for academic researchers. Local communities encompass users with diverse interests and abilities, everyone from pre-school learners to fluent speakers. This paper examines the language needs of community language workers, particularly language teachers and translators, who are an especially important local audience. Although the number of community language workers is typically small, they play a disproportionate role as language activists in developing teaching resources, instructing classes, and using the language in public settings. They are among the most literate members of the local community, and commonly work to enhance their spoken language fluency. They have often trained with academic language researchers and are among the most frequent users of documentary resources. This paper examines the needs of Kaska language workers in Ross River and Watson Lake, Yukon who, over the last six months, have contributed to a collaborative on-line Kaska dictionary project conducted in collaboration between two First Nations, the Yukon Department of Education, and university-based researchers. We consider the extent to which design options, including the use of contemporary digital and web-based technologies, have facilitated or failed to facilitate the usability of the dictionary for community language workers. Dene (Athabaskan) dictionaries pose problems for dictionary makers and users relating to the complex structure of verbs. Hargus (2012) has pointed out that what might be construed as verbal headword entries in Dene languages are discontinuous, unpronounceable, non-word entities. Similarly Poser (2003) says that because of the extensive prefixation and complex verb stem variation in these languages there is a basic dilemma between a root based analytical dictionary (requiring extensive knowledge of abstract language structure) and presenting an overwhelming number of fully inflected forms. We explore a compromise organizational structure that utilizes access through English translational equivalents, Kaska entries organized by Kaska roots, and paradigms of selected inflected forms. We consider the advantages of using linked sound files as well as written text and reference to sentences, conversations and narratives recorded with fluent speakers. Finally we consider what types of recorded materials are most useful for Kaska language workers in their roles as language instructors and advanced language learners. References Hargus, Sharon 2012 Design Issues in Athabaskan Dictionaries. Northwest Journal of Linguistics 6(2):1-14. Poser, William 2003 Making Athabaskan Dictionaries Usable. Working Papers in the Athabaskan Languages 2: Proceedings of the 2002 Athabaskan Languages Conference, 136-147.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25301. Moore, Patrick McDonald, Linda Pye, Selena Donnessey, Mida Moore, Patrick McDonald, Linda Pye, Selena Donnessey, Mida 2015-03-12 Documentary language materials that serve the needs of local source communities differ from those designed for academic researchers. Local communities encompass users with diverse interests and abilities, everyone from pre-school learners to fluent speakers. This paper examines the language needs of community language workers, particularly language teachers and translators, who are an especially important local audience. Although the number of community language workers is typically small, they play a disproportionate role as language activists in developing teaching resources, instructing classes, and using the language in public settings. They are among the most literate members of the local community, and commonly work to enhance their spoken language fluency. They have often trained with academic language researchers and are among the most frequent users of documentary resources. This paper examines the needs of Kaska language workers in Ross River and Watson Lake, Yukon who, over the last six months, have contributed to a collaborative on-line Kaska dictionary project conducted in collaboration between two First Nations, the Yukon Department of Education, and university-based researchers. We consider the extent to which design options, including the use of contemporary digital and web-based technologies, have facilitated or failed to facilitate the usability of the dictionary for community language workers. Dene (Athabaskan) dictionaries pose problems for dictionary makers and users relating to the complex structure of verbs. Hargus (2012) has pointed out that what might be construed as verbal headword entries in Dene languages are discontinuous, unpronounceable, non-word entities. Similarly Poser (2003) says that because of the extensive prefixation and complex verb stem variation in these languages there is a basic dilemma between a root based analytical dictionary (requiring extensive knowledge of abstract language structure) and presenting an overwhelming number of fully inflected forms. We explore a compromise organizational structure that utilizes access through English translational equivalents, Kaska entries organized by Kaska roots, and paradigms of selected inflected forms. We consider the advantages of using linked sound files as well as written text and reference to sentences, conversations and narratives recorded with fluent speakers. Finally we consider what types of recorded materials are most useful for Kaska language workers in their roles as language instructors and advanced language learners. References Hargus, Sharon 2012 Design Issues in Athabaskan Dictionaries. Northwest Journal of Linguistics 6(2):1-14. Poser, William 2003 Making Athabaskan Dictionaries Usable. Working Papers in the Athabaskan Languages 2: Proceedings of the 2002 Athabaskan Languages Conference, 136-147. http://hdl.handle.net/10125/25301 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Linking language documentation to community needs: Kaska Language workers and the Kaska On-line Dictionary Project oai:scholarspace.manoa.hawaii.edu:10125/25262 2017-05-11 col_10125_35354 25262.mp3 Ignace, Marianne, Ignace, Ronald, Bell, Lawrence, Ignace, Marianne, Ignace, Ronald, Bell, Lawrence; 2015-02-26; Within the canons of indigenous language documentation and linguistic analysis, “texts” – as ancient handed down narratives of the “trickster” genre, or as oral histories that speak to groups’ and individuals’ past lived experiences – have usually been considered as one component of the “holy trinity” of corpus data. On the basis of collaborative work with Secwépemctsin (Shuswap) and Xaad Kil (Haida) speakers and learners, we examine innovative ways of doing indigenous language story work as it serves the practical purpose of language documentation, revitalization and learning. Having worked with narratives among speakers and learners of Secwépemctsin and Xaad Kil, we will discuss some of the challenges and successes of transcribing and translating, editing, annotating, understanding, celebrating and re-creating indigenous narratives as a way to breathe new life into our languages. One component of this work deals with ways in which we can meaningfully reconstruct and re-gain into living oral repertoire narratives told by past knowledge keepers and speakers that never made it to the printed page, let alone to audio-recording in the indigenous language. Such texts survive in English translations only, recorded in the past through the medium of Chinuk Wáwa, or through the work of indigenous interpreters. We will show how careful contextualization of social and cultural knowledge, ecological messages, references to particular places and landscapes allow us to re-constitute and re-gain such narratives as equipment for living among language speakers, learners and practitioners in our speech communities. A second component of our work deals with ways of making sense of the messages of narratives, as we either re-construct them or decipher them where they do exist in indigenous language recordings. We then look at how narratives embed social, ecological, geographic and moral messages in specific poetic language and word play. Comparatively, we examine some features of the stylistic devices around which narratives function in this capacity. Based on these findings, and on our experiences of having workshopped narratives as a component of indigenous language teaching, we show that they, in whole or in part, can act as meaningful mnemonic devices for learners of indigenous languages. Particular parts of narratives, whether they involve lines of character speech, poetic visualizations of experience that deploy grammatical forms like classifiers and instrumentals (Xaad Kil) lexical suffixes (Secwépemctsin) , or rhythmic forms of speech (alliteration and parallel lines rather than rhyme) can serve as scaffolding for learners to memorize linguistic structures.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25262. Ignace, Marianne Ignace, Ronald Bell, Lawrence Ignace, Marianne Ignace, Ronald Bell, Lawrence 2015-03-12 Within the canons of indigenous language documentation and linguistic analysis, “texts” – as ancient handed down narratives of the “trickster” genre, or as oral histories that speak to groups’ and individuals’ past lived experiences – have usually been considered as one component of the “holy trinity” of corpus data. On the basis of collaborative work with Secwépemctsin (Shuswap) and Xaad Kil (Haida) speakers and learners, we examine innovative ways of doing indigenous language story work as it serves the practical purpose of language documentation, revitalization and learning. Having worked with narratives among speakers and learners of Secwépemctsin and Xaad Kil, we will discuss some of the challenges and successes of transcribing and translating, editing, annotating, understanding, celebrating and re-creating indigenous narratives as a way to breathe new life into our languages. One component of this work deals with ways in which we can meaningfully reconstruct and re-gain into living oral repertoire narratives told by past knowledge keepers and speakers that never made it to the printed page, let alone to audio-recording in the indigenous language. Such texts survive in English translations only, recorded in the past through the medium of Chinuk Wáwa, or through the work of indigenous interpreters. We will show how careful contextualization of social and cultural knowledge, ecological messages, references to particular places and landscapes allow us to re-constitute and re-gain such narratives as equipment for living among language speakers, learners and practitioners in our speech communities. A second component of our work deals with ways of making sense of the messages of narratives, as we either re-construct them or decipher them where they do exist in indigenous language recordings. We then look at how narratives embed social, ecological, geographic and moral messages in specific poetic language and word play. Comparatively, we examine some features of the stylistic devices around which narratives function in this capacity. Based on these findings, and on our experiences of having workshopped narratives as a component of indigenous language teaching, we show that they, in whole or in part, can act as meaningful mnemonic devices for learners of indigenous languages. Particular parts of narratives, whether they involve lines of character speech, poetic visualizations of experience that deploy grammatical forms like classifiers and instrumentals (Xaad Kil) lexical suffixes (Secwépemctsin) , or rhythmic forms of speech (alliteration and parallel lines rather than rhyme) can serve as scaffolding for learners to memorize linguistic structures. http://hdl.handle.net/10125/25262 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Indigenous language story-work: Examples from Secwepemctsin (Shuswap) and Xaad Kil (Haida) oai:scholarspace.manoa.hawaii.edu:10125/25325 2017-05-11 col_10125_35354 25325.mp3 Kazakov, Grigory, Kazakov, Grigory; 2015-02-28; Success in language acquisition/learning requires extensive authentic language input. Efficient language teaching, therefore, should be concerned about facilitating this input, largely in the form of appropriate textbooks. As objects of language study, “small” languages are not inherently different from other (more influential) languages. However, the major problem with regard to them would seem to be the lack of fully-featured learning materials. In the case of learning/teaching “minor” languages, two situations may be differentiated: - when extensive input of the language is supplied naturally through a continuing (though, perhaps, limited) tradition of native speakers - when the natural input of the language is missing or is not sufficient. In the first situation, ensuring conservation of the language in question may rather be an issue of language planning (creating new uses of the language and providing for them with a writing system, literature, technical terminology, etc.) and of promoting local cultural identity among younger generations of the community. Pedagogical aspects of it would be teaching language standards and nuances of style, etc. but not the language itself. In the second situation, study would have to help students internalize language models and vocabulary which serve the major needs of communication. In the light of these facts, this paper will treat the issue of designing optimal language learning materials drawing on self-study textbooks of “small” languages by the French publishing house, Assimil. Analogies between the pedagogy of the so-called “dead” languages and “small” languages will also be considered (as both of these types can be seen as being in non standard social situations and beyond the mainstream of language education). Desirable types of language learning materials and the principles of composing them will be elaborated on and samples dealing with certain minority languages of Russia and Nepal will be presented.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25325. Kazakov, Grigory Kazakov, Grigory 2015-03-12 Success in language acquisition/learning requires extensive authentic language input. Efficient language teaching, therefore, should be concerned about facilitating this input, largely in the form of appropriate textbooks. As objects of language study, “small” languages are not inherently different from other (more influential) languages. However, the major problem with regard to them would seem to be the lack of fully-featured learning materials. In the case of learning/teaching “minor” languages, two situations may be differentiated: - when extensive input of the language is supplied naturally through a continuing (though, perhaps, limited) tradition of native speakers - when the natural input of the language is missing or is not sufficient. In the first situation, ensuring conservation of the language in question may rather be an issue of language planning (creating new uses of the language and providing for them with a writing system, literature, technical terminology, etc.) and of promoting local cultural identity among younger generations of the community. Pedagogical aspects of it would be teaching language standards and nuances of style, etc. but not the language itself. In the second situation, study would have to help students internalize language models and vocabulary which serve the major needs of communication. In the light of these facts, this paper will treat the issue of designing optimal language learning materials drawing on self-study textbooks of “small” languages by the French publishing house, Assimil. Analogies between the pedagogy of the so-called “dead” languages and “small” languages will also be considered (as both of these types can be seen as being in non standard social situations and beyond the mainstream of language education). Desirable types of language learning materials and the principles of composing them will be elaborated on and samples dealing with certain minority languages of Russia and Nepal will be presented. http://hdl.handle.net/10125/25325 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Concerning learning materials for “small” languages oai:scholarspace.manoa.hawaii.edu:10125/25315 2017-05-11 col_10125_35354 25315.mp3 Walsh, Michael, Troy, Jakelin, Walsh, Michael, Troy, Jakelin; 2015-02-28; In this paper we present a research project driven by a community of Aboriginal people, the Ngunawal, in south eastern Australia who have joined the growing movement in our country to ‘wake up’ our sleeping languages. It is a unique partnering between a peak research agency for Indigenous studies in Australia and a community group formed specifically for the purposes of language revival – the Ngayuriija Ngunawal Language Group. The ancestral territory of the Ngunawal includes the city of Canberra, Australia’s national capital. The focus on a programme of community outreach in our own region led us to seek to support the Ngunawal community to explore ways in which their language can be revitalized. It has also grown from our work on developing a national Framework document for teaching Australian languages in schools. This happened through the Australian Government initiative to develop a standard Australian Curriculum. Teaching languages in schools has been a driving force for communities keen to see their children have access to studying their own languages in our schools. Indeed this is a key motivating factor for many of the Ngunawal. Unfortunately the documentation for this language is relatively meagre, much of it early manuscript sources and no more than a few minutes of audio-recording. This means that there will be a need to fill gaps not just in vocabulary but also in morphosyntax. Because each Australian Language has owners this will involve negotiations with neighbouring language communities. We will describe the process of this language revitalization initiative from the perspective of the researchers as well as that of the Ngunawal community. It has been a slow process in part because of the limited documentation of the language but more importantly because of the need to form a partnership based on trust and commitment. As this partnership has developed the Ngunawal community has gradually revealed additional documentation which has been compiled within the community largely independent of the academy. We will display some of the products of this partnership and reflect on the impact of Ngunawal language revitalization not just on the Ngunawal community but also on the wider Australian community.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25315. Walsh, Michael Troy, Jakelin Walsh, Michael Troy, Jakelin 2015-03-12 In this paper we present a research project driven by a community of Aboriginal people, the Ngunawal, in south eastern Australia who have joined the growing movement in our country to ‘wake up’ our sleeping languages. It is a unique partnering between a peak research agency for Indigenous studies in Australia and a community group formed specifically for the purposes of language revival – the Ngayuriija Ngunawal Language Group. The ancestral territory of the Ngunawal includes the city of Canberra, Australia’s national capital. The focus on a programme of community outreach in our own region led us to seek to support the Ngunawal community to explore ways in which their language can be revitalized. It has also grown from our work on developing a national Framework document for teaching Australian languages in schools. This happened through the Australian Government initiative to develop a standard Australian Curriculum. Teaching languages in schools has been a driving force for communities keen to see their children have access to studying their own languages in our schools. Indeed this is a key motivating factor for many of the Ngunawal. Unfortunately the documentation for this language is relatively meagre, much of it early manuscript sources and no more than a few minutes of audio-recording. This means that there will be a need to fill gaps not just in vocabulary but also in morphosyntax. Because each Australian Language has owners this will involve negotiations with neighbouring language communities. We will describe the process of this language revitalization initiative from the perspective of the researchers as well as that of the Ngunawal community. It has been a slow process in part because of the limited documentation of the language but more importantly because of the need to form a partnership based on trust and commitment. As this partnership has developed the Ngunawal community has gradually revealed additional documentation which has been compiled within the community largely independent of the academy. We will display some of the products of this partnership and reflect on the impact of Ngunawal language revitalization not just on the Ngunawal community but also on the wider Australian community. http://hdl.handle.net/10125/25315 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported First steps on the Ngunawal language revitalization journey oai:scholarspace.manoa.hawaii.edu:10125/25342 2017-05-11 col_10125_35354 25342.mp3 Coto-Solano, Rolando, Coto-Solano, Rolando; 2015-02-28; Lupyan and Dale’s (2010) method to calculate morphological complexity can be used to track changes in the morphological complexity of endangered languages. This method of quantifying change can provide information about language loss, but also serve as a tool for measuring the progress of language teaching and reclamation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25342. Coto-Solano, Rolando Coto-Solano, Rolando 2015-03-12 Lupyan and Dale’s (2010) method to calculate morphological complexity can be used to track changes in the morphological complexity of endangered languages. This method of quantifying change can provide information about language loss, but also serve as a tool for measuring the progress of language teaching and reclamation. http://hdl.handle.net/10125/25342 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Quantifying change in morphological complexity as a tool for language revitalization oai:scholarspace.manoa.hawaii.edu:10125/25272 2024-09-13 col_10125_35354 25272.mp3 25272.pdf Herbert, Tracey, Boechler, Shay, Herbert, Tracey, Boechler, Shay; 2015-02-26; British Columbia, Canada, is rich with a great diversity of First Nations languages and cultures. B.C. is home to 60% of First Nations languages in Canada with 34 unique languages. In 2010, we took a close look at this diversity with the publication of our Report on the Status of B.C. First Nations Languages. Based on input provided by First Nations communities, the report outlined a detailed picture of the language situation in the province with regard to numbers of speakers, semi-speakers, learners and language resources. For the first time, we were able to present an accurate snapshot of the state of B.C.’s First Nations languages, with the goal of providing useful information for First Nations leadership, governments, communities and language stakeholders to use in revitalization efforts at all levels. We aimed to provide evidence for the urgency to act, and give direction on successful language revitalization strategies to inspire action. We believe that progress was made toward achieving our stated goals; the release of the report resulted in thousands of citations in the media, increased financial support and more attention from the general public. Four years later, we are very pleased to present the second edition of the Report on the Status of B.C. First Nations Languages. This report presents the current status of B.C. First Nations languages and highlights examples of successful community-based language revitalization strategies. The 2014 statistics show that while progress is being made in terms of increased semi-speakers, much more work needs to be done while fluent speakers are still with us. First Nations leadership, community members, all levels of government and the general public all have a role to play in language revitalization efforts.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25272. Herbert, Tracey Boechler, Shay Herbert, Tracey Boechler, Shay 2015-03-12 British Columbia, Canada, is rich with a great diversity of First Nations languages and cultures. B.C. is home to 60% of First Nations languages in Canada with 34 unique languages. In 2010, we took a close look at this diversity with the publication of our Report on the Status of B.C. First Nations Languages. Based on input provided by First Nations communities, the report outlined a detailed picture of the language situation in the province with regard to numbers of speakers, semi-speakers, learners and language resources. For the first time, we were able to present an accurate snapshot of the state of B.C.’s First Nations languages, with the goal of providing useful information for First Nations leadership, governments, communities and language stakeholders to use in revitalization efforts at all levels. We aimed to provide evidence for the urgency to act, and give direction on successful language revitalization strategies to inspire action. We believe that progress was made toward achieving our stated goals; the release of the report resulted in thousands of citations in the media, increased financial support and more attention from the general public. Four years later, we are very pleased to present the second edition of the Report on the Status of B.C. First Nations Languages. This report presents the current status of B.C. First Nations languages and highlights examples of successful community-based language revitalization strategies. The 2014 statistics show that while progress is being made in terms of increased semi-speakers, much more work needs to be done while fluent speakers are still with us. First Nations leadership, community members, all levels of government and the general public all have a role to play in language revitalization efforts. http://hdl.handle.net/10125/25272 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Report on the Status of B.C. First Nations Languages oai:scholarspace.manoa.hawaii.edu:10125/25323 2024-09-13 col_10125_35354 25323.mp3 25323.pdf De Korne, Haley, Pérez Báez, Gabriela, De Korne, Haley, Pérez Báez, Gabriela; 2015-02-28; In Isthmus Zapotec (IZ) communities in Oaxaca, Mexico, the youths' language repertoires are increasingly dominated by Spanish, although many develop passive competencies in IZ through exposure among adult and elder generations. A program promoting the active intergenerational use of IZ has been developed as part of a large lexical documentation effort with a botany subcomponent. Beginning in 2012, this program has, from the outset, included community participation, retention of research results, and creation of learning materials, leading to an on-going effort to facilitate a year-long program of language learning opportunities. In this paper we describe strategies adopted to encourage active IZ use both within and around the documentation project. We present results of these approaches and argue that attention to language practices among all participants in revitalization and documentation initiatives is an important step towards improved program planning. Strategies within the program include privileging IZ in the research instruments and practices, and scaffolding language teaching through the creation of interdisciplinary workshops for children. The language practices of program participants resulting from these strategies are reported through analysis of recordings, ethnographic observation and interview data. Strategies outside the program activities include dissemination of bilingual learning materials and outreach to schools and cultural centers. Results are presented based on quantitative dissemination measures as well as ethnographic and interview data. We discuss how opportunities and motivations for speaking, comprehending, reading and/or writing IZ were created among participants, including the team of facilitators consisting of speakers with varying degrees of language competence, the student participants in education initiatives, outside researchers, and the wider community. Examples include speakers engaging more actively with text and intergenerational communication, passive bilinguals producing language in both spoken and written forms, and Spanish-dominant bilinguals using IZ in new domains. We also explain that the use of IZ has extended to outside researchers through their use of research tools in IZ and that the public visibility of the program has led at least some local residents to take notice of the relevance of IZ. We conclude with a discussion of the on-going challenges in making these program-induced shifts in language practice more significant and sustainable. As a series of leveled workshops are developed, current language practices will be considered as a base for new strategies aiming to maximize IZ use while drawing on the participation and varying competencies of all participants.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25323. De Korne, Haley Pérez Báez, Gabriela De Korne, Haley Pérez Báez, Gabriela 2015-03-12 In Isthmus Zapotec (IZ) communities in Oaxaca, Mexico, the youths' language repertoires are increasingly dominated by Spanish, although many develop passive competencies in IZ through exposure among adult and elder generations. A program promoting the active intergenerational use of IZ has been developed as part of a large lexical documentation effort with a botany subcomponent. Beginning in 2012, this program has, from the outset, included community participation, retention of research results, and creation of learning materials, leading to an on-going effort to facilitate a year-long program of language learning opportunities. In this paper we describe strategies adopted to encourage active IZ use both within and around the documentation project. We present results of these approaches and argue that attention to language practices among all participants in revitalization and documentation initiatives is an important step towards improved program planning. Strategies within the program include privileging IZ in the research instruments and practices, and scaffolding language teaching through the creation of interdisciplinary workshops for children. The language practices of program participants resulting from these strategies are reported through analysis of recordings, ethnographic observation and interview data. Strategies outside the program activities include dissemination of bilingual learning materials and outreach to schools and cultural centers. Results are presented based on quantitative dissemination measures as well as ethnographic and interview data. We discuss how opportunities and motivations for speaking, comprehending, reading and/or writing IZ were created among participants, including the team of facilitators consisting of speakers with varying degrees of language competence, the student participants in education initiatives, outside researchers, and the wider community. Examples include speakers engaging more actively with text and intergenerational communication, passive bilinguals producing language in both spoken and written forms, and Spanish-dominant bilinguals using IZ in new domains. We also explain that the use of IZ has extended to outside researchers through their use of research tools in IZ and that the public visibility of the program has led at least some local residents to take notice of the relevance of IZ. We conclude with a discussion of the on-going challenges in making these program-induced shifts in language practice more significant and sustainable. As a series of leveled workshops are developed, current language practices will be considered as a base for new strategies aiming to maximize IZ use while drawing on the participation and varying competencies of all participants. http://hdl.handle.net/10125/25323 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Strategies for activating language practices and participation in a multilingual community: Results and challenges oai:scholarspace.manoa.hawaii.edu:10125/25293 2024-09-14 col_10125_35354 25293.mp3 25293.pdf Schneider, Cindy, Schneider, Cindy; 2015-02-27; In a small community in Vanuatu, speakers of an endangered dialect have expressed concern about code-switching to other varieties, sensing it to be a sign of dialect decline. In an effort to promote a dialectal standard, a visiting linguist convened an orthography workshop. An alphabet and writing conventions were agreed upon. Yet the post-workshop writing session revealed massive orthographic variation across writing samples. In retrospect, this is unsurprising: most community members do not regularly read or write in any language. Inexperienced writers tend to write not by convention, but by the sounds they perceive. It was therefore unrealistic to assume that participants would, after one workshop, internalise and reliably reproduce standardised letter-phoneme correspondences in a language they have no previous experience with writing. This begs the question, then, as to whether it is necessary or even desirable to force a standard orthography on small indigenous languages for which writing has no history, and holds few prospects. An alternative model would be to teach a baseline orthography and then encourage students to write extensive texts, without fixating on spelling standardisation or uniform representation of word boundaries. Extensive writing helps the writer to develop fluency and self-confidence (Rorschach & MacGowan-Gilhooly 1993 :4; Herder & King 2012: 128). It builds a corpus that others can read to improve their own literacy competence. Moving beyond self-initiated writing activities, Heath and Mangiola (1991) encourage ESL learners to record and analyse the natural spoken language of others. This activity could be reconceptualised in the context of an indigenous language classroom, where students are asked to record and transcribe discourse in various domains. By transcribing large volumes of data, (1) their technical writing skills improve by dint of sheer practice; and (2) they become consciously aware of the code-switching that occurs in natural speech. This then provides fodder for community discussion about code-switching. By then editing these texts to transform them to the ‘true’ dialect, students’ metalinguistic skills are further enhanced. Furthermore, this approach provides a way for linguists lacking a strong pedagogical background to engage with local teachers in a meaningful way in the compilation of literacy resources. Also, by examining the data from native speaker perspectives and analysing speaker-produced representations of spoken language, they enrich their own understanding of native speaker intuitions. Citations Heath, Shirley Brice & Leslie Mangiola. 1991. Children of Promise: Literate Activity in Linguistically and Culturally Diverse Classrooms. Washington, DC: National Education Association/Center for the Study of Writing and Literacy/American Educational Research Association. Herder, Steven & Rebecca King. 2012. Extensive Writing: Another fluency approach for ESL learners. Extensive Reading World Congress Proceedings 1, 128-130. Rorschach, Elizabeth & Adele MacGowan-Gilhooly. 1993. Fluency First in ESL. Report for the Fund for the Improvement of Postsecondary Education, Washington DC. 209 pages. < http://files.eric.ed.gov/fulltext/ED423662.pdf>, accessed 26th August 2014.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25293. Schneider, Cindy Schneider, Cindy 2015-03-12 In a small community in Vanuatu, speakers of an endangered dialect have expressed concern about code-switching to other varieties, sensing it to be a sign of dialect decline. In an effort to promote a dialectal standard, a visiting linguist convened an orthography workshop. An alphabet and writing conventions were agreed upon. Yet the post-workshop writing session revealed massive orthographic variation across writing samples. In retrospect, this is unsurprising: most community members do not regularly read or write in any language. Inexperienced writers tend to write not by convention, but by the sounds they perceive. It was therefore unrealistic to assume that participants would, after one workshop, internalise and reliably reproduce standardised letter-phoneme correspondences in a language they have no previous experience with writing. This begs the question, then, as to whether it is necessary or even desirable to force a standard orthography on small indigenous languages for which writing has no history, and holds few prospects. An alternative model would be to teach a baseline orthography and then encourage students to write extensive texts, without fixating on spelling standardisation or uniform representation of word boundaries. Extensive writing helps the writer to develop fluency and self-confidence (Rorschach & MacGowan-Gilhooly 1993 :4; Herder & King 2012: 128). It builds a corpus that others can read to improve their own literacy competence. Moving beyond self-initiated writing activities, Heath and Mangiola (1991) encourage ESL learners to record and analyse the natural spoken language of others. This activity could be reconceptualised in the context of an indigenous language classroom, where students are asked to record and transcribe discourse in various domains. By transcribing large volumes of data, (1) their technical writing skills improve by dint of sheer practice; and (2) they become consciously aware of the code-switching that occurs in natural speech. This then provides fodder for community discussion about code-switching. By then editing these texts to transform them to the ‘true’ dialect, students’ metalinguistic skills are further enhanced. Furthermore, this approach provides a way for linguists lacking a strong pedagogical background to engage with local teachers in a meaningful way in the compilation of literacy resources. Also, by examining the data from native speaker perspectives and analysing speaker-produced representations of spoken language, they enrich their own understanding of native speaker intuitions. Citations Heath, Shirley Brice & Leslie Mangiola. 1991. Children of Promise: Literate Activity in Linguistically and Culturally Diverse Classrooms. Washington, DC: National Education Association/Center for the Study of Writing and Literacy/American Educational Research Association. Herder, Steven & Rebecca King. 2012. Extensive Writing: Another fluency approach for ESL learners. Extensive Reading World Congress Proceedings 1, 128-130. Rorschach, Elizabeth & Adele MacGowan-Gilhooly. 1993. Fluency First in ESL. Report for the Fund for the Improvement of Postsecondary Education, Washington DC. 209 pages. < http://files.eric.ed.gov/fulltext/ED423662.pdf>, accessed 26th August 2014. http://hdl.handle.net/10125/25293 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Extensive writing: A way to foster metalinguistic awareness and literacy development oai:scholarspace.manoa.hawaii.edu:10125/25289 2017-05-11 col_10125_35354 25289.mp3 Woodward Jr., James, Woodward Jr., James; 2015-02-27; Hawai`i Sign Language (HSL) is a critically endangered language isolate. Around 40 users have been identified, all elderly, many over the age of 80. The language has been moribund for some time. No identified users are monolingual in HSL, rather they also know American Sign Language (ASL) and use ASL (sometimes with a few HSL vocabulary items) as their preferred form of communication. It is very difficult to elicit spontaneous use of HSL for extended periods of time, without the signers code-switching to ASL. In late 2013, a project was begun to document and conserve HSL with the ultimate goal of revitalization of HSL. Given the problems in eliciting free conversational data in HSL, initial project efforts have focused on the elicitation of sign vocabulary in the context of sign sentences. Sign vocabulary and signed sentence elicitation are based on language teaching materials and dictionaries that have proved successful for the documentation and teaching of other endangered sign languages, e.g. Ho Chi Minh City Sign Language (HCMCSL)(1,2), but are modified for the appropriate cultural context relevant for HSL. Once elicited HSL data are analyzed, they are immediately incorporated into handbooks for teaching/learning HSL and companion dictionaries for each handbook, similar to what has been done for HCMCSL. Thus, the documentation project on HSL, has attempted to merge documentation with pedagogy in all of its aspects. The presentation proposed herein will give concrete examples of such mergers, will provide audience members full access to materials developed as part of the project, and will also provide information on a new, experimental course entitled “Hawai`i Sign Language: Documentation, Conversation, and Revitalization” which gives students the opportunity to learn about the structure of HSL, the opportunity to develop language skills in HSL, and the opportunity to do their own research on HSL with the goals of expanding the extent of HSL documentation and the further development of HSL dictionary and teaching materials. 1The HCMCSL Production Team. 2007a. Ho Chi Minh City Sign Language: Student Handbook 1. Bien Hoa, Dong Nai: Project on Opening University Education to Deaf People in Viet Nam Through Sign Language Analysis, Teaching, and Interpretation. 2_____________. 2007b. Ho Chi Minh City Sign Language: Companion Dictionary to Student Handbook 1. Bien Hoa, Dong Nai: Project on Opening University Education to Deaf People in Viet Nam Through Sign Language Analysis, Teaching, and Interpretation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25289. Woodward Jr., James Woodward Jr., James 2015-03-12 Hawai`i Sign Language (HSL) is a critically endangered language isolate. Around 40 users have been identified, all elderly, many over the age of 80. The language has been moribund for some time. No identified users are monolingual in HSL, rather they also know American Sign Language (ASL) and use ASL (sometimes with a few HSL vocabulary items) as their preferred form of communication. It is very difficult to elicit spontaneous use of HSL for extended periods of time, without the signers code-switching to ASL. In late 2013, a project was begun to document and conserve HSL with the ultimate goal of revitalization of HSL. Given the problems in eliciting free conversational data in HSL, initial project efforts have focused on the elicitation of sign vocabulary in the context of sign sentences. Sign vocabulary and signed sentence elicitation are based on language teaching materials and dictionaries that have proved successful for the documentation and teaching of other endangered sign languages, e.g. Ho Chi Minh City Sign Language (HCMCSL)(1,2), but are modified for the appropriate cultural context relevant for HSL. Once elicited HSL data are analyzed, they are immediately incorporated into handbooks for teaching/learning HSL and companion dictionaries for each handbook, similar to what has been done for HCMCSL. Thus, the documentation project on HSL, has attempted to merge documentation with pedagogy in all of its aspects. The presentation proposed herein will give concrete examples of such mergers, will provide audience members full access to materials developed as part of the project, and will also provide information on a new, experimental course entitled “Hawai`i Sign Language: Documentation, Conversation, and Revitalization” which gives students the opportunity to learn about the structure of HSL, the opportunity to develop language skills in HSL, and the opportunity to do their own research on HSL with the goals of expanding the extent of HSL documentation and the further development of HSL dictionary and teaching materials. 1The HCMCSL Production Team. 2007a. Ho Chi Minh City Sign Language: Student Handbook 1. Bien Hoa, Dong Nai: Project on Opening University Education to Deaf People in Viet Nam Through Sign Language Analysis, Teaching, and Interpretation. 2_____________. 2007b. Ho Chi Minh City Sign Language: Companion Dictionary to Student Handbook 1. Bien Hoa, Dong Nai: Project on Opening University Education to Deaf People in Viet Nam Through Sign Language Analysis, Teaching, and Interpretation. http://hdl.handle.net/10125/25289 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Merging documentation and pedagogy in Hawai`i Sign Language research oai:scholarspace.manoa.hawaii.edu:10125/25261 2017-05-11 col_10125_35354 25261.mp3 Rosendal, Tove, Rosendal, Tove; 2015-02-26; There is a need to go beyond the often used assessment scales for judging language endangerment, proposed by i. a. Fishman (1991), UNESCO by Brenzinger, Yamamoto et al. (2003), Lewis and Simons (2010) and Moseley and Nicholas (2010), to properly establish the vitality of languages in a bi- or multilingual contact situation. Only more fine-grained studies adapted to the local context can provide a grounded evaluation of language endangerment and the necessary understanding of processes at work regarding language maintenance or loss. The Tanzanian policy has successfully promoted Swahili for decades as official language and uses Swahili as medium of instruction. Neither past nor present policies designate any other Tanzanian languages for use in formal domains of society. This has undermined both the status and use of all other Tanzanian languages. On the basis of a study providing quantitative sociolinguistic data which show the status and use of the Tanzanian language Ngoni in contact with Swahili in a rural area in the Ruvuma Region in southwestern Tanzania, the study exemplifies that a too general assessment can be misleading. The key factor Intergenerational language transmission maintenance (Legère 2007; Austin 2008; Norris 2010; Grenoble 2011), would, without the kind of in-depth study which is exemplified in this paper, probably have been assessed and labelled as ‘safe’ (grade 5 of 5 in UNESCO’s endangerment scale) because the language is used by all ages, from children up. Furthermore, without a grounded knowledge of the local Ngoni community, it would probably be assumed that all members value their language and wish to see it promoted. However, the study clearly shows that attitudes among children in these communities are quite different. Language transmission in the Ngoni area should on the contrary be labelled ‘unsafe’, using the UNESCO scale, and the language may be said to be used in ‘dwindling domains’. Using the scale of Moseley and Nicholas (2010) Ngoni is ‘vulnerable’. Thus, endangerment assessment scales must at least be complemented with more grounded fieldwork to be reliable as an indicator of needed intervention or revitalization. References Austin, P. K., Ed. 2008. One Thousand Languages: Living, Endangered and Lost. Berkeley and Los Angeles: University of California Press Brenzinger, Matthias, Akira Yamamoto, Noriko Aikawa, Dmitri Koundiouba, Anahit Minasyan, Arienne Dwyer, Colette Grinevald, Michael Krauss, Osahito Miyaoka, Osamu Sakiyama, Rieks Smeets, and Ofelia Zepeda. 2003. Language vitality and endangerment. Paris: UNESCO Expert Meeting on Safeguarding Endangered Languages. Fishman, Joshua A. 1991. Reversing language shift: Theoretical and empirical foundations of assistance to threathened languages. Clevedon, UK: Multilingual Matters. Grenoble, L. 2011. Language Ecology and Endangerment. The Cambridge Handbook of Endangered Languages. P. K. Austin and J. Sallabank. Cambridge: Cambridge University Press. Legère, K. 2007. Vidunda (G38) as an endangered language? 37th Annual Conference on African Linguistics, Somerville, MA,: Cascadilla Proceedings Project. Lewis, M. Paul, and Gary F. Simons. 2010. "Assessing Endangerment: expanding Fishman's GIDS." Romanian Review of Linguistics no. 55 (2):103-120. Moseley, Christopher, and Alexandre Nicholas. 2010. Atlas of the World's Languages in Danger. Paris: UNESCO publishing. Norris, M. J. 2010. Canada and Greenland. in: Atlas of the World’s Languages in Danger. Paris: UNESCO Publishing.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25261. Rosendal, Tove Rosendal, Tove 2015-03-12 There is a need to go beyond the often used assessment scales for judging language endangerment, proposed by i. a. Fishman (1991), UNESCO by Brenzinger, Yamamoto et al. (2003), Lewis and Simons (2010) and Moseley and Nicholas (2010), to properly establish the vitality of languages in a bi- or multilingual contact situation. Only more fine-grained studies adapted to the local context can provide a grounded evaluation of language endangerment and the necessary understanding of processes at work regarding language maintenance or loss. The Tanzanian policy has successfully promoted Swahili for decades as official language and uses Swahili as medium of instruction. Neither past nor present policies designate any other Tanzanian languages for use in formal domains of society. This has undermined both the status and use of all other Tanzanian languages. On the basis of a study providing quantitative sociolinguistic data which show the status and use of the Tanzanian language Ngoni in contact with Swahili in a rural area in the Ruvuma Region in southwestern Tanzania, the study exemplifies that a too general assessment can be misleading. The key factor Intergenerational language transmission maintenance (Legère 2007; Austin 2008; Norris 2010; Grenoble 2011), would, without the kind of in-depth study which is exemplified in this paper, probably have been assessed and labelled as ‘safe’ (grade 5 of 5 in UNESCO’s endangerment scale) because the language is used by all ages, from children up. Furthermore, without a grounded knowledge of the local Ngoni community, it would probably be assumed that all members value their language and wish to see it promoted. However, the study clearly shows that attitudes among children in these communities are quite different. Language transmission in the Ngoni area should on the contrary be labelled ‘unsafe’, using the UNESCO scale, and the language may be said to be used in ‘dwindling domains’. Using the scale of Moseley and Nicholas (2010) Ngoni is ‘vulnerable’. Thus, endangerment assessment scales must at least be complemented with more grounded fieldwork to be reliable as an indicator of needed intervention or revitalization. References Austin, P. K., Ed. 2008. One Thousand Languages: Living, Endangered and Lost. Berkeley and Los Angeles: University of California Press Brenzinger, Matthias, Akira Yamamoto, Noriko Aikawa, Dmitri Koundiouba, Anahit Minasyan, Arienne Dwyer, Colette Grinevald, Michael Krauss, Osahito Miyaoka, Osamu Sakiyama, Rieks Smeets, and Ofelia Zepeda. 2003. Language vitality and endangerment. Paris: UNESCO Expert Meeting on Safeguarding Endangered Languages. Fishman, Joshua A. 1991. Reversing language shift: Theoretical and empirical foundations of assistance to threathened languages. Clevedon, UK: Multilingual Matters. Grenoble, L. 2011. Language Ecology and Endangerment. The Cambridge Handbook of Endangered Languages. P. K. Austin and J. Sallabank. Cambridge: Cambridge University Press. Legère, K. 2007. Vidunda (G38) as an endangered language? 37th Annual Conference on African Linguistics, Somerville, MA,: Cascadilla Proceedings Project. Lewis, M. Paul, and Gary F. Simons. 2010. "Assessing Endangerment: expanding Fishman's GIDS." Romanian Review of Linguistics no. 55 (2):103-120. Moseley, Christopher, and Alexandre Nicholas. 2010. Atlas of the World's Languages in Danger. Paris: UNESCO publishing. Norris, M. J. 2010. Canada and Greenland. in: Atlas of the World’s Languages in Danger. Paris: UNESCO Publishing. http://hdl.handle.net/10125/25261 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Assessment scales of language endangerment vs in-depth studies: The case of Ngoni in Tanzania oai:scholarspace.manoa.hawaii.edu:10125/25377 2017-05-11 col_10125_35354 25377.mp3 Thunder, Dorothy, Thunder, Dorothy; 2015-02-27; I would like to share some of the experiences I have had as a Cree speaker and language instructor who is now becoming a Cree linguist. CILLDI’s Community Linguist Certificate program has provided me with much insight about my language. As a fluent speaker who also studied Cree at the university for 4 years, I was not aware of the importance of morphological structure, meaning, and sentence patterns of nȇhiyawȇwin. The Cree courses I took focused on formal grammar and the rules and functions of nouns, verbs, and sentences in isolation. With the CLC courses, I began to think deeply about how rich nȇhiyawȇwin is and started to understand the complexities of the language and how everything is interconnected. In the CLC classes, we examined word formation patterns and explored ways to coin new words without losing the trail of meaning. For example, in Cree the word for ‘green’ is askihtakwâw and is connected to askiy, the word for ‘mother earth’. In English, what is the word ‘green’ connected to? I believe that in learning Cree, one needs to make these cultural and environmental associations. The CLC has helped me better understand the relationship between Cree words and Cree language and culture. In this paper, I describe how the CLC has affected my teaching of Cree at the University of Alberta. I will use the example of an intensive Introduction to Cree class in an immersion setting. This is a 7-day, all-day course for adult beginners offered through CILLDI. I use story-telling (both traditional Cree stories and familiar English fairytales) as the starting point for lessons on pronunciation, word structure, and word order in sentences. By basing my lessons around stories, I can use a lot of visual props and repetition, which help my students understand what I’m saying. With stories and simple commands and questions based on the expressions in the stories, I can keep my utterances whole and constantly contextualized. nȇhiyawȇwin remains the focus, not a set of lessons based on greetings, lists of object names, or TPR-commands that wouldn’t be very appropriate with adult learners. After working through individual stories, I give my students a written and glossed version of each story to reinforce the utterances that they have heard. I do not arrange the lessons from simple to more complex words and sentences, but take the language as it comes in the stories and build what I do in the classroom from there.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25377. Thunder, Dorothy Thunder, Dorothy 2015-03-12 I would like to share some of the experiences I have had as a Cree speaker and language instructor who is now becoming a Cree linguist. CILLDI’s Community Linguist Certificate program has provided me with much insight about my language. As a fluent speaker who also studied Cree at the university for 4 years, I was not aware of the importance of morphological structure, meaning, and sentence patterns of nȇhiyawȇwin. The Cree courses I took focused on formal grammar and the rules and functions of nouns, verbs, and sentences in isolation. With the CLC courses, I began to think deeply about how rich nȇhiyawȇwin is and started to understand the complexities of the language and how everything is interconnected. In the CLC classes, we examined word formation patterns and explored ways to coin new words without losing the trail of meaning. For example, in Cree the word for ‘green’ is askihtakwâw and is connected to askiy, the word for ‘mother earth’. In English, what is the word ‘green’ connected to? I believe that in learning Cree, one needs to make these cultural and environmental associations. The CLC has helped me better understand the relationship between Cree words and Cree language and culture. In this paper, I describe how the CLC has affected my teaching of Cree at the University of Alberta. I will use the example of an intensive Introduction to Cree class in an immersion setting. This is a 7-day, all-day course for adult beginners offered through CILLDI. I use story-telling (both traditional Cree stories and familiar English fairytales) as the starting point for lessons on pronunciation, word structure, and word order in sentences. By basing my lessons around stories, I can use a lot of visual props and repetition, which help my students understand what I’m saying. With stories and simple commands and questions based on the expressions in the stories, I can keep my utterances whole and constantly contextualized. nȇhiyawȇwin remains the focus, not a set of lessons based on greetings, lists of object names, or TPR-commands that wouldn’t be very appropriate with adult learners. After working through individual stories, I give my students a written and glossed version of each story to reinforce the utterances that they have heard. I do not arrange the lessons from simple to more complex words and sentences, but take the language as it comes in the stories and build what I do in the classroom from there. http://hdl.handle.net/10125/25377 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported My Plains Cree (nêhiyawêwin) language classes oai:scholarspace.manoa.hawaii.edu:10125/25376 2017-05-11 col_10125_35354 25376.mp3 Lachler, Jordan, Rice, Sally, Lachler, Jordan, Rice, Sally; 2015-02-27; In this methods paper, we exemplify how we work with students in CILLDI’s Community Linguist Certificate (CLC) program to help them uncover the morphosyntactic and discourse patterns of their languages. Many of these students are fluent speakers who may also be veteran language teachers with years of experience in the classroom but very little formal training. Others are young professionals recently tasked with developing language revitalization programming in their home communities. One of the primary challenges that our students face in carrying out language revitalization efforts is that the existing curricula available for most Canadian Indigenous languages focus on topics with minimal conversational value or cultural relevance (numbers, colors, animals, body parts) and burden students with decontextualized language activities (memorizing verb paradigms, translation exercises). Our experience shows that the best way to combat these shortcomings is to develop the students’ linguistic and meta-linguistic competence, by which we mean both an understanding of the lexical and grammatical patterns of one's language, as well as the ways in which those patterns can be meaningfully and systematically manipulated in context. Most Indigenous language practitioners lack exactly this type of knowledge, not due to an inability to introspect about their own languages, but rather a lack of appropriate training that can capitalize on the insights they do have. As such, the linguistic analysis courses at the centre of the CLC focus on the guided use of linguistic discovery procedures in order to develop this essential type of linguistic and meta-linguistic competence in practitioners. Using this heightened awareness, we work with students to demonstrate how they can apply this new knowledge to re-conceptualize classroom language teaching, diagnosing the shortcomings in existing materials and approaches, as well as outlining practical steps for integrating these ideas throughout the community’s language revitalization efforts (language nest, school programs, adult language classes, master/apprentice programs, etc.). The CLC courses try to keep the morphosyntactic complexity in perspective by focusing on how each language imposes its own grammatical and lexical filter on concepts and how these, in turn, relate to conventionalized uses of language across a range of communicative contexts (making statements, seeking information, expressing uncertainty, reporting information, etc.). With regular comparison and contrast with English and other First Nations languages, students develop confidence in their ability to deconstruct and reconstruct expressions, while producing a lexico-grammatical sketch of their own language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25376. Lachler, Jordan Rice, Sally Lachler, Jordan Rice, Sally 2015-03-12 In this methods paper, we exemplify how we work with students in CILLDI’s Community Linguist Certificate (CLC) program to help them uncover the morphosyntactic and discourse patterns of their languages. Many of these students are fluent speakers who may also be veteran language teachers with years of experience in the classroom but very little formal training. Others are young professionals recently tasked with developing language revitalization programming in their home communities. One of the primary challenges that our students face in carrying out language revitalization efforts is that the existing curricula available for most Canadian Indigenous languages focus on topics with minimal conversational value or cultural relevance (numbers, colors, animals, body parts) and burden students with decontextualized language activities (memorizing verb paradigms, translation exercises). Our experience shows that the best way to combat these shortcomings is to develop the students’ linguistic and meta-linguistic competence, by which we mean both an understanding of the lexical and grammatical patterns of one's language, as well as the ways in which those patterns can be meaningfully and systematically manipulated in context. Most Indigenous language practitioners lack exactly this type of knowledge, not due to an inability to introspect about their own languages, but rather a lack of appropriate training that can capitalize on the insights they do have. As such, the linguistic analysis courses at the centre of the CLC focus on the guided use of linguistic discovery procedures in order to develop this essential type of linguistic and meta-linguistic competence in practitioners. Using this heightened awareness, we work with students to demonstrate how they can apply this new knowledge to re-conceptualize classroom language teaching, diagnosing the shortcomings in existing materials and approaches, as well as outlining practical steps for integrating these ideas throughout the community’s language revitalization efforts (language nest, school programs, adult language classes, master/apprentice programs, etc.). The CLC courses try to keep the morphosyntactic complexity in perspective by focusing on how each language imposes its own grammatical and lexical filter on concepts and how these, in turn, relate to conventionalized uses of language across a range of communicative contexts (making statements, seeking information, expressing uncertainty, reporting information, etc.). With regular comparison and contrast with English and other First Nations languages, students develop confidence in their ability to deconstruct and reconstruct expressions, while producing a lexico-grammatical sketch of their own language. http://hdl.handle.net/10125/25376 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Developing metalinguistic competence at CILLDI oai:scholarspace.manoa.hawaii.edu:10125/25257 2024-09-17 col_10125_35354 25257.mp3 25257-a.pdf 25257-b.pdf Seidel, Frank, Seidel, Frank; 2015-02-26; Documentary Linguistics is a discipline with a philological-conservatory goal that aims at collecting, organizing, and preserving language records (cf. among others Woodbury 2003, Himmelmann 2012). Metadata and annotation serve to make the collected archival corpus accessible. When dealing with the design and content of metadata and the annotation apparatus much thought has been given to linguistic annotation and basic metadata (cf. among others Himmelmann 2012, 2006) as well as comparability and searchability (cf. among others Pepper 2011, EMELD 2010), but less has been said about the open nature of the apparatus and the varying possibilities of shaping metadata and the apparatus for communicative needs. This undervalues the communicative and contextualizing possibilities of metadata and annotation which are needed to make language archives more attractive and relevant for users beyond the linguistic disciplines. Thus in, to a certain extent, a counterpoint to the topic of this conference, I would like to look at the production of language archives from a more philological point of view, instead of limiting the view on language archives and their role in the complex, albeit, narrow parameters of the linguistic disciplines. In my view archives should be conceived, treated, and created as meaning and narrative generating entities for, among others, communities and future researchers of varying backgrounds and the conception of metadata and annotation should reflect this. While a lot of work has been done on community interaction and instrumentalization of archives, less thought has been given to how to make archives accessible for a wider audience. In this talk I conceptualize the production of language archives as a “communicative act” (cf. Payne 2006) with a transdisciplinary audience and I will try to start answering the following question ”What might a ‘philologist 500 years from now’ want to know in addition to the content of the recordings, in order to tract meaningful narratives from the archive?” In an attempt to partially answer this question I will concentrate here on two interrelated aspects that should be addressed in a commentary on the language recordings/documents: human agency and the non-technical aspects of recording genesis. To underscore the points made in this talk I will use examples from two documentary linguistic projects that I undertook in Africa in order to illustrate how I tried to include information on these two aspects in the apparatus. References EMELD. 2010. Electronic Metastructure for Endangered Languages Data. Available at: www.emeld.org. (last accessed July, 14, 2014) Himmelmann, Nikolaus P. 2006. Language Documentation. What is it and what is it good for? In: Jost Gippert, Nikolaus P. Himmelmann, Ulrike Mosel (eds), Essentials of Language Documentation. Berlin/New York: Mouton de Gruyter:1-30. Himmelmann, Nikolaus P. 2012. Linguistic Data Types and the Interface between Language Documentation and Description. Language Documentation and Conservation 6:187-207. Payne, Thomas E. 2006. A grammar as a communicative act or What does a grammatical description really describe? Studies in Language 30,2: 367-383. Pepper, Steve. 2011. The Role of Ontologies in Language Documentation. Language Documentation and Description, vol. 9:199-218. Woodbury, Anthony C. 2003. Defining documentary linguistics. In: Peter K. Austin (ed.), Language Documentation and Description 1. London: School of Oriental and African Studies: 35–51.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25257. Seidel, Frank Seidel, Frank 2015-03-12 Documentary Linguistics is a discipline with a philological-conservatory goal that aims at collecting, organizing, and preserving language records (cf. among others Woodbury 2003, Himmelmann 2012). Metadata and annotation serve to make the collected archival corpus accessible. When dealing with the design and content of metadata and the annotation apparatus much thought has been given to linguistic annotation and basic metadata (cf. among others Himmelmann 2012, 2006) as well as comparability and searchability (cf. among others Pepper 2011, EMELD 2010), but less has been said about the open nature of the apparatus and the varying possibilities of shaping metadata and the apparatus for communicative needs. This undervalues the communicative and contextualizing possibilities of metadata and annotation which are needed to make language archives more attractive and relevant for users beyond the linguistic disciplines. Thus in, to a certain extent, a counterpoint to the topic of this conference, I would like to look at the production of language archives from a more philological point of view, instead of limiting the view on language archives and their role in the complex, albeit, narrow parameters of the linguistic disciplines. In my view archives should be conceived, treated, and created as meaning and narrative generating entities for, among others, communities and future researchers of varying backgrounds and the conception of metadata and annotation should reflect this. While a lot of work has been done on community interaction and instrumentalization of archives, less thought has been given to how to make archives accessible for a wider audience. In this talk I conceptualize the production of language archives as a “communicative act” (cf. Payne 2006) with a transdisciplinary audience and I will try to start answering the following question ”What might a ‘philologist 500 years from now’ want to know in addition to the content of the recordings, in order to tract meaningful narratives from the archive?” In an attempt to partially answer this question I will concentrate here on two interrelated aspects that should be addressed in a commentary on the language recordings/documents: human agency and the non-technical aspects of recording genesis. To underscore the points made in this talk I will use examples from two documentary linguistic projects that I undertook in Africa in order to illustrate how I tried to include information on these two aspects in the apparatus. References EMELD. 2010. Electronic Metastructure for Endangered Languages Data. Available at: www.emeld.org. (last accessed July, 14, 2014) Himmelmann, Nikolaus P. 2006. Language Documentation. What is it and what is it good for? In: Jost Gippert, Nikolaus P. Himmelmann, Ulrike Mosel (eds), Essentials of Language Documentation. Berlin/New York: Mouton de Gruyter:1-30. Himmelmann, Nikolaus P. 2012. Linguistic Data Types and the Interface between Language Documentation and Description. Language Documentation and Conservation 6:187-207. Payne, Thomas E. 2006. A grammar as a communicative act or What does a grammatical description really describe? Studies in Language 30,2: 367-383. Pepper, Steve. 2011. The Role of Ontologies in Language Documentation. Language Documentation and Description, vol. 9:199-218. Woodbury, Anthony C. 2003. Defining documentary linguistics. In: Peter K. Austin (ed.), Language Documentation and Description 1. London: School of Oriental and African Studies: 35–51. http://hdl.handle.net/10125/25257 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Beyond time, place, comparability, and searchability: Transdisciplinary apparatus in documentary linguistics oai:scholarspace.manoa.hawaii.edu:10125/25276 2024-09-17 col_10125_35354 25276.mp3 25276.pdf Rarrick, Samantha, Fried, Jan, Wilson, Brittany, Rarrick, Samantha, Fried, Jan, Wilson, Brittany; 2015-02-27; The Sign Language Documentation Training Center (SLDTC) offers workshops and linguistic training to users of threatened sign languages: currently American Sign Language (ASL) and Hawai‘i Sign Language (HSL). Currently in its third iteration, the SLDTC aims to train participants to document their own languages in ways that make the information useful for interested parties; it also aims to increase awareness of language endangerment and encourage signers to think critically about their participation in language revitalization. The final goal of successful completion of the workshops is for participants to publish an annotated ELAN file with various tiers for transcription, making this valuable information on sign languages available to a wider range of users. The philosophy behind the SLDTC has its roots in the Language Documentation Training Center (LDTC), a volunteer run initiative developed by graduate students at the Department of Linguistics at the University of Hawai‘i at Mānoa. The LDTC was conceived as a way to document and conserve endangered languages spoken throughout the world, and targets the many speakers of these languages who come to UH Mānoa to study. Since its founding in 2004, the LDTC has documented over 100 languages, and made these projects available on the Internet, and in the Kaipuleohone archive. These workshops formed the basis of the workshops initially offered in the first iteration of the SLDTC. The acute need for sign language documentation was made apparent by the recent validation of Hawai‘i Sign Language as a distinct and highly endangered language. This collaboration is taking place between Kapi‘olani Community College, the University of Hawai‘i at Mānoa, and researchers from the Centre for Sign Linguistics and Deaf Studies at the Chinese University of Hong Kong. Participants include Deaf researcher, Deaf community members, and ASL interpreters. The expertise available has allowed the workshop leaders to develop best practices for sign language documentation, and to get immediate feedback on these practices from native signers. The work has been rewarding, but not without its challenges. Finding users of endangered sign languages in the Honolulu metro area is problematic, as is adapting workshops and materials originally intended for spoken languages. Practical issues have also surfaced during past workshops: time, technological, and orthographic constraints. SLDTC participants have been motivated, insightful, and knowledgeable. They and the workshop leaders view the project as a success that contributes to linguists’ knowledge of sign languages and the best practices for documenting them.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25276. Rarrick, Samantha Fried, Jan Wilson, Brittany Rarrick, Samantha Fried, Jan Wilson, Brittany 2015-03-12 The Sign Language Documentation Training Center (SLDTC) offers workshops and linguistic training to users of threatened sign languages: currently American Sign Language (ASL) and Hawai‘i Sign Language (HSL). Currently in its third iteration, the SLDTC aims to train participants to document their own languages in ways that make the information useful for interested parties; it also aims to increase awareness of language endangerment and encourage signers to think critically about their participation in language revitalization. The final goal of successful completion of the workshops is for participants to publish an annotated ELAN file with various tiers for transcription, making this valuable information on sign languages available to a wider range of users. The philosophy behind the SLDTC has its roots in the Language Documentation Training Center (LDTC), a volunteer run initiative developed by graduate students at the Department of Linguistics at the University of Hawai‘i at Mānoa. The LDTC was conceived as a way to document and conserve endangered languages spoken throughout the world, and targets the many speakers of these languages who come to UH Mānoa to study. Since its founding in 2004, the LDTC has documented over 100 languages, and made these projects available on the Internet, and in the Kaipuleohone archive. These workshops formed the basis of the workshops initially offered in the first iteration of the SLDTC. The acute need for sign language documentation was made apparent by the recent validation of Hawai‘i Sign Language as a distinct and highly endangered language. This collaboration is taking place between Kapi‘olani Community College, the University of Hawai‘i at Mānoa, and researchers from the Centre for Sign Linguistics and Deaf Studies at the Chinese University of Hong Kong. Participants include Deaf researcher, Deaf community members, and ASL interpreters. The expertise available has allowed the workshop leaders to develop best practices for sign language documentation, and to get immediate feedback on these practices from native signers. The work has been rewarding, but not without its challenges. Finding users of endangered sign languages in the Honolulu metro area is problematic, as is adapting workshops and materials originally intended for spoken languages. Practical issues have also surfaced during past workshops: time, technological, and orthographic constraints. SLDTC participants have been motivated, insightful, and knowledgeable. They and the workshop leaders view the project as a success that contributes to linguists’ knowledge of sign languages and the best practices for documenting them. http://hdl.handle.net/10125/25276 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Sign Language Documentation Training Center oai:scholarspace.manoa.hawaii.edu:10125/25305 2017-05-11 col_10125_35354 25305.mp3 Braithwaite, Ben, Braithwaite, Ben; 2015-02-27; The Caribbean is home to a rich variety of indigenous signed languages: there are rural sign languages used in communities with high incidences of deafness, in Providence Island (Colombia), the Saramaka village of Kajana (Suriname) and in St Elizabeth Parish in Jamaica; new languages have appeared as a result of the establishment of deaf schools in the 20th century, including in Trinidad and Tobago, Jamaica and Cuba; there are almost certainly more signed languages which have not yet been identified by linguists. Some indigenous Caribbean sign languages, such as the one that Washabaugh (1981) glimpsed in Grand Cayman, are already gone. The futures of all are uncertain. Some of the factors which threaten the long-term vitality of these languages are similar to those which affect spoken languages: the spread of more prestigious international languages including LSF, NGT and especially ASL, and their use in educational settings has already had a profound impact on the linguistic landscape. Other major factors are unique to signing communities, especially the falling numbers of deaf babies being born: successful vaccination campaigns have eradicated rubella, a major course of congenital deafness across the region for most of the 20th century, and as isolated communities with genetically inherited deafness have more contact with metropolitan areas, rates of deafness are likely to fall. Meanwhile mainstreaming of deaf students, better hearing aids and the spread of cochlear implants are also having significant linguistic effects. The field of Language Documentation has always been concerned with making the most effective use of finite resources in the face of the enormous challenge of the rapid reduction of linguistic diversity. Pragmatic factors are also paramount in work in the Deaf communities of the Caribbean, where longstanding human rights issues must be addressed through better language policies. Priorities are not always easy to reconcile. For example, the quickest and most effective route to providing accessible education, information and justice for a Deaf community may be to focus on a widely understood ASL-based variety. With limited resources and time, this may increase the likelihood that older, less widely used language varieties will disappear in the meantime without having been documented. This paper sketches the linguistic landscape, describes some of the challenges of documenting Caribbean signed languages, and proposes some ways forward through regional and international collaboration, Deaf leadership and capacity building. Reference Washabaugh, William. 1981. “The Deaf of Grand Cayman, British West Indies.” Sign Language Studies 31: 117–134.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25305. Braithwaite, Ben Braithwaite, Ben 2015-03-12 The Caribbean is home to a rich variety of indigenous signed languages: there are rural sign languages used in communities with high incidences of deafness, in Providence Island (Colombia), the Saramaka village of Kajana (Suriname) and in St Elizabeth Parish in Jamaica; new languages have appeared as a result of the establishment of deaf schools in the 20th century, including in Trinidad and Tobago, Jamaica and Cuba; there are almost certainly more signed languages which have not yet been identified by linguists. Some indigenous Caribbean sign languages, such as the one that Washabaugh (1981) glimpsed in Grand Cayman, are already gone. The futures of all are uncertain. Some of the factors which threaten the long-term vitality of these languages are similar to those which affect spoken languages: the spread of more prestigious international languages including LSF, NGT and especially ASL, and their use in educational settings has already had a profound impact on the linguistic landscape. Other major factors are unique to signing communities, especially the falling numbers of deaf babies being born: successful vaccination campaigns have eradicated rubella, a major course of congenital deafness across the region for most of the 20th century, and as isolated communities with genetically inherited deafness have more contact with metropolitan areas, rates of deafness are likely to fall. Meanwhile mainstreaming of deaf students, better hearing aids and the spread of cochlear implants are also having significant linguistic effects. The field of Language Documentation has always been concerned with making the most effective use of finite resources in the face of the enormous challenge of the rapid reduction of linguistic diversity. Pragmatic factors are also paramount in work in the Deaf communities of the Caribbean, where longstanding human rights issues must be addressed through better language policies. Priorities are not always easy to reconcile. For example, the quickest and most effective route to providing accessible education, information and justice for a Deaf community may be to focus on a widely understood ASL-based variety. With limited resources and time, this may increase the likelihood that older, less widely used language varieties will disappear in the meantime without having been documented. This paper sketches the linguistic landscape, describes some of the challenges of documenting Caribbean signed languages, and proposes some ways forward through regional and international collaboration, Deaf leadership and capacity building. Reference Washabaugh, William. 1981. “The Deaf of Grand Cayman, British West Indies.” Sign Language Studies 31: 117–134. http://hdl.handle.net/10125/25305 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting the signed languages of the Caribbean: Problems and prospects oai:scholarspace.manoa.hawaii.edu:10125/25314 2017-05-11 col_10125_35354 25314.mp3 Giffen, Robyn, Giffen, Robyn; 2015-02-28; Languages without official orthographies may have literary traditions that affect how speakers perceive writing and any proposed writing systems. In this presentation I will discuss some of the attitudes and expectations that speakers of the previously unwritten language, Nabit, had about the “proper” way to write their language. The Nabit language is spoken in the Upper East Region of Ghana by approximately 40,000 people. Through the work of Project GROW, a non-profit organization, the community developed an orthography development initiative in 2011. Project GROW invited me into the project to serve as a linguistic expert to help the community develop an orthography for Nabit. Working with Dr. Vida Yakong, a speaker and community member, I completed a phonological analysis of Nabit and helped develop a preliminary orthography in 2012. I also developed a Nabit Writing and Counting Book, which explained the alphabet and how to use it, which we sent to the community in Ghana to share the work that had been completed on the language. The project continued in 2014 when I received feedback about the preliminary alphabet from community members who had reviewed the Nabit Writing and Counting Book. My community partner Vida also established a Nabit Language Committee (NLC) to oversee the further development of the Nabit language project. In May and June of 2014, I traveled to Ghana to work with the community to document more speakers and finalize the writing system. I conducted 13 language documentation interviews recording phonological and syntactic data, as well as qualitative data inquiring about people’s feelings about the Nabit language and their desire to have a writing system. I then hosted an alphabet workshop with the NLC where we finalized the Nabit orthography. Based on the reviews of the preliminary Nabit alphabet, my interviews with Nabit speakers, and discussions with the committee members I discovered that people had very particular ideas about how Nabit could, and should, be written. Speakers praised my inclusion of “local characters”, such as ŋ, ɔ, and ɛ, that are used in other Ghanaian indigenous writing systems. Additionally, several people on the NLC were already familiar with some Nabit spelling conventions, despite the fact that there was no formally recognized alphabet. In this presentation, I investigate how speakers’ language ideologies, such as attitudes towards “proper” letters (Terrill and Dunn 2003) and their understanding of their own language (Kroskrity 2010) influenced the development of the Nabit orthography. References: Kroskrity, Paul V. 2010 Language ideologies - Evolving perspectives. In Society and Language Use. Jürgen Jaspers, Jan-Ola Östman, and Jef Verschueren, eds. Pp 192-211. Amsterdam: John Benjamin Publishing Company. Terrill, Angela and Michael Dunn 2003 Orthographic design in Solomon Islands: The social, historical, and linguistic situation of Touo (Baniata). Written Language and Literacy 6(2): 177-192.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25314. Giffen, Robyn Giffen, Robyn 2015-03-12 Languages without official orthographies may have literary traditions that affect how speakers perceive writing and any proposed writing systems. In this presentation I will discuss some of the attitudes and expectations that speakers of the previously unwritten language, Nabit, had about the “proper” way to write their language. The Nabit language is spoken in the Upper East Region of Ghana by approximately 40,000 people. Through the work of Project GROW, a non-profit organization, the community developed an orthography development initiative in 2011. Project GROW invited me into the project to serve as a linguistic expert to help the community develop an orthography for Nabit. Working with Dr. Vida Yakong, a speaker and community member, I completed a phonological analysis of Nabit and helped develop a preliminary orthography in 2012. I also developed a Nabit Writing and Counting Book, which explained the alphabet and how to use it, which we sent to the community in Ghana to share the work that had been completed on the language. The project continued in 2014 when I received feedback about the preliminary alphabet from community members who had reviewed the Nabit Writing and Counting Book. My community partner Vida also established a Nabit Language Committee (NLC) to oversee the further development of the Nabit language project. In May and June of 2014, I traveled to Ghana to work with the community to document more speakers and finalize the writing system. I conducted 13 language documentation interviews recording phonological and syntactic data, as well as qualitative data inquiring about people’s feelings about the Nabit language and their desire to have a writing system. I then hosted an alphabet workshop with the NLC where we finalized the Nabit orthography. Based on the reviews of the preliminary Nabit alphabet, my interviews with Nabit speakers, and discussions with the committee members I discovered that people had very particular ideas about how Nabit could, and should, be written. Speakers praised my inclusion of “local characters”, such as ŋ, ɔ, and ɛ, that are used in other Ghanaian indigenous writing systems. Additionally, several people on the NLC were already familiar with some Nabit spelling conventions, despite the fact that there was no formally recognized alphabet. In this presentation, I investigate how speakers’ language ideologies, such as attitudes towards “proper” letters (Terrill and Dunn 2003) and their understanding of their own language (Kroskrity 2010) influenced the development of the Nabit orthography. References: Kroskrity, Paul V. 2010 Language ideologies - Evolving perspectives. In Society and Language Use. Jürgen Jaspers, Jan-Ola Östman, and Jef Verschueren, eds. Pp 192-211. Amsterdam: John Benjamin Publishing Company. Terrill, Angela and Michael Dunn 2003 Orthographic design in Solomon Islands: The social, historical, and linguistic situation of Touo (Baniata). Written Language and Literacy 6(2): 177-192. http://hdl.handle.net/10125/25314 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Understanding the “unwritten rules” of an unwritten language oai:scholarspace.manoa.hawaii.edu:10125/25403 2024-09-18 col_10125_35354 25403.pdf Helgeson, Kirsten, Kayho, Bryan, Helgeson, Kirsten, Kayho, Bryan; 2015-02-26; Alekano (ISO 639-3 [gah]) is a Trans-New Guinea language spoken in and around the town of Goroka (population approximately 18,500) in the Eastern Highlands Province of Papua New Guinea. The language status is classified as 7 (Shifting) on the EGIDS scale,; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25403. Helgeson, Kirsten Kayho, Bryan Helgeson, Kirsten Kayho, Bryan 2015-04-09 Alekano (ISO 639-3 [gah]) is a Trans-New Guinea language spoken in and around the town of Goroka (population approximately 18,500) in the Eastern Highlands Province of Papua New Guinea. The language status is classified as 7 (Shifting) on the EGIDS scale, http://hdl.handle.net/10125/25403 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Mapping Alekano place names in Gamiga Village, Eastern Highlands Province, Papua New Guinea oai:scholarspace.manoa.hawaii.edu:10125/25332 2024-09-18 col_10125_35354 25332.mp3 25332.pdf Moeller, Sarah, Moeller, Sarah; 2015-02-28; Citizen scientists (who may be speakers of endangered languages) who want to document a language may conclude that the current bar for entry is too high. What to archive? How much metadata is needed? In fact, what is metadata? They need background training to know that the process of documentation must include translations, transcriptions, and metadata, as well as original recordings. But managing the ever-increasing data can be an insurmountable hurdle if done by hand. If this hurdle is passed, their corpus still needs to comply with the archive’s preferences before being deposited. SayMore is a software tool that allows citizen scientists to engage in language documentation without being hindered by the language of metadata, scared off by data management, or intimidated by the archiving process. SayMore knows the workflow of language documentation and guides the user through the steps, providing support for transcription and translations, and displaying progress charts that summarize the state of the whole corpus. First, SayMore elicits needed metadata through forms. Pre-defined fields prompt users to gather needed metadata by filling in the blanks. This means the user does not have to research what metadata is needed, or understand how to comply with metadata standards such as OLAC or IMDI, or how to generate XML files. Second, SayMore takes care of data management without distracting the user with technical details. Bundles of files are grouped into folders, and files are automatically renamed to reduce broken links due to typos. Third, SayMore automates the deposit of a well-formed corpus to an archive. With the click of a button, users can create a corpus package formatted to an archive’s specifications. The resulting deposits will enrich the accessibility of materials for language conservation and pedagogy. SayMore could and should allow any archive to receive well-formed corpora from any user, but for this, feedback is needed from more archives and users. This presentation will encourage dialogue about how this tool can be advanced. After describing how SayMore addresses these issues, the presentation will briefly describe a case study where the author used SayMore to build corpora of two endangered languages in the Caucasus Mountains. Over 500 recordings had been stored in random locations. Four people with no background in language documentation became involved by accomplishing easy tasks on SayMore such as filling in metadata forms.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/25332. Moeller, Sarah Moeller, Sarah 2015-03-12 Citizen scientists (who may be speakers of endangered languages) who want to document a language may conclude that the current bar for entry is too high. What to archive? How much metadata is needed? In fact, what is metadata? They need background training to know that the process of documentation must include translations, transcriptions, and metadata, as well as original recordings. But managing the ever-increasing data can be an insurmountable hurdle if done by hand. If this hurdle is passed, their corpus still needs to comply with the archive’s preferences before being deposited. SayMore is a software tool that allows citizen scientists to engage in language documentation without being hindered by the language of metadata, scared off by data management, or intimidated by the archiving process. SayMore knows the workflow of language documentation and guides the user through the steps, providing support for transcription and translations, and displaying progress charts that summarize the state of the whole corpus. First, SayMore elicits needed metadata through forms. Pre-defined fields prompt users to gather needed metadata by filling in the blanks. This means the user does not have to research what metadata is needed, or understand how to comply with metadata standards such as OLAC or IMDI, or how to generate XML files. Second, SayMore takes care of data management without distracting the user with technical details. Bundles of files are grouped into folders, and files are automatically renamed to reduce broken links due to typos. Third, SayMore automates the deposit of a well-formed corpus to an archive. With the click of a button, users can create a corpus package formatted to an archive’s specifications. The resulting deposits will enrich the accessibility of materials for language conservation and pedagogy. SayMore could and should allow any archive to receive well-formed corpora from any user, but for this, feedback is needed from more archives and users. This presentation will encourage dialogue about how this tool can be advanced. After describing how SayMore addresses these issues, the presentation will briefly describe a case study where the author used SayMore to build corpora of two endangered languages in the Caucasus Mountains. Over 500 recordings had been stored in random locations. Four people with no background in language documentation became involved by accomplishing easy tasks on SayMore such as filling in metadata forms. http://hdl.handle.net/10125/25332 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Developments in SayMore: The language documentation tool for citizen scientists oai:scholarspace.manoa.hawaii.edu:10125/41941 2017-05-11 col_10125_45840 41941.mp3 Taylor-Adams, Allison, Taylor-Adams, Allison; 2017-03-02; Current literature on best practices in documentary linguistics outlines priorities for language documentation (e.g. Woodbury 2003, Himmelman 2006) and also emphasizes the importance in collaborating with communities when deciding what to record (e.g. Mosel 2006). However, documentation designed for analysis, and driven by a community’s immediate priorities, may still fail to provide the necessary resources for future language revitalization projects. This talk reports on the resource needs identified in interviews with current teachers of endangered and sleeping languages and highlights elements that are not currently prioritized in documentary best practices. Language pedagogy is a central component of many communities’ programs for maintenance and revitalization of their languages. This paper is based on interviews with several teachers of Native North American languages working within one region of the US. Some are non-Native specialists with formal training in language pedagogy, who assist community members in developing and teaching their languages; some are community members themselves. Previous studies (e.g. King 2003) have highlight failures to use best practices in teaching endangered languages in the classroom and have stressed the need for better training for community language teachers, a call that has been heeded over the years. The participants in this study have all received training in language pedagogy, and many of them also have graduate level training in linguistics. What they illustrate is that even the best trained teachers can only do so much in the absence of linguistic resources. Even the most thoughtful documentation project can leave gaps that challenge future teachers of the language. The scholarly needs of a trained linguist or the immediate needs of a community will not necessarily meet the future needs of teachers in revitalization programs. For example, a community may prioritize the recording of traditional stories and important ceremonies, but a language teacher will later discover a gap in vocabulary for everyday activities or informal conversation. Some of the languages represented in this study have been “sleeping” for a generation or more, a situation that many more communities will face in the coming years. The experiences and struggles of these language teachers, and the gaps they identify in the corpora available to them, highlight domains of language use that should be added to the priorities of both linguists and communities when designing documentation projects with future revitalization in mind. References Himmelman, N. P. (2006). Language documentation: What is it and what is it good for? In J. Gippert, N. P. Himmelman, & U. Mosel (Eds.), Essentials of Language Documentation. Berlin: Mouton de Gruyter. King, K. A. (2003). Language pedagogy and language revitalisation: Experiences from the Ecuadorian Andes and beyond. In Transcending Monolingualism: Linguistic Revitalisation in Education. Lisse, The Netherlands: Swets & Zeitlinger Publishers. Mosel, U. (2006). Fieldwork and community language work. In J. Gippert, N. P. Himmelman, & U. Mosel (Eds.), Essentials of Language Documentation. Berlin: Mouton de Gruyter. Woodbury, A. (2003). Defining documentary linguistics. In Language Description and Documentation: Vol. 1. London: School of Oriental and African Studies.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41941. Taylor-Adams, Allison Taylor-Adams, Allison 2017-03-02 Current literature on best practices in documentary linguistics outlines priorities for language documentation (e.g. Woodbury 2003, Himmelman 2006) and also emphasizes the importance in collaborating with communities when deciding what to record (e.g. Mosel 2006). However, documentation designed for analysis, and driven by a community’s immediate priorities, may still fail to provide the necessary resources for future language revitalization projects. This talk reports on the resource needs identified in interviews with current teachers of endangered and sleeping languages and highlights elements that are not currently prioritized in documentary best practices. Language pedagogy is a central component of many communities’ programs for maintenance and revitalization of their languages. This paper is based on interviews with several teachers of Native North American languages working within one region of the US. Some are non-Native specialists with formal training in language pedagogy, who assist community members in developing and teaching their languages; some are community members themselves. Previous studies (e.g. King 2003) have highlight failures to use best practices in teaching endangered languages in the classroom and have stressed the need for better training for community language teachers, a call that has been heeded over the years. The participants in this study have all received training in language pedagogy, and many of them also have graduate level training in linguistics. What they illustrate is that even the best trained teachers can only do so much in the absence of linguistic resources. Even the most thoughtful documentation project can leave gaps that challenge future teachers of the language. The scholarly needs of a trained linguist or the immediate needs of a community will not necessarily meet the future needs of teachers in revitalization programs. For example, a community may prioritize the recording of traditional stories and important ceremonies, but a language teacher will later discover a gap in vocabulary for everyday activities or informal conversation. Some of the languages represented in this study have been “sleeping” for a generation or more, a situation that many more communities will face in the coming years. The experiences and struggles of these language teachers, and the gaps they identify in the corpora available to them, highlight domains of language use that should be added to the priorities of both linguists and communities when designing documentation projects with future revitalization in mind. References Himmelman, N. P. (2006). Language documentation: What is it and what is it good for? In J. Gippert, N. P. Himmelman, & U. Mosel (Eds.), Essentials of Language Documentation. Berlin: Mouton de Gruyter. King, K. A. (2003). Language pedagogy and language revitalisation: Experiences from the Ecuadorian Andes and beyond. In Transcending Monolingualism: Linguistic Revitalisation in Education. Lisse, The Netherlands: Swets & Zeitlinger Publishers. Mosel, U. (2006). Fieldwork and community language work. In J. Gippert, N. P. Himmelman, & U. Mosel (Eds.), Essentials of Language Documentation. Berlin: Mouton de Gruyter. Woodbury, A. (2003). Defining documentary linguistics. In Language Description and Documentation: Vol. 1. London: School of Oriental and African Studies. http://hdl.handle.net/10125/41941 Recording to revitalize: Designing documentation with language teachers in mind Sound oai:scholarspace.manoa.hawaii.edu:10125/42007 2024-07-28 col_10125_45840 42007.pdf 42007.mp3 Donnelly, Erin, Donnelly, Erin; 2017-03-04; I discuss the categorization, causes, symptoms, and treatments of ‘illnesses of imbalance’ in Choapan Zapotec (CHO), an endangered Eastern Oto­Manguean language spoken in Oaxaca, Mexico. The term ‘illnesses of imbalance’ describes illnesses that are the result of an imbalance in the hot and cold ‘humors’ in the body, as well as those that result from the disruption of normal emotional­spiritual regulation. I use these data to suggest that, just as grammatical documentation is language­driven, so should documentation of medical and spiritual knowledge be culture­driven. Illnesses of imbalance in CHO comprise two major categories: those resulting from spiritual, mental, or emotional imbalance, and those caused by disruption of balance between the body’s hot and cold forces (likened to Greek humors; cf. Hernández Sáenz and Foster 2001:22). Illnesses resulting from spiritual, mental, and emotional imbalances are caused by: malicious spirits, sudden fright, or an overpowering of negative emotions. These are all imbalances in the sense that something has disrupted a person’s stable, regulated emotional and spiritual state. Malicious spirits can steal people or cause life­threatening accidents, confusion, sadness, or physical pain (Author 2009; Dow 2001:74­77). A person’s own negative emotions, like worry or anger, can cause physical illnesses, including colic, diabetes, and gallbladder rupture (Author 2009). Illnesses coming from a sudden fright (Spanish susto) are the most varied. Anything can cause a sudden fright, or CHO ͡tsebiʔ, but common causes include suddenly encountering a dangerous animal, seeing a corpse, or taking a bad fall. A person’s life­force sometimes stays where the ͡tsebiʔ occurred. If the life­force is not recovered, the person will die (Author 2009; Dow 2001:83; Lipp 2001:110). Unlike emotional­spiritual imbalances, illnesses from a hot/cold imbalance only manifest physically. They range from minor inconveniences to deadly diseases, and include asthma, cracked skin on the hands or feet, tuberculosis, nosebleed, rheumatism, and ‘womb coldness’. External physical forces cause hot/cold imbalances within the body. These include bathing in or drinking cold water (especially if the body is hot from physical labor) and prolonged sun exposure (Author 2009). These varied illnesses seem completely unrelated from the Western medical­cultural perspective. This represents a crucial lesson for documentary linguists: just as a language’s grammar dictates how we describe it (and not our impositions of how a grammar should be), documentation of medical and spiritual knowledge should not be influenced by our own cultural understandings of health and healing. References Author, Investigación de Enfermedades en el Zapoteco de Choapan. Unpublished manuscript, 2009. James W. Dow, Central and North Mexican Shamans, vol. Mesoamerican Healers (Brad R. Huber and Alan R. Sandstrom, eds.), University of Texas Press, 2001, pp. 66­94. Luz María Hernández Sáenz and George M. Foster, Curers and Their Cures in Colonial New Spain and Guatemala, vol. Mesoamerican Healers (Brad R. Huber and Alan R. Sandstrom, eds.), University of Texas Press, 2001, pp.19­46. Frank J. Lipp, A Comparative Analysis of Southern Mexican and Guatemalan Shamans, vol. Mesoamerican Healers (Brad R. Huber and Alan R. Sandstrom, eds.), University of Texas Press, 2001, pp. 95­116.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42007. Donnelly, Erin Donnelly, Erin 2017-03-04 I discuss the categorization, causes, symptoms, and treatments of ‘illnesses of imbalance’ in Choapan Zapotec (CHO), an endangered Eastern Oto­Manguean language spoken in Oaxaca, Mexico. The term ‘illnesses of imbalance’ describes illnesses that are the result of an imbalance in the hot and cold ‘humors’ in the body, as well as those that result from the disruption of normal emotional­spiritual regulation. I use these data to suggest that, just as grammatical documentation is language­driven, so should documentation of medical and spiritual knowledge be culture­driven. Illnesses of imbalance in CHO comprise two major categories: those resulting from spiritual, mental, or emotional imbalance, and those caused by disruption of balance between the body’s hot and cold forces (likened to Greek humors; cf. Hernández Sáenz and Foster 2001:22). Illnesses resulting from spiritual, mental, and emotional imbalances are caused by: malicious spirits, sudden fright, or an overpowering of negative emotions. These are all imbalances in the sense that something has disrupted a person’s stable, regulated emotional and spiritual state. Malicious spirits can steal people or cause life­threatening accidents, confusion, sadness, or physical pain (Author 2009; Dow 2001:74­77). A person’s own negative emotions, like worry or anger, can cause physical illnesses, including colic, diabetes, and gallbladder rupture (Author 2009). Illnesses coming from a sudden fright (Spanish susto) are the most varied. Anything can cause a sudden fright, or CHO ͡tsebiʔ, but common causes include suddenly encountering a dangerous animal, seeing a corpse, or taking a bad fall. A person’s life­force sometimes stays where the ͡tsebiʔ occurred. If the life­force is not recovered, the person will die (Author 2009; Dow 2001:83; Lipp 2001:110). Unlike emotional­spiritual imbalances, illnesses from a hot/cold imbalance only manifest physically. They range from minor inconveniences to deadly diseases, and include asthma, cracked skin on the hands or feet, tuberculosis, nosebleed, rheumatism, and ‘womb coldness’. External physical forces cause hot/cold imbalances within the body. These include bathing in or drinking cold water (especially if the body is hot from physical labor) and prolonged sun exposure (Author 2009). These varied illnesses seem completely unrelated from the Western medical­cultural perspective. This represents a crucial lesson for documentary linguists: just as a language’s grammar dictates how we describe it (and not our impositions of how a grammar should be), documentation of medical and spiritual knowledge should not be influenced by our own cultural understandings of health and healing. References Author, Investigación de Enfermedades en el Zapoteco de Choapan. Unpublished manuscript, 2009. James W. Dow, Central and North Mexican Shamans, vol. Mesoamerican Healers (Brad R. Huber and Alan R. Sandstrom, eds.), University of Texas Press, 2001, pp. 66­94. Luz María Hernández Sáenz and George M. Foster, Curers and Their Cures in Colonial New Spain and Guatemala, vol. Mesoamerican Healers (Brad R. Huber and Alan R. Sandstrom, eds.), University of Texas Press, 2001, pp.19­46. Frank J. Lipp, A Comparative Analysis of Southern Mexican and Guatemalan Shamans, vol. Mesoamerican Healers (Brad R. Huber and Alan R. Sandstrom, eds.), University of Texas Press, 2001, pp. 95­116. http://hdl.handle.net/10125/42007 Illnesses of Imbalance in Choapan Zapotec Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42048 2024-07-29 col_10125_45840 42048.pdf Drude, Sebastian, Sloetjes, Han, Drude, Sebastian, Sloetjes, Han; 2017-03-04; The very first step in creating annotation in language documentation consists in segmenting the recording, in preparation for the subsequent basic annotation – adding a transcription and a translation. ELAN is one of the most often used tools for these first steps, while Toolbox continues to be often chosen for the following step of annotation: adding basic glossing (splitting word forms into morphs and glossing each morph while building up a lexical database of morphemes and stems/words). One question that continues to cause difficulties and debate is: what are the basic units into which a recording is to be segmented, intonation units (= intonation[al]/prosodic units), or (larger) “sentences”? N. Himmelmann, for one (p.c.), argues that in language documentation, the orality of speech should take the primacy and therefore, intonation units should be the basic segments for annotation, as is often done in discourse and conversational analysis. Sometimes it may even be questioned whether “sentences” are a phenomenon of written language only that often fail to apply in the case of non-written languages. This paper pursues two aims. First, it argues and illustrates, on the basis of the language that author A is investigating, that “sentences” (or more precisely: syntactic units, which are often larger than intonation units) not only do exist also in languages with no tradition in writing, but that they should be the very basis for any (morpho )syntactic analysis. On the other hand, recognizing the importance of intonation units, the authors propose that indeed both should be annotated in language documentation, and that from a methodological point of view it makes much sense to start with segmenting into intonation units. This poses the need for an efficient workflow that (a) avoids doubled segmenting and annotating in ELAN, and that (b) includes a solid round-trip-configuration for exporting basic annotation from ELAN to Toolbox, where basic glossing is done, and importing the result back from Toolbox into ELAN. It is the second aim of this talk to show such a workflow of segmenting, transcribing, translating and glossing. This workflow, which has been developed over years in practicing and teaching language documentation, is illustrated step by step, and the recommended settings for ELAN and Toolbox are presented. Without too much additional effort, one achieves documentation in a format that promises to be a good basis for both discourse and grammatical analysis. References Michael McCarthy and Ronald Carter (2001): Ten criteria for a spoken grammar. In E Hinkel and S Fotos (eds) New Perspectives on Grammar Teaching in Second Language Classrooms. Mahwah, NJ: Lawrence Erlbaum Associates, 51-75 Ronald Carter & Michael J McCarthy (1995): Grammar and the spoken language. Applied Linguistics 16 (2): 141-58 Liesbeth Degand and Anne Catherine Simon (2009): On identifying basic discourse units in speech: theoretical and empirical issues. Discours 4, special issue: Linearization and Segmentation in Discourse. URL : http://discours.revues.org/index5852.html ELAN: a professional tool for the creation of complex annotations on video and audio resources; release 4.9.4, May 19, 2016; http://tla.mpi.nl/tools/tla-tools/elan/ Max Planck Institute for Psycholinguistics, The Language Archive, Nijmegen, The Netherlands Nikolaus P Himmelmann, Meytal Sandler, Jan Strunk & Volker Unterladstetter (submitted): "On the robustness of intonational phrases in spontaneous speech – a crosslinguistic interrater study" Nikolaus P Himmelmann (p.c.): “Prosody in language documentation: Taking spoken language seriously”. Talk given similarly at several occasions, recently at the Summer school for digital humanities and language documentation, Batumi, Georgia, August 2016. Shlomo Izre'el (2005): Intonation Units and the Structure of Spontaneous Spoken Language: A View from Hebrew. In: Cyril Auran, Roxanne Bertrand, Catherine Chanet, Annie Colas, Albert Di Cristo, Cristel Portes, Alain Reynier and Monique Vion (eds.). Proceedings of the IDP05 International Symposium on Discourse-Prosody Interfaces. Toolbox: The Field Linguist’s Toolbox, Current version: 1.5.8, released February 2010, http://www-01.sil.org/computing/toolbox/index.htm, SIL International Wittenburg, P., Brugman, H., Russel, A., Klassmann, A., Author B. (2006): ELAN: a Professional Framework for Multimodality Research. In: Proceedings of LREC 2006, Fifth International Conference on Language Resources and Evaluation; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42048. Drude, Sebastian Sloetjes, Han Drude, Sebastian Sloetjes, Han 2017-03-04 The very first step in creating annotation in language documentation consists in segmenting the recording, in preparation for the subsequent basic annotation – adding a transcription and a translation. ELAN is one of the most often used tools for these first steps, while Toolbox continues to be often chosen for the following step of annotation: adding basic glossing (splitting word forms into morphs and glossing each morph while building up a lexical database of morphemes and stems/words). One question that continues to cause difficulties and debate is: what are the basic units into which a recording is to be segmented, intonation units (= intonation[al]/prosodic units), or (larger) “sentences”? N. Himmelmann, for one (p.c.), argues that in language documentation, the orality of speech should take the primacy and therefore, intonation units should be the basic segments for annotation, as is often done in discourse and conversational analysis. Sometimes it may even be questioned whether “sentences” are a phenomenon of written language only that often fail to apply in the case of non-written languages. This paper pursues two aims. First, it argues and illustrates, on the basis of the language that author A is investigating, that “sentences” (or more precisely: syntactic units, which are often larger than intonation units) not only do exist also in languages with no tradition in writing, but that they should be the very basis for any (morpho )syntactic analysis. On the other hand, recognizing the importance of intonation units, the authors propose that indeed both should be annotated in language documentation, and that from a methodological point of view it makes much sense to start with segmenting into intonation units. This poses the need for an efficient workflow that (a) avoids doubled segmenting and annotating in ELAN, and that (b) includes a solid round-trip-configuration for exporting basic annotation from ELAN to Toolbox, where basic glossing is done, and importing the result back from Toolbox into ELAN. It is the second aim of this talk to show such a workflow of segmenting, transcribing, translating and glossing. This workflow, which has been developed over years in practicing and teaching language documentation, is illustrated step by step, and the recommended settings for ELAN and Toolbox are presented. Without too much additional effort, one achieves documentation in a format that promises to be a good basis for both discourse and grammatical analysis. References Michael McCarthy and Ronald Carter (2001): Ten criteria for a spoken grammar. In E Hinkel and S Fotos (eds) New Perspectives on Grammar Teaching in Second Language Classrooms. Mahwah, NJ: Lawrence Erlbaum Associates, 51-75 Ronald Carter & Michael J McCarthy (1995): Grammar and the spoken language. Applied Linguistics 16 (2): 141-58 Liesbeth Degand and Anne Catherine Simon (2009): On identifying basic discourse units in speech: theoretical and empirical issues. Discours 4, special issue: Linearization and Segmentation in Discourse. URL : http://discours.revues.org/index5852.html ELAN: a professional tool for the creation of complex annotations on video and audio resources; release 4.9.4, May 19, 2016; http://tla.mpi.nl/tools/tla-tools/elan/ Max Planck Institute for Psycholinguistics, The Language Archive, Nijmegen, The Netherlands Nikolaus P Himmelmann, Meytal Sandler, Jan Strunk & Volker Unterladstetter (submitted): "On the robustness of intonational phrases in spontaneous speech – a crosslinguistic interrater study" Nikolaus P Himmelmann (p.c.): “Prosody in language documentation: Taking spoken language seriously”. Talk given similarly at several occasions, recently at the Summer school for digital humanities and language documentation, Batumi, Georgia, August 2016. Shlomo Izre'el (2005): Intonation Units and the Structure of Spontaneous Spoken Language: A View from Hebrew. In: Cyril Auran, Roxanne Bertrand, Catherine Chanet, Annie Colas, Albert Di Cristo, Cristel Portes, Alain Reynier and Monique Vion (eds.). Proceedings of the IDP05 International Symposium on Discourse-Prosody Interfaces. Toolbox: The Field Linguist’s Toolbox, Current version: 1.5.8, released February 2010, http://www-01.sil.org/computing/toolbox/index.htm, SIL International Wittenburg, P., Brugman, H., Russel, A., Klassmann, A., Author B. (2006): ELAN: a Professional Framework for Multimodality Research. In: Proceedings of LREC 2006, Fifth International Conference on Language Resources and Evaluation http://hdl.handle.net/10125/42048 Intonation Units and “Sentences” in ELAN and Toolbox Text oai:scholarspace.manoa.hawaii.edu:10125/42066 2024-07-30 col_10125_45840 42066-a.pdf 42066-b.pdf 42066-a.mp3 42066-b.mp3 Rouvier, Ruth, Knapp-Philo, Joanne, Hirata-Edds, Tracy, Rouvier, Ruth, Knapp-Philo, Joanne, Hirata-Edds, Tracy; 2017-03-02; Documentation provides critical linguistic resources for e orts to support endangered language (re)learning, but there is little research on exactly how documentation benefits these efforts. In addition, there is almost no research on the long-term linguistic and extra-linguistic benefits to child learners of endangered languages. With support from NSF’s Documenting Endangered Languages Program, a diverse group of researchers and practitioners from linguistics, public health, child development, psychology, and education is addressing the following questions: What documentary resources and reclamation practices lead to positive outcomes? 
What research is needed to better understand the benefits and promising practices of language reclamation and documentation? In this workshop, we will share our preliminary findings and recommendations for future study, and discuss implementation of these recommendations with workshop participants.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42066. Rouvier, Ruth Knapp-Philo, Joanne Hirata-Edds, Tracy Rouvier, Ruth Knapp-Philo, Joanne Hirata-Edds, Tracy 2017-03-02 Documentation provides critical linguistic resources for e orts to support endangered language (re)learning, but there is little research on exactly how documentation benefits these efforts. In addition, there is almost no research on the long-term linguistic and extra-linguistic benefits to child learners of endangered languages. With support from NSF’s Documenting Endangered Languages Program, a diverse group of researchers and practitioners from linguistics, public health, child development, psychology, and education is addressing the following questions: What documentary resources and reclamation practices lead to positive outcomes? 
What research is needed to better understand the benefits and promising practices of language reclamation and documentation? In this workshop, we will share our preliminary findings and recommendations for future study, and discuss implementation of these recommendations with workshop participants. http://hdl.handle.net/10125/42066 DOCUMENTATION, REVITALIZATION, AND BENEFITS FOR YOUNG LEARNERS AND THEIR COMMUNITIES (NSF-SPONSORED WORKSHOP RESULTS) Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42053 2024-07-30 col_10125_45840 42053.pdf 42053.mp3 Schreyer, Christine, Schreyer, Christine; 2017-03-02; In this paper, I discuss how language documentation and revitalization efforts have created a double sense of wellbeing in Taku River Tlingit territory – wellbeing for the community members, who are developing a stronger Tlingit identity, but also wellbeing for the land, which is growing stronger as people re-learn how to look after it. Drawing on Cruikshank’s and Thornton’s work on sentient landscapes in a Tlingit context (Cruikshank 2005; Thornton 2011), I explore how community members have intertwined their ideologies of language use and land use to create a complex, symbiotic understanding of language documentation and revitalization and stewardship. For instance, a Taku River Tlingit community newsletter from 2009 reads, “Elders say, the land is alive. We just have to have the conversation. How? Be on the land. Be alive in it. Listen and Talk” (TRTFN 2009:1) Building on past community research, I began a project about the importance of reclaiming Tlingit place names in this territory as a preliminary step to documenting Tlingit place names and associated stories about the land in 2010. I conducted interviews with a wide-range of community members on why place names are important and four main themes arose from these: 1) Place names teach you how to respect the land, 2) Place names give you pride, 3) Place names tell you about the land, 4) Place names let you leave your mark. However, a fifth theme was also present – Place names (and the land) help(s) you heal. In other words, learning about the land, via place names, provides a way for people to strengthen their identity as Tlingit citizens in the context of reconciliation and decolonization (TRC 2015). In fact, when I asked Susan Carlick how having Tlingit place names on official government maps might benefit her community, she replied, “It’s probably a really important part of our healing, you know, like who we are, that we would learn to talk to our land and call it the right things” (Carlick 2010). Susan was the most explicit in her reference to healing and her own wellbeing, but many other individuals referenced healing places on the land, as well as the way that learning about the land not only gives people pride, but also helps people develop a stronger sense of identity. This paper discusses the relationship between wellbeing, stewardship, and language renewal through documentation and reclamation of Tlingit place names and knowledge of the land. References: Carlick, Susan (2010). Interview with the author. Atlin, BC. September 1st, 2010. Cruikshank, J. (2005). Do Glaciers Listen? Local Knowledge, Colonial Encounters and Social Imagination. Vancouver: UBC Press. Taku River Tlingit First Nation. (2009). Community Newsletter. Unpublished document. Atlin, BC. Thornton, Thomas F. (2011). Language and Landscape among the Tlingit. In Landscape in Language: Transdisciplinary Perspectives, David. M. Mark, Andrew, G Turk, Niclas Burenhult, and David Stea, eds. Pp. 289-304. Amsterdam/Philadelphia: John Benjamins Publishing Company. Truth and Reconciliation Commission. (2015). Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the Truth and Reconciliation Commission. TRC. Ottawa: Truth and Reconciliation Commission. 10 June 2015.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42053. Schreyer, Christine Schreyer, Christine 2017-03-02 In this paper, I discuss how language documentation and revitalization efforts have created a double sense of wellbeing in Taku River Tlingit territory – wellbeing for the community members, who are developing a stronger Tlingit identity, but also wellbeing for the land, which is growing stronger as people re-learn how to look after it. Drawing on Cruikshank’s and Thornton’s work on sentient landscapes in a Tlingit context (Cruikshank 2005; Thornton 2011), I explore how community members have intertwined their ideologies of language use and land use to create a complex, symbiotic understanding of language documentation and revitalization and stewardship. For instance, a Taku River Tlingit community newsletter from 2009 reads, “Elders say, the land is alive. We just have to have the conversation. How? Be on the land. Be alive in it. Listen and Talk” (TRTFN 2009:1) Building on past community research, I began a project about the importance of reclaiming Tlingit place names in this territory as a preliminary step to documenting Tlingit place names and associated stories about the land in 2010. I conducted interviews with a wide-range of community members on why place names are important and four main themes arose from these: 1) Place names teach you how to respect the land, 2) Place names give you pride, 3) Place names tell you about the land, 4) Place names let you leave your mark. However, a fifth theme was also present – Place names (and the land) help(s) you heal. In other words, learning about the land, via place names, provides a way for people to strengthen their identity as Tlingit citizens in the context of reconciliation and decolonization (TRC 2015). In fact, when I asked Susan Carlick how having Tlingit place names on official government maps might benefit her community, she replied, “It’s probably a really important part of our healing, you know, like who we are, that we would learn to talk to our land and call it the right things” (Carlick 2010). Susan was the most explicit in her reference to healing and her own wellbeing, but many other individuals referenced healing places on the land, as well as the way that learning about the land not only gives people pride, but also helps people develop a stronger sense of identity. This paper discusses the relationship between wellbeing, stewardship, and language renewal through documentation and reclamation of Tlingit place names and knowledge of the land. References: Carlick, Susan (2010). Interview with the author. Atlin, BC. September 1st, 2010. Cruikshank, J. (2005). Do Glaciers Listen? Local Knowledge, Colonial Encounters and Social Imagination. Vancouver: UBC Press. Taku River Tlingit First Nation. (2009). Community Newsletter. Unpublished document. Atlin, BC. Thornton, Thomas F. (2011). Language and Landscape among the Tlingit. In Landscape in Language: Transdisciplinary Perspectives, David. M. Mark, Andrew, G Turk, Niclas Burenhult, and David Stea, eds. Pp. 289-304. Amsterdam/Philadelphia: John Benjamins Publishing Company. Truth and Reconciliation Commission. (2015). Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the Truth and Reconciliation Commission. TRC. Ottawa: Truth and Reconciliation Commission. 10 June 2015. http://hdl.handle.net/10125/42053 “The land must be getting excited we’re doing this”: Wellbeing, Identity, and Reclaiming Language Through Connection to the Land Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42005 2024-07-30 col_10125_45840 42005.pdf 42005.mp3 Czaykowska-Higgins, Ewa, Thom, Brian, Daniels, Deanna Xway'Waat, Urbanczyk, Suzanne C., Czaykowska-Higgins, Ewa, Thom, Brian, Daniels, Deanna Xway'Waat, Urbanczyk, Suzanne C.; 2017-03-04; A critical area of ethical concern in Indigenous language documentation projects, especially in collaborative and community-based projects, involves thinking about and agreeing upon who has ownership and control over project outcomes, who benefits from a project, and who determines the answers to these questions (amongst other works by linguists discussing these concerns, see Dobrin & Berson 2011, Dwyer 2006, Newman 2012, Penfield et al 2008, Rice 2006; see also Battiste & Henderson 2000). In this paper, we present an example of how one group of Coast Salish First Nations and one university in British Columbia (Canada) responded to such concerns through the development of 1) a Memorandum of Understanding signed by the communities and the university partner, and 2) accompanying Researcher Contracts. The approach was grounded on the principles that Coast Salish protocols around intangible property must be respected from the outset, and that relationships between community and academic partners in language revitalization need to be framed over the long-term (beyond the project’s funding period). The MoU provided terms of reference for clear systems of communication and decision-making between community and academic partners, with specific mechanisms to listen to and respect the advice of community Elders. Negotiating the MoU enabled the communities and researchers to set priorities and approve research, and establish an informed consent process for if and how language documentation would be made public. The MoU allowed the research partners to address concerns about how conventional intellectual property (ie: copyright, royalties) would be handled, and to lay out principles for how to respect and protect Aboriginal intangible property which are not well covered by conventional IP systems. The MoUs and Researcher Contracts also defined individual researcher responsibilities in documentation and publication, confidentiality, royalties, university's intellectual property rights, and dispute resolution mechanisms. We argue that MoU's and Researcher Contracts are tools for establishing formal mechanisms that respect communities and move beyond privileging universities and university researchers. They can ensure communities' intellectual property is not exploited or misappropriated by outsiders, can protect sacred and/or privately- or collectively-owned songs, or stories, etc., and can prevent non-community members from profiting from community traditions. They can also be used to empower Indigenous governance and self-determination, encourage institutions to change their policies, and overcome limitations of intellectual property rights conventions as these relate to language (e.g., WIPO). As tools of empowerment, they have the potential to contribute to communities' positive functioning and well-being. References Battiste, M. and J. Y. Henderson. 2000. Protecting Indigenous Knowledge and Heritage: A Global Challenge. Saskatoon: Purich Publishing Ltd. Dobrin, L. & J. Berson. 2011. Speakers and language documentation. In Austin, P. & J. Sallabank (eds.) The Cambridge Handbook of Endangered Languages. 187- 211. Cambridge: CUP. Dwyer, A. 2006. Ethics and practicalities of cooperative fieldwork and analysis. In Gippert, J., N.P. Himemelmann, & U. Mosel. Essentials of Language Documentation. 32-66. Berlin/Boston: De Gruyter. Newman, P. 2012. Copyright and Other Legal Concerns. In Thieberger, N. The Oxford Handbook of Linguistic Fieldwork. Oxford Handbooks Online. DOI: 10.1093/oxfordhb/9780199571888.013.0020 Penfield, S., A. Serratos, B.V. Tucker, A. Flores, G. Harper, J. Hill, Jr., & N. Vasquez. 2008. Community collaborations: Best practices for North American Indigenous Language Documentation. International Journal of the Sociology of Language 191. 187-202. Rice, K. 2006. Ethical issues in Linguistics fieldwork: an overview. Journal of Academic Ethics 4. 123-155. World Intellectual Property Organization. http://www.wipo.int/portal/en/index.html Accessed 26 August 2016.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42005. Czaykowska-Higgins, Ewa Thom, Brian Daniels, Deanna Xway'Waat Urbanczyk, Suzanne C. Czaykowska-Higgins, Ewa Thom, Brian Daniels, Deanna Xway'Waat Urbanczyk, Suzanne C. 2017-03-04 A critical area of ethical concern in Indigenous language documentation projects, especially in collaborative and community-based projects, involves thinking about and agreeing upon who has ownership and control over project outcomes, who benefits from a project, and who determines the answers to these questions (amongst other works by linguists discussing these concerns, see Dobrin & Berson 2011, Dwyer 2006, Newman 2012, Penfield et al 2008, Rice 2006; see also Battiste & Henderson 2000). In this paper, we present an example of how one group of Coast Salish First Nations and one university in British Columbia (Canada) responded to such concerns through the development of 1) a Memorandum of Understanding signed by the communities and the university partner, and 2) accompanying Researcher Contracts. The approach was grounded on the principles that Coast Salish protocols around intangible property must be respected from the outset, and that relationships between community and academic partners in language revitalization need to be framed over the long-term (beyond the project’s funding period). The MoU provided terms of reference for clear systems of communication and decision-making between community and academic partners, with specific mechanisms to listen to and respect the advice of community Elders. Negotiating the MoU enabled the communities and researchers to set priorities and approve research, and establish an informed consent process for if and how language documentation would be made public. The MoU allowed the research partners to address concerns about how conventional intellectual property (ie: copyright, royalties) would be handled, and to lay out principles for how to respect and protect Aboriginal intangible property which are not well covered by conventional IP systems. The MoUs and Researcher Contracts also defined individual researcher responsibilities in documentation and publication, confidentiality, royalties, university's intellectual property rights, and dispute resolution mechanisms. We argue that MoU's and Researcher Contracts are tools for establishing formal mechanisms that respect communities and move beyond privileging universities and university researchers. They can ensure communities' intellectual property is not exploited or misappropriated by outsiders, can protect sacred and/or privately- or collectively-owned songs, or stories, etc., and can prevent non-community members from profiting from community traditions. They can also be used to empower Indigenous governance and self-determination, encourage institutions to change their policies, and overcome limitations of intellectual property rights conventions as these relate to language (e.g., WIPO). As tools of empowerment, they have the potential to contribute to communities' positive functioning and well-being. References Battiste, M. and J. Y. Henderson. 2000. Protecting Indigenous Knowledge and Heritage: A Global Challenge. Saskatoon: Purich Publishing Ltd. Dobrin, L. & J. Berson. 2011. Speakers and language documentation. In Austin, P. & J. Sallabank (eds.) The Cambridge Handbook of Endangered Languages. 187- 211. Cambridge: CUP. Dwyer, A. 2006. Ethics and practicalities of cooperative fieldwork and analysis. In Gippert, J., N.P. Himemelmann, & U. Mosel. Essentials of Language Documentation. 32-66. Berlin/Boston: De Gruyter. Newman, P. 2012. Copyright and Other Legal Concerns. In Thieberger, N. The Oxford Handbook of Linguistic Fieldwork. Oxford Handbooks Online. DOI: 10.1093/oxfordhb/9780199571888.013.0020 Penfield, S., A. Serratos, B.V. Tucker, A. Flores, G. Harper, J. Hill, Jr., & N. Vasquez. 2008. Community collaborations: Best practices for North American Indigenous Language Documentation. International Journal of the Sociology of Language 191. 187-202. Rice, K. 2006. Ethical issues in Linguistics fieldwork: an overview. Journal of Academic Ethics 4. 123-155. World Intellectual Property Organization. http://www.wipo.int/portal/en/index.html Accessed 26 August 2016. http://hdl.handle.net/10125/42005 Memoranda of Understanding and Researcher Contracts: Respecting Ownership, Benefit and Control in Language Documentation Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41956 2017-05-11 col_10125_45840 41956.mp3 Gallego, Kristina, Lee, Aldrin, Or, Elsie Marie, Zubiri, Louward Allen, Hernandez, Jesus Federico, Gallego, Kristina, Lee, Aldrin, Or, Elsie Marie, Zubiri, Louward Allen, Hernandez, Jesus Federico; 2017-03-03; In the course of collecting data from over fifty Philippine languages around the country for our research project entitled The Automated Constructions of Phylogenetic Trees and Networks of Languages in the Greater Central Philippines by a Feature-Sensitive Metric, or the Phylogeny Project in short, we interview correspondents from these different Philippine ethnolinguistic groups to find out the language situation in their community, their attitudes towards implemented language policies, and their opinions about projects that promote or would promote the maintenance or revitalization of minority languages in the country, including research projects like ours, which seek to document languages for academic study in a specialized field of linguistics, but which may contribute to future language revitalization projects. From these interviews and observations during our fieldwork, we find that different groups express varying levels of enthusiasm and optimism for their languages, which relate to their willingness to maintain their languages, or be involved in the revitalization of their languages. We have also gathered reports of varying degrees of increase or decrease in their sense of cultural identity and belongingness to the overall national discourse. This study provides insights on factors that cause and/or shape such varying perspectives, including existing language policies, socio-economic forces, and the influence of mainstream media. We also provide a preliminary report on the applicability, effectiveness, and the intended and/or unintended consequences of the implementation of national language policies, such as the relatively recent educational reforms like the Mother Tongue-Based Multilingual Education (MTB-MLE) Program and the National Indigenous Peoples Education (IP Ed) Framework, from the perspectives of the communities that we have visited. Based on the reports from our fieldwork, we will offer recommendations on how to approach future language documentation and language revitalization projects in the Philippines.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41956. Gallego, Kristina Lee, Aldrin Or, Elsie Marie Zubiri, Louward Allen Hernandez, Jesus Federico Gallego, Kristina Lee, Aldrin Or, Elsie Marie Zubiri, Louward Allen Hernandez, Jesus Federico 2017-03-03 In the course of collecting data from over fifty Philippine languages around the country for our research project entitled The Automated Constructions of Phylogenetic Trees and Networks of Languages in the Greater Central Philippines by a Feature-Sensitive Metric, or the Phylogeny Project in short, we interview correspondents from these different Philippine ethnolinguistic groups to find out the language situation in their community, their attitudes towards implemented language policies, and their opinions about projects that promote or would promote the maintenance or revitalization of minority languages in the country, including research projects like ours, which seek to document languages for academic study in a specialized field of linguistics, but which may contribute to future language revitalization projects. From these interviews and observations during our fieldwork, we find that different groups express varying levels of enthusiasm and optimism for their languages, which relate to their willingness to maintain their languages, or be involved in the revitalization of their languages. We have also gathered reports of varying degrees of increase or decrease in their sense of cultural identity and belongingness to the overall national discourse. This study provides insights on factors that cause and/or shape such varying perspectives, including existing language policies, socio-economic forces, and the influence of mainstream media. We also provide a preliminary report on the applicability, effectiveness, and the intended and/or unintended consequences of the implementation of national language policies, such as the relatively recent educational reforms like the Mother Tongue-Based Multilingual Education (MTB-MLE) Program and the National Indigenous Peoples Education (IP Ed) Framework, from the perspectives of the communities that we have visited. Based on the reports from our fieldwork, we will offer recommendations on how to approach future language documentation and language revitalization projects in the Philippines. http://hdl.handle.net/10125/41956 The Language Situation in Philippine Minority Language Communities: Reports from the Phylogeny Project Fieldwork Sound oai:scholarspace.manoa.hawaii.edu:10125/42032 2024-07-31 col_10125_45840 42032.mp3 42032.pdf Johnson, Lisa, Di Paolo, Marianna, Bell, Adrian, Holt, Carter, Johnson, Lisa, Di Paolo, Marianna, Bell, Adrian, Holt, Carter; 2017-03-02; Linguists engaged in language documentation and sociolinguistics face similar problems when it comes to efficiently processing large corpora of recorded speech. Though field recordings can be collected efficiently, it may take months or years to process the audio for certain types of analysis. Besides transcription, phonetic analysis often requires the time-consuming alignment of transcription to audio. The expense related to this process may limit both the questions researchers can explore and the amount of data they can analyze. Recent advances in speech recognition technology have led to the development of tools to automate time alignment of transcriptions to audio (Evanini, Isard, and Liberman 2009, Goldman 2011, Kisler, Schiel, and Sloetjes 2012, Reddy and Stanford 2015, Rosenfelder 2013). Such automation promises to expedite the process of preparing data for acoustic analysis. Unfortunately, the benefits of auto-alignment have generally been available only to researchers studying majority languages like English, for which large corpora exist and for which acoustic models have been created by large-scale research projects or corporate entities. Prosodylab-Aligner (Gorman, Howell, and Wagner 2011), developed at McGill University and available free of charge, was developed specifically to facilitate automated alignment and segmentation for less-studied languages. It allows researchers to train their own acoustic models using the same audio files for which alignments will be created. Those models can then be used to create Praat Textgrids aligned to those recordings, with boundaries marked at both the word and segment level. Our study tests the use of Prosodylab-Aligner on Tongan field recordings. The results show that automated alignment of recordings of an understudied language is feasible for linguists without programming experience and less time-consuming than traditional manual alignments. For the benefit of others who may wish to use Prosodylab-Aligner for their own research data, the paper also reviews the software, and outlines the steps required to install software components, prepare data files, train acoustic models, and create time-aligned Textgrids. It also provides tips and solutions to problems we encountered along the way. In addition, since field recordings often contain more background noise than the kinds of laboratory recordings Prosodylab-Aligner was designed to use, the paper also presents an analysis (using PraatR (Albin 2014)) of the relative costs and benefits of removing background noise for both training and alignment purposes. References Albin, Aaron L. 2014. "PraatR: An architecture for controlling the phonetics software “Praat” with the R programming language." The Journal of the Acoustical Society of America 135 (4):2198-2199. Evanini, Keelan, Stephen Isard, and Mark Liberman. 2009. "Automatic formant extraction for sociolinguistic analysis of large corpora." INTERSPEECH. Goldman, Jean-Philippe. 2011. "Esayalign: an automatic phonetic alignment tool under Praat." Interspeech-2011:3233-3236. Gorman, Kyle, Jonathan Howell, and Michael Wagner. 2011. "Prosodylab-Aligner: A Tool for Forced Alignment of Laboratroy Speech." Canadian Acoustics 39 (3):192-193. Kisler, Thomas, Florian Schiel, and Han Sloetjes. 2012. "Signal processing via web services: the use case WebMAUS." Digital Humanities Conference 2012. Reddy, Sravana, and James Stanford. 2015. "Toward completely automated vowel extraction: Introducing DARLA." Linguistics Vanguard. Rosenfelder, Ingrid. 2013. "Forced Alignment & Vowel Extraction (FAVE): An online suite for automatic vowel analysis." University of Pennsylvania Linguistics Lab, Last Modified December 8, 2013, accessed November 26. 2015. http://fave.ling.upenn.edu/index.html.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42032. Johnson, Lisa Di Paolo, Marianna Bell, Adrian Holt, Carter Johnson, Lisa Di Paolo, Marianna Bell, Adrian Holt, Carter 2017-03-02 Linguists engaged in language documentation and sociolinguistics face similar problems when it comes to efficiently processing large corpora of recorded speech. Though field recordings can be collected efficiently, it may take months or years to process the audio for certain types of analysis. Besides transcription, phonetic analysis often requires the time-consuming alignment of transcription to audio. The expense related to this process may limit both the questions researchers can explore and the amount of data they can analyze. Recent advances in speech recognition technology have led to the development of tools to automate time alignment of transcriptions to audio (Evanini, Isard, and Liberman 2009, Goldman 2011, Kisler, Schiel, and Sloetjes 2012, Reddy and Stanford 2015, Rosenfelder 2013). Such automation promises to expedite the process of preparing data for acoustic analysis. Unfortunately, the benefits of auto-alignment have generally been available only to researchers studying majority languages like English, for which large corpora exist and for which acoustic models have been created by large-scale research projects or corporate entities. Prosodylab-Aligner (Gorman, Howell, and Wagner 2011), developed at McGill University and available free of charge, was developed specifically to facilitate automated alignment and segmentation for less-studied languages. It allows researchers to train their own acoustic models using the same audio files for which alignments will be created. Those models can then be used to create Praat Textgrids aligned to those recordings, with boundaries marked at both the word and segment level. Our study tests the use of Prosodylab-Aligner on Tongan field recordings. The results show that automated alignment of recordings of an understudied language is feasible for linguists without programming experience and less time-consuming than traditional manual alignments. For the benefit of others who may wish to use Prosodylab-Aligner for their own research data, the paper also reviews the software, and outlines the steps required to install software components, prepare data files, train acoustic models, and create time-aligned Textgrids. It also provides tips and solutions to problems we encountered along the way. In addition, since field recordings often contain more background noise than the kinds of laboratory recordings Prosodylab-Aligner was designed to use, the paper also presents an analysis (using PraatR (Albin 2014)) of the relative costs and benefits of removing background noise for both training and alignment purposes. References Albin, Aaron L. 2014. "PraatR: An architecture for controlling the phonetics software “Praat” with the R programming language." The Journal of the Acoustical Society of America 135 (4):2198-2199. Evanini, Keelan, Stephen Isard, and Mark Liberman. 2009. "Automatic formant extraction for sociolinguistic analysis of large corpora." INTERSPEECH. Goldman, Jean-Philippe. 2011. "Esayalign: an automatic phonetic alignment tool under Praat." Interspeech-2011:3233-3236. Gorman, Kyle, Jonathan Howell, and Michael Wagner. 2011. "Prosodylab-Aligner: A Tool for Forced Alignment of Laboratroy Speech." Canadian Acoustics 39 (3):192-193. Kisler, Thomas, Florian Schiel, and Han Sloetjes. 2012. "Signal processing via web services: the use case WebMAUS." Digital Humanities Conference 2012. Reddy, Sravana, and James Stanford. 2015. "Toward completely automated vowel extraction: Introducing DARLA." Linguistics Vanguard. Rosenfelder, Ingrid. 2013. "Forced Alignment & Vowel Extraction (FAVE): An online suite for automatic vowel analysis." University of Pennsylvania Linguistics Lab, Last Modified December 8, 2013, accessed November 26. 2015. http://fave.ling.upenn.edu/index.html. http://hdl.handle.net/10125/42032 Forced Alignment for Understudied Language Varieties: Testing Prosodylab-Aligner with Tongan Data Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42071 2017-05-11 col_10125_45840 42071.pdf Atsok, Yeshe, DuoGa, Gen, Zhaxi, Zerong, Atsok, Yeshe, DuoGa, Gen, Zhaxi, Zerong; 2017-03-04; In the remote and high-altitude western borderlands of Sichuan Province, China, minority languages are rapidly disappearing. Over the last few years, we have worked with our local communities of Yajiang County, Ganzi Tibetan Autonomous Prefecture, Sichuan Province, to educate people about language shift. An ordained monk and lama who has received advanced degrees in the traditional monastic education system has begun a completely grassroots revitalization effort by supporting mother tongue education for three rural communities in Yajiang County: Chengzhang Village in Milong Township and Bade and Zhi villages in Malangcuo Township. This paper will introduce the communities and language situation and efforts undertaken by the community and the Lama to revitalize language use and mother tongue literacy in these areas. Within these three villages, middle aged and elderly residents at present continue to use Tibetan, but the majority is illiterate. Most children speak Tibetan, but only a handful of them were able to go to school. Education in Tibetan was a priority for the community. At first we used government materials for primary education in Tibetan along with language materials created by another ordained monk, Kenpo Tsultrim Lodrö. In addition, we have added locally appropriate lessons that include traditional play. In each village, the community created these schools during vacations and periods of rest in the agricultural and animal husbandry schedules (once in summer and once in winter) to hold languages classes. These classes are held in tent or outdoors, and taught by volunteer instructors. Any funds needed for the school are raised from the communities. The first tent class was held in 2010 and was attended by 19 children; this last summer about 200 children participated (including 50 who came for other areas), and classes for adult were also provided. We will discuss the nature of the classes and curriculum and their own materials, and the importance of literacy in Tibetan languages, and its role in revitalizing the languages. We will talk about the attitudes of the communities towards their mother tongue and its importance as some ways of life are changing. We will include the perspective of a young learner in the program. One of the young attendees will also talk about his experience and the meanings this education has for him. Finally, we will also introduce our plans to expand these programs in the future.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42071. Atsok, Yeshe DuoGa, Gen Zhaxi, Zerong Atsok, Yeshe DuoGa, Gen Zhaxi, Zerong 2017-03-04 In the remote and high-altitude western borderlands of Sichuan Province, China, minority languages are rapidly disappearing. Over the last few years, we have worked with our local communities of Yajiang County, Ganzi Tibetan Autonomous Prefecture, Sichuan Province, to educate people about language shift. An ordained monk and lama who has received advanced degrees in the traditional monastic education system has begun a completely grassroots revitalization effort by supporting mother tongue education for three rural communities in Yajiang County: Chengzhang Village in Milong Township and Bade and Zhi villages in Malangcuo Township. This paper will introduce the communities and language situation and efforts undertaken by the community and the Lama to revitalize language use and mother tongue literacy in these areas. Within these three villages, middle aged and elderly residents at present continue to use Tibetan, but the majority is illiterate. Most children speak Tibetan, but only a handful of them were able to go to school. Education in Tibetan was a priority for the community. At first we used government materials for primary education in Tibetan along with language materials created by another ordained monk, Kenpo Tsultrim Lodrö. In addition, we have added locally appropriate lessons that include traditional play. In each village, the community created these schools during vacations and periods of rest in the agricultural and animal husbandry schedules (once in summer and once in winter) to hold languages classes. These classes are held in tent or outdoors, and taught by volunteer instructors. Any funds needed for the school are raised from the communities. The first tent class was held in 2010 and was attended by 19 children; this last summer about 200 children participated (including 50 who came for other areas), and classes for adult were also provided. We will discuss the nature of the classes and curriculum and their own materials, and the importance of literacy in Tibetan languages, and its role in revitalizing the languages. We will talk about the attitudes of the communities towards their mother tongue and its importance as some ways of life are changing. We will include the perspective of a young learner in the program. One of the young attendees will also talk about his experience and the meanings this education has for him. Finally, we will also introduce our plans to expand these programs in the future. http://hdl.handle.net/10125/42071 Community-driven Mother Tongue Literacy Classes in Yajian County, Sichuan, China Text oai:scholarspace.manoa.hawaii.edu:10125/41953 2017-05-11 col_10125_45840 41953.mp3 Schwedhelm, Maria Cecilia, Schwedhelm, Maria Cecilia; 2017-03-03; This autoethnographic study reports on the author’s experiences learning Huitepec Mixtec, or Tnu’un Davi, an Indigenous language from the state of Oaxaca, Mexico. The author engaged in a six-week intensive language study. Then, she continued learning independently and engaged in bi-weekly oral interactive pairwork with a fellow learner. Data from notes taken during class, a journal, recorded oral tasks and self-created materials is combined to reflect on the language learning experiences from a learner’s point of view. Furthermore, this data is analyzed from the perspective of a second language acquisition researcher. Diary studies reporting learner experiences learning a language are not new (see Bailey, 1991), however little has been published on learner’s experiences learning minority languages or endangered languages. As an avid language learner, language teacher and researcher, and a non-native and non-heritage language learner, my experience cannot and should not be generalized, yet it provides light into language learning phenomena and other variables at play especially for learners of Indigenous languages living in urban contexts or far away from a speech community. Some of the challenges the author faced were: a) limited access to speakers and few opportunities to communicate or practice conversation and pronunciation; b) learning an oral language primarily through text; c) the existence of multiple mutually unintelligible variants; d) an ongoing process of orthographic standardization; e) no standardized measures to assess proficiency; f) few existing learning resources, and finally; g) learning the language in a very different cultural context and in an urban environment, making it difficult to find practical uses for traditional domains and expand vocabulary to new domains. These challenges, in turn, point to opportunities for language learners and language revitalization movements. These include a) using technology to connect and seek out opportunities for oral interaction, expanding learning strategies to include oral practice; b) prioritizing self-assessment of language learning, emphasizing individual goals and needs; c) making, developing and sharing new resources; d) viewing learning and language as a process, adopting a descriptive, sociolinguistic perspective on language variation and change, and finally; e) exploring and learning about the cosmology embedded in the language, reflecting about ways to transfer and adapt traditional knowledges and apply them in an urban context, while also exploring and negotiating ways to expand the language into new domains. The presentation will describe how the author identified and approached these opportunities through narratives, digital multimedia, language learning materials and video recordings. References Bailey, K. M. (1991). Diary Studies of Classroom Language Learning: The Doubting Game and the Believing Game. In Sadtono, Eugenius, Ed. Language Acquisition and the Second/Foreign Language Classroom. Anthology Series 28.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41953. Schwedhelm, Maria Cecilia Schwedhelm, Maria Cecilia 2017-03-03 This autoethnographic study reports on the author’s experiences learning Huitepec Mixtec, or Tnu’un Davi, an Indigenous language from the state of Oaxaca, Mexico. The author engaged in a six-week intensive language study. Then, she continued learning independently and engaged in bi-weekly oral interactive pairwork with a fellow learner. Data from notes taken during class, a journal, recorded oral tasks and self-created materials is combined to reflect on the language learning experiences from a learner’s point of view. Furthermore, this data is analyzed from the perspective of a second language acquisition researcher. Diary studies reporting learner experiences learning a language are not new (see Bailey, 1991), however little has been published on learner’s experiences learning minority languages or endangered languages. As an avid language learner, language teacher and researcher, and a non-native and non-heritage language learner, my experience cannot and should not be generalized, yet it provides light into language learning phenomena and other variables at play especially for learners of Indigenous languages living in urban contexts or far away from a speech community. Some of the challenges the author faced were: a) limited access to speakers and few opportunities to communicate or practice conversation and pronunciation; b) learning an oral language primarily through text; c) the existence of multiple mutually unintelligible variants; d) an ongoing process of orthographic standardization; e) no standardized measures to assess proficiency; f) few existing learning resources, and finally; g) learning the language in a very different cultural context and in an urban environment, making it difficult to find practical uses for traditional domains and expand vocabulary to new domains. These challenges, in turn, point to opportunities for language learners and language revitalization movements. These include a) using technology to connect and seek out opportunities for oral interaction, expanding learning strategies to include oral practice; b) prioritizing self-assessment of language learning, emphasizing individual goals and needs; c) making, developing and sharing new resources; d) viewing learning and language as a process, adopting a descriptive, sociolinguistic perspective on language variation and change, and finally; e) exploring and learning about the cosmology embedded in the language, reflecting about ways to transfer and adapt traditional knowledges and apply them in an urban context, while also exploring and negotiating ways to expand the language into new domains. The presentation will describe how the author identified and approached these opportunities through narratives, digital multimedia, language learning materials and video recordings. References Bailey, K. M. (1991). Diary Studies of Classroom Language Learning: The Doubting Game and the Believing Game. In Sadtono, Eugenius, Ed. Language Acquisition and the Second/Foreign Language Classroom. Anthology Series 28. http://hdl.handle.net/10125/41953 Dajua’an ndoo Tnu’un Davi: Challenges and opportunities of learning Mixtec in an urban context Sound oai:scholarspace.manoa.hawaii.edu:10125/41989 2017-05-11 col_10125_45840 41989-a.mp3 41989-b.mp3 Iwasaki, Shoichi, O'Grady, William, Yang, Changyong, Nakama, Hiroyuki, Yamada, Masahiro, Takubo, Yukinori, Yang, Sejung, Iwasaki, Shoichi, O'Grady, William, Yang, Changyong, Nakama, Hiroyuki, Yamada, Masahiro, Takubo, Yukinori, Yang, Sejung; 2017-03-04; Jejueo in Korea and Ryukyuans in Japan were both labeled as ‘mere dialects’ of the standard language of the respective country. This ideology has not only weakened the vitality of these languages, but also a affected speakers’ mental well-being. After we provide both historical and personal perspectives along with the native speakers at the workshop, we will introduce an objective method to measure the degree of mutual intelligibility to counter the ‘mere dialect’ rhetoric. The method can be also used to measure the degree of intergenerational transmission of languages to assess the current state of endangerment.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41989. Iwasaki, Shoichi O'Grady, William Yang, Changyong Nakama, Hiroyuki Yamada, Masahiro Takubo, Yukinori Yang, Sejung Iwasaki, Shoichi O'Grady, William Yang, Changyong Nakama, Hiroyuki Yamada, Masahiro Takubo, Yukinori Yang, Sejung 2017-03-03 Jejueo in Korea and Ryukyuans in Japan were both labeled as ‘mere dialects’ of the standard language of the respective country. This ideology has not only weakened the vitality of these languages, but also a affected speakers’ mental well-being. After we provide both historical and personal perspectives along with the native speakers at the workshop, we will introduce an objective method to measure the degree of mutual intelligibility to counter the ‘mere dialect’ rhetoric. The method can be also used to measure the degree of intergenerational transmission of languages to assess the current state of endangerment. http://hdl.handle.net/10125/41989 MUTUAL INTELLIGIBILITY AND MUTUAL RESPECT: THE EFFECT OF LANGUAGE DEVALUATION ON SELF-ESTEEM AND WELLBEING Sound oai:scholarspace.manoa.hawaii.edu:10125/41991 2017-05-10 col_10125_45840 41991.mp3 2017-03-02; Welcoming Ceremony; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41991. 2017-03-02 Welcoming Ceremony http://hdl.handle.net/10125/41991 Welcoming Ceremony Sound oai:scholarspace.manoa.hawaii.edu:10125/42009 2024-08-03 col_10125_45840 42009.pdf 42009.mp3 Edmonds, Katarina, Edmonds, Katarina; 2017-03-05; I am privileged to have been given the opportunity to document the hand written writings in Māori of some of my ancestors of Rutaia, a subtribe of Te Whānau-ā-Apanui of the Eastern Bay of Plenty New Zealand. These writings provide an insight into the late 19th and the early 20th century when the Māori language and its attendant culture was alive and vital to the community. Of great significance in this documentation is the availabiltiy of a living granddaughter of one of the ancestors who provides an oral annotated commentary that gives the sites and events meaning in today’s context. Another set of writings of that time has been offered for modern documentation because the caretaker family wishes to have it documented accurately by a native speaker from within the tribe. This documentation coincides with the impending centennial celebration of a tribal meeting house that represents the eponymous ancestor of our subtribe. Therefore the methodology used to gather the information includes not only the transcription and editing of the old written texts but also the live commentary of people who not only knew the writers, but also tribal speakers who provide oral histories of the times. Furthermore, the centennial has prompted other caretakers of knowledge to share some of their histories as recorded by their ancestors. This sharing has included lively discussions often with much debate, critique and humour. The privilege of documenting our histories is not an easy process. In this paper I also allude to the necessary cultural protocols and modern day protocols that have ensured the safety and wellbeing of the knowledge as well as those of the informants. Other sources of knowledge include the Māori Land Court records that changed the nature of Māori langd ownership resulting in the discontinued use of place names, loss of language, culture and local history. While the research provides an insight into historical events and their impact on today, it also provides a wealth of language and lingustic repertoire that would revitalise the the language of yesteryear for the wellbeing of the tribe’s descendants and the Māori language in general. It is an exciting journey that has already identified language and discourse structures that is waiting to be re- awakend.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42009. Edmonds, Katarina Edmonds, Katarina 2017-03-05 I am privileged to have been given the opportunity to document the hand written writings in Māori of some of my ancestors of Rutaia, a subtribe of Te Whānau-ā-Apanui of the Eastern Bay of Plenty New Zealand. These writings provide an insight into the late 19th and the early 20th century when the Māori language and its attendant culture was alive and vital to the community. Of great significance in this documentation is the availabiltiy of a living granddaughter of one of the ancestors who provides an oral annotated commentary that gives the sites and events meaning in today’s context. Another set of writings of that time has been offered for modern documentation because the caretaker family wishes to have it documented accurately by a native speaker from within the tribe. This documentation coincides with the impending centennial celebration of a tribal meeting house that represents the eponymous ancestor of our subtribe. Therefore the methodology used to gather the information includes not only the transcription and editing of the old written texts but also the live commentary of people who not only knew the writers, but also tribal speakers who provide oral histories of the times. Furthermore, the centennial has prompted other caretakers of knowledge to share some of their histories as recorded by their ancestors. This sharing has included lively discussions often with much debate, critique and humour. The privilege of documenting our histories is not an easy process. In this paper I also allude to the necessary cultural protocols and modern day protocols that have ensured the safety and wellbeing of the knowledge as well as those of the informants. Other sources of knowledge include the Māori Land Court records that changed the nature of Māori langd ownership resulting in the discontinued use of place names, loss of language, culture and local history. While the research provides an insight into historical events and their impact on today, it also provides a wealth of language and lingustic repertoire that would revitalise the the language of yesteryear for the wellbeing of the tribe’s descendants and the Māori language in general. It is an exciting journey that has already identified language and discourse structures that is waiting to be re- awakend. http://hdl.handle.net/10125/42009 He taonga tuku iho - Gifts of our ancestors Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41942 2017-05-11 col_10125_45840 41942.mp3 Kelly, Karena, Kelly, Karena; 2017-03-03; The 40 years since the beginning of the Māori language revitalisation movement in Aotearoa/New Zealand has brought with it the inevitable decline in the population of older L1 speakers of Māori who were themselves raised by L1 parents. Facing the loss of this vital voice highlights the need for other forms of linguistic guidance for the reo Māori community in the modern period, particularly young learners and teachers of te reo. In this presentation, the author will attest to the usefulness of small corpora for this purpose, presenting some of the results of her two corpus-based studies of te reo Māori; the first a comparative study of two synchronic corpora for evidence of change in Māori syntax (Author, 2015), and the second the construction of a synchronic corpus of language from a single tribe, used to capture elements of dialectal distinctiveness. The author will discuss some of the issues encountered in both studies, including balancing the principles of comparability and representativeness, and statistical versus practical significance, and technological limitations with regards to corpus construction and analysis. She will also outline some of the benefits gained through these studies, both for the linguist, and the language community, highlighting the validity and advantages of the use of small corpora, even those just a fraction of the millions of words typically prescribed for corpus-based linguistic study. References: Author. 2015, Aspects of change in the syntax of Māori – a corpus based study, Ph.D. thesis, Victoria University of Wellington, NZ.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41942. Kelly, Karena Kelly, Karena 2017-03-03 The 40 years since the beginning of the Māori language revitalisation movement in Aotearoa/New Zealand has brought with it the inevitable decline in the population of older L1 speakers of Māori who were themselves raised by L1 parents. Facing the loss of this vital voice highlights the need for other forms of linguistic guidance for the reo Māori community in the modern period, particularly young learners and teachers of te reo. In this presentation, the author will attest to the usefulness of small corpora for this purpose, presenting some of the results of her two corpus-based studies of te reo Māori; the first a comparative study of two synchronic corpora for evidence of change in Māori syntax (Author, 2015), and the second the construction of a synchronic corpus of language from a single tribe, used to capture elements of dialectal distinctiveness. The author will discuss some of the issues encountered in both studies, including balancing the principles of comparability and representativeness, and statistical versus practical significance, and technological limitations with regards to corpus construction and analysis. She will also outline some of the benefits gained through these studies, both for the linguist, and the language community, highlighting the validity and advantages of the use of small corpora, even those just a fraction of the millions of words typically prescribed for corpus-based linguistic study. References: Author. 2015, Aspects of change in the syntax of Māori – a corpus based study, Ph.D. thesis, Victoria University of Wellington, NZ. http://hdl.handle.net/10125/41942 Looking at the big picture through little windows: testing the usefulness of small corpora for the conservation and revitalisation of te reo Māori. Sound oai:scholarspace.manoa.hawaii.edu:10125/42052 2024-08-03 col_10125_45840 42052.pdf 42052.mp3 Rice, Sally, Thunder, Dorothy, Rice, Sally, Thunder, Dorothy; 2017-03-03; We describe three ongoing projects involving different First Peoples’ languages of Canada (Cree/nehiyawewin, Dene Sųłiné, and Nakoda/Stoney) that centre around the recording, transcription, compilation, and analysis of spontaneous oral language use––some narrative, some conversation––using freely available, Unicode-savvy corpus software (in this case, AntConc [Anthony 2014]) and little to no up- front annotation or translation into English. Because these languages are all polysynthetic, lemmatization and POS tagging are either unachievable or excessively time-draining and indeterminate activities. Nevertheless, corpus creation can still continue apace and reap huge benefits using the most basic of corpus tools. These projects are consonant with a growing ethos in language documentation circles that advocate for the value of corpus development alongside more traditional documentary activities (cf. McEnery & Ostler 2000, Woodbury 2003, Crowley 2007, Cox 2011, Mosel 2014, Vinogradov 2016). Each corpus is at a different stage of development, yet we hope to persuade community-based colleagues of the enormous benefits that ensue from the deliberate creation and use of a corpus of naturally occurring language data for language analysis and teaching. Direct benefits include ready-to-hand word lists; authentic sample utterances for exemplifying dictionaries, phrasebooks, and grammatical sketches; and a conscientious focus on recording many speakers across different demographic categories, discursive situations, and registers in order to achieve a broad range of usage conditions. A focus on wide and balanced sampling clearly strengthens the data pool from which analyses can follow. But it also results in a closer connection by speakers/learners to important and recurring phenomena in their language rather than to descriptions of phenomena that may have emerged through bilingual situations with a handful of speakers under the direct control of non-speaking linguists (who may have been guided by theoretical concerns unrelated to actual language use). Our demonstration corpora vary in size and composition, but each is already useful in revealing frequency, collocational, and distributional information about lexical items and morphosyntactic devices that may have received scant prior attention. We discuss the basics of corpus creation from scratch, the role of strategic metadata and file-naming practices, and illustrate the types of immediately interpretable analyses that standard corpus tools can provide with monolingual, untagged transcripts. Best of all, once the central principles and logistics of corpus creation are mastered, the corpus can grow in a natural and incremental way, involving an expanding group of participants. Ultimately, a broadly sampled corpus can provide a solid empirical basis for the study of lexico-syntactic phenomena, not to mention a lasting, reusable, and shareable record of actual language use. References Anthony, L. 2014. AntConc (Version 3.4.1m) [Computer Software]. Tokyo: Waseda University. Available from http://www.laurenceanthony.net/. Cox, C. 2011. Corpus linguistics and language documentation: Challenges for collaboration. In Newman, J., R. H. Baayen, & S. Rice (eds.), Corpus-Based Studies in Language Use, Language Learning, and Language Documentation, 239-264. Amsterdam: Brill. Crowley, T. 2007. Field Linguistics: A Beginner’s Guide. Oxford: Oxford University Press. McEnery, T. & N. Ostler. 2000. A new agenda for corpus linguistics––working with all of the world’s languages. Literary and Linguistic Computing 15 (4): 403-420. Mosel, U. 2014. Corpus linguistic and documentary approaches in writing a grammar of a previously undescribed language. Language Documentation and Conservation 8: 135-157. Vinogradov, I. 2016. Linguistic corpora of understudied languages: Do they make sense? Káñina 40(1): 127-141. Woodbury, T. 2003. Defining documentary linguistics. Language Documentation and Description 1(1): 35-51.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42052. Rice, Sally Thunder, Dorothy Rice, Sally Thunder, Dorothy 2017-03-03 We describe three ongoing projects involving different First Peoples’ languages of Canada (Cree/nehiyawewin, Dene Sųłiné, and Nakoda/Stoney) that centre around the recording, transcription, compilation, and analysis of spontaneous oral language use––some narrative, some conversation––using freely available, Unicode-savvy corpus software (in this case, AntConc [Anthony 2014]) and little to no up- front annotation or translation into English. Because these languages are all polysynthetic, lemmatization and POS tagging are either unachievable or excessively time-draining and indeterminate activities. Nevertheless, corpus creation can still continue apace and reap huge benefits using the most basic of corpus tools. These projects are consonant with a growing ethos in language documentation circles that advocate for the value of corpus development alongside more traditional documentary activities (cf. McEnery & Ostler 2000, Woodbury 2003, Crowley 2007, Cox 2011, Mosel 2014, Vinogradov 2016). Each corpus is at a different stage of development, yet we hope to persuade community-based colleagues of the enormous benefits that ensue from the deliberate creation and use of a corpus of naturally occurring language data for language analysis and teaching. Direct benefits include ready-to-hand word lists; authentic sample utterances for exemplifying dictionaries, phrasebooks, and grammatical sketches; and a conscientious focus on recording many speakers across different demographic categories, discursive situations, and registers in order to achieve a broad range of usage conditions. A focus on wide and balanced sampling clearly strengthens the data pool from which analyses can follow. But it also results in a closer connection by speakers/learners to important and recurring phenomena in their language rather than to descriptions of phenomena that may have emerged through bilingual situations with a handful of speakers under the direct control of non-speaking linguists (who may have been guided by theoretical concerns unrelated to actual language use). Our demonstration corpora vary in size and composition, but each is already useful in revealing frequency, collocational, and distributional information about lexical items and morphosyntactic devices that may have received scant prior attention. We discuss the basics of corpus creation from scratch, the role of strategic metadata and file-naming practices, and illustrate the types of immediately interpretable analyses that standard corpus tools can provide with monolingual, untagged transcripts. Best of all, once the central principles and logistics of corpus creation are mastered, the corpus can grow in a natural and incremental way, involving an expanding group of participants. Ultimately, a broadly sampled corpus can provide a solid empirical basis for the study of lexico-syntactic phenomena, not to mention a lasting, reusable, and shareable record of actual language use. References Anthony, L. 2014. AntConc (Version 3.4.1m) [Computer Software]. Tokyo: Waseda University. Available from http://www.laurenceanthony.net/. Cox, C. 2011. Corpus linguistics and language documentation: Challenges for collaboration. In Newman, J., R. H. Baayen, & S. Rice (eds.), Corpus-Based Studies in Language Use, Language Learning, and Language Documentation, 239-264. Amsterdam: Brill. Crowley, T. 2007. Field Linguistics: A Beginner’s Guide. Oxford: Oxford University Press. McEnery, T. & N. Ostler. 2000. A new agenda for corpus linguistics––working with all of the world’s languages. Literary and Linguistic Computing 15 (4): 403-420. Mosel, U. 2014. Corpus linguistic and documentary approaches in writing a grammar of a previously undescribed language. Language Documentation and Conservation 8: 135-157. Vinogradov, I. 2016. Linguistic corpora of understudied languages: Do they make sense? Káñina 40(1): 127-141. Woodbury, T. 2003. Defining documentary linguistics. Language Documentation and Description 1(1): 35-51. http://hdl.handle.net/10125/42052 Community-based corpus-building: Three case studies Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41980 2017-05-11 col_10125_45840 41980.mp3 Nicholas, Sheilah, Duwahoyeoma, Bernita, Curtis, Ada, Nicholas, Sheilah, Duwahoyeoma, Bernita, Curtis, Ada; 2017-03-05; The current political and social environment and the more ominous events unfolding across aboriginal Indigenous homelands—locally, nationally and globally—is what the Hopi people refer to as koyanisqatsi, life out of balance and which has been recounted as recurrent in the history of the human experience. It is a prominent theme in their Emergence story transported across time by each succeeding generation of Hopi through the oral tradition. The Hopi number just over 14,000 of which half maintain a permanent residence on part of their aboriginal homelands in northeastern Arizona and continue to carry out the cultural traditions of their ancestors. Thus the words of dedication, “For the Hopi people who have maintained a firm belief in and adherence to the Hopi way of life in order that succeeding generations of Hopi will remain a distinct people,” (Author 1, 2008, p. 5) represent and represents the Hopi way of life as the resilient and reliable guiding source toward an unknown future. The paramount challenge is for the Hopi people to maintain community cohesiveness and unity, a moral existence in the natural world, and spiritual fulfillment on behalf of all people, all living things—the commitment made with Maasaw, Guardian Spirit of the Hopi Fourth World at the time of Emergence—within the context of a life out of balance. Nevertheless, our individual and collective responses are premised in our sense of accountability to our Creator as stewards of Mother Earth, and responsibility to the next generation to ensure cultural and linguistic survival and continuity (Author 2, 2016). “Very little has been written about how contemporary Native people have come into our Indigenous selves through the work we do. This is particularly true of Indigenous educators” (Cajete, 2015, p.1). In this paper, we share and situate our “stories”—our personal and professional trajectories in two foundational Hopi concepts: itaaqatsimkiwa—our lifeline; itaatumakmakiwa—our lifework, concepts that are understood as “preordained” and “predestined” in leading each of us toward finding our “true vocation” to (p. 1). We engage in an analysis of our experiences as a manifestation of self-empowerment and voice (Ruiz, 1991). It is “the work that we do” which brought us together and nurtures our commitment to attending to our heritage language and culture. Cajete (2015) describes this process of reclaiming an Indigenous heritage of thinking, teaching and learning as the making of an Indigenous teacher. Cajete, G. A. (2015). Indigenous community: Rekindling the teachings of the seventh fire. St. Paul, MN: Living Justice Press. Author 2. (2016). Unpublished Reflection paper. Author 1. (2008). “Becoming ‘fully’ Hopi: The role of the Hopi language in the contemporary lives of Hopi youth—A Hopi case study of language shift and vitality.” Unpublished doctoral dissertation. American Indian Studies Program, University of Arizona, Tucson. Ruiz, R. (1991). Empowering linguistic minority children. In In C.E. Sleeter (Ed.), Empowerment through multicultural education. Albany, NY: State University of New York Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41980. Nicholas, Sheilah Duwahoyeoma, Bernita Curtis, Ada Nicholas, Sheilah Duwahoyeoma, Bernita Curtis, Ada 2017-03-05 The current political and social environment and the more ominous events unfolding across aboriginal Indigenous homelands—locally, nationally and globally—is what the Hopi people refer to as koyanisqatsi, life out of balance and which has been recounted as recurrent in the history of the human experience. It is a prominent theme in their Emergence story transported across time by each succeeding generation of Hopi through the oral tradition. The Hopi number just over 14,000 of which half maintain a permanent residence on part of their aboriginal homelands in northeastern Arizona and continue to carry out the cultural traditions of their ancestors. Thus the words of dedication, “For the Hopi people who have maintained a firm belief in and adherence to the Hopi way of life in order that succeeding generations of Hopi will remain a distinct people,” (Author 1, 2008, p. 5) represent and represents the Hopi way of life as the resilient and reliable guiding source toward an unknown future. The paramount challenge is for the Hopi people to maintain community cohesiveness and unity, a moral existence in the natural world, and spiritual fulfillment on behalf of all people, all living things—the commitment made with Maasaw, Guardian Spirit of the Hopi Fourth World at the time of Emergence—within the context of a life out of balance. Nevertheless, our individual and collective responses are premised in our sense of accountability to our Creator as stewards of Mother Earth, and responsibility to the next generation to ensure cultural and linguistic survival and continuity (Author 2, 2016). “Very little has been written about how contemporary Native people have come into our Indigenous selves through the work we do. This is particularly true of Indigenous educators” (Cajete, 2015, p.1). In this paper, we share and situate our “stories”—our personal and professional trajectories in two foundational Hopi concepts: itaaqatsimkiwa—our lifeline; itaatumakmakiwa—our lifework, concepts that are understood as “preordained” and “predestined” in leading each of us toward finding our “true vocation” to (p. 1). We engage in an analysis of our experiences as a manifestation of self-empowerment and voice (Ruiz, 1991). It is “the work that we do” which brought us together and nurtures our commitment to attending to our heritage language and culture. Cajete (2015) describes this process of reclaiming an Indigenous heritage of thinking, teaching and learning as the making of an Indigenous teacher. Cajete, G. A. (2015). Indigenous community: Rekindling the teachings of the seventh fire. St. Paul, MN: Living Justice Press. Author 2. (2016). Unpublished Reflection paper. Author 1. (2008). “Becoming ‘fully’ Hopi: The role of the Hopi language in the contemporary lives of Hopi youth—A Hopi case study of language shift and vitality.” Unpublished doctoral dissertation. American Indian Studies Program, University of Arizona, Tucson. Ruiz, R. (1991). Empowering linguistic minority children. In In C.E. Sleeter (Ed.), Empowerment through multicultural education. Albany, NY: State University of New York Press. http://hdl.handle.net/10125/41980 The Making of an Indigenous Language Teacher: Reclaiming our Hopi Heritage of Thinking, Teaching and Learning Sound oai:scholarspace.manoa.hawaii.edu:10125/41985 2017-05-11 col_10125_45840 41985.mp3 Benedicto, Elena, Salomon, Elizabeth, Benedicto, Elena, Salomon, Elizabeth; 2017-03-05; Loss of cultural identity can lead to a sense of un-wellbeing, weakening the anchoring where any human being can thrive. Weakening of the density of cultural content leads to a debilitated cultural system, which in turn does not support the individual's and the community's sense of cohesion and belonging. Here, we report on a documentation project born within the framework of Participatory (Action) Research, PAR, and the collaboration of the [Authors], a team of indigenous researchers and an external researcher, in an indigenous community of Nicaragua. The main proposition here is that reinforcing cultural awareness through a documentation process feeding into variety of culturally appropriate channels increases the density of the cultural tissue and increases a sense of cultural belonging and, thus, cultural well-being. In particular, the documentation project (and the actions taken around it) focuses on recovering plant knowledge and finding culturally appropriate ways to re-feed the results back to the community at large, with the ultimate goal to re-densify the cultural tissue and with it increase the sense of well-being. The project had three steps. The first was the realization, within the activities of PAR, of the loss of a good portion of cultural knowledge about the existence and use of plants in the forest. The project, thus, initiated within the community and its parameters were determined by the members of the indigenous research team. The main motivation for this was the realization of the effects of loss on youth and general population. The second step consisted of the documentation phase itself and was divided into four stages: (i) preliminary: the indigenous team identified the knowledge-bearers; (ii) data collection: local teams of indigenous researchers and knowledge-bearers organize fieldtrips to the forest, plants are documented with pictures and voice recordings; (iii) data systematization: audio and visual data transcribed and organized into a database; (iv) indigenous researchers, knowledge-bearers and members decide the format(s) to transmit the knowledge. The third step crucially establishes which part is going to be made public and how. The indigenous team decided to prepare documents with information on the shape of the plant but minimal information on the use of the plants, to be furnished in the traditional ways. This last step has consequences for usual requirements for archival of documentation and, ultimately, for the declared and undeclared goals of documentation in academia and the western world.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41985. Benedicto, Elena Salomon, Elizabeth Benedicto, Elena Salomon, Elizabeth 2017-03-05 Loss of cultural identity can lead to a sense of un-wellbeing, weakening the anchoring where any human being can thrive. Weakening of the density of cultural content leads to a debilitated cultural system, which in turn does not support the individual's and the community's sense of cohesion and belonging. Here, we report on a documentation project born within the framework of Participatory (Action) Research, PAR, and the collaboration of the [Authors], a team of indigenous researchers and an external researcher, in an indigenous community of Nicaragua. The main proposition here is that reinforcing cultural awareness through a documentation process feeding into variety of culturally appropriate channels increases the density of the cultural tissue and increases a sense of cultural belonging and, thus, cultural well-being. In particular, the documentation project (and the actions taken around it) focuses on recovering plant knowledge and finding culturally appropriate ways to re-feed the results back to the community at large, with the ultimate goal to re-densify the cultural tissue and with it increase the sense of well-being. The project had three steps. The first was the realization, within the activities of PAR, of the loss of a good portion of cultural knowledge about the existence and use of plants in the forest. The project, thus, initiated within the community and its parameters were determined by the members of the indigenous research team. The main motivation for this was the realization of the effects of loss on youth and general population. The second step consisted of the documentation phase itself and was divided into four stages: (i) preliminary: the indigenous team identified the knowledge-bearers; (ii) data collection: local teams of indigenous researchers and knowledge-bearers organize fieldtrips to the forest, plants are documented with pictures and voice recordings; (iii) data systematization: audio and visual data transcribed and organized into a database; (iv) indigenous researchers, knowledge-bearers and members decide the format(s) to transmit the knowledge. The third step crucially establishes which part is going to be made public and how. The indigenous team decided to prepare documents with information on the shape of the plant but minimal information on the use of the plants, to be furnished in the traditional ways. This last step has consequences for usual requirements for archival of documentation and, ultimately, for the declared and undeclared goals of documentation in academia and the western world. http://hdl.handle.net/10125/41985 Strong sense of identity as part of cultural well-being: documenting plant knowledge. Sound oai:scholarspace.manoa.hawaii.edu:10125/42028 2024-08-06 col_10125_45840 42028.pdf 42028.mp3 May, Samantha, May, Samantha; 2017-03-03; Well-being is linked to native language use which in turn draws upon a variety of specialized knowledge systems. Such systems are known to include categorizations of the natural world, kinship terminology, or medicinal knowledge, but a key area that may be overlooked is that of lexical systems referring to physical human actions and interactions. While the most frequently used verbs and prepositions in endangered languages may be maintained or recorded, the specialized terminology associated with unique cultural and performing arts might remain unknown by non-practitioners, even if they are fluent native speakers. Using the example of karate and kubodo, two indigenous Okinawan martial arts, this research seeks to uncover the tremendous importance of documenting movement terminology associated with highly specialized physical cultural art forms. Drawing on Wenger's (2000) communities of practice concept and theories of embodied language (Buccino, Colagé, Gobbi & Bonaccorso, 2016; Streeck, Goodwin, & LeBaron, 2011), interview, participant observation, and survey data collected on martial arts-related Uchinaaguchi will be used to illustrate some uniquely Uchinaanchu conceptualizations of movement. Although such highly specialized vocabulary may seem to represent a little known “pocket domains” within various linguistic communities, it is in fact these culturally specific arts that serve to distinguish one society from all others. Thus, a vital part of the framework of each society's unique sociolinguistic outlook is embedded within culturally specific lexical systems of movement. Because elite practitioners of these arts represent a minority within a minority, recording their knowledge before it is lost is of paramount importance. Not least because of the further link between the practice of Okinawan martial arts and well-being, it is hoped that the beauty and utility of Uchinaaguchi documentation and reclamation in the Okinawan martial arts makes a strong argument for the importance of maintaining and preserving cultural arts-related movement concepts in all endangered languages. References Buccino, G., Colagé, I., Gobbi, N., & Bonaccorso, G. (2016). Grounding meaning in experience: A broad perspective on embodied language. Neuroscience and Biobehavioral Reviews, 29 (2016), 69-78 Streeck, J., Goodwin, C., & LeBaron, C. D. (2011). Embodied interaction: Language and body in the material world. New York: Cambridge University Press. Wenger, E. (2000). Communities of practice and social learning systems. Organization. 7(2). 225-246.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42028. May, Samantha May, Samantha 2017-03-03 Well-being is linked to native language use which in turn draws upon a variety of specialized knowledge systems. Such systems are known to include categorizations of the natural world, kinship terminology, or medicinal knowledge, but a key area that may be overlooked is that of lexical systems referring to physical human actions and interactions. While the most frequently used verbs and prepositions in endangered languages may be maintained or recorded, the specialized terminology associated with unique cultural and performing arts might remain unknown by non-practitioners, even if they are fluent native speakers. Using the example of karate and kubodo, two indigenous Okinawan martial arts, this research seeks to uncover the tremendous importance of documenting movement terminology associated with highly specialized physical cultural art forms. Drawing on Wenger's (2000) communities of practice concept and theories of embodied language (Buccino, Colagé, Gobbi & Bonaccorso, 2016; Streeck, Goodwin, & LeBaron, 2011), interview, participant observation, and survey data collected on martial arts-related Uchinaaguchi will be used to illustrate some uniquely Uchinaanchu conceptualizations of movement. Although such highly specialized vocabulary may seem to represent a little known “pocket domains” within various linguistic communities, it is in fact these culturally specific arts that serve to distinguish one society from all others. Thus, a vital part of the framework of each society's unique sociolinguistic outlook is embedded within culturally specific lexical systems of movement. Because elite practitioners of these arts represent a minority within a minority, recording their knowledge before it is lost is of paramount importance. Not least because of the further link between the practice of Okinawan martial arts and well-being, it is hoped that the beauty and utility of Uchinaaguchi documentation and reclamation in the Okinawan martial arts makes a strong argument for the importance of maintaining and preserving cultural arts-related movement concepts in all endangered languages. References Buccino, G., Colagé, I., Gobbi, N., & Bonaccorso, G. (2016). Grounding meaning in experience: A broad perspective on embodied language. Neuroscience and Biobehavioral Reviews, 29 (2016), 69-78 Streeck, J., Goodwin, C., & LeBaron, C. D. (2011). Embodied interaction: Language and body in the material world. New York: Cambridge University Press. Wenger, E. (2000). Communities of practice and social learning systems. Organization. 7(2). 225-246. http://hdl.handle.net/10125/42028 Embodied Language Revitalization: Linking Uchinaaguchi, Okinawan Martial Arts, and Well-Being Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41968 2017-05-11 col_10125_45840 41968.mp3 Baldwin, Daryl, Strass, Haley, Mosley-Howard, Susan, Baldwin, Daryl, Strass, Haley, Mosley-Howard, Susan; 2017-03-04; This session focuses on the language and culture revitalization assessment work of the Miami Tribe of Oklahoma. This work was initiated by the Miami Tribe’s interest in the impact of language and culture revitalization on the Myaamia community. In partnership with scholars at Miami University, the study focus has been holistic in nature best illustrated by the concept of threads in a web and systems theory. Similar to Bronfenbrenner’s ecological systems theory that examines human behavior as impacted by various systems, we are examining the various “systems” or components of the Myaamia knowledge system as they impact the Myaamia people during the “re-learning” of their indigenous knowledge system. Therefore, the research aim is to understand how reclaiming one’s indigenous knowledge system is impacting the Myaamia people. The approach to this work, the research questions and methodology are shaped by the Myaamia knowledge system which has caused this research to be referred to as kotakinki lisiteeheenki or “thinking in a different manner”. While being mindful of this knowledge system, researchers are observing and assessing the re-learning of keystone Myaamia-based concepts and practices. Assessment is carried out by observing the learning process through a variety of learning opportunities, some formal and others informal, and allowing the collective experience to define the intended outcome of nahi-mihtohseeniwinki or “living well”. It is important to note that each of the keystone Myaamia-based concepts exist simultaneously informing one another and creating a web of interacting systems, and that language is the medium of learning and study. As a result, none of these factors can be studied in isolation. Preliminary data (community observations, academic retention and graduation rates, essays written by Myaamia students at Miami University before and after participation in a Myaamia class, and qualitative data from the eewansaapita Myaamia youth summer camps) suggest that the efforts of the Miami Nation, Miami University, and the Myaamia Center are having a substantial impact on tribal members. Myaamia community members have increased participation in tribal events, use of language, and commitment to living properly as defined by their own experiences. At the University level, tribal students are re-conceptualizing their identity in a key developmental period and subsequently succeeding in academics both defined by the Myaamia community and by Miami University. Finally, students participating in the summer camps are incorporating Myaamia knowledge systems within their self-concept and write the Myaamia community into their self-narrative.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41968. Baldwin, Daryl Strass, Haley Mosley-Howard, Susan Baldwin, Daryl Strass, Haley Mosley-Howard, Susan 2017-03-04 This session focuses on the language and culture revitalization assessment work of the Miami Tribe of Oklahoma. This work was initiated by the Miami Tribe’s interest in the impact of language and culture revitalization on the Myaamia community. In partnership with scholars at Miami University, the study focus has been holistic in nature best illustrated by the concept of threads in a web and systems theory. Similar to Bronfenbrenner’s ecological systems theory that examines human behavior as impacted by various systems, we are examining the various “systems” or components of the Myaamia knowledge system as they impact the Myaamia people during the “re-learning” of their indigenous knowledge system. Therefore, the research aim is to understand how reclaiming one’s indigenous knowledge system is impacting the Myaamia people. The approach to this work, the research questions and methodology are shaped by the Myaamia knowledge system which has caused this research to be referred to as kotakinki lisiteeheenki or “thinking in a different manner”. While being mindful of this knowledge system, researchers are observing and assessing the re-learning of keystone Myaamia-based concepts and practices. Assessment is carried out by observing the learning process through a variety of learning opportunities, some formal and others informal, and allowing the collective experience to define the intended outcome of nahi-mihtohseeniwinki or “living well”. It is important to note that each of the keystone Myaamia-based concepts exist simultaneously informing one another and creating a web of interacting systems, and that language is the medium of learning and study. As a result, none of these factors can be studied in isolation. Preliminary data (community observations, academic retention and graduation rates, essays written by Myaamia students at Miami University before and after participation in a Myaamia class, and qualitative data from the eewansaapita Myaamia youth summer camps) suggest that the efforts of the Miami Nation, Miami University, and the Myaamia Center are having a substantial impact on tribal members. Myaamia community members have increased participation in tribal events, use of language, and commitment to living properly as defined by their own experiences. At the University level, tribal students are re-conceptualizing their identity in a key developmental period and subsequently succeeding in academics both defined by the Myaamia community and by Miami University. Finally, students participating in the summer camps are incorporating Myaamia knowledge systems within their self-concept and write the Myaamia community into their self-narrative. http://hdl.handle.net/10125/41968 meeloniteeheeyankwi isi meehtohseeniwiyankwi (we reflect on our lives): The Assessment of Learning the Myaamia Knowledge System & Its Impact Sound oai:scholarspace.manoa.hawaii.edu:10125/42068 2024-08-06 col_10125_45840 42068.pdf 42068.mp3 Ngue Um, Emmanuel, Ngue Um, Emmanuel; 2017-03-02; Connecting language revitalization with well-being is generally thought of from a bottom-up perspective. is approach may not successfully apply in critical socio-economic situations in Africa. is presentation proposes a top-down approach which posits well-being as a pre-requisite to sustainable language revitalization initiatives.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42068. Ngue Um, Emmanuel Ngue Um, Emmanuel 2017-03-02 Connecting language revitalization with well-being is generally thought of from a bottom-up perspective. is approach may not successfully apply in critical socio-economic situations in Africa. is presentation proposes a top-down approach which posits well-being as a pre-requisite to sustainable language revitalization initiatives. http://hdl.handle.net/10125/42068 Beyond expanding the functions of threatened languages; expanding the life opportunities of communities who speak them. Economic empowerment and language revitalization in critical socio-economic conditions in Africa Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41994 2017-05-11 col_10125_45840 41994.mp3 Reisberg, Sonja, Reisberg, Sonja; 2017-03-03; It is quite clear that the few western scholars working in the eld of language documentation will not succeed in documenting the immense diversity of the world’s endangered languages (cf. Florey/ Himmelmann 2010, among others). is paper reports on the experiences and challenges in putting together the CELD Papua corpus in a collaborative effort of capacity-building measurements for local university students and community language activists at the Centre for Endangered Languages Documentation (CELD) in West Papua (Indonesia).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41994. Reisberg, Sonja Reisberg, Sonja 2017-03-03 It is quite clear that the few western scholars working in the eld of language documentation will not succeed in documenting the immense diversity of the world’s endangered languages (cf. Florey/ Himmelmann 2010, among others). is paper reports on the experiences and challenges in putting together the CELD Papua corpus in a collaborative effort of capacity-building measurements for local university students and community language activists at the Centre for Endangered Languages Documentation (CELD) in West Papua (Indonesia). http://hdl.handle.net/10125/41994 Building Capacity and Building a Language Archive in West Papua Sound oai:scholarspace.manoa.hawaii.edu:10125/41961 2017-05-11 col_10125_45840 41961.mp3 Walworth, Mary, Walworth, Mary; 2017-03-03; The geopolitical region of French Polynesia exhibits a high-level of linguistic diversity and represents an area at high-risk of language loss. There are an estimated 20 indigenous Polynesian languages in French Polynesia (Charpentier & François, 2015), all of which are endangered or severely endangered. In the last 20 years, local policy-makers have made strides to increase indigenous language in education and government sectors (Saura, 2009), however, due to the region’s centralization in the island of Tahiti, these efforts have been primarily focused on Tahitian, the indigenous language of Tahiti (Author, 2015). The political movement to support Tahitian as the indigenous language of French Polynesia has effectively prioritized Tahitian over all other indigenous languages in the region. This prestige of Tahitian has negatively affected the mental well-being of entire non-Tahitian indigenous speech communities and has led to the rapid decline of their non-Tahitian indigenous languages. Drawing from extensive language attitude surveys and interviews conducted by the author on multiple islands throughout French Polynesia over the last 4 years, this paper describes the negative attitudes that non-Tahitian Polynesian language speakers have toward their own dying languages. This paper then explores how the movement towards a mono-mā'ohi (Tahitian for ‘indigenous’) linguistic culture has increased this negative self-identity amongst members of non-Tahitian indigenous language speech communities and thus has steadily contributed to the rapid endangerment of these languages. Furthermore, and contributing to more global discussions, this paper demonstrates the direct correlation between negative linguistic self-identity and language endangerment. References: Charpentier, Jean-Michel and Alexandre François. 2015. Linguistic atlas of French Polynesia. Berlin: De Gruyter Mouton Saura, Bruno. 2009. Tahiti mā'ohi: Culture, identité, religion et nationalisme en Polynésie Française. Tahiti: Au Vent des Îles. Author. 2015. Trickledown Endangerment: The Role of Tahitian in French Polynesia. Paper presented at the New Zealand Linguistic Society Annual Meeting. Dunedin, New Zealand, December 2015.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41961. Walworth, Mary Walworth, Mary 2017-03-03 The geopolitical region of French Polynesia exhibits a high-level of linguistic diversity and represents an area at high-risk of language loss. There are an estimated 20 indigenous Polynesian languages in French Polynesia (Charpentier & François, 2015), all of which are endangered or severely endangered. In the last 20 years, local policy-makers have made strides to increase indigenous language in education and government sectors (Saura, 2009), however, due to the region’s centralization in the island of Tahiti, these efforts have been primarily focused on Tahitian, the indigenous language of Tahiti (Author, 2015). The political movement to support Tahitian as the indigenous language of French Polynesia has effectively prioritized Tahitian over all other indigenous languages in the region. This prestige of Tahitian has negatively affected the mental well-being of entire non-Tahitian indigenous speech communities and has led to the rapid decline of their non-Tahitian indigenous languages. Drawing from extensive language attitude surveys and interviews conducted by the author on multiple islands throughout French Polynesia over the last 4 years, this paper describes the negative attitudes that non-Tahitian Polynesian language speakers have toward their own dying languages. This paper then explores how the movement towards a mono-mā'ohi (Tahitian for ‘indigenous’) linguistic culture has increased this negative self-identity amongst members of non-Tahitian indigenous language speech communities and thus has steadily contributed to the rapid endangerment of these languages. Furthermore, and contributing to more global discussions, this paper demonstrates the direct correlation between negative linguistic self-identity and language endangerment. References: Charpentier, Jean-Michel and Alexandre François. 2015. Linguistic atlas of French Polynesia. Berlin: De Gruyter Mouton Saura, Bruno. 2009. Tahiti mā'ohi: Culture, identité, religion et nationalisme en Polynésie Française. Tahiti: Au Vent des Îles. Author. 2015. Trickledown Endangerment: The Role of Tahitian in French Polynesia. Paper presented at the New Zealand Linguistic Society Annual Meeting. Dunedin, New Zealand, December 2015. http://hdl.handle.net/10125/41961 Being Mono-Mā'ohi: Negative self-identity and language endangerment in French Polynesia Sound oai:scholarspace.manoa.hawaii.edu:10125/41948 2017-05-11 col_10125_45840 41948.mp3 Barker, Xavier, Mark, Agnes, Kennedy, Victoria, Kennedy, Susan, Barker, Xavier, Mark, Agnes, Kennedy, Victoria, Kennedy, Susan; 2017-03-03; The Mpakwithi first nation’s language reclamation shows the importance of language revival for the wellbeing, recognition and future existence of a first nation. The Mpakwithi, like other first nations from the Port Musgrave area on the west coast of Cape York Peninsula, after years of non-violent resistance, were forcibly removed from their land in 1963 by the Queensland Government to make way for a bauxite mine. The police razed their dwellings, churches and schools and the people were exiled to the northernmost area of Cape York. Sisters Agnes, Victoria and Susan Kennedy have grown up identifying as Mpakwithi. The Mpakwithi traditionally owns a dialect of the Anguthimri language complex. The last speaker of their language, their grandfather Don Fletcher, learned the language by escaping from mission dormitories to spend time with free Mpakwithi elders. The late linguist Terry Crowley recorded Fletcher’s knowledge in the 70s (Crowley 1975, 1981). However, Fletcher did not feel confident to speak texts other than sample sentences into a microphone. The Kennedy sisters continued to identify as Mpakwithi after Fletcher’s passing. Other traditional groups mocked the sisters for maintaining their identity and were suspicious that the sisters were pretending to belong to a clan that nobody had heard of in order to achieve a greater share of mining royalties. They were ridiculed and this led to a shared feeling of depression. In 2016, songs were recorded that the sisters had learnt from their grandfather. They had been singing them with little understanding of the words. A comparison with the published sketch grammar and wordlist demonstrated to them – and the doubters – that they had indeed been singing an otherwise silenced language. The confirmation was a relief for the sisters and they felt at once relieved and vindicated. Remarkably, the Mpakwithi had preserved features of the unusual Mpakwithi phonology that are foreign to English (Crowley 1976, 1980). Australian first nation revival projects often have no material to start with other than word lists. The recent Mpakwithi recording work has added an unusual dimension to this revival project: a small corpus of literature created by an elder before the silencing of the language. Work has begun publishing the songs and translating new material into Mpakwithi for the Kennedy sisters to teach to their grandchildren. For a people suffering from the trauma of decimation, dispossession, forced migration and public mockery, the rediscovery and confirmation of their identity will secure the existence of this first nation. References Terry Crowley (1975) Cape York tape transcriptions. Australian Institute of Aboriginal and Torres Strait Islander Studies, manuscript MS 1002. Terry Crowley (1976) Phonological change in New England. In Grammatical categories in Australian Languages, ed. R. M. W. Dixon, 19–50. Canberra: Australian Institute of Aboriginal Studies. Terry Crowley (1980) Phonological targets and northern Cape York sandhill. In Papers in Australian Linguistics 13, 241–258. Canberra: Pacific Linguistics. Terry Crowley (1981) The Mpakwithi dialect of Anguthimri. In Handbook of Australian languages vol. 2, eds. R. M. W. Dixon and B. J. Blake, 147–194 + map p. 146. Canberra: ANU Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41948. Barker, Xavier Mark, Agnes Kennedy, Victoria Kennedy, Susan Barker, Xavier Mark, Agnes Kennedy, Victoria Kennedy, Susan 2017-03-03 The Mpakwithi first nation’s language reclamation shows the importance of language revival for the wellbeing, recognition and future existence of a first nation. The Mpakwithi, like other first nations from the Port Musgrave area on the west coast of Cape York Peninsula, after years of non-violent resistance, were forcibly removed from their land in 1963 by the Queensland Government to make way for a bauxite mine. The police razed their dwellings, churches and schools and the people were exiled to the northernmost area of Cape York. Sisters Agnes, Victoria and Susan Kennedy have grown up identifying as Mpakwithi. The Mpakwithi traditionally owns a dialect of the Anguthimri language complex. The last speaker of their language, their grandfather Don Fletcher, learned the language by escaping from mission dormitories to spend time with free Mpakwithi elders. The late linguist Terry Crowley recorded Fletcher’s knowledge in the 70s (Crowley 1975, 1981). However, Fletcher did not feel confident to speak texts other than sample sentences into a microphone. The Kennedy sisters continued to identify as Mpakwithi after Fletcher’s passing. Other traditional groups mocked the sisters for maintaining their identity and were suspicious that the sisters were pretending to belong to a clan that nobody had heard of in order to achieve a greater share of mining royalties. They were ridiculed and this led to a shared feeling of depression. In 2016, songs were recorded that the sisters had learnt from their grandfather. They had been singing them with little understanding of the words. A comparison with the published sketch grammar and wordlist demonstrated to them – and the doubters – that they had indeed been singing an otherwise silenced language. The confirmation was a relief for the sisters and they felt at once relieved and vindicated. Remarkably, the Mpakwithi had preserved features of the unusual Mpakwithi phonology that are foreign to English (Crowley 1976, 1980). Australian first nation revival projects often have no material to start with other than word lists. The recent Mpakwithi recording work has added an unusual dimension to this revival project: a small corpus of literature created by an elder before the silencing of the language. Work has begun publishing the songs and translating new material into Mpakwithi for the Kennedy sisters to teach to their grandchildren. For a people suffering from the trauma of decimation, dispossession, forced migration and public mockery, the rediscovery and confirmation of their identity will secure the existence of this first nation. References Terry Crowley (1975) Cape York tape transcriptions. Australian Institute of Aboriginal and Torres Strait Islander Studies, manuscript MS 1002. Terry Crowley (1976) Phonological change in New England. In Grammatical categories in Australian Languages, ed. R. M. W. Dixon, 19–50. Canberra: Australian Institute of Aboriginal Studies. Terry Crowley (1980) Phonological targets and northern Cape York sandhill. In Papers in Australian Linguistics 13, 241–258. Canberra: Pacific Linguistics. Terry Crowley (1981) The Mpakwithi dialect of Anguthimri. In Handbook of Australian languages vol. 2, eds. R. M. W. Dixon and B. J. Blake, 147–194 + map p. 146. Canberra: ANU Press. http://hdl.handle.net/10125/41948 Vindication for the Mpakwithi First Nation through Language Revival Sound oai:scholarspace.manoa.hawaii.edu:10125/42063 2024-08-08 col_10125_45840 42063.pdf 42063-a.mp3 42063-b.mp3 Parker, Aliana, Gessner, Suzanne, Parker, Aliana, Gessner, Suzanne; 2017-03-04; This workshop will collectively build an understanding of the signi cance of language maintenance and revitalization for Indigenous health and wellness. The presenters will share a case study of a program, currently in pilot phase in British Columbia, which both promotes mental health and supports language revitalization. The program supports la- tent speakers to overcome language blocks with the aid of Cognitive Behavioural Therapy. Workshop participants will engage in group brainstorming and discussion circles to develop a deeper understanding of the connections between language and health for both individuals and families, and to explore how the work of academics and language activ- ists can contribute to health outcomes.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42063. Parker, Aliana Gessner, Suzanne Parker, Aliana Gessner, Suzanne 2017-03-02 This workshop will collectively build an understanding of the signi cance of language maintenance and revitalization for Indigenous health and wellness. The presenters will share a case study of a program, currently in pilot phase in British Columbia, which both promotes mental health and supports language revitalization. The program supports la- tent speakers to overcome language blocks with the aid of Cognitive Behavioural Therapy. Workshop participants will engage in group brainstorming and discussion circles to develop a deeper understanding of the connections between language and health for both individuals and families, and to explore how the work of academics and language activ- ists can contribute to health outcomes. http://hdl.handle.net/10125/42063 OUR LANGUAGE IS OUR HEALTH: CONNECTING LANGUAGE REVITALIZATION TO HEALTH OUTCOMES FOR INDIGENOUS COMMUNITIES Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41944 2017-05-11 col_10125_45840 41944.mp3 McDonnell, Bradley, McDonnell, Bradley; 2017-03-03; Language documentation research has demonstrated the advantages of collecting naturally occurring discourse, harkening back to Boas (Woodbury, 2011), and targeted examples through direct elicitation (Evans, 2008). However, as the field continues to expand its methodologies (e.g., in documenting language use and ethnobotany, evidenced in the third ICLDC), simply balancing these two data collection methodologies is not always sufficient. This paper demonstrates how the use of experimental methodologies in data collection is necessary to document stress in many of the world’s languages and subsequently provides practical advice for documentary linguists to implement experimental methodologies in doc- umenting stress in various languages. For many languages, documenting stress is not at all straightforward. There are two fundamental issues: the acoustic correlates of stress and the domain of stress. Discovering acoustic correlates of stress, even in well-known languages, has been notoriously difficult to pin down and differs cross-linguistically (Gordon, 2011). It requires a carefully constructed wordlist that contains words with comparable vowels in presumably stressed and unstressed environments that are easily measured and minimize microprosodic effects. Determining the domain of stress (e.g., word, accentual phrase) has been found to be more problematic because many linguists conflate the different levels of prosodic prominence (e.g., word-level stress and phrase-level intonational prominence). That is, words are often recorded in isolation, which speakers typically treat as prosodic phrases in of themselves (i.e., single-word prosodic phrases) (Gordon, 2014). Thus, determining the domain of stress re- quires that words appear in different positions within carrier phrases in order to disentangle word-level stress and phrase-level intonational prominence. Because of these and other fac- tors (e.g., boundary tones, information structure), it is extremely difficult, if not impossible to properly document stress using direct elicitation or natural discourse. Building upon the methodologies discussed in Himmelmann & Ladd (2008), this pa- per shows how experimental methodologies were used in a particularly complicated case of word-level stress in Besemah, a Malayic language of southwest Sumatra. It illustrates how documentary linguists can construct and carry out an experiment and subsequent quantita- tive analysis to properly document stress, covering three essential topics: (i) constructing a wordlist by choosing words with comparable vowels in environments that minimize micro- prosodic effects and selecting an adequate number of tokens that are properly randomized for quantitative analysis, (ii) devising carrier phrases that control for position in the prosodic phrase and information structure, and (iii) implementing current methodologies of multifac- torial quantitative analysis using mixed-effects modeling. References Evans, N. (2008). Review of Essentials of language documentation. Language Documentation and Conservation, 2(2), 340–350. Gordon, M. (2011). Stress: Phonotactic and phonetic evidence. In M. van Oostendorp, C. J. Ewen, E. Hume, & K. Rice (Eds.), The Blackwell Companion to Phonology (pp. 924– 948). Malden: Wiley-Blackwell. Gordon, M. (2014). Disentangling stress and pitch accent: Toward a typology of prominence at different prosodic levels. In H. van der Hulst (Ed.), Word stress: Theoretical and typological issues. Cambridge: Cambridge University Press. Himmelmann, N. P. & Ladd, D. R. (2008). Prosodic description: An introduction for field- workers. Language Documentation and Conservation, 2 (2), 244–274. Woodbury, A. C. (2011). Language documentation. In P. K. Austin & J. Sallabank (Eds.), The Cambridge Handbook of Endangered Languages (pp. 159–176). Cambridge: Cam- bridge University Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41944. McDonnell, Bradley McDonnell, Bradley 2017-03-03 Language documentation research has demonstrated the advantages of collecting naturally occurring discourse, harkening back to Boas (Woodbury, 2011), and targeted examples through direct elicitation (Evans, 2008). However, as the field continues to expand its methodologies (e.g., in documenting language use and ethnobotany, evidenced in the third ICLDC), simply balancing these two data collection methodologies is not always sufficient. This paper demonstrates how the use of experimental methodologies in data collection is necessary to document stress in many of the world’s languages and subsequently provides practical advice for documentary linguists to implement experimental methodologies in doc- umenting stress in various languages. For many languages, documenting stress is not at all straightforward. There are two fundamental issues: the acoustic correlates of stress and the domain of stress. Discovering acoustic correlates of stress, even in well-known languages, has been notoriously difficult to pin down and differs cross-linguistically (Gordon, 2011). It requires a carefully constructed wordlist that contains words with comparable vowels in presumably stressed and unstressed environments that are easily measured and minimize microprosodic effects. Determining the domain of stress (e.g., word, accentual phrase) has been found to be more problematic because many linguists conflate the different levels of prosodic prominence (e.g., word-level stress and phrase-level intonational prominence). That is, words are often recorded in isolation, which speakers typically treat as prosodic phrases in of themselves (i.e., single-word prosodic phrases) (Gordon, 2014). Thus, determining the domain of stress re- quires that words appear in different positions within carrier phrases in order to disentangle word-level stress and phrase-level intonational prominence. Because of these and other fac- tors (e.g., boundary tones, information structure), it is extremely difficult, if not impossible to properly document stress using direct elicitation or natural discourse. Building upon the methodologies discussed in Himmelmann & Ladd (2008), this pa- per shows how experimental methodologies were used in a particularly complicated case of word-level stress in Besemah, a Malayic language of southwest Sumatra. It illustrates how documentary linguists can construct and carry out an experiment and subsequent quantita- tive analysis to properly document stress, covering three essential topics: (i) constructing a wordlist by choosing words with comparable vowels in environments that minimize micro- prosodic effects and selecting an adequate number of tokens that are properly randomized for quantitative analysis, (ii) devising carrier phrases that control for position in the prosodic phrase and information structure, and (iii) implementing current methodologies of multifac- torial quantitative analysis using mixed-effects modeling. References Evans, N. (2008). Review of Essentials of language documentation. Language Documentation and Conservation, 2(2), 340–350. Gordon, M. (2011). Stress: Phonotactic and phonetic evidence. In M. van Oostendorp, C. J. Ewen, E. Hume, & K. Rice (Eds.), The Blackwell Companion to Phonology (pp. 924– 948). Malden: Wiley-Blackwell. Gordon, M. (2014). Disentangling stress and pitch accent: Toward a typology of prominence at different prosodic levels. In H. van der Hulst (Ed.), Word stress: Theoretical and typological issues. Cambridge: Cambridge University Press. Himmelmann, N. P. & Ladd, D. R. (2008). Prosodic description: An introduction for field- workers. Language Documentation and Conservation, 2 (2), 244–274. Woodbury, A. C. (2011). Language documentation. In P. K. Austin & J. Sallabank (Eds.), The Cambridge Handbook of Endangered Languages (pp. 159–176). Cambridge: Cam- bridge University Press. http://hdl.handle.net/10125/41944 When language documentation requires experimental design: Documenting stress in western Indonesia Sound oai:scholarspace.manoa.hawaii.edu:10125/42061 2024-08-09 col_10125_45840 42061.pdf 42061.mp3 Mettouchi, Amina, Bettinson, Mat, Bird, Steven, Mettouchi, Amina, Bettinson, Mat, Bird, Steven; 2017-03-04; The oral transmission of recipes provides a rich context for collection of procedural discourse. In the diaspora, cuisine may be maintained longer than language, and the transmission of recipes to another generation offers an occasion for reconnection with older speakers. While it is easy to video the preparation of a dish, the resulting video is harder to navigate and harder to translate, compared with the approach we have developed. We have developed a kind of digital storytelling app(1) Zahwa which captures a recipe as a sequence of still images aligned to an audio narrative. The user photographs ingredients and utensils, then photographs each stage of preparation. The images are opened inside the app, and user presses a record button and explains the recipe, swiping to advance to the next image. Finger gestures are captured, so that reference to items within an image are unambiguous. During playback of a recipe, a user hears the audio and watches a slideshow of the images, and sees image highlights. The user navigates the recipe by swiping to get to the desired image and then touches it to resume playback. Recipes can be orally translated, so that users can experience the slideshow aligned with multiple languages. The collection of recordings obtained in this way forms a spoken corpus. Common elements, such as verbally annotated images of ingredients and utensils, offer the chance to collect dialect variants, and link them to a domain-specific lexicon. Syntactic constructions associated with procedural discourse can be matched with their equivalents in other languages. The corpus also offers contextualized teaching materials, providing learners with time-aligned images. The method has been implemented as a web app, supporting the usual social media features of sharing and liking. Recipes are stored in the cloud, when bandwidth is available, and shared via URL. The images and audio can be initially captured in high resolution, and shared over wireless networks in lower resolution until a wifi connection is available when the high resolution version is secured. A web API provides programmatic access to the data. The approach offers an oblique method for linguists to collect language documentation, in which speakers of an endangered language may be independently motivated to describe recipes, crafts, works of art, etc, in short, anything that can be adequately represented as a series of images with an accompanying audio track. We report results of using this method in schools and in conventional language documentation projects. (1) cf. Bidwell, N, T Reitmaier, G Marsden, S Hansen (2010). Designing with mobile digital storytelling in rural Africa, Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp 1593-1602, Association for Computing Machinery; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42061. Mettouchi, Amina Bettinson, Mat Bird, Steven Mettouchi, Amina Bettinson, Mat Bird, Steven 2017-03-04 The oral transmission of recipes provides a rich context for collection of procedural discourse. In the diaspora, cuisine may be maintained longer than language, and the transmission of recipes to another generation offers an occasion for reconnection with older speakers. While it is easy to video the preparation of a dish, the resulting video is harder to navigate and harder to translate, compared with the approach we have developed. We have developed a kind of digital storytelling app(1) Zahwa which captures a recipe as a sequence of still images aligned to an audio narrative. The user photographs ingredients and utensils, then photographs each stage of preparation. The images are opened inside the app, and user presses a record button and explains the recipe, swiping to advance to the next image. Finger gestures are captured, so that reference to items within an image are unambiguous. During playback of a recipe, a user hears the audio and watches a slideshow of the images, and sees image highlights. The user navigates the recipe by swiping to get to the desired image and then touches it to resume playback. Recipes can be orally translated, so that users can experience the slideshow aligned with multiple languages. The collection of recordings obtained in this way forms a spoken corpus. Common elements, such as verbally annotated images of ingredients and utensils, offer the chance to collect dialect variants, and link them to a domain-specific lexicon. Syntactic constructions associated with procedural discourse can be matched with their equivalents in other languages. The corpus also offers contextualized teaching materials, providing learners with time-aligned images. The method has been implemented as a web app, supporting the usual social media features of sharing and liking. Recipes are stored in the cloud, when bandwidth is available, and shared via URL. The images and audio can be initially captured in high resolution, and shared over wireless networks in lower resolution until a wifi connection is available when the high resolution version is secured. A web API provides programmatic access to the data. The approach offers an oblique method for linguists to collect language documentation, in which speakers of an endangered language may be independently motivated to describe recipes, crafts, works of art, etc, in short, anything that can be adequately represented as a series of images with an accompanying audio track. We report results of using this method in schools and in conventional language documentation projects. (1) cf. Bidwell, N, T Reitmaier, G Marsden, S Hansen (2010). Designing with mobile digital storytelling in rural Africa, Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp 1593-1602, Association for Computing Machinery http://hdl.handle.net/10125/42061 Documenting Recipes Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41955 2017-05-11 col_10125_45840 41955.mp3 Quinn, Conor, Nicholas, Andrea, Jeddore, Alwyn, Paul, Gabriel, Quinn, Conor, Nicholas, Andrea, Jeddore, Alwyn, Paul, Gabriel; 2017-03-03; We report on a new curriculum approach for beginner learners of three Eastern Algonquian languages (Penobscot, Maliseet, and Mi'kmaw) that actively targets the practical needs of L1-English adult heritage learners, and challenges often unquestioned default priorities of school-based teaching. In this model, beginner-course content minimizes adult learner anxiety and memory load (and optimizes orality) by limiting itself to eleven brief (≈5min) lessons, each introducing at most 2-3 sentences of new information, rigorously selected to satisfy two criteria: each must (a) be a simple model-word/phrase forming a key step within a clear progression of essential morphosyntactic patterns, and (b) have immediate daily-life communicative use. This approach's strength is in its limits. For example, pronominality-by-a x is introduced not by standard intimidating full-paradigm charts, but instead via a single lesson-target of only two wordforms: one 1s, one 2s. Immediately usable for face-to-face conversation, this crucially lets learners start from the absolutely minimal pattern example, and so focus rst just on its simplest form and essential function(s), without being distracted by its complete set of realizations. This less-is-more approach to linguistic content is complemented by two key psychosocial components. First: explicit discussion of L2 learner anxiety as an integral, ongoing part of the course. Second: reframing learners as teachers-to-be: each ve-minute lesson mastered can now be shared with a fellow learner—over just one cup of co ee. This provides motivation beyond just individual success/failure, reduces teacher availability bottlenecks, and shifts the program model from teacher/school-centered to learner/community-centered. The 2015-2016 Maliseet implementation team reports promising results: students no longer overwhelmed, consistently con dent as learners, and enthusiastically using what they have learned with each other and with uent speakers. A recent Mi'kmaw application also reports a similar development of con dence and comfort. For both, reducing learner anxiety—by strictly limiting the target material and by continually acknowledging individual and group experience of linguistic performance anxiety—seems to be a key factor in its success. In an area that can often seem frustrating and hopeless, this approach appears to be making real progress. We attribute this to a design e ort that joins linguistically-informed pedagogical minimalism with active attention to the real social/emotional needs of adult learners—particularly as agents of both their own learning, and that of fellow community members.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41955. Quinn, Conor Nicholas, Andrea Jeddore, Alwyn Paul, Gabriel Quinn, Conor Nicholas, Andrea Jeddore, Alwyn Paul, Gabriel 2017-03-03 We report on a new curriculum approach for beginner learners of three Eastern Algonquian languages (Penobscot, Maliseet, and Mi'kmaw) that actively targets the practical needs of L1-English adult heritage learners, and challenges often unquestioned default priorities of school-based teaching. In this model, beginner-course content minimizes adult learner anxiety and memory load (and optimizes orality) by limiting itself to eleven brief (≈5min) lessons, each introducing at most 2-3 sentences of new information, rigorously selected to satisfy two criteria: each must (a) be a simple model-word/phrase forming a key step within a clear progression of essential morphosyntactic patterns, and (b) have immediate daily-life communicative use. This approach's strength is in its limits. For example, pronominality-by-a x is introduced not by standard intimidating full-paradigm charts, but instead via a single lesson-target of only two wordforms: one 1s, one 2s. Immediately usable for face-to-face conversation, this crucially lets learners start from the absolutely minimal pattern example, and so focus rst just on its simplest form and essential function(s), without being distracted by its complete set of realizations. This less-is-more approach to linguistic content is complemented by two key psychosocial components. First: explicit discussion of L2 learner anxiety as an integral, ongoing part of the course. Second: reframing learners as teachers-to-be: each ve-minute lesson mastered can now be shared with a fellow learner—over just one cup of co ee. This provides motivation beyond just individual success/failure, reduces teacher availability bottlenecks, and shifts the program model from teacher/school-centered to learner/community-centered. The 2015-2016 Maliseet implementation team reports promising results: students no longer overwhelmed, consistently con dent as learners, and enthusiastically using what they have learned with each other and with uent speakers. A recent Mi'kmaw application also reports a similar development of con dence and comfort. For both, reducing learner anxiety—by strictly limiting the target material and by continually acknowledging individual and group experience of linguistic performance anxiety—seems to be a key factor in its success. In an area that can often seem frustrating and hopeless, this approach appears to be making real progress. We attribute this to a design e ort that joins linguistically-informed pedagogical minimalism with active attention to the real social/emotional needs of adult learners—particularly as agents of both their own learning, and that of fellow community members. http://hdl.handle.net/10125/41955 Reducing anxiety, increasing core competence: a practical program for beginner adult heritage learners of Eastern Algonquian languages Sound oai:scholarspace.manoa.hawaii.edu:10125/42015 2024-08-09 col_10125_45840 42015.pdf 42015.mp3 Kaufman, Daniel, Finkel, Raphael, Kaufman, Daniel, Finkel, Raphael; 2017-03-02; The last decade has seen great advances in the development of electronic tools for automated interlinearization, corpus creation and lexicon building (e.g. Fieldworks Explorer [FLEx]), as well as tools for creating time-aligned annotations (e.g. ELAN). However, methods for sharing these new data formats online lag far behind. While good options exist for lexical data (e.g. Webonary, Lexique Pro), there is no tool for turning a project created in the FLEx software into an online interlinearized corpus. We present here a tool in development which does precisely that. FLEx databases can be searched using regular expressions and individual lines from a text can be linked to audio and video media. The tool can furthermore bring together linguistic data in diverse formats (from ELAN, Praat, Fieldworks, Toolbox, Shoebox) for a single query and allow for queries over multiple language projects. We discuss the benefits of this program in relation to several ongoing fieldwork projects that are being used to evaluate it. These projects present several interesting challenges. In one, we attempt to create a unified database from several centuries of documentation during which the language showed considerable change. Similarly, in the second project we create a unified database for two lexically, syntactically and phonologically distinct dialects of the same language and show how an interlinearized database facilitates searching across dialects. Finally, in the third project, we show how video data can be integrated into an online FLEx database, a feature which is still lacking in the FLEx software itself. By way of conclusion, we show the audience how to upload their own data (either privately or publicly) and experiment with the tool’s features. Ultimately, the open source program will be available for anyone interested in hosting their own installations.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42015. Kaufman, Daniel Finkel, Raphael Kaufman, Daniel Finkel, Raphael 2017-03-02 The last decade has seen great advances in the development of electronic tools for automated interlinearization, corpus creation and lexicon building (e.g. Fieldworks Explorer [FLEx]), as well as tools for creating time-aligned annotations (e.g. ELAN). However, methods for sharing these new data formats online lag far behind. While good options exist for lexical data (e.g. Webonary, Lexique Pro), there is no tool for turning a project created in the FLEx software into an online interlinearized corpus. We present here a tool in development which does precisely that. FLEx databases can be searched using regular expressions and individual lines from a text can be linked to audio and video media. The tool can furthermore bring together linguistic data in diverse formats (from ELAN, Praat, Fieldworks, Toolbox, Shoebox) for a single query and allow for queries over multiple language projects. We discuss the benefits of this program in relation to several ongoing fieldwork projects that are being used to evaluate it. These projects present several interesting challenges. In one, we attempt to create a unified database from several centuries of documentation during which the language showed considerable change. Similarly, in the second project we create a unified database for two lexically, syntactically and phonologically distinct dialects of the same language and show how an interlinearized database facilitates searching across dialects. Finally, in the third project, we show how video data can be integrated into an online FLEx database, a feature which is still lacking in the FLEx software itself. By way of conclusion, we show the audience how to upload their own data (either privately or publicly) and experiment with the tool’s features. Ultimately, the open source program will be available for anyone interested in hosting their own installations. http://hdl.handle.net/10125/42015 A tool for sharing interlinearized and lexical data in diverse formats Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42036 2024-08-10 col_10125_45840 42036.pdf 42036.mp3 Lovaas, Danielle, Balloun-Soward, Gebremedhin, Yitagessu, Lovaas, Danielle, Balloun-Soward, Gebremedhin, Yitagessu; 2017-03-02; Speech recognition technology is increasingly becoming an important component of Computer Assisted Language Learning (CALL) software, as well as of a language’s digital vitality. CALL software that integrates speech recognition allows learners to practice oral skills without live instruction and receive feedback on pronunciation. This speech recognition technology may be particularly beneficial for endangered or under-resourced languages. Chickasaw is an indigenous language of North America now spoken mainly in the state of Oklahoma. It is estimated that there are fewer than 75 native speakers of the language remaining, though recent years have seen a surge of interest in Chickasaw culture and language revitalization. In 2007, the Chickasaw Nation launched a robust and multifaceted revitalization program, and in 2015 they commissioned CALL software that integrates speech recognition. However, creating a quality automatic speech recognition (ASR) system necessitates a number of resources that are not always readily available for endangered languages like Chickasaw. Modern speech recognition technology is based on large-scale statistical modeling of target language text and hand transcribed audio corpora. Such technology also assumes a single standardized phonetic orthography where speech can be directly mapped to text. Currently, most available resources for building speech recognition technology are based on languages where researchers are able to access a large pool of literate native speakers who are willing and able to record many hours of high quality audio, and where large volumes of accessible text already exist. For many endangered languages, these criteria cannot easily be fulfilled. This paper is focused on identifying the dimensions of resource challenges that affect building corpora for such languages, using Chickasaw as a case study. Furthermore, we identify techniques that we have used to create a corpus of speech data suitable for building an instructional speech recognition module for use in CALL software.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42036. Lovaas, Danielle Balloun-Soward Gebremedhin, Yitagessu Lovaas, Danielle Balloun-Soward Gebremedhin, Yitagessu 2017-03-02 Speech recognition technology is increasingly becoming an important component of Computer Assisted Language Learning (CALL) software, as well as of a language’s digital vitality. CALL software that integrates speech recognition allows learners to practice oral skills without live instruction and receive feedback on pronunciation. This speech recognition technology may be particularly beneficial for endangered or under-resourced languages. Chickasaw is an indigenous language of North America now spoken mainly in the state of Oklahoma. It is estimated that there are fewer than 75 native speakers of the language remaining, though recent years have seen a surge of interest in Chickasaw culture and language revitalization. In 2007, the Chickasaw Nation launched a robust and multifaceted revitalization program, and in 2015 they commissioned CALL software that integrates speech recognition. However, creating a quality automatic speech recognition (ASR) system necessitates a number of resources that are not always readily available for endangered languages like Chickasaw. Modern speech recognition technology is based on large-scale statistical modeling of target language text and hand transcribed audio corpora. Such technology also assumes a single standardized phonetic orthography where speech can be directly mapped to text. Currently, most available resources for building speech recognition technology are based on languages where researchers are able to access a large pool of literate native speakers who are willing and able to record many hours of high quality audio, and where large volumes of accessible text already exist. For many endangered languages, these criteria cannot easily be fulfilled. This paper is focused on identifying the dimensions of resource challenges that affect building corpora for such languages, using Chickasaw as a case study. Furthermore, we identify techniques that we have used to create a corpus of speech data suitable for building an instructional speech recognition module for use in CALL software. http://hdl.handle.net/10125/42036 Challenges in creating speech recognition for endangered language CALL: A Chickasaw case study Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41943 2017-05-11 col_10125_45840 41943.mp3 Schnell, Stefan, Haig, Geoffrey, Schnell, Stefan, Haig, Geoffrey; 2017-03-03; Recent years have witnessed the developments of a new strand in linguistic typology called “text-based” or “corpus-based” typology (Authors, 2011). The central idea is to supplement grammar-based language typology (cf Dryer & Haspelmath 2013) by the systematic analysis of text corpora from diverse languages (Waelchli 2006, 2009; Cysouw & Waelchli 2007). Corpus- or text- based typological studies can reveal differences and universals of language use that are not usually captured in descriptive grammars; they thus make important contributions to usage-based accounts of linguistic diversity and universals. Text-based typology has important precursors in the studies of discourse structure and referentiality pioneered by Wallace Chafe and Talmy Givón in the 1970ies. Despite the immense ramification for usage-based accounts of discourse and grammatical structures, research in the Chafe-Givón tradition has mostly been restricted to relatively small text-data sets, often from relatively well-studied languages of Europe or East Asia. Furthermore, to date there has been comparatively little attempt to harness more recent technical developments in documentary and corpus linguistics to the cross-linguistic investigation of natural discourse. We here report on a text-based typological initiative that taps into the spoken language data compiled in unprecedented amounts and quality within various language documentation projects. In contrast to other efforts in text-based typology that use parallel (Waelchli 2009; Cysouw & Waelchli 2007) or stimuli- based texts (Pear Film re-tellings; Bickel 2003; Du Bois 1987; or Frog Story re- tellings; Berman & Slobin 1994), we aggregate spoken language corpora of what we call “original texts”, that is texts that resemble indigenous literature and have been recorded in their respective cultural settings during months- or years-long fieldwork. We demonstrate the viability of applying unified system of morpho- syntactic text annotation to texts from diverse languages, thus enabling quantitative research in the Chafe-Givón tradition in much more systematic ways, and on a much broader text data base that reflects more reliably the actual use of diverse languages by their speakers. We demonstrate the impact of our approach through examples of studies that are published in high-quality journals and other publications; time permitting, we will also illustrate further on-going research. Our paper shows that spoken texts from language documentation are not only a viable resource for language maintenance, and serving as a basis for grammars and dictionaries, but that also, assuming certain conditions of technical implementation and annotation are observed, bear unique potentials as direct input for language typology and theoretical linguistics. References: BERMAN, RUTH & DAN SLOBIN (eds.) 1994. (eds), Relating events in narrative: a crosslinguistic developmental study. Hillsdale, NJ: Erlbaum. BICKEL, BALTHASAR. 2003. Referential density in discourse and syntactic typology. Language 79.708–36. DOI: 10.1353/lan.2003.0205. CYSOUW, MICHAEL, and BERNHARD WÄLCHLI. 2007. Parallel texts: Using translational esquivalents in linguistic typology. STUF - Sprachtypologie und Universalienforschung 60.2.95–99. DOI: 10.1524/ stuf.2007.60.2.95. DU BOIS, JOHN W. 1987. The discourse basis of ergativity. Language 63.4, 805-855. AUTHORS. 2011. Comparing corpora from endangered languages: Explorations in language typology based on original texts. In AUTHORS (eds.), 55-86. AUTHORS (eds.) 2011. Documenting endangered languages: Achievements and perspectives. Berlin: Mouton de Gruyter DRYER, MATHEW & MARTIN HASPELMATH (eds.). 2013. The World Atlas of Language Structures Online. Leipzig: Max Planck Institute for Evolutionary Anthropology. (Available online at http://wals.info, Accessed on 2016-09-01.) WÄLCHLI, BERNHARD. 2006. Descriptive typology, or, the typologist’s expanded toolkit. Konstanz: University of Konstanz, MS. WÄLCHLI, BERNHARD. 2009. Motion events in parallel texts: A study in primary data typology. Bern: Uni-versity of Bern Habilitation thesis.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41943. Schnell, Stefan Haig, Geoffrey Schnell, Stefan Haig, Geoffrey 2017-03-03 Recent years have witnessed the developments of a new strand in linguistic typology called “text-based” or “corpus-based” typology (Authors, 2011). The central idea is to supplement grammar-based language typology (cf Dryer & Haspelmath 2013) by the systematic analysis of text corpora from diverse languages (Waelchli 2006, 2009; Cysouw & Waelchli 2007). Corpus- or text- based typological studies can reveal differences and universals of language use that are not usually captured in descriptive grammars; they thus make important contributions to usage-based accounts of linguistic diversity and universals. Text-based typology has important precursors in the studies of discourse structure and referentiality pioneered by Wallace Chafe and Talmy Givón in the 1970ies. Despite the immense ramification for usage-based accounts of discourse and grammatical structures, research in the Chafe-Givón tradition has mostly been restricted to relatively small text-data sets, often from relatively well-studied languages of Europe or East Asia. Furthermore, to date there has been comparatively little attempt to harness more recent technical developments in documentary and corpus linguistics to the cross-linguistic investigation of natural discourse. We here report on a text-based typological initiative that taps into the spoken language data compiled in unprecedented amounts and quality within various language documentation projects. In contrast to other efforts in text-based typology that use parallel (Waelchli 2009; Cysouw & Waelchli 2007) or stimuli- based texts (Pear Film re-tellings; Bickel 2003; Du Bois 1987; or Frog Story re- tellings; Berman & Slobin 1994), we aggregate spoken language corpora of what we call “original texts”, that is texts that resemble indigenous literature and have been recorded in their respective cultural settings during months- or years-long fieldwork. We demonstrate the viability of applying unified system of morpho- syntactic text annotation to texts from diverse languages, thus enabling quantitative research in the Chafe-Givón tradition in much more systematic ways, and on a much broader text data base that reflects more reliably the actual use of diverse languages by their speakers. We demonstrate the impact of our approach through examples of studies that are published in high-quality journals and other publications; time permitting, we will also illustrate further on-going research. Our paper shows that spoken texts from language documentation are not only a viable resource for language maintenance, and serving as a basis for grammars and dictionaries, but that also, assuming certain conditions of technical implementation and annotation are observed, bear unique potentials as direct input for language typology and theoretical linguistics. References: BERMAN, RUTH & DAN SLOBIN (eds.) 1994. (eds), Relating events in narrative: a crosslinguistic developmental study. Hillsdale, NJ: Erlbaum. BICKEL, BALTHASAR. 2003. Referential density in discourse and syntactic typology. Language 79.708–36. DOI: 10.1353/lan.2003.0205. CYSOUW, MICHAEL, and BERNHARD WÄLCHLI. 2007. Parallel texts: Using translational esquivalents in linguistic typology. STUF - Sprachtypologie und Universalienforschung 60.2.95–99. DOI: 10.1524/ stuf.2007.60.2.95. DU BOIS, JOHN W. 1987. The discourse basis of ergativity. Language 63.4, 805-855. AUTHORS. 2011. Comparing corpora from endangered languages: Explorations in language typology based on original texts. In AUTHORS (eds.), 55-86. AUTHORS (eds.) 2011. Documenting endangered languages: Achievements and perspectives. Berlin: Mouton de Gruyter DRYER, MATHEW & MARTIN HASPELMATH (eds.). 2013. The World Atlas of Language Structures Online. Leipzig: Max Planck Institute for Evolutionary Anthropology. (Available online at http://wals.info, Accessed on 2016-09-01.) WÄLCHLI, BERNHARD. 2006. Descriptive typology, or, the typologist’s expanded toolkit. Konstanz: University of Konstanz, MS. WÄLCHLI, BERNHARD. 2009. Motion events in parallel texts: A study in primary data typology. Bern: Uni-versity of Bern Habilitation thesis. http://hdl.handle.net/10125/41943 Indigenous narrative texts in linguistic typology Sound oai:scholarspace.manoa.hawaii.edu:10125/41938 2017-05-11 col_10125_45840 41938.mp3 Chinn, Pauline W. U., Nogelmeier, M. Puakea, Businger, Steven, Rowland, Scott K., Makepa-Foley, Emmalani, Lance, Kelly, Sewell, Haunani, Wong, Chanel, Chinn, Pauline W. U., Nogelmeier, M. Puakea, Businger, Steven, Rowland, Scott K., Makepa-Foley, Emmalani, Lance, Kelly, Sewell, Haunani, Wong, Chanel; 2017-03-02; “Transforming Teaching” reports on year 1 of a 2-year DR-K12, NSF funded professional development (PD) research project asking if transforming STEM instruction to intersect with Native Hawaiian culture supports underrepresented Native Hawaiian students’ interest and learning in STEM (NCES, 2011). The project design applies theories of structure and agency (Sewell, 1992) and cultural funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) to explicitly intersect Hawaiian and western knowledge and culture. Teachers researched their ahupua‘a for cultural, historical, and STEM resources relevant to place-based lessons for their students and communities because place-based knowledge of diverse topographies and ecosystems was critical to Hawaiian sustainability, well-being, and identity. Educational innovations e.g., a database of Hawaiian language newspaper articles, the Institute for Hawaiian Language Research and Translation and the Hawai‘i Dept. of Education’s adoption of Next Generation Science Standards provide new resources for designing STEAM curricula (inclusive of arts) through the lenses of culture and place. Nā Hopena A‘o (HIDOE, 2015), six general learner outcomes reflecting Hawaiian values provided assessments associated with belonging, responsibility, excellence, aloha, total wellbeing and Hawai‘i. Data sources include student surveys, teachers’ reflective writings, lessons, student work, and assessments guided by Na Hopena A‘o. Lessons on native and invasive species and sustainability show 4-8th graders learned key Hawaiian and technical terms, understood and critiqued the impact of humans and invasive species on Hawaiian ecosystems, and recognized values underlying sustainability. Surveys applying Nā Hopena A’o showed the great majority of 6th and 7th graders in two O‘ahu schools reported their learning activities led to positive outcomes. In a 4th grade class where 22 students identified their ethnicities, the 6 Native Hawaiian students were more interested in taking STEM and Hawaiian culture/language courses, more concerned about invasive species and culturally important plant and animals, but less able to connect school and family activities than their non-Hawaiian peers. However, students generally agreed (n=14) that science should be taught “outdoors” “to be more interesting.” Findings suggest place-based PD explicitly integrating Western and Hawaiian STEM systems contributes to equity in STEM education and well-being of children in Hawaii’s schools. Further research with a second cohort of teachers will expand grades and numbers of students surveyed to refine first year findings and guide future PD oriented to transforming teachers’ practices towards equitable STEM education and greater sense of well-being for Native Hawaiians, the largest ethnic group in Hawai‘i’s K-12 schools. References: Hawai‘i State Department of Education (2015, Nov.). Nā Hopena A‘o Statements. Retrieved from www.hawaiipublicschools.org/DOE%20Forms/NaHopenaAoE3.pdf Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory into Practice, Qualitative Issues in Educational Research, 31, 2, 132-141. National Center for Education Statistics (2011, Dec.). Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2012120.pdf Sewell, W. Jr. (1992). A Theory of Structure: Duality, Agency, and Transformation. American Journal of Sociology, 98, 1, 1-29.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41938. Chinn, Pauline W. U. Nogelmeier, M. Puakea Businger, Steven Rowland, Scott K. Makepa-Foley, Emmalani Lance, Kelly Sewell, Haunani Wong, Chanel Chinn, Pauline W. U. Nogelmeier, M. Puakea Businger, Steven Rowland, Scott K. Makepa-Foley, Emmalani Lance, Kelly Sewell, Haunani Wong, Chanel 2017-03-02 “Transforming Teaching” reports on year 1 of a 2-year DR-K12, NSF funded professional development (PD) research project asking if transforming STEM instruction to intersect with Native Hawaiian culture supports underrepresented Native Hawaiian students’ interest and learning in STEM (NCES, 2011). The project design applies theories of structure and agency (Sewell, 1992) and cultural funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) to explicitly intersect Hawaiian and western knowledge and culture. Teachers researched their ahupua‘a for cultural, historical, and STEM resources relevant to place-based lessons for their students and communities because place-based knowledge of diverse topographies and ecosystems was critical to Hawaiian sustainability, well-being, and identity. Educational innovations e.g., a database of Hawaiian language newspaper articles, the Institute for Hawaiian Language Research and Translation and the Hawai‘i Dept. of Education’s adoption of Next Generation Science Standards provide new resources for designing STEAM curricula (inclusive of arts) through the lenses of culture and place. Nā Hopena A‘o (HIDOE, 2015), six general learner outcomes reflecting Hawaiian values provided assessments associated with belonging, responsibility, excellence, aloha, total wellbeing and Hawai‘i. Data sources include student surveys, teachers’ reflective writings, lessons, student work, and assessments guided by Na Hopena A‘o. Lessons on native and invasive species and sustainability show 4-8th graders learned key Hawaiian and technical terms, understood and critiqued the impact of humans and invasive species on Hawaiian ecosystems, and recognized values underlying sustainability. Surveys applying Nā Hopena A’o showed the great majority of 6th and 7th graders in two O‘ahu schools reported their learning activities led to positive outcomes. In a 4th grade class where 22 students identified their ethnicities, the 6 Native Hawaiian students were more interested in taking STEM and Hawaiian culture/language courses, more concerned about invasive species and culturally important plant and animals, but less able to connect school and family activities than their non-Hawaiian peers. However, students generally agreed (n=14) that science should be taught “outdoors” “to be more interesting.” Findings suggest place-based PD explicitly integrating Western and Hawaiian STEM systems contributes to equity in STEM education and well-being of children in Hawaii’s schools. Further research with a second cohort of teachers will expand grades and numbers of students surveyed to refine first year findings and guide future PD oriented to transforming teachers’ practices towards equitable STEM education and greater sense of well-being for Native Hawaiians, the largest ethnic group in Hawai‘i’s K-12 schools. References: Hawai‘i State Department of Education (2015, Nov.). Nā Hopena A‘o Statements. Retrieved from www.hawaiipublicschools.org/DOE%20Forms/NaHopenaAoE3.pdf Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory into Practice, Qualitative Issues in Educational Research, 31, 2, 132-141. National Center for Education Statistics (2011, Dec.). Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2012120.pdf Sewell, W. Jr. (1992). A Theory of Structure: Duality, Agency, and Transformation. American Journal of Sociology, 98, 1, 1-29. http://hdl.handle.net/10125/41938 Linking Language & Well-Being: Transforming Teaching at the Intersection of Hawaiian Places, Practices, Values, and Language Sound oai:scholarspace.manoa.hawaii.edu:10125/41929 2017-05-11 col_10125_45840 41929.mp3 Goff, Rebecca, Goff, Brandon, Running Wolf, Caroline, Running Wolf, Michael, Desrosier, Jesse, Fish, Naatosi, Miyashita, Mizuki, Goff, Rebecca, Goff, Brandon, Running Wolf, Caroline, Running Wolf, Michael, Desrosier, Jesse, Fish, Naatosi, Miyashita, Mizuki; 2017-03-02; This presentation showcases our collaborative model for developing language materials: Native Teaching Aids (NTA). Collaboration is an important concept for language documentation and revitalization (Rice 2009; Czaykowska-Higgins 2009). In developing pedagogical materials as part of revitalization, collaboration between linguists and language teachers is believed to be ideal, and such collaboration has recently been the subject of attention (e.g., Hermes 2012, Yamada 2007, Little et al. 2015). In our experience, a collaboration that is expanded to include traditional knowledge keepers as well as the greater (language) community has been very successful. When a wide range of disciplines and expertise are involved, the teaching materials produced have linguistic features, cultural content, pedagogical efficacy, and entertainment value. The NTA model of expanded collaboration emphasizes the vital importance of preserving and revitalizing indigenous culture, language, and history to empower communities. The NTA model is currently in use in multiple endangered language communities to develop, design, and create educational and entertaining materials. In our talk, we will describe the development of the Blackfoot language and culture game Picking Berries as an example of the NTA model and process. This technologically enhanced card game has two significant aspects which strengthen the players’ language and culture acquisition process. First, it not only teaches vocabulary and basic phrases using native speaker pronunciations, but also demonstrates cultural components through traditional environmental knowledge, indigenous botanical science, images of the indigenous environment, a sense of community, and negotiation skills. Secondly, Picking Berries includes a companion mobile app that enables the user to interact with the game cards in augmented reality (AR). The technology projects audio and imagery corresponding to specific playing cards onto the pupil’s mobile phone screen. Our use of AR bridges the real world and the virtual space to create a compelling, culturally driven interaction with the game. The presentation will outline our multifaceted activities toward the development of culturally relevant pedagogical materials (initial meeting with the tribe to identify their goals, cultural and language content development with tribal knowledge keepers, play-testing sessions with the targeted age group, linguistic consultation, student training, etc.) and lessons learned. We hope this showcase of our NTA model will benefit similar collaborative teams of language activists and linguistics.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41929. Goff, Rebecca Goff, Brandon Running Wolf, Caroline Running Wolf, Michael Desrosier, Jesse Fish, Naatosi Miyashita, Mizuki Goff, Rebecca Goff, Brandon Running Wolf, Caroline Running Wolf, Michael Desrosier, Jesse Fish, Naatosi Miyashita, Mizuki 2017-03-02 This presentation showcases our collaborative model for developing language materials: Native Teaching Aids (NTA). Collaboration is an important concept for language documentation and revitalization (Rice 2009; Czaykowska-Higgins 2009). In developing pedagogical materials as part of revitalization, collaboration between linguists and language teachers is believed to be ideal, and such collaboration has recently been the subject of attention (e.g., Hermes 2012, Yamada 2007, Little et al. 2015). In our experience, a collaboration that is expanded to include traditional knowledge keepers as well as the greater (language) community has been very successful. When a wide range of disciplines and expertise are involved, the teaching materials produced have linguistic features, cultural content, pedagogical efficacy, and entertainment value. The NTA model of expanded collaboration emphasizes the vital importance of preserving and revitalizing indigenous culture, language, and history to empower communities. The NTA model is currently in use in multiple endangered language communities to develop, design, and create educational and entertaining materials. In our talk, we will describe the development of the Blackfoot language and culture game Picking Berries as an example of the NTA model and process. This technologically enhanced card game has two significant aspects which strengthen the players’ language and culture acquisition process. First, it not only teaches vocabulary and basic phrases using native speaker pronunciations, but also demonstrates cultural components through traditional environmental knowledge, indigenous botanical science, images of the indigenous environment, a sense of community, and negotiation skills. Secondly, Picking Berries includes a companion mobile app that enables the user to interact with the game cards in augmented reality (AR). The technology projects audio and imagery corresponding to specific playing cards onto the pupil’s mobile phone screen. Our use of AR bridges the real world and the virtual space to create a compelling, culturally driven interaction with the game. The presentation will outline our multifaceted activities toward the development of culturally relevant pedagogical materials (initial meeting with the tribe to identify their goals, cultural and language content development with tribal knowledge keepers, play-testing sessions with the targeted age group, linguistic consultation, student training, etc.) and lessons learned. We hope this showcase of our NTA model will benefit similar collaborative teams of language activists and linguistics. http://hdl.handle.net/10125/41929 Playfully revitalizing languages and traditional knowledge through collaboration Sound oai:scholarspace.manoa.hawaii.edu:10125/42062 2024-08-11 col_10125_45840 42062-a.pdf 42062-b.pdf Dunham, Joel, Dunham, Joel; 2017-03-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42062. Dunham, Joel Dunham, Joel 2017-03-03 http://hdl.handle.net/10125/42062 Dative: from collaborative database to Archival Information Package Text oai:scholarspace.manoa.hawaii.edu:10125/41970 2017-05-11 col_10125_45840 41970.mp3 Spencer, Jasmine, Spencer, Jasmine; 2017-03-04; In this paper, I will share some of my findings from comparing a textualized traditional oral Dene (Athabaskan) story with the audio recording. The story, which is a South Slavey/Dene Dha story from northern Alberta, was recorded in 1981 and published in Wolverine Myths and Visions (Moore and Wheelock 1990). My analysis is a case-study in the poetics of expressive variation in Dene Dha. In re-integrating print and sound, I adapt, to the problem of the archive, Larry Kimura’s insight that people need to hear “traditional use of the language such as in folk story telling, stories that are filled with all sorts of expressions and vocabulary in a myriad of situations,” which has inspired him to teach by asking his students to re-tell stories orally to other students (Kimura 2015, 2016). Traditional story self-perpetuates: you can tell that a story is good when you feel the urge to re-tell it. Animals teach through story: thus we need to listen for the animal in all the ways we can. Animals are ever-powerful in Dene stories: thus my project is to seek out the animal voice within human stories about these other-than-human people. To “hear” this voice of the more-than-human, I have formed an interpretive methodology for identifying the expressions and vocabulary permitting the animal to be heard. These I term the “soundscape” of the story, integrating context with content to push at the limits of human “listening.” The soundscape which I listen for, in Dene Dha, thus includes: background noise and audience responses; breath; stammering, repetition, and onomatopoeia; intonation (vs. lexical tone); phonological variation in evidentials; represented speech and thought; animacy markers; and sequencing of verb modes. In undertaking this project, I seek to adapt ethnopoetic practice (e.g. Hymes 1981) to the practice of “poetics documentation” (Tuttle 2016) of Dene narrative meaning. Poetics here refers to the study of the multimodal aural and visual narrative inputs through which form and structure transform the referential content of linguistic acts into reflexive and regenerative systems that produce unique responses in listeners and readers. The phenomena which constitute oral poetics are language- but also body-based, contingent upon social realties, and consistent with ecological and esoteric, animal-based truths which guide the speech and actions of contemporary Dene speakers pursuing language-documentation and revitalization. Documentation of expressive tradition is crucial, and I would be very grateful for feedback on my method from experts in the field. Works Cited Hymes, Dell. “In Vain I Tried to Tell You”: Essays in Native American Ethnopoetics. Philadelphia: U of Pennsylvania P, 1981. Kimura, Larry. “Language in the Present Workshop” keynote address. University of Victoria, 26-27 Sept. 2015. ---. Personal communication, 2016. Moore, Patrick, and Angela Wheelock, eds. Wolverine Myths and Visions: Dene Traditions from Northern Alberta. Lincoln: U of Nebraska P, 1990. Print. Tuttle, Siri. Personal communication, 2016.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41970. Spencer, Jasmine Spencer, Jasmine 2017-03-04 In this paper, I will share some of my findings from comparing a textualized traditional oral Dene (Athabaskan) story with the audio recording. The story, which is a South Slavey/Dene Dha story from northern Alberta, was recorded in 1981 and published in Wolverine Myths and Visions (Moore and Wheelock 1990). My analysis is a case-study in the poetics of expressive variation in Dene Dha. In re-integrating print and sound, I adapt, to the problem of the archive, Larry Kimura’s insight that people need to hear “traditional use of the language such as in folk story telling, stories that are filled with all sorts of expressions and vocabulary in a myriad of situations,” which has inspired him to teach by asking his students to re-tell stories orally to other students (Kimura 2015, 2016). Traditional story self-perpetuates: you can tell that a story is good when you feel the urge to re-tell it. Animals teach through story: thus we need to listen for the animal in all the ways we can. Animals are ever-powerful in Dene stories: thus my project is to seek out the animal voice within human stories about these other-than-human people. To “hear” this voice of the more-than-human, I have formed an interpretive methodology for identifying the expressions and vocabulary permitting the animal to be heard. These I term the “soundscape” of the story, integrating context with content to push at the limits of human “listening.” The soundscape which I listen for, in Dene Dha, thus includes: background noise and audience responses; breath; stammering, repetition, and onomatopoeia; intonation (vs. lexical tone); phonological variation in evidentials; represented speech and thought; animacy markers; and sequencing of verb modes. In undertaking this project, I seek to adapt ethnopoetic practice (e.g. Hymes 1981) to the practice of “poetics documentation” (Tuttle 2016) of Dene narrative meaning. Poetics here refers to the study of the multimodal aural and visual narrative inputs through which form and structure transform the referential content of linguistic acts into reflexive and regenerative systems that produce unique responses in listeners and readers. The phenomena which constitute oral poetics are language- but also body-based, contingent upon social realties, and consistent with ecological and esoteric, animal-based truths which guide the speech and actions of contemporary Dene speakers pursuing language-documentation and revitalization. Documentation of expressive tradition is crucial, and I would be very grateful for feedback on my method from experts in the field. Works Cited Hymes, Dell. “In Vain I Tried to Tell You”: Essays in Native American Ethnopoetics. Philadelphia: U of Pennsylvania P, 1981. Kimura, Larry. “Language in the Present Workshop” keynote address. University of Victoria, 26-27 Sept. 2015. ---. Personal communication, 2016. Moore, Patrick, and Angela Wheelock, eds. Wolverine Myths and Visions: Dene Traditions from Northern Alberta. Lincoln: U of Nebraska P, 1990. Print. Tuttle, Siri. Personal communication, 2016. http://hdl.handle.net/10125/41970 More-than-human voices in Dene poetics documentation Sound oai:scholarspace.manoa.hawaii.edu:10125/42057 2024-08-12 col_10125_45840 42057.pdf 42057.mp3 Wilson, Peter, Wilson, Peter; 2017-03-03; This paper examines a high-school based project in which elders share their expertise with students who produce family and community videos. The paper provides feedback and suggestions for the development of language and cultural activities in the Gwaʔsəla / N̓ akwaxdaʔx̌w community, supports the Eke Me Xi school plans to intergrate more traditional knowledge and language into school activities, and provides an approach for developing indigenous language and cultural activities while preserving the overall expectations of the state/provincial educational system, following the “two world view” in Wilson and Kamanā, (2006). The video project, which beg̓an in 2013, assists revitalization activities at Eke Me Xi High School and the Gwaʔsəla / Nakwaxdaʔx̌w Band located at Tsulquate, a community of 850 located on the Northeast end of Vancouver Island, British Columbia, Canada. There are approximately 20 speakers of their language, Bakwəmkala, a Southern North Wakashan language. An initial examination of the 2013 videos revealed numerous examples of traditional knowledge, but only 10% of the language used was in Bakwəmkala. To guide the identification of cultural traditions, language usage, and modes used to convey information (e.g. sound, image), I collaborated with the Elders Council and Band Council using Action Research. The analysis was framed by Cultural Historical Activity Theory (e.g. Yamagata-Lynch, 2010), a theory that enables researchers to examine community activities. This framework was used to investigate a “unit of analysis” in order to expose the core element of the traditional knowledge conveyed in the videos. In addition, Situated Learning (e.g. Rogoff, 2013) provided a theoretical model to examine the contextualization of traditional knowledge in the school-based setting. Analysis indicates that the videos situate activities in traditional settings (e.g. homeland, Reserve, family, fishing) and provide connections to the setting through the story, guidance from elders, explanations in English, and various modes (e.g. illustrations, sound). The focus on traditional settings suggests that “activity setting” is central for Gwaʔsəla / N̓akwaxdaʔx̌w traditional knowledge, and perhaps central to Bakwəmkala, a language that requires deictic and locational marking to situate activities and identify setting. Authentic integration of indigenous knowledge and language into curriculum, therefore, requires connections with traditional settings. Activities should provide guidance to facilitate student understanding of the Gwaʔsəla / N̓ akwaxdaʔx̌w world, such as those exemplified in the videos (e.g. guidance from elders during activities). Next steps include materials planning and implementation as well as research into activities to support acquisition of Bakwəmkala, including locational language systems. References Rogoff, B. (2013). “Learning by Pitching in.” Lecture at U.C. Davis School of Education's Distinguished Educational Thinker Series, April 18, 2013. Retrieved from: https://www.youtube.com/watch?v=jdh_GjBsphg Wilson, W. and Kamanā, K. (2006). “A Hawaiian Revitalization Perspective on Indigenous Youth and Bilingualism.” In L. Wyman, T. McCarty, and S. Nicolas (eds.) Indigenous Youth and Multilingualism Language Identity, Ideology, and Practice in Dynamic Cultural Worlds. London: Routledge, pp. 187-200. Yamagata-Lynch, L. (2010). “Understanding Cultural Historical Activity Theory”. In Activity Systems Analysis Methods: Understanding Complex Learning Environments. Springer Science+Business Media, pp. 13-26. Retrieved from: http://www.springer.com/cda/content/ document/cda_downloaddocument/9781441963208- c1.pdf?SGWID=0-0-45-963464-p173992176.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42057. Wilson, Peter Wilson, Peter 2017-03-03 This paper examines a high-school based project in which elders share their expertise with students who produce family and community videos. The paper provides feedback and suggestions for the development of language and cultural activities in the Gwaʔsəla / N̓ akwaxdaʔx̌w community, supports the Eke Me Xi school plans to intergrate more traditional knowledge and language into school activities, and provides an approach for developing indigenous language and cultural activities while preserving the overall expectations of the state/provincial educational system, following the “two world view” in Wilson and Kamanā, (2006). The video project, which beg̓an in 2013, assists revitalization activities at Eke Me Xi High School and the Gwaʔsəla / Nakwaxdaʔx̌w Band located at Tsulquate, a community of 850 located on the Northeast end of Vancouver Island, British Columbia, Canada. There are approximately 20 speakers of their language, Bakwəmkala, a Southern North Wakashan language. An initial examination of the 2013 videos revealed numerous examples of traditional knowledge, but only 10% of the language used was in Bakwəmkala. To guide the identification of cultural traditions, language usage, and modes used to convey information (e.g. sound, image), I collaborated with the Elders Council and Band Council using Action Research. The analysis was framed by Cultural Historical Activity Theory (e.g. Yamagata-Lynch, 2010), a theory that enables researchers to examine community activities. This framework was used to investigate a “unit of analysis” in order to expose the core element of the traditional knowledge conveyed in the videos. In addition, Situated Learning (e.g. Rogoff, 2013) provided a theoretical model to examine the contextualization of traditional knowledge in the school-based setting. Analysis indicates that the videos situate activities in traditional settings (e.g. homeland, Reserve, family, fishing) and provide connections to the setting through the story, guidance from elders, explanations in English, and various modes (e.g. illustrations, sound). The focus on traditional settings suggests that “activity setting” is central for Gwaʔsəla / N̓akwaxdaʔx̌w traditional knowledge, and perhaps central to Bakwəmkala, a language that requires deictic and locational marking to situate activities and identify setting. Authentic integration of indigenous knowledge and language into curriculum, therefore, requires connections with traditional settings. Activities should provide guidance to facilitate student understanding of the Gwaʔsəla / N̓ akwaxdaʔx̌w world, such as those exemplified in the videos (e.g. guidance from elders during activities). Next steps include materials planning and implementation as well as research into activities to support acquisition of Bakwəmkala, including locational language systems. References Rogoff, B. (2013). “Learning by Pitching in.” Lecture at U.C. Davis School of Education's Distinguished Educational Thinker Series, April 18, 2013. Retrieved from: https://www.youtube.com/watch?v=jdh_GjBsphg Wilson, W. and Kamanā, K. (2006). “A Hawaiian Revitalization Perspective on Indigenous Youth and Bilingualism.” In L. Wyman, T. McCarty, and S. Nicolas (eds.) Indigenous Youth and Multilingualism Language Identity, Ideology, and Practice in Dynamic Cultural Worlds. London: Routledge, pp. 187-200. Yamagata-Lynch, L. (2010). “Understanding Cultural Historical Activity Theory”. In Activity Systems Analysis Methods: Understanding Complex Learning Environments. Springer Science+Business Media, pp. 13-26. Retrieved from: http://www.springer.com/cda/content/ document/cda_downloaddocument/9781441963208- c1.pdf?SGWID=0-0-45-963464-p173992176. http://hdl.handle.net/10125/42057 Indigenous Language and Culture Revitalization Goals: Integrating Indigenous Knowledge and Schools Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42064 2024-08-12 col_10125_45840 42064.mov 42064.mp3 42064.pdf Taff, Alice, Taff, Alice; 2017-03-02; Presenting both qualitative and quantitative evidence, this talk will focus specially on the notion that there is a causative, beneficial link between ancestral Indigenous language use and the health of the user. Qualitative evidence will be provided in the form
of eye-witness accounts of Indigenous language use fostering health such as: elders reversing mental aging during extended language documentation work, language learning fostering sobriety, and positive changes in children engaged in learning their ancestral Indigenous language. Though quantitative data in this eld is scarce, we will look at studies linking Indigenous language use to suicide rate, drug abuse, physical violence, diabetes, social and emotional well-being, obesity, cognitive function, and economic opportunities. We’ll look at studies of bilingualism itself and its effects on health, finding information that language communities, health care workers and educators should con- sider; compared to monolinguals, bilinguals live longer without dementia; bilinguals of any age have greater executive function and cognitive flexibility; bi- and multi-lingual brains have more grey and white matter. We will conclude by considering ideas for future studies in this eld, for instance: what happens in the brain when an ancestral language goes into disuse under duress and then, what happens in the brain when that language’s dormant neurology is reawakened?; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42064. Taff Alice Taff Alice 2017-03-02 Presenting both qualitative and quantitative evidence, this talk will focus specially on the notion that there is a causative, beneficial link between ancestral Indigenous language use and the health of the user. Qualitative evidence will be provided in the form
of eye-witness accounts of Indigenous language use fostering health such as: elders reversing mental aging during extended language documentation work, language learning fostering sobriety, and positive changes in children engaged in learning their ancestral Indigenous language. Though quantitative data in this eld is scarce, we will look at studies linking Indigenous language use to suicide rate, drug abuse, physical violence, diabetes, social and emotional well-being, obesity, cognitive function, and economic opportunities. We’ll look at studies of bilingualism itself and its effects on health, finding information that language communities, health care workers and educators should con- sider; compared to monolinguals, bilinguals live longer without dementia; bilinguals of any age have greater executive function and cognitive flexibility; bi- and multi-lingual brains have more grey and white matter. We will conclude by considering ideas for future studies in this eld, for instance: what happens in the brain when an ancestral language goes into disuse under duress and then, what happens in the brain when that language’s dormant neurology is reawakened? http://hdl.handle.net/10125/42064 I gu.aa yáx̱xwán: Be of Good Courage Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42034 2024-08-12 col_10125_45840 42034.pdf 42034.mp3 Hull, Kerry, Hull, Kerry; 2017-03-05; In the last century the endangered language of Ch’orti’ Mayan in southern Guatemala has undergone radical changes in both its quotidian and ritual vocabulary. In daily speech Spanish loanwords are now ubiquitous and Spanish grammatical forms have been adopted, often at the expense of native terms and constructions. In this paper I document the effect of the loss of vocabulary and language structures on the wellbeing of the Ch’orti’ Maya in three specific areas. First, based on a long-term study of ritual and poetic language forms among the Ch’orti’ I argue that the wholesale loss of community-wide ritual practice and its accompanying ritual language is recognized by the Ch’orti’ themselves as a detriment to their wellbeing. Not knowing the ancient prayers and “how to say them” is said by some Ch’orti’ to be the reason for the drought and famine plaguing their region today. In addition, I draw upon my fieldwork with the Ch’orti’ over the last 18 years to detail the role of grassroots language revitalization projects play in local empowerment and self-improvement for those Ch’orti’ who engage in these efforts due to outside funding and employment opportunities for language documentation. Finally, I discuss the startling decline in botanical knowledge related to medicine among younger Ch’orti’ and the effect this loss has on individual health and wellbeing. Today, ritual specialists—those who are the most skilled in the use of botanical medicines among the Ch’orti’—are being killed out of fear of witchcraft, resulting in a loss of traditional healing practice and its ritual vocabulary, all of which is altering the paradigm for both assessing and treating issues of health among the Ch’orti’. The documentation of rapidly disappearing ritual language is therefore of primary importance with the Ch’orti’.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42034. Hull, Kerry Hull, Kerry 2017-03-05 In the last century the endangered language of Ch’orti’ Mayan in southern Guatemala has undergone radical changes in both its quotidian and ritual vocabulary. In daily speech Spanish loanwords are now ubiquitous and Spanish grammatical forms have been adopted, often at the expense of native terms and constructions. In this paper I document the effect of the loss of vocabulary and language structures on the wellbeing of the Ch’orti’ Maya in three specific areas. First, based on a long-term study of ritual and poetic language forms among the Ch’orti’ I argue that the wholesale loss of community-wide ritual practice and its accompanying ritual language is recognized by the Ch’orti’ themselves as a detriment to their wellbeing. Not knowing the ancient prayers and “how to say them” is said by some Ch’orti’ to be the reason for the drought and famine plaguing their region today. In addition, I draw upon my fieldwork with the Ch’orti’ over the last 18 years to detail the role of grassroots language revitalization projects play in local empowerment and self-improvement for those Ch’orti’ who engage in these efforts due to outside funding and employment opportunities for language documentation. Finally, I discuss the startling decline in botanical knowledge related to medicine among younger Ch’orti’ and the effect this loss has on individual health and wellbeing. Today, ritual specialists—those who are the most skilled in the use of botanical medicines among the Ch’orti’—are being killed out of fear of witchcraft, resulting in a loss of traditional healing practice and its ritual vocabulary, all of which is altering the paradigm for both assessing and treating issues of health among the Ch’orti’. The documentation of rapidly disappearing ritual language is therefore of primary importance with the Ch’orti’. http://hdl.handle.net/10125/42034 Language Loss and Wellbeing among the Ch’orti’ Maya Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42044 2024-08-12 col_10125_45840 42044.pdf 42044.mp3 Nevskaya, Irina, Tazhibayeva, Saule, Tussupov, Jamalbek, Gehrke, Ralf, Nevskaya, Irina, Tazhibayeva, Saule, Tussupov, Jamalbek, Gehrke, Ralf; 2017-03-03; This lecture presents some results of the project “Interaction of Turkic languages and cultures in post-Soviet Kazakhstan” (2014-2017) aimed at collecting sociolinguistic data on Kazakhstani Turkic minority languages and documenting their endangered varieties. The project, financed by the Volkswagen Foundation, is carried out at the Free Berlin University, the Frankfurt University, the Eurasian University in Astana, and at the Taraz State University by a group of German and Kazakh researchers. We document these varieties and process the obtained data using the software “Field Linguist’s Toolbox” for transcription, translation and morphological analysis, Arbil for the metadata as all the audio and video recordings will be stored on the server of the MPI in Nijmegen (IMDI Corpora – Donated Corpora – TMK). The sociolinguistic data were obtained by means of a questionnaire composed for this purpose and presented to representatives of various Turkic ethnic groups in Kazakhstan. All the obtained data are stored in open-access online databases, see http://tuyrki.weebly.com presenting the already processed 2235 interviews. This databank allows for filtering the data according to 191 parameters (age, education, occupation, migration history, ethnic identity, language use, language attitudes, etc.) that can be combined according to the users’ needs. The obtained information is visualized in the form of diagrams. In particular, our lecture will describe the sociolinguistic situation of the young generations of Meskhetian Turks, born in the already independent Kazakhstan. They are descendents of the Turks deported to Kazakhstan from Georgia during the Second World War and speaking various varieties of Turkish, or other Oghusic Turkic varieties that have not been documented prior to this project. Their self identification is Ahiska Turks with two major subgroups of Yerli Ahiska, linguistically a Turkish variety, and Terekeme Ahiska; the latter speak a dialect of Azeri. Alongside with Ahiska, there are Xemshili Turks that are supposedly Turkicized Armenians, Laz Turks that are representatives of Turkicized Caucasian ethnic groups, and other Turkish speaking groups that refer to themselves as Karadenizli (people of the Black Sea), Osmanli (Ottoman people) etc. The native varieties of all these groups can be regarded as separate Oghusic varieties of Turkic; they all are strongly endangered: younger generations switch to Standard Turkish thanks to Turkish mass media, widely spread in Kazakhstan, and the increased mobility of these groups themselves: many young people study and work in Turkey. Thus, it is a paradox situation: the spreading of Standard Turkish endangers the preservation of Meskhetian native varieties.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42044. Nevskaya, Irina Tazhibayeva, Saule Tussupov, Jamalbek Gehrke, Ralf Nevskaya, Irina Tazhibayeva, Saule Tussupov, Jamalbek Gehrke, Ralf 2017-03-03 This lecture presents some results of the project “Interaction of Turkic languages and cultures in post-Soviet Kazakhstan” (2014-2017) aimed at collecting sociolinguistic data on Kazakhstani Turkic minority languages and documenting their endangered varieties. The project, financed by the Volkswagen Foundation, is carried out at the Free Berlin University, the Frankfurt University, the Eurasian University in Astana, and at the Taraz State University by a group of German and Kazakh researchers. We document these varieties and process the obtained data using the software “Field Linguist’s Toolbox” for transcription, translation and morphological analysis, Arbil for the metadata as all the audio and video recordings will be stored on the server of the MPI in Nijmegen (IMDI Corpora – Donated Corpora – TMK). The sociolinguistic data were obtained by means of a questionnaire composed for this purpose and presented to representatives of various Turkic ethnic groups in Kazakhstan. All the obtained data are stored in open-access online databases, see http://tuyrki.weebly.com presenting the already processed 2235 interviews. This databank allows for filtering the data according to 191 parameters (age, education, occupation, migration history, ethnic identity, language use, language attitudes, etc.) that can be combined according to the users’ needs. The obtained information is visualized in the form of diagrams. In particular, our lecture will describe the sociolinguistic situation of the young generations of Meskhetian Turks, born in the already independent Kazakhstan. They are descendents of the Turks deported to Kazakhstan from Georgia during the Second World War and speaking various varieties of Turkish, or other Oghusic Turkic varieties that have not been documented prior to this project. Their self identification is Ahiska Turks with two major subgroups of Yerli Ahiska, linguistically a Turkish variety, and Terekeme Ahiska; the latter speak a dialect of Azeri. Alongside with Ahiska, there are Xemshili Turks that are supposedly Turkicized Armenians, Laz Turks that are representatives of Turkicized Caucasian ethnic groups, and other Turkish speaking groups that refer to themselves as Karadenizli (people of the Black Sea), Osmanli (Ottoman people) etc. The native varieties of all these groups can be regarded as separate Oghusic varieties of Turkic; they all are strongly endangered: younger generations switch to Standard Turkish thanks to Turkish mass media, widely spread in Kazakhstan, and the increased mobility of these groups themselves: many young people study and work in Turkey. Thus, it is a paradox situation: the spreading of Standard Turkish endangers the preservation of Meskhetian native varieties. http://hdl.handle.net/10125/42044 Sociolinguistic survey and documentation of endangered Turkic varieties in post-Soviet Kazakhstan Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42038 2024-08-12 col_10125_45840 42038.pdf Lyon, John, Davis, Henry, Lyon, John, Davis, Henry; 2017-03-02; This poster presents a collaboration between UBC (University of British Columbia) and USLCES (the Upper St’át’imc Language, Culture, and Education Society) involving the documentation, transcription, analysis, and dissemination of three comprehensive collections of modern and heritage recordings of personal narratives in St’át’imcets (a.k.a. Lillooet), a highly endangered Interior Salish language spoken in British Columbia, Canada, spoken by approximately 50 elderly fluent speakers. The overall goals in producing these collections are (a) to provide the language community with quality learning materials; (b) to provide the linguistic community with accurate data; and (c) to build a legacy of literature in the language. Subject matter of the narratives includes traditional legends, childhood memories, historical events, stories remembered from parents, work experiences, among others. We present one finished volume, Sqwéqwel’ múta7 sptakwlh (Stories and Legends): St’át’imcets Narratives by Qwa7yán’ak (Carl Alexander) (UBC Occasional Papers in Linguistics, 2016), consisting of contemporary recordings of a fluent speaker of the Bridge River band. We also present two volumes which are nearly complete, St’át’imcets Narratives recorded by Jan van Eijk, and St’át’imcets Narratives recorded by Randy Bouchard (titles tentative), which stem from heritage recordings made during the 1960’s and 1970’s. Volumes are published in both a low-cost hard copy format, and as a freely accessible electronic resource, including sound files, on the UBC Working Papers in Linguistics website. These projects approach stories about “everyday life” as valued contributions to a growing body of Interior Salish literature and linguistics (cf. Matthewson 2005, Matthewson et al, 2008). They include a wealth of linguistic material, including registers of speaking which are poorly represented in existing texts, and have also brought to light previously unattested lexical roots and derivations not found in dictionaries for the language (cf. van Eijk, 2013). The poster focuses on methodological issues surrounding transcription and translation techniques, typography and formatting, and the documentation and inclusion of place-name maps as part of the volumes. We discuss specific ways in which creating these materials involved the community (e.g. training community members in transcription/translation), and discuss ways in which these materials are being (and could be in the future) used in community-based language revitalization initiatives. This work has been made possible by a SSHRC (Social Sciences and Humanities Research Council of Canada) Partnership Grant titled “First Nations Languages in the Twenty-First Century: Looking Back, Looking Forward” which supports language documentation and revitalization efforts across British Columbia. References Alexander, C., Author 1, Author 2, & Matthewson, L. (eds). (2016). Sqwéqwel’ múta7 sptakwlh: St’át’imcets Narratives by Qwa7y’án’ak (Carl Alexander). University of British Columbia Occasional Papers in Linguistics and USLCES, vol. 3. 457 pages. Author 1, Author 2, van Eijk, J. (forthcoming). St’át’imcets Narratives recorded by Jan van Eijk. University of British Columbia Occasional Papers in Linguistics and USLCES, vol. 4. 293 pages. Author 1, Author 2. (forthcoming). St’át’imcets Narratives recorded by Randy Bouchard. University of British Columbia Occasional Papers in Linguistics and USLCES, vol. 5. 300 pages. Matthewson, Lisa. (2005). When I Was Small - I Wan Kwikws: A Grammatical Analysis of St'át'imcets Oral Narratives. University of British Columbia Press: Vancouver. Matthewson, L., Christodolou, C., Author 1, & Oberg, M. (2008). Wenácw Iz’: Sqwéqwel’s sLaura: True Stories by Laura Thevarge. University of British Columbia Working Papers in Linguistics, volume 22. Vancouver. van Eijk, Jan. (2013). Lillooet-English Dictionary. University of British Columbia Occasional Papers in Linguistics, vol. 2.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42038. Lyon, John Davis, Henry Lyon, John Davis, Henry 2017-03-02 This poster presents a collaboration between UBC (University of British Columbia) and USLCES (the Upper St’át’imc Language, Culture, and Education Society) involving the documentation, transcription, analysis, and dissemination of three comprehensive collections of modern and heritage recordings of personal narratives in St’át’imcets (a.k.a. Lillooet), a highly endangered Interior Salish language spoken in British Columbia, Canada, spoken by approximately 50 elderly fluent speakers. The overall goals in producing these collections are (a) to provide the language community with quality learning materials; (b) to provide the linguistic community with accurate data; and (c) to build a legacy of literature in the language. Subject matter of the narratives includes traditional legends, childhood memories, historical events, stories remembered from parents, work experiences, among others. We present one finished volume, Sqwéqwel’ múta7 sptakwlh (Stories and Legends): St’át’imcets Narratives by Qwa7yán’ak (Carl Alexander) (UBC Occasional Papers in Linguistics, 2016), consisting of contemporary recordings of a fluent speaker of the Bridge River band. We also present two volumes which are nearly complete, St’át’imcets Narratives recorded by Jan van Eijk, and St’át’imcets Narratives recorded by Randy Bouchard (titles tentative), which stem from heritage recordings made during the 1960’s and 1970’s. Volumes are published in both a low-cost hard copy format, and as a freely accessible electronic resource, including sound files, on the UBC Working Papers in Linguistics website. These projects approach stories about “everyday life” as valued contributions to a growing body of Interior Salish literature and linguistics (cf. Matthewson 2005, Matthewson et al, 2008). They include a wealth of linguistic material, including registers of speaking which are poorly represented in existing texts, and have also brought to light previously unattested lexical roots and derivations not found in dictionaries for the language (cf. van Eijk, 2013). The poster focuses on methodological issues surrounding transcription and translation techniques, typography and formatting, and the documentation and inclusion of place-name maps as part of the volumes. We discuss specific ways in which creating these materials involved the community (e.g. training community members in transcription/translation), and discuss ways in which these materials are being (and could be in the future) used in community-based language revitalization initiatives. This work has been made possible by a SSHRC (Social Sciences and Humanities Research Council of Canada) Partnership Grant titled “First Nations Languages in the Twenty-First Century: Looking Back, Looking Forward” which supports language documentation and revitalization efforts across British Columbia. References Alexander, C., Author 1, Author 2, & Matthewson, L. (eds). (2016). Sqwéqwel’ múta7 sptakwlh: St’át’imcets Narratives by Qwa7y’án’ak (Carl Alexander). University of British Columbia Occasional Papers in Linguistics and USLCES, vol. 3. 457 pages. Author 1, Author 2, van Eijk, J. (forthcoming). St’át’imcets Narratives recorded by Jan van Eijk. University of British Columbia Occasional Papers in Linguistics and USLCES, vol. 4. 293 pages. Author 1, Author 2. (forthcoming). St’át’imcets Narratives recorded by Randy Bouchard. University of British Columbia Occasional Papers in Linguistics and USLCES, vol. 5. 300 pages. Matthewson, Lisa. (2005). When I Was Small - I Wan Kwikws: A Grammatical Analysis of St'át'imcets Oral Narratives. University of British Columbia Press: Vancouver. Matthewson, L., Christodolou, C., Author 1, & Oberg, M. (2008). Wenácw Iz’: Sqwéqwel’s sLaura: True Stories by Laura Thevarge. University of British Columbia Working Papers in Linguistics, volume 22. Vancouver. van Eijk, Jan. (2013). Lillooet-English Dictionary. University of British Columbia Occasional Papers in Linguistics, vol. 2. http://hdl.handle.net/10125/42038 Building Literature from St’át’imcets Oral Narrative Text oai:scholarspace.manoa.hawaii.edu:10125/41977 2019-10-03 col_10125_45840 41977.mp3 41977-transcript.txt Ali, Kristian, Braithwaite, Ben, Dhanoolal, Ian, Elvin, Kimone, Ali, Kristian, Braithwaite, Ben, Dhanoolal, Ian, Elvin, Kimone; 2017-03-05; The Bay Islands are comprised of Roatán, Guanaja and Utila. Although politically part of Honduras, they share demographic, cultural and linguistic roots with other parts of the Caribbean, especially the Cayman Islands, to which most Bay Islanders trace their ancestry. The people who moved from the Cayman Islands in the nineteenth century, also seem to have brought with them the genes for Usher Syndrome, associated with prelingual deafness, and gradual loss of sight (Doran 1952). In Roatan, the largest of the three islands, there are several deaf and deafblind people living in the village of French Harbour. A deaf woman from French Harbour also married a deaf man from Guanaja, where they continue to live. Research in August 2016 found that an indigenous sign language was used by deaf people and their friends and family members in French Harbour. In Guanaja, where a deaf man provides honey and other products to the whole of the island, this language is used very widely by hearing inhabitants. In addition to this shared sign language (Nyst 2012), there is a tactile variety, used by hearing, deaf and deaf-blind people, in conversations where at least one of the participants is deafblind. The documentation of a language in the tactile modality presents special challenges, in terms of both documentation and description. For example, video recordings do not always provide an adequate record of language use, and linguistic theory is not well equipped to provide an appropriate framework within which to describe tactile phonology. There are special methodological considerations. We found that a research team which included two Deaf researchers allowed us to gain insights which would have been otherwise impossible. The rationale for documenting a language like this also differs from more familiar cases. The language is certainly of theoretical interest, offering the possibility of new insights into the limits of human linguistic behaviour. Indeed, as far as we know, this is the first attempt to describe what might be called a ‘rural tactile sign language’. More important is the role of the language in the lives its users. The deaf and deaf-blind people in these communities have families, jobs, and rich social lives, made possible by the existence of a language shared beyond families, and expressed in multiple modalities. It is difficult to imagine a case in which the link between language and well- being could be clearer. References: Doran, Edwin. 1952. “Inbreeding in an Isolated Island Community.”Journal of Heredity(43): 263–266. Nyst, Victoria. 2012. “Shared Sign Languages.” In Sign Language. An International Handbook, edited by Roland Pfau, Markus Steinbach, and Bencie Woll, 552–574. Berlin: Mouton de Gruyter.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41977. Ali, Kristian Braithwaite, Ben Dhanoolal, Ian Elvin, Kimone Ali, Kristian Braithwaite, Ben Dhanoolal, Ian Elvin, Kimone 2017-03-05 The Bay Islands are comprised of Roatán, Guanaja and Utila. Although politically part of Honduras, they share demographic, cultural and linguistic roots with other parts of the Caribbean, especially the Cayman Islands, to which most Bay Islanders trace their ancestry. The people who moved from the Cayman Islands in the nineteenth century, also seem to have brought with them the genes for Usher Syndrome, associated with prelingual deafness, and gradual loss of sight (Doran 1952). In Roatan, the largest of the three islands, there are several deaf and deafblind people living in the village of French Harbour. A deaf woman from French Harbour also married a deaf man from Guanaja, where they continue to live. Research in August 2016 found that an indigenous sign language was used by deaf people and their friends and family members in French Harbour. In Guanaja, where a deaf man provides honey and other products to the whole of the island, this language is used very widely by hearing inhabitants. In addition to this shared sign language (Nyst 2012), there is a tactile variety, used by hearing, deaf and deaf-blind people, in conversations where at least one of the participants is deafblind. The documentation of a language in the tactile modality presents special challenges, in terms of both documentation and description. For example, video recordings do not always provide an adequate record of language use, and linguistic theory is not well equipped to provide an appropriate framework within which to describe tactile phonology. There are special methodological considerations. We found that a research team which included two Deaf researchers allowed us to gain insights which would have been otherwise impossible. The rationale for documenting a language like this also differs from more familiar cases. The language is certainly of theoretical interest, offering the possibility of new insights into the limits of human linguistic behaviour. Indeed, as far as we know, this is the first attempt to describe what might be called a ‘rural tactile sign language’. More important is the role of the language in the lives its users. The deaf and deaf-blind people in these communities have families, jobs, and rich social lives, made possible by the existence of a language shared beyond families, and expressed in multiple modalities. It is difficult to imagine a case in which the link between language and well- being could be clearer. References: Doran, Edwin. 1952. “Inbreeding in an Isolated Island Community.”Journal of Heredity(43): 263–266. Nyst, Victoria. 2012. “Shared Sign Languages.” In Sign Language. An International Handbook, edited by Roland Pfau, Markus Steinbach, and Bencie Woll, 552–574. Berlin: Mouton de Gruyter. http://hdl.handle.net/10125/41977 Documenting language in visual and tactile modalities Text oai:scholarspace.manoa.hawaii.edu:10125/42024 2024-08-13 col_10125_45840 42024.pdf 42024.mp3 Miller, Taylor, Miller, Taylor; 2017-03-04; In this paper, I discuss two very different language communities: the Kiowa tribe in southwestern Oklahoma and the Saulteaux Ojibwe first nation in Manitoba. Kiowa is a critically endangered language with only 10 native speakers, all nearing the age of 90. Revitalization efforts have been intermittent over the last 40 years, and little has helped. Saulteaux Ojibwe, while also endangered, is much healthier with 10,000 native speakers, some of whom are teachers with linguistic training actively conducting their own research. Drawing from my experience, I show that these marked differences lead to distinct needs and thus different directions for researchers to give back to the communities. I detail two general approaches that any linguist should be able to adopt in similar communities. The Kiowa tribe has little access to audio recordings of their language because the recordings were not digitized and/or copies were never provided. They have not seen a number of the resulting papers and books from previous researchers, and the only comprehensive dictionary is from the 1920s. In the words of one of my consultants: “If there was a dictionary with the sounds, too, I could die. I’m one of the last ones who knows how you’re supposed to pronounce things, and it will be lost forever without something like that.” While it is true that not everyone is equipped to commit to a full dictionary project, by doing research as we would anyway we can still make a big impact. Namely, a linguist can amass the available data in preparing their own research (search for previous recordings, contact other scholars, scan articles and books) and also be sure to give copies of those materials directly to the community (e.g. a museum, library, or community center). There are already online dictionaries and educational applications for the many dialects of Ojibwe, making research and data more readily available to the community and interested researchers. Thus, the community requires a markedly different approach than that of the Kiowa tribe. Namely, the Saulteaux Ojibwe community’s language teachers and researchers, working on the front lines of language revitalization, are seeking validation and support. In the spirit of more collaborative fieldwork (e.g., Mannix et al. 2015, Brooke Lillehaugen p.c.), we should look to work with the native community in the production and dissemination of the research (e.g. co-authoring papers, presentations, and grants), bringing our skills (and data) to the table of ongoing projects.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42024. Miller, Taylor Miller, Taylor 2017-03-04 In this paper, I discuss two very different language communities: the Kiowa tribe in southwestern Oklahoma and the Saulteaux Ojibwe first nation in Manitoba. Kiowa is a critically endangered language with only 10 native speakers, all nearing the age of 90. Revitalization efforts have been intermittent over the last 40 years, and little has helped. Saulteaux Ojibwe, while also endangered, is much healthier with 10,000 native speakers, some of whom are teachers with linguistic training actively conducting their own research. Drawing from my experience, I show that these marked differences lead to distinct needs and thus different directions for researchers to give back to the communities. I detail two general approaches that any linguist should be able to adopt in similar communities. The Kiowa tribe has little access to audio recordings of their language because the recordings were not digitized and/or copies were never provided. They have not seen a number of the resulting papers and books from previous researchers, and the only comprehensive dictionary is from the 1920s. In the words of one of my consultants: “If there was a dictionary with the sounds, too, I could die. I’m one of the last ones who knows how you’re supposed to pronounce things, and it will be lost forever without something like that.” While it is true that not everyone is equipped to commit to a full dictionary project, by doing research as we would anyway we can still make a big impact. Namely, a linguist can amass the available data in preparing their own research (search for previous recordings, contact other scholars, scan articles and books) and also be sure to give copies of those materials directly to the community (e.g. a museum, library, or community center). There are already online dictionaries and educational applications for the many dialects of Ojibwe, making research and data more readily available to the community and interested researchers. Thus, the community requires a markedly different approach than that of the Kiowa tribe. Namely, the Saulteaux Ojibwe community’s language teachers and researchers, working on the front lines of language revitalization, are seeking validation and support. In the spirit of more collaborative fieldwork (e.g., Mannix et al. 2015, Brooke Lillehaugen p.c.), we should look to work with the native community in the production and dissemination of the research (e.g. co-authoring papers, presentations, and grants), bringing our skills (and data) to the table of ongoing projects. http://hdl.handle.net/10125/42024 Giving back to the language community: lessons from the Kiowa and Ojibwe peoples Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42072 2017-05-11 col_10125_45840 42072.mp3 Hinson, Joshua, Hinson, Joshua; 2017-03-02; Utilizing linguistic products in the immersion classroom is a challenge for language workers and their partner linguists. The Chickasaw model has long been one of linguistic documentation and analysis feeding into language revitalization and training. Recently we have been seeking to incorporate our large corpus of over 130 Chickasaw oral narratives directly into the daily instruction of the Chikasha Academy Immersion Program. In this paper I will discuss the steps involved in the selection, analysis, and pedagogical use of a Chickasaw narrative in an immersion setting, and will present preliminary findings of this approach. In assessing our learner’s progress, we saw a disconnect between the use of switch reference and discourse markers by native speakers in conversation and texts, and the ability of our L2 adult learners to use these features productively in conversation. We looked for these significant features in our narrative corpus. To begin converting raw narrative into instructional materials, we chose a personal narrative about cooking frog legs. I will discuss how we chose this narrative for content, the use of switch reference and discourse markers, and the process of analyzing the text. Three related narratives emerged from the original, and were crafted into leveled pedagogical materials: the first focusing on lexical and phonological variations present in the speech of the narrator, the second focusing on discourse markers and simplied switch reference, and the third the full original narrative with complex discourse marking and full switch narrative features. I will describe in detail the process by which these leveled narratives were created. These leveled narratives were incorporated in a variety of ways in the daily immersion activities of the Chikasha Academy. One novel exercise involves the retelling of each version in first, second, and third persons by all learners, focusing not only on switch reference and discourse markers but also on the pronominal system and Chickasaw’s active / stative verb agreement pattern. Narrative details are further explored through active question / answer exercises which also reinforce interrogative lexemes needed by learners for daily communication. I will discuss additional aspects of this method and the theoretical motivations for our methodological approach. Finally I will discuss preliminary results of this method and implications for other endangered language communities who may be seeking effective applications for the products of linguistic research in their own language education environments.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42072. Hinson, Joshua Hinson, Joshua 2017-03-02 Utilizing linguistic products in the immersion classroom is a challenge for language workers and their partner linguists. The Chickasaw model has long been one of linguistic documentation and analysis feeding into language revitalization and training. Recently we have been seeking to incorporate our large corpus of over 130 Chickasaw oral narratives directly into the daily instruction of the Chikasha Academy Immersion Program. In this paper I will discuss the steps involved in the selection, analysis, and pedagogical use of a Chickasaw narrative in an immersion setting, and will present preliminary findings of this approach. In assessing our learner’s progress, we saw a disconnect between the use of switch reference and discourse markers by native speakers in conversation and texts, and the ability of our L2 adult learners to use these features productively in conversation. We looked for these significant features in our narrative corpus. To begin converting raw narrative into instructional materials, we chose a personal narrative about cooking frog legs. I will discuss how we chose this narrative for content, the use of switch reference and discourse markers, and the process of analyzing the text. Three related narratives emerged from the original, and were crafted into leveled pedagogical materials: the first focusing on lexical and phonological variations present in the speech of the narrator, the second focusing on discourse markers and simplied switch reference, and the third the full original narrative with complex discourse marking and full switch narrative features. I will describe in detail the process by which these leveled narratives were created. These leveled narratives were incorporated in a variety of ways in the daily immersion activities of the Chikasha Academy. One novel exercise involves the retelling of each version in first, second, and third persons by all learners, focusing not only on switch reference and discourse markers but also on the pronominal system and Chickasaw’s active / stative verb agreement pattern. Narrative details are further explored through active question / answer exercises which also reinforce interrogative lexemes needed by learners for daily communication. I will discuss additional aspects of this method and the theoretical motivations for our methodological approach. Finally I will discuss preliminary results of this method and implications for other endangered language communities who may be seeking effective applications for the products of linguistic research in their own language education environments. http://hdl.handle.net/10125/42072 Nannanoli' ilimaaithana (We're learning from stories): Transforming narrative documentation into adult immersion curriculum Sound oai:scholarspace.manoa.hawaii.edu:10125/41952 2017-05-11 col_10125_45840 41952.mp3 Bandara, Achinthya, Bandara, Achinthya; 2017-03-03; During its long journey of successive contact with foreign influences, Sri Lanka was exposed to various multicultural experiences. Being a country located in the geographically strategic Indian Ocean, Sri Lanka shares this history of contact with other countries in the region. Recent diachronic historical studies have been revealed that a principal area of contact is language. Hence the academic discourse on colonialism - colonization and decolonization in particular - was colonial-centric and focused mainly on the socio-cultural aspects of colonialism and considered Sri Lankan society as a victim of the process, overlooking other aspects of colonialism. In other words, academia was merely an anti-Eurocentric movement which addressed the post-colonial nationalist thinking. The discussion on Sri Lanka Portuguese Burghers and Sri Lanka Creole Portuguese in particular, was far from the mainstream debates which addressed matters of contemporary society. Within the last three decades, Sri Lanka Creole Portuguese has faced two critical language-external circumstances: a devastating Tsunami (December 26, 2004) and a protracted Civil War (1989-2009). These two events have significantly shaped the ways in which SriLCP is used today by an ever dwindling number of speakers (approximately 6000 in total at most) in their main two speech communities of Batticaloa and Trincomalee). In one case Batticaloa, geographic displacement away from the beach to a more inland location has resulted in significant cultural marginalization and social fracturing. The combined result has triggered the progressive abandonment of the creole, so much so that its survival beyond the next generation or two is now in question. The result of exploratory fieldwork carried out in situ (June of 2014, and repeat visits thereafter) by the author, this article aims to provide an update of the current status of SriLCP. In doing so, this paper hopes to clarify the current social and linguistic dynamics of these two communities. To properly contextualize the description, language-external information and a description of Sri Lanka’s easterly multilingualims will be offered in the introductory sections. This and ensuing information is intended to clarify that today Batticaloa and Trincomalee Portuguese are not only surprisingly “distant and different sisters under the skin”, but are also likely to follow evolutionary paths that within the next generations may produce rather divergent results.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41952. Bandara, Achinthya Bandara, Achinthya 2017-03-03 During its long journey of successive contact with foreign influences, Sri Lanka was exposed to various multicultural experiences. Being a country located in the geographically strategic Indian Ocean, Sri Lanka shares this history of contact with other countries in the region. Recent diachronic historical studies have been revealed that a principal area of contact is language. Hence the academic discourse on colonialism - colonization and decolonization in particular - was colonial-centric and focused mainly on the socio-cultural aspects of colonialism and considered Sri Lankan society as a victim of the process, overlooking other aspects of colonialism. In other words, academia was merely an anti-Eurocentric movement which addressed the post-colonial nationalist thinking. The discussion on Sri Lanka Portuguese Burghers and Sri Lanka Creole Portuguese in particular, was far from the mainstream debates which addressed matters of contemporary society. Within the last three decades, Sri Lanka Creole Portuguese has faced two critical language-external circumstances: a devastating Tsunami (December 26, 2004) and a protracted Civil War (1989-2009). These two events have significantly shaped the ways in which SriLCP is used today by an ever dwindling number of speakers (approximately 6000 in total at most) in their main two speech communities of Batticaloa and Trincomalee). In one case Batticaloa, geographic displacement away from the beach to a more inland location has resulted in significant cultural marginalization and social fracturing. The combined result has triggered the progressive abandonment of the creole, so much so that its survival beyond the next generation or two is now in question. The result of exploratory fieldwork carried out in situ (June of 2014, and repeat visits thereafter) by the author, this article aims to provide an update of the current status of SriLCP. In doing so, this paper hopes to clarify the current social and linguistic dynamics of these two communities. To properly contextualize the description, language-external information and a description of Sri Lanka’s easterly multilingualims will be offered in the introductory sections. This and ensuing information is intended to clarify that today Batticaloa and Trincomalee Portuguese are not only surprisingly “distant and different sisters under the skin”, but are also likely to follow evolutionary paths that within the next generations may produce rather divergent results. http://hdl.handle.net/10125/41952 Lost in Kallady: Identity, survival and future of Sri Lanka Creole Portuguese Sound oai:scholarspace.manoa.hawaii.edu:10125/41927 2017-05-11 col_10125_45840 41927.mp3 Ignace, Julienne, Ignace, Julienne; 2017-03-02; In this paper, as a 25-year old Secwepemc woman, I will show my own path to becoming fluent in my ancestral language, Secwepemctsin. Having been raised in a household where both of my parents were fluent speakers of the language, I was lucky to have adults speak to me in our language, although it was difficult to keep English out. At age 6 I was the subject of a graduate thesis on my First Nations language acquisition, that produced recordings of my speech as a young child, which I will discuss in my presentation. Throughout my childhood and schooling, small amounts of language learning offered in school, and decreasing exposure to the language led to my speaking ability stagnating. Traumatic events in my family’s and community’s life further led to a decline of the use of our language in the home, and through these examples I will discuss how difficult it is in our Indigenous communities to “just get on with” learning and re-learning our language as we face trauma and stress. There is hope, however, in becoming fluent in my language: Initially in 2013, and then again since 2015 I began learning Secwepemctsin through the master apprentice approach (a.k.a. mentor-apprentice approach) which enabled me to learn my language one on one, initially with an elder in my community, and subsequently with my father’s aunt in another community. From a practitioner’s (apprentice’s) perspective, I will discuss not only the methods and procedures of MA, but also the successes and challenges of MA learning on the ground. Throughout this project, my language skills were assessed on a regular basis by a panel of elders, and in addition, we recorded my speech as I progressed from re-learning words and phrases to increasingly more complex levels, and I will show examples of my speech production as it emerged and unfolded, and compare it to benchmarks of language competency (ACTFL, CEFL). These experiences will also throw light on what works in Indigenous language proficiency assessment. Finally, in the context of my language being a critically endangered language only spoken by about 100 people, I will discuss what it means as a young person to learn my language, why it matters and how I see it connected to the well-being of myself and my community; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41927. Ignace, Julienne Ignace, Julienne 2017-03-02 In this paper, as a 25-year old Secwepemc woman, I will show my own path to becoming fluent in my ancestral language, Secwepemctsin. Having been raised in a household where both of my parents were fluent speakers of the language, I was lucky to have adults speak to me in our language, although it was difficult to keep English out. At age 6 I was the subject of a graduate thesis on my First Nations language acquisition, that produced recordings of my speech as a young child, which I will discuss in my presentation. Throughout my childhood and schooling, small amounts of language learning offered in school, and decreasing exposure to the language led to my speaking ability stagnating. Traumatic events in my family’s and community’s life further led to a decline of the use of our language in the home, and through these examples I will discuss how difficult it is in our Indigenous communities to “just get on with” learning and re-learning our language as we face trauma and stress. There is hope, however, in becoming fluent in my language: Initially in 2013, and then again since 2015 I began learning Secwepemctsin through the master apprentice approach (a.k.a. mentor-apprentice approach) which enabled me to learn my language one on one, initially with an elder in my community, and subsequently with my father’s aunt in another community. From a practitioner’s (apprentice’s) perspective, I will discuss not only the methods and procedures of MA, but also the successes and challenges of MA learning on the ground. Throughout this project, my language skills were assessed on a regular basis by a panel of elders, and in addition, we recorded my speech as I progressed from re-learning words and phrases to increasingly more complex levels, and I will show examples of my speech production as it emerged and unfolded, and compare it to benchmarks of language competency (ACTFL, CEFL). These experiences will also throw light on what works in Indigenous language proficiency assessment. Finally, in the context of my language being a critically endangered language only spoken by about 100 people, I will discuss what it means as a young person to learn my language, why it matters and how I see it connected to the well-being of myself and my community http://hdl.handle.net/10125/41927 Learning my Indigenous Language in the home and community: a Youth’s perspective on Secwepemc language acquisition, why it matters and how it connects to well-being Sound oai:scholarspace.manoa.hawaii.edu:10125/42021 2024-08-14 col_10125_45840 42021.pdf Bliss, Heather, Bird, Sonya, Burton, Strang, Gick, Bryan, Bliss, Heather, Bird, Sonya, Burton, Strang, Gick, Bryan; 2017-03-03; Pronunciation can present a serious challenge for language teachers and learners (e.g., Munro & Derwing 2015). In the context of Indigenous languages in particular, this can be compounded by a number of factors, including small numbers of speakers and teachers, a paucity of pedagogical resources and clear descriptions of sound systems, and the pressures faced by heritage learners to authentically preserve their ancestral language (Carpenter 1997; Hinton 2011; Hinton & Ahlers 1999). Latent speakers may be inhibited from speaking by perceived concerns over their pronunciation, particularly in the presence of elders (Basham & Fatham 2008), and other learners may face similar social and linguistic challenges. Despite these hurdles, pronunciation is considered by many to be an important aspect of Indigenous language learning, and one which requires creative community-oriented solutions (AUTHOR & Kell 2015; Carpenter 1997). Towards this end, we have developed a pronunciationlearning toolthat incorporates ultrasound technology, giving learners a visual aid to help them learn to articulate challenging or unfamiliar sounds, for example “back of the mouth” consonants (e.g. /k/ vs. /q/). Ultrasound is used to create videos of a model speaker’s tongue movements during speech, which are then overlaid on videos of an external profile view of the model’s head to create ultrasound-enhanced pronunciation videos for individual words or sounds (Abel et al. 2015). A key advantage of these videos is that they allow learners direct access to the articulatory shapes and movements that are involved in pronouncing challenging words or sounds; learners are able see how speech is produced rather than just hear and try to mimic it. Although ultrasound-enhanced videos were originally developed for commonly taught languages such as Japanese and French, there has been widespread interest from Indigenous communities in Western Canada to develop their own customized videos. To date, we have partnered with communities in Alberta and British Columbia to develop videos for four languages: SENĆOŦEN, Secwepemc, Halq’emeylem, and Blackfoot. Community-driven and capacity-building, these projects involved training community members in how to produce customized ultrasound-enhanced videos using our toolkit. The resulting videos will be featured in our presentation, along with demonstrations of how and why to use ultrasound in pronunciation teaching. Our goal is to show that the ultrasound-enhanced videos can help to address some of the challenges of pronunciation learning in Indigenous languages by giving learners a new way to understand pronunciation that focuses on seeing speech. References Abel, J., B. Allen, S. Burton, M. Kazama, M. Noguchi, A. Tsuda, N. Yamane, & AUTHOR. 2015. Ultrasound-Enhanced Multimodal Approaches to Pronunciation Teaching and Learning. Canadian Acoustics 43 (3), 130-131. Basham, C. and A. Fathman. 2008. The latent speaker: Attaining adult fluency in an endangered language. International Journal of Bilingual Education and Bilingualism, 11: 577-97. AUTHOR and S. Kell. Pronunciation in the context of language revitalization. Paper presented at ICLDC 4, 2015. Carpenter, V. 1997. Teaching Children to "Unlearn" the Sounds of English. In Teaching Indigenous Languages, ed. by Jon Reyhner. Flagstaff, AZ: Northern Arizona University, pp. 31-39. Hinton, L. 2011. Language revitalization and language pedagogy: New teaching and learning strategies. Language and Education 25(4): 307-318, Hinton, L. and J. Ahlers. 1999. The issue of “authenticity” in California language restoration. Anthropology & Education Quarterly, 30: 56-67. Munro, M. J. & Derwing, T. M. 2015. A prospectus for pronunciation research in the 21st century: A point of view. Journal of Second Language Pronunciation 1(1): 11-42.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42021. Bliss, Heather Bird, Sonya Burton, Strang Gick, Bryan Bliss, Heather Bird, Sonya Burton, Strang Gick, Bryan 2017-03-03 Pronunciation can present a serious challenge for language teachers and learners (e.g., Munro & Derwing 2015). In the context of Indigenous languages in particular, this can be compounded by a number of factors, including small numbers of speakers and teachers, a paucity of pedagogical resources and clear descriptions of sound systems, and the pressures faced by heritage learners to authentically preserve their ancestral language (Carpenter 1997; Hinton 2011; Hinton & Ahlers 1999). Latent speakers may be inhibited from speaking by perceived concerns over their pronunciation, particularly in the presence of elders (Basham & Fatham 2008), and other learners may face similar social and linguistic challenges. Despite these hurdles, pronunciation is considered by many to be an important aspect of Indigenous language learning, and one which requires creative community-oriented solutions (AUTHOR & Kell 2015; Carpenter 1997). Towards this end, we have developed a pronunciationlearning toolthat incorporates ultrasound technology, giving learners a visual aid to help them learn to articulate challenging or unfamiliar sounds, for example “back of the mouth” consonants (e.g. /k/ vs. /q/). Ultrasound is used to create videos of a model speaker’s tongue movements during speech, which are then overlaid on videos of an external profile view of the model’s head to create ultrasound-enhanced pronunciation videos for individual words or sounds (Abel et al. 2015). A key advantage of these videos is that they allow learners direct access to the articulatory shapes and movements that are involved in pronouncing challenging words or sounds; learners are able see how speech is produced rather than just hear and try to mimic it. Although ultrasound-enhanced videos were originally developed for commonly taught languages such as Japanese and French, there has been widespread interest from Indigenous communities in Western Canada to develop their own customized videos. To date, we have partnered with communities in Alberta and British Columbia to develop videos for four languages: SENĆOŦEN, Secwepemc, Halq’emeylem, and Blackfoot. Community-driven and capacity-building, these projects involved training community members in how to produce customized ultrasound-enhanced videos using our toolkit. The resulting videos will be featured in our presentation, along with demonstrations of how and why to use ultrasound in pronunciation teaching. Our goal is to show that the ultrasound-enhanced videos can help to address some of the challenges of pronunciation learning in Indigenous languages by giving learners a new way to understand pronunciation that focuses on seeing speech. References Abel, J., B. Allen, S. Burton, M. Kazama, M. Noguchi, A. Tsuda, N. Yamane, & AUTHOR. 2015. Ultrasound-Enhanced Multimodal Approaches to Pronunciation Teaching and Learning. Canadian Acoustics 43 (3), 130-131. Basham, C. and A. Fathman. 2008. The latent speaker: Attaining adult fluency in an endangered language. International Journal of Bilingual Education and Bilingualism, 11: 577-97. AUTHOR and S. Kell. Pronunciation in the context of language revitalization. Paper presented at ICLDC 4, 2015. Carpenter, V. 1997. Teaching Children to "Unlearn" the Sounds of English. In Teaching Indigenous Languages, ed. by Jon Reyhner. Flagstaff, AZ: Northern Arizona University, pp. 31-39. Hinton, L. 2011. Language revitalization and language pedagogy: New teaching and learning strategies. Language and Education 25(4): 307-318, Hinton, L. and J. Ahlers. 1999. The issue of “authenticity” in California language restoration. Anthropology & Education Quarterly, 30: 56-67. Munro, M. J. & Derwing, T. M. 2015. A prospectus for pronunciation research in the 21st century: A point of view. Journal of Second Language Pronunciation 1(1): 11-42. http://hdl.handle.net/10125/42021 Seeing Speech: A Pronunciation Toolkit for Indigenous Language Teaching and Learning Text oai:scholarspace.manoa.hawaii.edu:10125/41983 2024-08-14 col_10125_45840 41983.mp3 41983.pdf Anonby, Stan, Eberhard, Dave, Anonby, Stan, Eberhard, Dave; 2017-03-05; A common notion among those working in endangered language documentation and maintenance, is that most communities speaking small, endangered languages pattern in a similar way. Having spent most of our careers studying minority and endangered languages in the Americas, we the authors, came to share this notion. For example, we believed that preserving the language in the home domain was essential for its survival (Fishman, 1991). Another pattern we saw from the Americas was that literacy could have the effect of speeding up language shift (Fishman, 2002; Luykx, 2011). In 2013, we moved to Borneo and Thailand, respectively, and began studying minority languages there. There were several ways we gained access to information about Asian languages. (1) One of the writers spent almost three years immersed in one minority community, (2) Another writer supervised linguistic theses at a Thai university, (3) We conducted language surveys, and (4) We held sociolinguistic workshops involving several tribes in various places in Asia. Our work in Asia, has brought us to the gradual realization that we are dealing with very different ecologies than those in the Americas. We have identified fourteen traits that characterize ecologies in general, and explain how they are expressed in the Americas versus Asia. They are as follows: (1) Size/prestige gap, (2) Literacy rate, (3) Literacy transference: L2 to L1, (4) Literacy domain, (5) Literacy/shift connection, (6) Elders’ criticism/shift connection, (7) Language/culture connection, (8) L2 in home/shift connection, (9) Multilingualism/shift connection, (10) Target of shift, (11) National identity, (12) Diglossia, (13) Genetic relationship L1/L2, and (14) Colonial history. Interestingly, the effects of these factors play out very differently. In the Americas, they tend to contribute to language shift. In Asia, they set the stage for language maintenance. We discuss linguistic values in the Americas, and explain how these are more favorable to language shift. Then we talk about values in Asia, and show how these are more conducive to language maintenance. In our paper we apply these fourteen traits to two groups, the Mamainde from Brazil and Sebuyau from Malaysia. These languages represent somewhat prototypical examples from each area. They also respond in opposite ways to the fourteen traits discussed in the paper. We conclude with some comments about how these traits can be useful for those engaged in language development work. References Fishman, J. A., 1991, Reversing language shift, Clevedon, UK, Multilingual Matters Ltd. Fishman, J. A. 2002. Personal communication, 6 October 2002. Luykx, Aurolyn. 2011. “Paradoxes of Quechua Language Revitalization in Bolivia: Back and Forth along the Success-Failure Continuum.” In Handbook of Language and Ethnic Identity. v. 2, The Success-Failure Continuum in Language and Ethnic Identity Efforts, edited by Joshua Fishman; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41983. Anonby, Stan Eberhard, Dave Anonby, Stan Eberhard, Dave 2017-03-05 A common notion among those working in endangered language documentation and maintenance, is that most communities speaking small, endangered languages pattern in a similar way. Having spent most of our careers studying minority and endangered languages in the Americas, we the authors, came to share this notion. For example, we believed that preserving the language in the home domain was essential for its survival (Fishman, 1991). Another pattern we saw from the Americas was that literacy could have the effect of speeding up language shift (Fishman, 2002; Luykx, 2011). In 2013, we moved to Borneo and Thailand, respectively, and began studying minority languages there. There were several ways we gained access to information about Asian languages. (1) One of the writers spent almost three years immersed in one minority community, (2) Another writer supervised linguistic theses at a Thai university, (3) We conducted language surveys, and (4) We held sociolinguistic workshops involving several tribes in various places in Asia. Our work in Asia, has brought us to the gradual realization that we are dealing with very different ecologies than those in the Americas. We have identified fourteen traits that characterize ecologies in general, and explain how they are expressed in the Americas versus Asia. They are as follows: (1) Size/prestige gap, (2) Literacy rate, (3) Literacy transference: L2 to L1, (4) Literacy domain, (5) Literacy/shift connection, (6) Elders’ criticism/shift connection, (7) Language/culture connection, (8) L2 in home/shift connection, (9) Multilingualism/shift connection, (10) Target of shift, (11) National identity, (12) Diglossia, (13) Genetic relationship L1/L2, and (14) Colonial history. Interestingly, the effects of these factors play out very differently. In the Americas, they tend to contribute to language shift. In Asia, they set the stage for language maintenance. We discuss linguistic values in the Americas, and explain how these are more favorable to language shift. Then we talk about values in Asia, and show how these are more conducive to language maintenance. In our paper we apply these fourteen traits to two groups, the Mamainde from Brazil and Sebuyau from Malaysia. These languages represent somewhat prototypical examples from each area. They also respond in opposite ways to the fourteen traits discussed in the paper. We conclude with some comments about how these traits can be useful for those engaged in language development work. References Fishman, J. A., 1991, Reversing language shift, Clevedon, UK, Multilingual Matters Ltd. Fishman, J. A. 2002. Personal communication, 6 October 2002. Luykx, Aurolyn. 2011. “Paradoxes of Quechua Language Revitalization in Bolivia: Back and Forth along the Success-Failure Continuum.” In Handbook of Language and Ethnic Identity. v. 2, The Success-Failure Continuum in Language and Ethnic Identity Efforts, edited by Joshua Fishman http://hdl.handle.net/10125/41983 A Tale Of Two Worlds: A Comparative Study Of Language Ecologies In Asia And The Americas Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41931 2017-05-11 col_10125_45840 41931.mp3 Kell, Sarah, Harris, Pearl, Kell, Sarah, Harris, Pearl; 2017-03-02; This paper describes a collaborative project to develop lessons for teaching selected grammatical patterns of Hul'q'umi'num' (Coast Salish) to Junior Kindergarten immersion students using experiential teaching methods. The lessons are intended to serve as a model for future grammar resources to support teachers in a planned primary immersion program. The project followed an Indigenist paradigm using principles of Community-Based Language Research to support a research partnership with staff and Elders at S-hxixnu-tun Lelum Primary School at Stz'uminus First Nation on Vancouver Island, BC. Over a short series of workshops, the research team members worked together to determine ways to model key grammatical concepts to Junior Kindergarten students without teaching them overtly. Although the original intent was to develop one sample unit, the resulting lessons will likely be applicable throughout the primary program. The workshops also supported future immersion teachers to learn more about Hul'q'umi'num' grammar, and about how to develop and implement experiential language lessons. The project is an innovative example of building on the considerable existing strengths of S-hxixnu-tun Lelum's current second-language program by adapting previous teaching materials for the Junior Kindergarten immersion context. References Gerdts, D.B. (1997a). 'i'lhe' xwulmuxwqun: tu nucam'at pookw. (Let's Speak Our First Nations Language: Book One) (2nd ed.). Nanaimo, Canada: Chemainus, Nanaimo and Nanoose First Nations and School District 68. Gerdts, D. B. (n.d). Hul'q'umi'num' (Island Halkomelem) language materials. Retrieved from: http://www.sfu.ca/~gerdts/HulquminumLanguageMaterials.html Gerdts, D.B., Edwards, L., Ulrich, C.H. & Compton, B.D. (Eds.) (1997). Hul'q'umi'num' words. An English-to-Hul'q'umi'num' and Hul'q'umi'num'-to-English dictionary. Nanaimo, Canada: Chemainus, Nanaimo and Nanoose First Nations and School District 68. Hukari, T.E. (2004). Comparing alphabets - new alphabetical order. (Unpublished document). Coast Salish Language Revitalization CURA project, Victoria, Canada. Hukari, T.E., & Peter, R.M. (1995). The Cowichan dictionary of the Hul'q'umi'num' dialect of the Coast Salish people. Duncan, Canada: Cowichan Tribes. Hul'q'umi'num' Language and Culture Collective (2016). Ta'ulthun sqwal. Hul'q'umi'num' language academy. Retrieved from: http://sqwal.hwulmuhwqun.ca/learn/ Hul'q'umi'num' Treaty Group (2008). Tatul'ut tthu Hul'q'umi'num': Introduction to Hul'q'umi'num'. Retrieved from: http://web.uvic.ca/hrd/salish/ Quw'utsun Syuw'entst Lelum (QSL) (2007). Quw'utsun Hul'q'umi'num' category dictionary. Duncan, Canada: Cowichan Tribes. Stz'uminus First Nation (2016b). The Stz'uminus Hul'q'umi'num Dictionary. Ladysmith, Canada: Stz'uminus First Nation; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41931. Kell, Sarah Harris, Pearl Kell, Sarah Harris, Pearl 2017-03-02 This paper describes a collaborative project to develop lessons for teaching selected grammatical patterns of Hul'q'umi'num' (Coast Salish) to Junior Kindergarten immersion students using experiential teaching methods. The lessons are intended to serve as a model for future grammar resources to support teachers in a planned primary immersion program. The project followed an Indigenist paradigm using principles of Community-Based Language Research to support a research partnership with staff and Elders at S-hxixnu-tun Lelum Primary School at Stz'uminus First Nation on Vancouver Island, BC. Over a short series of workshops, the research team members worked together to determine ways to model key grammatical concepts to Junior Kindergarten students without teaching them overtly. Although the original intent was to develop one sample unit, the resulting lessons will likely be applicable throughout the primary program. The workshops also supported future immersion teachers to learn more about Hul'q'umi'num' grammar, and about how to develop and implement experiential language lessons. The project is an innovative example of building on the considerable existing strengths of S-hxixnu-tun Lelum's current second-language program by adapting previous teaching materials for the Junior Kindergarten immersion context. References Gerdts, D.B. (1997a). 'i'lhe' xwulmuxwqun: tu nucam'at pookw. (Let's Speak Our First Nations Language: Book One) (2nd ed.). Nanaimo, Canada: Chemainus, Nanaimo and Nanoose First Nations and School District 68. Gerdts, D. B. (n.d). Hul'q'umi'num' (Island Halkomelem) language materials. Retrieved from: http://www.sfu.ca/~gerdts/HulquminumLanguageMaterials.html Gerdts, D.B., Edwards, L., Ulrich, C.H. & Compton, B.D. (Eds.) (1997). Hul'q'umi'num' words. An English-to-Hul'q'umi'num' and Hul'q'umi'num'-to-English dictionary. Nanaimo, Canada: Chemainus, Nanaimo and Nanoose First Nations and School District 68. Hukari, T.E. (2004). Comparing alphabets - new alphabetical order. (Unpublished document). Coast Salish Language Revitalization CURA project, Victoria, Canada. Hukari, T.E., & Peter, R.M. (1995). The Cowichan dictionary of the Hul'q'umi'num' dialect of the Coast Salish people. Duncan, Canada: Cowichan Tribes. Hul'q'umi'num' Language and Culture Collective (2016). Ta'ulthun sqwal. Hul'q'umi'num' language academy. Retrieved from: http://sqwal.hwulmuhwqun.ca/learn/ Hul'q'umi'num' Treaty Group (2008). Tatul'ut tthu Hul'q'umi'num': Introduction to Hul'q'umi'num'. Retrieved from: http://web.uvic.ca/hrd/salish/ Quw'utsun Syuw'entst Lelum (QSL) (2007). Quw'utsun Hul'q'umi'num' category dictionary. Duncan, Canada: Cowichan Tribes. Stz'uminus First Nation (2016b). The Stz'uminus Hul'q'umi'num Dictionary. Ladysmith, Canada: Stz'uminus First Nation http://hdl.handle.net/10125/41931 Developing a Model for an Experiential Grammar Teaching Resource for Hul'q'umi'num' Primary Immersion Teachers Sound oai:scholarspace.manoa.hawaii.edu:10125/42016 2024-08-15 col_10125_45840 42016.pdf 42016.mp3 Sellers, Holly, Sellers, Holly; 2017-03-04; The Lisu are one of several non-Thai minority cultures residing in the northern region of Thailand which borders Burma/Myanmar and Laos. There are approximately 40,000 Lisu speakers in Thailand and over 1 million speakers in total, with a large proportion being located in China and Burma/Myanmar, and a small number in India. The language has four main dialects which are somewhat mutually intelligible, but it is Southern Lisu that is usually spoken in Thailand and is the focus for this presentation. Although the language itself is not currently endangered, the Lisu’s traditional knowledge of plant names and their uses is at substantial risk of being lost in the near future, despite being intrinsically linked to their cultural heritage and personal (and, for some, spiritual) wellbeing. This loss is partly due to the increasing use of modern medicine for both convenience and effectiveness, but also because younger villagers are moving away for work or study and are therefore unable to spend the lengthy time required to learn detailed plant knowledge in their village. Furthermore, the beliefs of some Lisu practising animism include that plant identification and related information, especially for rare or specialised plants, should only be passed down to an appropriate disciple from the village. Plant data for this project was collected from both animist and Christian Lisu speakers over two field trips in northern Thailand, forming a new botanical corpus of more than 300 scientific plant identifications and their names and uses in Southern Lisu. The data set as a whole includes plant specimens, photographs, voice recordings and translations of plant uses, stories, and scientific and Lisu names along with their folk categories, where available. This presentation will briefly explore the folk taxonomy of Southern Lisu plants and some of the limitations of the existing model put forward by Berlin (1992) based on the collected data. I will also discuss how the Lisu plant names themselves encode information about the plants; this is frequently based upon visual metaphor but there are also examples of use-related names, including medicinal, as well as at least one name that encodes a specific plant’s germination process. The implications of traditional animist beliefs for an outside researcher trying to obtain this kind of data will also be discussed, as well as the ethical considerations specific to collecting plant data which may affect the community and others. Reference: Berlin, B. 1992. Ethnobiological Classification. New Jersey: Princeton University Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42016. Sellers, Holly Sellers, Holly 2017-03-04 The Lisu are one of several non-Thai minority cultures residing in the northern region of Thailand which borders Burma/Myanmar and Laos. There are approximately 40,000 Lisu speakers in Thailand and over 1 million speakers in total, with a large proportion being located in China and Burma/Myanmar, and a small number in India. The language has four main dialects which are somewhat mutually intelligible, but it is Southern Lisu that is usually spoken in Thailand and is the focus for this presentation. Although the language itself is not currently endangered, the Lisu’s traditional knowledge of plant names and their uses is at substantial risk of being lost in the near future, despite being intrinsically linked to their cultural heritage and personal (and, for some, spiritual) wellbeing. This loss is partly due to the increasing use of modern medicine for both convenience and effectiveness, but also because younger villagers are moving away for work or study and are therefore unable to spend the lengthy time required to learn detailed plant knowledge in their village. Furthermore, the beliefs of some Lisu practising animism include that plant identification and related information, especially for rare or specialised plants, should only be passed down to an appropriate disciple from the village. Plant data for this project was collected from both animist and Christian Lisu speakers over two field trips in northern Thailand, forming a new botanical corpus of more than 300 scientific plant identifications and their names and uses in Southern Lisu. The data set as a whole includes plant specimens, photographs, voice recordings and translations of plant uses, stories, and scientific and Lisu names along with their folk categories, where available. This presentation will briefly explore the folk taxonomy of Southern Lisu plants and some of the limitations of the existing model put forward by Berlin (1992) based on the collected data. I will also discuss how the Lisu plant names themselves encode information about the plants; this is frequently based upon visual metaphor but there are also examples of use-related names, including medicinal, as well as at least one name that encodes a specific plant’s germination process. The implications of traditional animist beliefs for an outside researcher trying to obtain this kind of data will also be discussed, as well as the ethical considerations specific to collecting plant data which may affect the community and others. Reference: Berlin, B. 1992. Ethnobiological Classification. New Jersey: Princeton University Press. http://hdl.handle.net/10125/42016 Ethnobotany of the Lisu in Thailand Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42055 2024-08-15 col_10125_45840 42055.pdf 42055.mp3 Vogel, Rachel, Pérez-Báez, Gabriela, Vogel, Rachel, Pérez-Báez, Gabriela; 2017-03-04; Although literature on language revitalization is rapidly growing, it remains heavily focused on case studies and somewhat restricted to the United States, Canada, and Australia. In order to move toward more comprehensive and comparative analyses of revitalization practices worldwide, we have conducted a pilot survey of 26 language practitioners from Africa, the Americas, Asia, and Europe. The pilot includes 24 questions about the origins of revitalization efforts, their objectives, specific activities, and practitioners’ perceived achievement of their objectives. We present the results of both this survey and a full-scale version that is now underway. Prompted by the theme of ICLDC 2017, we focus on the correlation between language use and the wellbeing of its community of speakers. As Whalen et al. (2016) shows, the language-wellbeing correlation is still an emerging area of research; the earliest study cited is Coe et al. (2004). Since the cases Whalen et al. cite focus on the US, Canada, and Australia, it is not clear whether the correlation extends to other geo-cultural contexts, or reflects particular regional trends or historical patterns. It is also not clear whether the correlation is evident to members of language communities themselves. This is the focus of the present paper. Strikingly, given the findings cited above, none of the respondents in our pilot, even the five from US tribes, overtly recognized a correlation between language use and wellbeing. A possible interpretation of this finding is that the correlation is less salient to revitalization practitioners than it is to researchers. In this case, our results would suggest that more outreach is necessary to disseminate the information cited in Whalen et al. The measurable correlation between language and wellbeing offers strong justification for language revitalization and could help draw support for community initiatives. Alternatively, the pilot survey design might not encourage respondents to express their views about their language’s connection to wellbeing. Although the pilot included a number of open-ended questions about the initiatives’ aims and efforts, we have changed the full-scale survey to provide more opportunities for practitioners to reflect on connections between language and wellbeing. We thus present details and implications of the pilot results as well as preliminary results from the full-scale survey. We also advocate for the pursuit of more socio-culturally and geographically diverse data, in order to facilitate comparative analysis and ultimately increase our knowledge of factors associated with language revitalization at a more global level. References Coe, K., Attakai A., Papenfuss M., et al. 2004. Traditionalism and its relationship to disease risk and protective behaviors of women living on the Hopi reservation. Health Care Women Int. 25(5): 391–410. Whalen, Doug H., Margaret Moss, and Daryl Baldwin. 2016. Healing through language: Positive physical health effects of indigenous language use [version 1; referees: 1 approved with reservations]. F1000Research 2016 5:852 (doi: 10.12688/f1000research.8656.1).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42055. Vogel, Rachel Pérez-Báez, Gabriela Vogel, Rachel Pérez-Báez, Gabriela 2017-03-04 Although literature on language revitalization is rapidly growing, it remains heavily focused on case studies and somewhat restricted to the United States, Canada, and Australia. In order to move toward more comprehensive and comparative analyses of revitalization practices worldwide, we have conducted a pilot survey of 26 language practitioners from Africa, the Americas, Asia, and Europe. The pilot includes 24 questions about the origins of revitalization efforts, their objectives, specific activities, and practitioners’ perceived achievement of their objectives. We present the results of both this survey and a full-scale version that is now underway. Prompted by the theme of ICLDC 2017, we focus on the correlation between language use and the wellbeing of its community of speakers. As Whalen et al. (2016) shows, the language-wellbeing correlation is still an emerging area of research; the earliest study cited is Coe et al. (2004). Since the cases Whalen et al. cite focus on the US, Canada, and Australia, it is not clear whether the correlation extends to other geo-cultural contexts, or reflects particular regional trends or historical patterns. It is also not clear whether the correlation is evident to members of language communities themselves. This is the focus of the present paper. Strikingly, given the findings cited above, none of the respondents in our pilot, even the five from US tribes, overtly recognized a correlation between language use and wellbeing. A possible interpretation of this finding is that the correlation is less salient to revitalization practitioners than it is to researchers. In this case, our results would suggest that more outreach is necessary to disseminate the information cited in Whalen et al. The measurable correlation between language and wellbeing offers strong justification for language revitalization and could help draw support for community initiatives. Alternatively, the pilot survey design might not encourage respondents to express their views about their language’s connection to wellbeing. Although the pilot included a number of open-ended questions about the initiatives’ aims and efforts, we have changed the full-scale survey to provide more opportunities for practitioners to reflect on connections between language and wellbeing. We thus present details and implications of the pilot results as well as preliminary results from the full-scale survey. We also advocate for the pursuit of more socio-culturally and geographically diverse data, in order to facilitate comparative analysis and ultimately increase our knowledge of factors associated with language revitalization at a more global level. References Coe, K., Attakai A., Papenfuss M., et al. 2004. Traditionalism and its relationship to disease risk and protective behaviors of women living on the Hopi reservation. Health Care Women Int. 25(5): 391–410. Whalen, Doug H., Margaret Moss, and Daryl Baldwin. 2016. Healing through language: Positive physical health effects of indigenous language use [version 1; referees: 1 approved with reservations]. F1000Research 2016 5:852 (doi: 10.12688/f1000research.8656.1). http://hdl.handle.net/10125/42055 The correlation between language and wellbeing: preliminary data from a global survey on language revitalization Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42017 2024-08-15 col_10125_45840 42017-a.pdf 42017-b.pdf Godard, Laurence, Czaykowska-Higgins, Ewa, Godard, Laurence, Czaykowska-Higgins, Ewa; 2017-03-02; This poster presents a visual representation of wellness considering seven important elements (worldview, land, language, identity, spirituality, social relations, and health) established from a literature review and interviews with Indigenous experts. is conceptualization focuses on language as a link connecting
the other elements and is adaptable to other understandings of wellness.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42017. Godard, Laurence Czaykowska-Higgins, Ewa Godard, Laurence Czaykowska-Higgins, Ewa 2017-03-02 This poster presents a visual representation of wellness considering seven important elements (worldview, land, language, identity, spirituality, social relations, and health) established from a literature review and interviews with Indigenous experts. is conceptualization focuses on language as a link connecting
the other elements and is adaptable to other understandings of wellness. http://hdl.handle.net/10125/42017 Language as a Link to Wellness Text oai:scholarspace.manoa.hawaii.edu:10125/41967 2017-05-11 col_10125_45840 41967.mp3 Lee, Aldrin, Lee, Aldrin; 2017-03-03; Maintaining a balance between hot and cold is essential to the wellbeing of the Cuyonon people. Any tension between these two may cause several maladies, all encompassed by the general term pasma. Tan (1987) noted that the term pasma is recorded for all Christian groups, as well as for acculturated Muslim and tribal groups in the Philippines. Its usage however is limited in other Philippine languages. In Tagalog for instance, pasmado is used instead of pasma and it only refers to a spasmodic condition of a particular part of the body (usually, hands) because of a perceived bad habit of washing it after a strenuous activity. The term pasma has no established origin but the term is thought to have been derived from Spanish espasmo, which literally means ‘spasm’. A similar set of medical belief and practices relating to "hot-cold syndrome" had also been recorded in other parts of the world, particularly in Latin America (Currier 1966; McCullough 1973). Earlier studies suggest that such indigenous view of attributing illnesses to thermal stress can be traced back to Greek humoral pathology (Foster 1953 and Taylor 1963, as cited by Currier, p.251). This study neither validates this claim in the case of pasma in Cuyonon nor argues against its implication that such knowledge is possibly just a remnant of belief systems introduced by the colonizers. Knowledge about pasma among the Cuyonon people is essential for them to live a healthy life and this is supported by the intricate elaboration of the concept into a network of interconnected labels and the culturally shared knowledge on its various types, potential causes, specific symptoms and corresponding ways of curing. Such complex yet systematically organized conceptual system of pasma has not been attested in other Philippine languages. Based on data gathered through interviews, this study presents a documentation of pasma as an important indigenous knowledge system in health care that is learned and shared by the Cuyonon people and that comprehensively manifests through a conceptual network in their language. In addition, it also seeks to find entanglements of pasma with Cuyonon people's view about human body in general and how one relates own physical being with elements of nature. Finally, this study also aims to present narratives as to how Cuyonons negotiate such deeply ingrained knowledge with the competing views of mainstream contemporary medical science that are taught in schools and practiced in state-supported health institutions. Keywords: Indigenous knowledge, health care, pasma, hot-cold Currier, Richard L. 1966. The Hot-Cold Syndrome and Symbolic Balance in Mexican and Spanish-American Folk Medicine. Ethnology, Vol. 5, No. 3, pp. 251-263. McCullough, John M. 1973. Human Ecology, Heat Adaptation, and Belief Systems: The Hot-Cold Syndrome of Yucatan. Journal of Anthropological Research, Vol. 29, No. 1, pp. 32-36 Tan, Michael L. 1987. Usug, Kulam, Pasma : Traditional Concepts of Health and Illness in the Philippines. Quezon City: Alay Kapwa Kilusang Pangkalusugan.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41967. Lee, Aldrin Lee, Aldrin 2017-03-03 Maintaining a balance between hot and cold is essential to the wellbeing of the Cuyonon people. Any tension between these two may cause several maladies, all encompassed by the general term pasma. Tan (1987) noted that the term pasma is recorded for all Christian groups, as well as for acculturated Muslim and tribal groups in the Philippines. Its usage however is limited in other Philippine languages. In Tagalog for instance, pasmado is used instead of pasma and it only refers to a spasmodic condition of a particular part of the body (usually, hands) because of a perceived bad habit of washing it after a strenuous activity. The term pasma has no established origin but the term is thought to have been derived from Spanish espasmo, which literally means ‘spasm’. A similar set of medical belief and practices relating to "hot-cold syndrome" had also been recorded in other parts of the world, particularly in Latin America (Currier 1966; McCullough 1973). Earlier studies suggest that such indigenous view of attributing illnesses to thermal stress can be traced back to Greek humoral pathology (Foster 1953 and Taylor 1963, as cited by Currier, p.251). This study neither validates this claim in the case of pasma in Cuyonon nor argues against its implication that such knowledge is possibly just a remnant of belief systems introduced by the colonizers. Knowledge about pasma among the Cuyonon people is essential for them to live a healthy life and this is supported by the intricate elaboration of the concept into a network of interconnected labels and the culturally shared knowledge on its various types, potential causes, specific symptoms and corresponding ways of curing. Such complex yet systematically organized conceptual system of pasma has not been attested in other Philippine languages. Based on data gathered through interviews, this study presents a documentation of pasma as an important indigenous knowledge system in health care that is learned and shared by the Cuyonon people and that comprehensively manifests through a conceptual network in their language. In addition, it also seeks to find entanglements of pasma with Cuyonon people's view about human body in general and how one relates own physical being with elements of nature. Finally, this study also aims to present narratives as to how Cuyonons negotiate such deeply ingrained knowledge with the competing views of mainstream contemporary medical science that are taught in schools and practiced in state-supported health institutions. Keywords: Indigenous knowledge, health care, pasma, hot-cold Currier, Richard L. 1966. The Hot-Cold Syndrome and Symbolic Balance in Mexican and Spanish-American Folk Medicine. Ethnology, Vol. 5, No. 3, pp. 251-263. McCullough, John M. 1973. Human Ecology, Heat Adaptation, and Belief Systems: The Hot-Cold Syndrome of Yucatan. Journal of Anthropological Research, Vol. 29, No. 1, pp. 32-36 Tan, Michael L. 1987. Usug, Kulam, Pasma : Traditional Concepts of Health and Illness in the Philippines. Quezon City: Alay Kapwa Kilusang Pangkalusugan. http://hdl.handle.net/10125/41967 The Cuyonon Concept of Pasma: An Indigenous Knowledge In Health Care Sound oai:scholarspace.manoa.hawaii.edu:10125/42059 2024-08-17 col_10125_45840 42059.pdf 42059.mp3 Woodward Jr, James, Nguyen, Hoa, Woodward Jr, James, Nguyen, Hoa; 2017-03-05; While education for deaf people in Viet Nam began in 1886, there was only one school for deaf people in Viet Nam until 1975. While there was some usage of sign language in the southern part Viet Nam in the early history of deaf education in Viet Nam, by the latter part of the 1900’s almost all education was oral only; the highest grade taught to Vietnamese deaf people was 5th grade; and the difficulties of using a tonal language only to teach deaf people normally meant that it required at least 8 years for deaf students to complete 5 grades. By 2000, it was clear that deaf people in Viet Nam had maintained three distinct, but historically related sign languages underground: Ho Chi Minh City SL, Ha Noi SL, and Hai Phong SL. However, only Dong Nai Province in the southern part of Viet Nam, expressed a willingness to allow sign language research and the use of sign language in an experimental educational program. By June 2000, a program was underway in Dong Nai Province, to train fluent adult Deaf users of any sign language in Viet Nam in language documentation and language teaching. Since Dong Nai Province is in the southern part of Viet Nam, the primarily focus was on Ho Chi Minh City Sign Language. Deaf trainees then taught certified hearing teachers how to sign, and then the hearing teachers taught the Deaf adult trainees junior high school, senior high school, and university education, resulting in the first Vietnamese Deaf graduates of junior high school, senior high school, and university. This presentation will include information on the content and length of the training in language documentation and language teaching provided to Deaf people; the teaching handbooks and companion dictionaries developed as part of the project; the results of Deaf people teaching their sign language to their prospective hearing teachers; the content, length of training, and results of Deaf signers compared with their hearing peers in high school and university education; and comments from users of HCMCSL and other sign languages in Viet Nam on their sense of wellbeing as a result of their participation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42059. Woodward Jr, James Nguyen, Hoa Woodward Jr, James Nguyen, Hoa 2017-03-05 While education for deaf people in Viet Nam began in 1886, there was only one school for deaf people in Viet Nam until 1975. While there was some usage of sign language in the southern part Viet Nam in the early history of deaf education in Viet Nam, by the latter part of the 1900’s almost all education was oral only; the highest grade taught to Vietnamese deaf people was 5th grade; and the difficulties of using a tonal language only to teach deaf people normally meant that it required at least 8 years for deaf students to complete 5 grades. By 2000, it was clear that deaf people in Viet Nam had maintained three distinct, but historically related sign languages underground: Ho Chi Minh City SL, Ha Noi SL, and Hai Phong SL. However, only Dong Nai Province in the southern part of Viet Nam, expressed a willingness to allow sign language research and the use of sign language in an experimental educational program. By June 2000, a program was underway in Dong Nai Province, to train fluent adult Deaf users of any sign language in Viet Nam in language documentation and language teaching. Since Dong Nai Province is in the southern part of Viet Nam, the primarily focus was on Ho Chi Minh City Sign Language. Deaf trainees then taught certified hearing teachers how to sign, and then the hearing teachers taught the Deaf adult trainees junior high school, senior high school, and university education, resulting in the first Vietnamese Deaf graduates of junior high school, senior high school, and university. This presentation will include information on the content and length of the training in language documentation and language teaching provided to Deaf people; the teaching handbooks and companion dictionaries developed as part of the project; the results of Deaf people teaching their sign language to their prospective hearing teachers; the content, length of training, and results of Deaf signers compared with their hearing peers in high school and university education; and comments from users of HCMCSL and other sign languages in Viet Nam on their sense of wellbeing as a result of their participation. http://hdl.handle.net/10125/42059 The Documentation of Ho Chi Minh City Sign Language and The Wellbeing of Deaf People in Viet Nam Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42029 2024-08-17 col_10125_45840 42029.pdf 42029.mp3 Khadgi, Mari-Sisko, Khadgi, Mari-Sisko; 2017-03-04; In 1998 Himmelmann brought to light the importance of collecting primary data, especially in languages that are threatened. Hence different people have been thinking about ways to accelerate the process and especially how to get past the bottleneck of time-consuming transcription of audio recordings. Woodbury (2003:45) brought up the possibility of doing transcriptions orally: “starting with hard-to-hear tapes and asking elders to ‘respeak’ them to a second tape slowly so that anyone with training in hearing the language can make the transcription if they wish." Similarly, he proposed that translations of the recorded texts could quickly be captured by recording spontaneous oral translations. Taking the lead from this, the BOLD (Basic Oral Language Documentation) method was introduced by Simons in 2008. (The BOLD method is discussed in great detail in Reiman 2010 and Boerger 2011.) SIL then developed a software tool named SayMore to help people to do documentation using the BOLD method (Hatton 2013; Moeller 2014, 2015). Even though SayMore has been used in different parts of the world by both trained linguists and local language speakers, until now only Moeller (2015) has reported a case study. This paper presents a case study on how four nationals, without any previous linguistic training, have been taught to use this easy-to-learn software and the BOLD method very successfully in Nepal. Over the past couple years, this small team has done high-quality recordings in 14 languages of Nepal (two having less than ten speakers). For nine of these languages the recordings total more than 10 hours, even up to 17 hours, and involve 70-100 speakers per language. Depending on the number of technicians and mother-tongue facilitators dedicated to a project, it takes approximately 4-6 weeks to complete one project. In this paper I give details on how the nationals were trained, on the plan and timing for a typical project, and on the size and scope of all the corpora that have been collected. I then go on to discuss the key factors of the success of this strategy and some challenges with this strategy. Overall, the BOLD method using SayMore has proven highly effective. The projects have been very well received in the communities. For most of them this is the first time their language has been recorded and they are very excited to be listening to their language. References Boerger, Brenda H. 2011. To boldly go where no one has gone before. Language Documentation & Conservation 5: 208-233. http://hdl.handle.net/10125/4499 Hatton, John. 2013. SayMore: Language documentation productivity. Paper presented at the 3rd International Conference on Language Documentation and Conservation (ICLDC). University of Hawai‘i at Mānoa, 28 February 2013. http://hdl.handle.net/10125/26153 Himmelmann, Nikolaus P. 1998. Documentary and descriptive linguistics. Linguistics 36(1): 161-195. Moeller, Sarah R. 2014. SayMore, a tool for Language Documentation Productivity. Language Documentation & Conservation 8: 66-74. http://hdl.handle.net/10125/4610 Moeller, Sarah R. 2015. Developments in SayMore: The language documentation tool for citizen scientists. Paper presented at the 4th International Conference on Language Documentation and Conservation (ICLDC). University of Hawai‘i at Mānoa, 28 February 2015. http://hdl.handle.net/10125/25332 Reiman, D. Will. 2010. Basic oral language documentation. Language Documentation & Conservation 4: 254-268. http://hdl.handle.net/10125/4479 Simons, Gary F. 2008. The rise of documentary linguistics and a new kind of corpus. Paper presented at the 5th Natioanl Natural Language Research Symposium. De La Salle University, Manila, 25 Nov 2008. http://www.sil.org/~simonsg/presentation/doc%20ling.pdf Woodbury, Anthony C. 2003. Defining language documentation. In Peter K. Austin (ed.), Language Documentation and Description 1: 35–51. London: SOAS; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42029. Khadgi, Mari-Sisko Khadgi, Mari-Sisko 2017-03-04 In 1998 Himmelmann brought to light the importance of collecting primary data, especially in languages that are threatened. Hence different people have been thinking about ways to accelerate the process and especially how to get past the bottleneck of time-consuming transcription of audio recordings. Woodbury (2003:45) brought up the possibility of doing transcriptions orally: “starting with hard-to-hear tapes and asking elders to ‘respeak’ them to a second tape slowly so that anyone with training in hearing the language can make the transcription if they wish." Similarly, he proposed that translations of the recorded texts could quickly be captured by recording spontaneous oral translations. Taking the lead from this, the BOLD (Basic Oral Language Documentation) method was introduced by Simons in 2008. (The BOLD method is discussed in great detail in Reiman 2010 and Boerger 2011.) SIL then developed a software tool named SayMore to help people to do documentation using the BOLD method (Hatton 2013; Moeller 2014, 2015). Even though SayMore has been used in different parts of the world by both trained linguists and local language speakers, until now only Moeller (2015) has reported a case study. This paper presents a case study on how four nationals, without any previous linguistic training, have been taught to use this easy-to-learn software and the BOLD method very successfully in Nepal. Over the past couple years, this small team has done high-quality recordings in 14 languages of Nepal (two having less than ten speakers). For nine of these languages the recordings total more than 10 hours, even up to 17 hours, and involve 70-100 speakers per language. Depending on the number of technicians and mother-tongue facilitators dedicated to a project, it takes approximately 4-6 weeks to complete one project. In this paper I give details on how the nationals were trained, on the plan and timing for a typical project, and on the size and scope of all the corpora that have been collected. I then go on to discuss the key factors of the success of this strategy and some challenges with this strategy. Overall, the BOLD method using SayMore has proven highly effective. The projects have been very well received in the communities. For most of them this is the first time their language has been recorded and they are very excited to be listening to their language. References Boerger, Brenda H. 2011. To boldly go where no one has gone before. Language Documentation & Conservation 5: 208-233. http://hdl.handle.net/10125/4499 Hatton, John. 2013. SayMore: Language documentation productivity. Paper presented at the 3rd International Conference on Language Documentation and Conservation (ICLDC). University of Hawai‘i at Mānoa, 28 February 2013. http://hdl.handle.net/10125/26153 Himmelmann, Nikolaus P. 1998. Documentary and descriptive linguistics. Linguistics 36(1): 161-195. Moeller, Sarah R. 2014. SayMore, a tool for Language Documentation Productivity. Language Documentation & Conservation 8: 66-74. http://hdl.handle.net/10125/4610 Moeller, Sarah R. 2015. Developments in SayMore: The language documentation tool for citizen scientists. Paper presented at the 4th International Conference on Language Documentation and Conservation (ICLDC). University of Hawai‘i at Mānoa, 28 February 2015. http://hdl.handle.net/10125/25332 Reiman, D. Will. 2010. Basic oral language documentation. Language Documentation & Conservation 4: 254-268. http://hdl.handle.net/10125/4479 Simons, Gary F. 2008. The rise of documentary linguistics and a new kind of corpus. Paper presented at the 5th Natioanl Natural Language Research Symposium. De La Salle University, Manila, 25 Nov 2008. http://www.sil.org/~simonsg/presentation/doc%20ling.pdf Woodbury, Anthony C. 2003. Defining language documentation. In Peter K. Austin (ed.), Language Documentation and Description 1: 35–51. London: SOAS http://hdl.handle.net/10125/42029 Large-scale language documentation in Nepal: A strategy based on SayMore and BOLD Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42060 2024-08-17 col_10125_45840 42060-a.pdf 42060-b.pdf 42060.mp3 Yoder, Brendon, Yoder, Brendon; 2017-03-04; This paper presents a participatory approach to orthography development, with specific reference to the development of the Abawiri orthography in Papua, Indonesia. It is argued that a community orthography developed with a participatory approach is more likely to be widely adopted, promote learning, and create goodwill than an orthography developed primarily by a linguist. As noted by Seifart (2006), a traditional assumption among linguists is that orthography development is largely restricted to accurate representation of phonological contrasts. In this view the responsibility for developing an orthography belongs to the linguist, while the community is a passive recipient of the linguist's work. Much work has discussed the complex non-linguistic factors in orthography development (e.g. Cahill 2014; Karan 2013), but the assumption persists that the task is still primarily one for the linguist, albeit a more complex one. A participatory approach, which emerged from the field of community development (Kumar 2002), values community knowledge and local expertise. It invites outsiders to do things with community members rather than for them. This approach has been effectively applied to linguistics and language development-related activities. Specific to orthography design, Participatory Research in Linguistics was developed in Africa and focuses on generating and comparing lists of words (Kutsch Lojenga 1996), while the Alphabet Design Workshop from Papua New Guinea focuses on writing and editing texts (Easton 2003). In June 2016 a modified orthography development workshop was conducted in Abawiri, incorporating elements of both methods. Interested community leaders began by writing short lists of words, using whatever ad hoc spelling each individual was able to devise based on previous knowledge of the Indonesian orthography. These ad hoc spellings were then compared, and the group decided on a single representation for each sound in the language. For example, they quickly arrived at tentative spellings for the three high front vowels /i/, /y/ and /i̝/, immediately implementing these decisions in real writing and reading tasks and revising as needed. Workshop participants took pride in the work they had done, having effectively developed an orthography for their language for the first time while also gaining literacy skills. They became more aware of their own language and the opportunities afforded to them now that their language could be written. Several participants began writing out short stories on their own. These benefits would not have been possible if the outside linguist had been a primary developer of the orthography. References Cahill, Michael. 2014. Non-linguistic factors in orthography development. In Michael Cahill & Keren Rice (eds.), Developing orthographies for unwritten languages, 9–25. (Publications in Language Use and Education). Dallas, TX: SIL International. Easton, Catherine. 2003. Alphabet Design Workshops in Papua New Guinea: A community-based approach to orthography development. Conference on Language Development, Language Revitilization and Multilingual Education in Minority Communities in Asia, 1–14. Bangkok, Thailand: SIL International. Karan, Elke. 2013. The ABD of orthography testing: Integrating formal or informal testing into the orthography development process. Work Papers of the Summer Institute of Linguistics, University of North Dakota Session 53. Kumar, Somesh. 2002. Methods for community participation: A complete guide for practitioners. New Dehli: Vistaar. Kutsch Lojenga, Constance. 1996. Participatory research in linguistics. Notes on Linguistics. 13–27. Seifart, Frank. 2006. Orthography development. In Jost Gippert, Nikolaus P. Himmelmann & Ulrike Mosel (eds.), Essentials of language documentation, 275–299. Berlin: Mouton de Gruyter.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42060. Yoder, Brendon Yoder, Brendon 2017-03-04 This paper presents a participatory approach to orthography development, with specific reference to the development of the Abawiri orthography in Papua, Indonesia. It is argued that a community orthography developed with a participatory approach is more likely to be widely adopted, promote learning, and create goodwill than an orthography developed primarily by a linguist. As noted by Seifart (2006), a traditional assumption among linguists is that orthography development is largely restricted to accurate representation of phonological contrasts. In this view the responsibility for developing an orthography belongs to the linguist, while the community is a passive recipient of the linguist's work. Much work has discussed the complex non-linguistic factors in orthography development (e.g. Cahill 2014; Karan 2013), but the assumption persists that the task is still primarily one for the linguist, albeit a more complex one. A participatory approach, which emerged from the field of community development (Kumar 2002), values community knowledge and local expertise. It invites outsiders to do things with community members rather than for them. This approach has been effectively applied to linguistics and language development-related activities. Specific to orthography design, Participatory Research in Linguistics was developed in Africa and focuses on generating and comparing lists of words (Kutsch Lojenga 1996), while the Alphabet Design Workshop from Papua New Guinea focuses on writing and editing texts (Easton 2003). In June 2016 a modified orthography development workshop was conducted in Abawiri, incorporating elements of both methods. Interested community leaders began by writing short lists of words, using whatever ad hoc spelling each individual was able to devise based on previous knowledge of the Indonesian orthography. These ad hoc spellings were then compared, and the group decided on a single representation for each sound in the language. For example, they quickly arrived at tentative spellings for the three high front vowels /i/, /y/ and /i̝/, immediately implementing these decisions in real writing and reading tasks and revising as needed. Workshop participants took pride in the work they had done, having effectively developed an orthography for their language for the first time while also gaining literacy skills. They became more aware of their own language and the opportunities afforded to them now that their language could be written. Several participants began writing out short stories on their own. These benefits would not have been possible if the outside linguist had been a primary developer of the orthography. References Cahill, Michael. 2014. Non-linguistic factors in orthography development. In Michael Cahill & Keren Rice (eds.), Developing orthographies for unwritten languages, 9–25. (Publications in Language Use and Education). Dallas, TX: SIL International. Easton, Catherine. 2003. Alphabet Design Workshops in Papua New Guinea: A community-based approach to orthography development. Conference on Language Development, Language Revitilization and Multilingual Education in Minority Communities in Asia, 1–14. Bangkok, Thailand: SIL International. Karan, Elke. 2013. The ABD of orthography testing: Integrating formal or informal testing into the orthography development process. Work Papers of the Summer Institute of Linguistics, University of North Dakota Session 53. Kumar, Somesh. 2002. Methods for community participation: A complete guide for practitioners. New Dehli: Vistaar. Kutsch Lojenga, Constance. 1996. Participatory research in linguistics. Notes on Linguistics. 13–27. Seifart, Frank. 2006. Orthography development. In Jost Gippert, Nikolaus P. Himmelmann & Ulrike Mosel (eds.), Essentials of language documentation, 275–299. Berlin: Mouton de Gruyter. http://hdl.handle.net/10125/42060 Participatory orthography development in Abawiri Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41940 2017-05-11 col_10125_45840 41940.mp3 Anderson, Regan, Jansen, Joana, Underriner, Janne, Anderson, Regan, Jansen, Joana, Underriner, Janne; 2017-03-02; This paper discusses an integrative model of language documentation, curriculum development, and linguistics and teacher training, centered in an equitable partnership between academic institutions and Native American language communities. The model is responsive to speech communities and promotes relationships of reciprocity. We highlight a specific project based on wáq’amu ‘camas,’ a plant and root food of North America. The contributions of this paper are (i) to describe our methodology, particularly the overlap of documentation, curriculum development and language teaching, and discuss how it has been strengthened via collaborative partnerships, and (ii) to argue that this pedagogical and documentation approach incorporates human and linguistic rights, and contributes to healing relationships between tribes and the educational systems that perpetuated loss of language and culture. Through new models and approaches, these same systems then can assist in language and culture restoration. The specific project we discuss involves a number of components. Elders of two dialects of the Ichishkíin (Sahaptin) language contributed their knowledge. Also involved were two documentation projects, a reservation-based high school language course, and three university courses: a linguistics seminar focused on language revitalization through place-based learning, a two-year language course, and a summer institute language class for speech community members and non-tribal university students. A specific aim of the language revitalization course was to address requests of speech communities, which are increasingly looking for linguists who are trained in second language teaching, curriculum development, and collaboration. Students of the course worked together to document (in Ichishkíin) wáq’amu identification, life cycle, gathering, prepation and preservation. They developed lesson plans and materials with the input of tribal teachers. The curriculum was piloted and refined at a summer institute, which led to additional documentation. The materials generated are now used as tools to further document language and processes involving wáq’amu. In this model, a topic of importance to the speech community centers the efforts of documentation, curriculum development, and training. University and tribal institutions benefit as do their students and instructors. We argue that honoring and incorporating tribal values promotes the human and linguistic rights of Native teachers, students and communities (Roskos 2004, Falcón and Jacob 2011, Brayboy et al. 2012). Furthermore, through sharing linguistic and cultural knowledge, not only are products improved, but relationships between academic and tribal institutions move towards healing (Falcón and Jacob 2011, McCarty and Lee 2014). Brayboy , B. M. J., Fann, A. J., Castagno, A. E., & Solyom, J. A. (2012). “Postsecondary education for American Indian and Alaska Natives: Higher education for nation building and self-determination”. ASHE Higher Education Report, 37(5), 1‒154. San Francisco: Jossey-Bass. Falcón, S. and M. Jacob. (2011). “Human rights pedagogies in the classroom: Social justice, US Indigenous communities, and CSL projects.” Societies Without Borders 6, 23-50. McCarty, T. L. & Lee, T.S. (2014). “Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty.” Harvard Educational Review 84, pp. 101-124. Roskos, K., Tabors, P. O., Lenhart, L. (2004). Oral Language and Early Literacy International Reading Association. Retrieved from http://eric.ed.gov/?id=ED488968; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41940. Anderson, Regan Jansen, Joana Underriner, Janne Anderson, Regan Jansen, Joana Underriner, Janne 2017-03-02 This paper discusses an integrative model of language documentation, curriculum development, and linguistics and teacher training, centered in an equitable partnership between academic institutions and Native American language communities. The model is responsive to speech communities and promotes relationships of reciprocity. We highlight a specific project based on wáq’amu ‘camas,’ a plant and root food of North America. The contributions of this paper are (i) to describe our methodology, particularly the overlap of documentation, curriculum development and language teaching, and discuss how it has been strengthened via collaborative partnerships, and (ii) to argue that this pedagogical and documentation approach incorporates human and linguistic rights, and contributes to healing relationships between tribes and the educational systems that perpetuated loss of language and culture. Through new models and approaches, these same systems then can assist in language and culture restoration. The specific project we discuss involves a number of components. Elders of two dialects of the Ichishkíin (Sahaptin) language contributed their knowledge. Also involved were two documentation projects, a reservation-based high school language course, and three university courses: a linguistics seminar focused on language revitalization through place-based learning, a two-year language course, and a summer institute language class for speech community members and non-tribal university students. A specific aim of the language revitalization course was to address requests of speech communities, which are increasingly looking for linguists who are trained in second language teaching, curriculum development, and collaboration. Students of the course worked together to document (in Ichishkíin) wáq’amu identification, life cycle, gathering, prepation and preservation. They developed lesson plans and materials with the input of tribal teachers. The curriculum was piloted and refined at a summer institute, which led to additional documentation. The materials generated are now used as tools to further document language and processes involving wáq’amu. In this model, a topic of importance to the speech community centers the efforts of documentation, curriculum development, and training. University and tribal institutions benefit as do their students and instructors. We argue that honoring and incorporating tribal values promotes the human and linguistic rights of Native teachers, students and communities (Roskos 2004, Falcón and Jacob 2011, Brayboy et al. 2012). Furthermore, through sharing linguistic and cultural knowledge, not only are products improved, but relationships between academic and tribal institutions move towards healing (Falcón and Jacob 2011, McCarty and Lee 2014). Brayboy , B. M. J., Fann, A. J., Castagno, A. E., & Solyom, J. A. (2012). “Postsecondary education for American Indian and Alaska Natives: Higher education for nation building and self-determination”. ASHE Higher Education Report, 37(5), 1‒154. San Francisco: Jossey-Bass. Falcón, S. and M. Jacob. (2011). “Human rights pedagogies in the classroom: Social justice, US Indigenous communities, and CSL projects.” Societies Without Borders 6, 23-50. McCarty, T. L. & Lee, T.S. (2014). “Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty.” Harvard Educational Review 84, pp. 101-124. Roskos, K., Tabors, P. O., Lenhart, L. (2004). Oral Language and Early Literacy International Reading Association. Retrieved from http://eric.ed.gov/?id=ED488968 http://hdl.handle.net/10125/41940 Camas at the center: An integrative model of documentation and revitalization Sound oai:scholarspace.manoa.hawaii.edu:10125/42037 2024-08-18 col_10125_45840 42037.pdf 42037.mp3 Lukaniec, Megan, Lukaniec, Megan; 2017-03-02; With the number of dormant languages steadily increasing, archival materials are becoming indispensable tools for linguistic research and revitalization. Absent the invaluable opportunity to consult a native speaker, reclamation in dormant language communities must follow a different trajectory: transform documentation into accessible and culturally relevant language teaching. Often-cited, ‘successful’ language revitalization models, however, typically require the participation of a native speaker (e.g. the Master-Apprentice model, immersion programs, language nests, etc.). Therefore, there is a growing need to develop methods for mobilizing archival materials for revitalization. Based upon the ongoing project of Wendat (Iroquoian) language reclamation (2007-present), this paper proposes an adaptable workflow for repurposing archival documentation for language research and reclamation. Starting with obtaining digitized copies of materials, the proposed workflow describes various steps that can be necessary in such a reclamation project, including: building support, establishing goals, assessing the strengths and limitations of the archival content, transcribing materials, building a database, reconstructing forms, and creating pedagogical materials. Although some of these steps may be similar to those found in wider documentation and revitalization projects, dormant language communities face unique challenges in revitalization. As such, greater discussion is merited as to the development of appropriate and adaptable methods for re-awakening these languages.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42037. Lukaniec, Megan Lukaniec, Megan 2017-03-02 With the number of dormant languages steadily increasing, archival materials are becoming indispensable tools for linguistic research and revitalization. Absent the invaluable opportunity to consult a native speaker, reclamation in dormant language communities must follow a different trajectory: transform documentation into accessible and culturally relevant language teaching. Often-cited, ‘successful’ language revitalization models, however, typically require the participation of a native speaker (e.g. the Master-Apprentice model, immersion programs, language nests, etc.). Therefore, there is a growing need to develop methods for mobilizing archival materials for revitalization. Based upon the ongoing project of Wendat (Iroquoian) language reclamation (2007-present), this paper proposes an adaptable workflow for repurposing archival documentation for language research and reclamation. Starting with obtaining digitized copies of materials, the proposed workflow describes various steps that can be necessary in such a reclamation project, including: building support, establishing goals, assessing the strengths and limitations of the archival content, transcribing materials, building a database, reconstructing forms, and creating pedagogical materials. Although some of these steps may be similar to those found in wider documentation and revitalization projects, dormant language communities face unique challenges in revitalization. As such, greater discussion is merited as to the development of appropriate and adaptable methods for re-awakening these languages. http://hdl.handle.net/10125/42037 Toward a methodology for dormant language reclamation: Deconstructing the process of using archival data for research and revitalization Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42047 2024-08-18 col_10125_45840 42047.pdf 42047.mp3 Ashmore, Louise, Allain, Gina, Ashmore, Louise, Allain, Gina; 2017-03-04; The relationships between connections to country and wellbeing and between First Nation language and wellbeing have been described in the Australian Indigenous context (Ganesharajah 2009, Biddle & Swee 2012, Trzepacz, Guerin & Thomas 2014). This paper considers the role of art in the creative transmission of cultural and linguistic knowledge. Based on case studies from Queensland, Australia, it explores the potential for combining art therapy and language documentation methods in reconnecting community, country and language in First Nation language revival work. Aurukun is a remote community on the west coast of Cape York Peninsula, Australia, where the majority of Wik-Ngathan, Wik-Ngatharr/Wik-Alken and Wik-Mungkan speakers reside. The Paman dialect group consisting of Wik-Ngathan and Wik- Ngatharr/Wik-Alken is highly endangered by language shift to another First Nation language Wik-Mungkan, as well as English. Wik-Mungkan is the first language of children at Aurukun, but is coming under increasing pressure from English. Notions of wellbeing and the relationship with country, language and creative practices will be explored through two case studies. The projects were developed in response to the concerns of community members that a lack of access to country had resulted in disruption in the inter-generational transmission of linguistic and cultural knowledge in terms of specific vocabulary, mythological narratives, land management and traditional knowledge systems. Younger people referred to unease at visiting country without this knowledge. The first case-study outlines a recovery project at a crucial stage of language loss with the aim of reinvigorating traditional language use in domains at risk of language shift through an on-country immersion camp program and the digital repatriation of archival linguistic and cultural records. This involved groups of speakers, community language workers, rangers, artists and linguists working together to foster creative opportunities for intergenerational transmission of linguistic and cultural knowledge, on country and at Aurukun, to support important cultural, social and health goals. The second case study, the Painted Stories project, explores the benefits of using similar methods when return to country is not possible, by creating a quiet and therapeutic space for people to develop their language and painting skills together, to creatively record and transmit their cultural and linguistic knowledge about country and stories between generations through innovative expression (painting, digital story-telling, collaborative work). The paper will be presented by members of the endangered language community (Wik-Ngathan and Wik-Alken), the art therapist and the linguist. References Biddle, N., & Swee, H. (2012). The relationship between wellbeing and Indigenous land, language and culture in Australia. Australian Geographer, 43(3), 215–232. Ganesharajah, C. (2009). Indigenous Health and Wellbeing: The importance of country. Native Title Research Report No. 1/2009. Australian Institute of Aboriginal and Torres Strait Islander Studies. Trzepacz, D., Guerin, B. & Thomas, J. (2014). Indigenous Country as a context for mental and physical health: Yarning with the Nukunu Community. The Australian Community Psychologist. Vol. 26. No. 2. 2014. (pp. 38–53).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42047. Ashmore, Louise Allain, Gina Ashmore, Louise Allain, Gina 2017-03-04 The relationships between connections to country and wellbeing and between First Nation language and wellbeing have been described in the Australian Indigenous context (Ganesharajah 2009, Biddle & Swee 2012, Trzepacz, Guerin & Thomas 2014). This paper considers the role of art in the creative transmission of cultural and linguistic knowledge. Based on case studies from Queensland, Australia, it explores the potential for combining art therapy and language documentation methods in reconnecting community, country and language in First Nation language revival work. Aurukun is a remote community on the west coast of Cape York Peninsula, Australia, where the majority of Wik-Ngathan, Wik-Ngatharr/Wik-Alken and Wik-Mungkan speakers reside. The Paman dialect group consisting of Wik-Ngathan and Wik- Ngatharr/Wik-Alken is highly endangered by language shift to another First Nation language Wik-Mungkan, as well as English. Wik-Mungkan is the first language of children at Aurukun, but is coming under increasing pressure from English. Notions of wellbeing and the relationship with country, language and creative practices will be explored through two case studies. The projects were developed in response to the concerns of community members that a lack of access to country had resulted in disruption in the inter-generational transmission of linguistic and cultural knowledge in terms of specific vocabulary, mythological narratives, land management and traditional knowledge systems. Younger people referred to unease at visiting country without this knowledge. The first case-study outlines a recovery project at a crucial stage of language loss with the aim of reinvigorating traditional language use in domains at risk of language shift through an on-country immersion camp program and the digital repatriation of archival linguistic and cultural records. This involved groups of speakers, community language workers, rangers, artists and linguists working together to foster creative opportunities for intergenerational transmission of linguistic and cultural knowledge, on country and at Aurukun, to support important cultural, social and health goals. The second case study, the Painted Stories project, explores the benefits of using similar methods when return to country is not possible, by creating a quiet and therapeutic space for people to develop their language and painting skills together, to creatively record and transmit their cultural and linguistic knowledge about country and stories between generations through innovative expression (painting, digital story-telling, collaborative work). The paper will be presented by members of the endangered language community (Wik-Ngathan and Wik-Alken), the art therapist and the linguist. References Biddle, N., & Swee, H. (2012). The relationship between wellbeing and Indigenous land, language and culture in Australia. Australian Geographer, 43(3), 215–232. Ganesharajah, C. (2009). Indigenous Health and Wellbeing: The importance of country. Native Title Research Report No. 1/2009. Australian Institute of Aboriginal and Torres Strait Islander Studies. Trzepacz, D., Guerin, B. & Thomas, J. (2014). Indigenous Country as a context for mental and physical health: Yarning with the Nukunu Community. The Australian Community Psychologist. Vol. 26. No. 2. 2014. (pp. 38–53). http://hdl.handle.net/10125/42047 Painted Stories: Linking country, art and culture for language revival Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41950 2017-05-11 col_10125_45840 41950.mp3 Lachler, Jordan, Snoek, Conor, Aschenmeier, Layna, Lachler, Jordan, Snoek, Conor, Aschenmeier, Layna; 2017-03-03; Recent arguments put forward by Whalen et al (2016) and Zuckermann & Walsh (2011) have suggested that language revitalization can be conceptualized as a matter of public mental and physical health for the communities involved. It then follows that the beneficial effects of being involved in language revitalization efforts should ideally be extended to as many people as possible. It can be observed, however, that participation in these efforts is frequently limited to a minority of community members. The reasons that underlie these low levels of engagement with revitalization are numerous and diverse, however we often find that reasons stemming from issues of mental well-being are among the most important and the most challenging to deal with. The issues are related to complex ideological and interpersonal challenges that individuals encounter in the process of (re)learning their language. Language purism, harsh reactions to learner mistakes, delegitimizing ideologies which establish an over-coupling of cultural belonging and linguistic competence -- e.g. "You must speak Xish to be a (real, true) Xian" -- and unrealistic expectations of success (or failure) are commonly reported challenges faced by language activists. Encountering these challenges can trigger a range of language-negative neurobiological responses. These include "fight", "flight" and "freeze" responses (Levine, 2015), all of which are well-known in the clinical literature on trauma recovery. These responses, and other people's reactions to them, can have a direct impact on the communities of practice engaged in language revitalization. Constructive responses can lead to improved well-being and increased emotional resiliency on both the individual and group levels, while negative reactions can often derail individual learners, or even undermine entire language programs. Despite their importance, these issues of mental well-being within the context of language revitalization work have often been overlooked in training programs. We argue here that training in language revitalization -- for academic linguists and community members alike -- should involve some core theoretical and practical concepts from social work, and specifically trauma recovery. These concepts can help in raising awareness and understanding of the range of emotional reactions that are often encountered in this type of work, and give people a set of basic tools for how to cope with them. In this presentation, we offer some specific suggestions for what that training could include, how it can be incorporated into existing training models, and how it can foster emotional resiliency among all parties engaged in language revitalization. References Levine, Peter (2015) Trauma and Memory: Brain and Body in a Search for the Living Past: North Atlantic Books: Berkeley California Whalen DH, Moss M and Baldwin D. Healing through language: Positive physical health effects of indigenous language use [version 1; referees: 1 approved with reservations]. F1000Research 2016, 5:852 (doi: 10.12688/f1000research.8656.1) Zuckermann, Ghil'ad and Michael Walsh 2011 ‘Stop, Revive, Survive!: Lessons from the Hebrew Revival Applicable to the Reclamation, Maintenance and Empowerment of Aboriginal Languages and Cultures’, Australian Journal of Linguistics 31.1: 111-127.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41950. Lachler, Jordan Snoek, Conor Aschenmeier, Layna Lachler, Jordan Snoek, Conor Aschenmeier, Layna 2017-03-03 Recent arguments put forward by Whalen et al (2016) and Zuckermann & Walsh (2011) have suggested that language revitalization can be conceptualized as a matter of public mental and physical health for the communities involved. It then follows that the beneficial effects of being involved in language revitalization efforts should ideally be extended to as many people as possible. It can be observed, however, that participation in these efforts is frequently limited to a minority of community members. The reasons that underlie these low levels of engagement with revitalization are numerous and diverse, however we often find that reasons stemming from issues of mental well-being are among the most important and the most challenging to deal with. The issues are related to complex ideological and interpersonal challenges that individuals encounter in the process of (re)learning their language. Language purism, harsh reactions to learner mistakes, delegitimizing ideologies which establish an over-coupling of cultural belonging and linguistic competence -- e.g. "You must speak Xish to be a (real, true) Xian" -- and unrealistic expectations of success (or failure) are commonly reported challenges faced by language activists. Encountering these challenges can trigger a range of language-negative neurobiological responses. These include "fight", "flight" and "freeze" responses (Levine, 2015), all of which are well-known in the clinical literature on trauma recovery. These responses, and other people's reactions to them, can have a direct impact on the communities of practice engaged in language revitalization. Constructive responses can lead to improved well-being and increased emotional resiliency on both the individual and group levels, while negative reactions can often derail individual learners, or even undermine entire language programs. Despite their importance, these issues of mental well-being within the context of language revitalization work have often been overlooked in training programs. We argue here that training in language revitalization -- for academic linguists and community members alike -- should involve some core theoretical and practical concepts from social work, and specifically trauma recovery. These concepts can help in raising awareness and understanding of the range of emotional reactions that are often encountered in this type of work, and give people a set of basic tools for how to cope with them. In this presentation, we offer some specific suggestions for what that training could include, how it can be incorporated into existing training models, and how it can foster emotional resiliency among all parties engaged in language revitalization. References Levine, Peter (2015) Trauma and Memory: Brain and Body in a Search for the Living Past: North Atlantic Books: Berkeley California Whalen DH, Moss M and Baldwin D. Healing through language: Positive physical health effects of indigenous language use [version 1; referees: 1 approved with reservations]. F1000Research 2016, 5:852 (doi: 10.12688/f1000research.8656.1) Zuckermann, Ghil'ad and Michael Walsh 2011 ‘Stop, Revive, Survive!: Lessons from the Hebrew Revival Applicable to the Reclamation, Maintenance and Empowerment of Aboriginal Languages and Cultures’, Australian Journal of Linguistics 31.1: 111-127. http://hdl.handle.net/10125/41950 Fostering Emotional Resiliency in Language Revitalization: Training Insights from Social Work and Trauma Recovery Sound oai:scholarspace.manoa.hawaii.edu:10125/41959 2017-05-11 col_10125_45840 41959.mp3 Boyce, Mary, Boyce, Mary; 2017-03-03; One university in Aotearoa New Zealand is developing bicultural competence and confidence as a core foundation of its practice going forward. The use of te reo Māori in the public domain at the university is one measure of the quality of this development. This university is naming its work roles and work units in te reo Māori, and embarking on university-wide bilingual signage as part of the campus master plan for major redevelopment of its physical environment. The university is developing cultural narratives as a foundation for major building projects. These echo the cultural narratives that underpin much of the storying of the city that the university is located in. The local mana whenua, those with traditional rights over the land the university stands on, play a key role in these developments. These developments at this university will be examined with reference to linguistic landscape and how the physical representation of language indicates the state of the play, often with more accuracy than indicated by official policy and institutional support statements. Its aspirations for bicultural competence and confidence will be outlined, the university’s Strategy for Māori Development and Framework for Bicultural Competence and Confidence will be summarised to provide context.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41959. Boyce, Mary Boyce, Mary 2017-03-03 One university in Aotearoa New Zealand is developing bicultural competence and confidence as a core foundation of its practice going forward. The use of te reo Māori in the public domain at the university is one measure of the quality of this development. This university is naming its work roles and work units in te reo Māori, and embarking on university-wide bilingual signage as part of the campus master plan for major redevelopment of its physical environment. The university is developing cultural narratives as a foundation for major building projects. These echo the cultural narratives that underpin much of the storying of the city that the university is located in. The local mana whenua, those with traditional rights over the land the university stands on, play a key role in these developments. These developments at this university will be examined with reference to linguistic landscape and how the physical representation of language indicates the state of the play, often with more accuracy than indicated by official policy and institutional support statements. Its aspirations for bicultural competence and confidence will be outlined, the university’s Strategy for Māori Development and Framework for Bicultural Competence and Confidence will be summarised to provide context. http://hdl.handle.net/10125/41959 He reo kitea: a language seen. Bicultural development and linguistic landscape at a university in Aotearoa New Zealand. Sound oai:scholarspace.manoa.hawaii.edu:10125/41992 2017-05-11 col_10125_45840 41992-a.mp3 41992-b.mp3 McCulloch, Gretchen, McCulloch, Gretchen; 2017-03-03; Wikipedia is most people’s first stop for information, but many of its language articles are incomplete, lacking references, or even inaccurate. You can improve the internet representation of a language you care about, and it doesn’t even take much technical skill—if you can email, you can edit Wikipedia! This hands-on workshop will get you started with editing a Wikipedia article that’s important to you. Please bring a laptop or other device to edit on; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41992. McCulloch, Gretchen McCulloch, Gretchen 2017-03-02 Wikipedia is most people’s first stop for information, but many of its language articles are incomplete, lacking references, or even inaccurate. You can improve the internet representation of a language you care about, and it doesn’t even take much technical skill—if you can email, you can edit Wikipedia! This hands-on workshop will get you started with editing a Wikipedia article that’s important to you. Please bring a laptop or other device to edit on http://hdl.handle.net/10125/41992 WIKIPEDIA EDIT-A-THON Sound oai:scholarspace.manoa.hawaii.edu:10125/42023 2024-08-20 col_10125_45840 42023.pdf 42023.mp3 Running Wolf, Michael, Running Wolf, Caroline, Running Wolf, Michael, Running Wolf, Caroline; 2017-03-03; A major challenge to language and culture revitalization is geographic dispersal, as over 60% of Native Americans do not live on their language communities’ reservations. Immersive environments in Virtual Reality (VR) bridge this distance for those Native Americans who can’t readily sit down with a tribal elder. We are grassroots language activists who are combining VR technology with GIS data, film, and 3D imaging to create rich, interactive experiences for language, history, and culture teachings. Our pilot project focuses on buffalo jumps and the buffalo culture. Our culturally relevant software centers on a sacred site in Montana, the Madison Buffalo Jump. Now it is a popular recreational park. For millennia, this was a shared hunting ground for dozens of Indigenous nations. Before the horse and rifle, buffalo jumps served as the center of tribal nourishment. Though communal bison hunts are not practiced in this form anymore, there is great reverence for these sacred sites by all tribes in Montana. Each tribe has a unique perspective on communal bison hunts, and our software demonstrates this with the support of our partners. The VR experience shares culture teachings, traditional environmental knowledge, and Indigenous botanical science from various tribal nations of Montana in multilingual scenes. This presentation will demonstrate how we are using advanced 3D gaming technology, consumer mobile devices, and the voices of tribal elders to recreate an exhilarating communal bison hunt in Virtual Reality. We will also outline our non-exploitive data-collection process under consideration of the 6 R’s: Respect, Relevance, Relationality, Responsibility, Reciprocity, and Representation. Tribal communities shaped our VR software to foster knowledge sovereignty and ownership by our collaborators. We believe this is just the first step in delivering language and cultural material on a compelling and technologically advanced platform. Our VR experience not only contributes to the respectful preservation of American Indian cultures, languages, and oral histories, but also reintroduces tribal histories, knowledge, and perspectives to the public, and helps preservation efforts at the Madison Buffalo Jump State Park.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42023. Running Wolf, Michael Running Wolf, Caroline Running Wolf, Michael Running Wolf, Caroline 2017-03-03 A major challenge to language and culture revitalization is geographic dispersal, as over 60% of Native Americans do not live on their language communities’ reservations. Immersive environments in Virtual Reality (VR) bridge this distance for those Native Americans who can’t readily sit down with a tribal elder. We are grassroots language activists who are combining VR technology with GIS data, film, and 3D imaging to create rich, interactive experiences for language, history, and culture teachings. Our pilot project focuses on buffalo jumps and the buffalo culture. Our culturally relevant software centers on a sacred site in Montana, the Madison Buffalo Jump. Now it is a popular recreational park. For millennia, this was a shared hunting ground for dozens of Indigenous nations. Before the horse and rifle, buffalo jumps served as the center of tribal nourishment. Though communal bison hunts are not practiced in this form anymore, there is great reverence for these sacred sites by all tribes in Montana. Each tribe has a unique perspective on communal bison hunts, and our software demonstrates this with the support of our partners. The VR experience shares culture teachings, traditional environmental knowledge, and Indigenous botanical science from various tribal nations of Montana in multilingual scenes. This presentation will demonstrate how we are using advanced 3D gaming technology, consumer mobile devices, and the voices of tribal elders to recreate an exhilarating communal bison hunt in Virtual Reality. We will also outline our non-exploitive data-collection process under consideration of the 6 R’s: Respect, Relevance, Relationality, Responsibility, Reciprocity, and Representation. Tribal communities shaped our VR software to foster knowledge sovereignty and ownership by our collaborators. We believe this is just the first step in delivering language and cultural material on a compelling and technologically advanced platform. Our VR experience not only contributes to the respectful preservation of American Indian cultures, languages, and oral histories, but also reintroduces tribal histories, knowledge, and perspectives to the public, and helps preservation efforts at the Madison Buffalo Jump State Park. http://hdl.handle.net/10125/42023 Reigniting the Many Voices of a Communal Bison Hunt in Virtual Reality Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42004 2024-08-20 col_10125_45840 42004.pdf 42004.mp3 Cenerini, Chantale, Junker, Marie-Odile, Kesselman, Stephen, Rosen, Nicole, Cenerini, Chantale, Junker, Marie-Odile, Kesselman, Stephen, Rosen, Nicole; 2017-03-03; The Algonquian Linguistic Atlas (URL: www.ling-atlas.ca), a collaborative project started in 2005 (Co-author et al. 2005), is an online multimedia linguistic atlas of Algonquian languages across Canada. It includes data primarily from the Cree-Innu- Naskapi continuum, but also from Mi’kmaw, Ojibwe, Blackfoot, Algonquin, Mitchif, Oji-Cree, and Maliseet, collected from 2002 to the present, including 42 communities from Alberta to Labrador. In this multimedia presentation we show how data previously gathered for the Atlas for pedagogical purposes can be (re-)used to for a bottom-up linguistic study of dialectal boundaries and degree of relatedness of neighbouring languages. The questionnaire includes the elicitation of single words and phrases categorized into 21 themes, such as greetings, kinship terms, days of the week, weather, orders and requests, and hunting. Although the data collected was initially only conversation-based, the questionnaire was later enriched to elicitate and verify patterns of dialectal variation. Using this data and previous smaller-scale dialectal work as a reference, (MacKenzie (1980), Valentine (1995), Béland (1979) and Drapeau (1979)), we identified 114 distinct variable phonological, lexical, grammatical, syntactic and semantic features which were analyzed for each community across the country. The realizations or variants for each feature were coded in each community, creating isogloss maps based on data collected, to be available via the online interface. These individual feature maps are then compared and compiled in R (R Core Team, 2013; Wikham, H. 2009; Wikham, H. et. al, 2016) to reveal the isogloss bundles drawn from the Atlas data. We will demonstrate the usefulness of this bottom-up approach by discussing a few isogloss bundles found. First, an isogloss bundle is confirmed between dialects of Cree-Innu-Naskapi which undergo palatalization, versus those who do not (also attested in MacKenzie 1980). Our findings also show an isogloss bundle at the Manitoba-Ontario border of Canada, where a number of realizations cluster together west of the border versus different realizations to the east. Lastly, while Drapeau (1979) and MacKenzie (1980) noted that the recent sound change of /ʃ/ to /h/ primarily affected n- and l-speakers of Innu, data from the Atlas shows that this change also applies to Oji-Cree speakers, a more Western n-dialect, previously unattested in dialectal work. This research project illustrates how digitized resources designed as pedagogical and lexicological tools can also serve as useful tools for linguistic analysis. Our findings can help deepen the understanding of Algonquian dialectal variation while contributing to the efforts of communities working towards the revitalization and promotion of their languages. References Béland. 1978 Atikamekw Morphology and Lexicon. Ph. D. Thesis, University of California, Berkeley. Drapeau, Lynn. 1979. Aspects de la morphologie du nom en montagnais. Ph.D. Thesis, Universite de Montréal. Haas, Walter. 2010. A study on areal diffusion. In: Language and Space: An International Handbook on Linguistic variation. Volume 1: Theories and Methods. Peter Auer and Jürgen Erich Schmidt, eds. De Gruyter Mouton, Germany. Horden, John. 1881. A Grammar of the Cree Language, As Spoken by the Cree Indians of North America. London: Society for Promoting Christian Knowledge. Howse, James. 1844. A Grammar of the Cree Language. London: J.G.F. & J. Rivington. Co-author (dir.), Marguerite MacKenzie, Co-author, J. Randolph Valentine & Arok Wolvengrey (co-dir.). 2005-present. The Algonquian Linguistic Atlas. Available at: http://www.atlas-ling.ca/#. Last accessed: May 16, 2016. Lacombe, Albert. 1874. Grammaire de la langue des Cris. Montreal. MacKenzie, Marguerie. 1980. Towards a Dialectology of Cree-Montagnais-Naskapi. Doctor of philosophy dissertation. University of Toronto. Pentland, David H. 1979. Algonquian Historical Phonology. Ph. D. Thesis, University of Toronto. R Core Team (2013). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL: http://www.R- project.org/. Valentine, J. Randolph. 1995. Ojibwe Dialect Relations: Lexical Maps. Wickham, Hadley; Romain François; RStudio. 2016. Dlyr: A Grammar of Data Manipulation. MIT. URL: https://github.com/hadley/dplyr Wickham, Hadley. 2009. ggplot2: Elegant Graphics for Data Analysis. Springer-Verlag; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42004. Cenerini, Chantale Junker, Marie-Odile Kesselman, Stephen Rosen, Nicole Cenerini, Chantale Junker, Marie-Odile Kesselman, Stephen Rosen, Nicole 2017-03-03 The Algonquian Linguistic Atlas (URL: www.ling-atlas.ca), a collaborative project started in 2005 (Co-author et al. 2005), is an online multimedia linguistic atlas of Algonquian languages across Canada. It includes data primarily from the Cree-Innu- Naskapi continuum, but also from Mi’kmaw, Ojibwe, Blackfoot, Algonquin, Mitchif, Oji-Cree, and Maliseet, collected from 2002 to the present, including 42 communities from Alberta to Labrador. In this multimedia presentation we show how data previously gathered for the Atlas for pedagogical purposes can be (re-)used to for a bottom-up linguistic study of dialectal boundaries and degree of relatedness of neighbouring languages. The questionnaire includes the elicitation of single words and phrases categorized into 21 themes, such as greetings, kinship terms, days of the week, weather, orders and requests, and hunting. Although the data collected was initially only conversation-based, the questionnaire was later enriched to elicitate and verify patterns of dialectal variation. Using this data and previous smaller-scale dialectal work as a reference, (MacKenzie (1980), Valentine (1995), Béland (1979) and Drapeau (1979)), we identified 114 distinct variable phonological, lexical, grammatical, syntactic and semantic features which were analyzed for each community across the country. The realizations or variants for each feature were coded in each community, creating isogloss maps based on data collected, to be available via the online interface. These individual feature maps are then compared and compiled in R (R Core Team, 2013; Wikham, H. 2009; Wikham, H. et. al, 2016) to reveal the isogloss bundles drawn from the Atlas data. We will demonstrate the usefulness of this bottom-up approach by discussing a few isogloss bundles found. First, an isogloss bundle is confirmed between dialects of Cree-Innu-Naskapi which undergo palatalization, versus those who do not (also attested in MacKenzie 1980). Our findings also show an isogloss bundle at the Manitoba-Ontario border of Canada, where a number of realizations cluster together west of the border versus different realizations to the east. Lastly, while Drapeau (1979) and MacKenzie (1980) noted that the recent sound change of /ʃ/ to /h/ primarily affected n- and l-speakers of Innu, data from the Atlas shows that this change also applies to Oji-Cree speakers, a more Western n-dialect, previously unattested in dialectal work. This research project illustrates how digitized resources designed as pedagogical and lexicological tools can also serve as useful tools for linguistic analysis. Our findings can help deepen the understanding of Algonquian dialectal variation while contributing to the efforts of communities working towards the revitalization and promotion of their languages. References Béland. 1978 Atikamekw Morphology and Lexicon. Ph. D. Thesis, University of California, Berkeley. Drapeau, Lynn. 1979. Aspects de la morphologie du nom en montagnais. Ph.D. Thesis, Universite de Montréal. Haas, Walter. 2010. A study on areal diffusion. In: Language and Space: An International Handbook on Linguistic variation. Volume 1: Theories and Methods. Peter Auer and Jürgen Erich Schmidt, eds. De Gruyter Mouton, Germany. Horden, John. 1881. A Grammar of the Cree Language, As Spoken by the Cree Indians of North America. London: Society for Promoting Christian Knowledge. Howse, James. 1844. A Grammar of the Cree Language. London: J.G.F. & J. Rivington. Co-author (dir.), Marguerite MacKenzie, Co-author, J. Randolph Valentine & Arok Wolvengrey (co-dir.). 2005-present. The Algonquian Linguistic Atlas. Available at: http://www.atlas-ling.ca/#. Last accessed: May 16, 2016. Lacombe, Albert. 1874. Grammaire de la langue des Cris. Montreal. MacKenzie, Marguerie. 1980. Towards a Dialectology of Cree-Montagnais-Naskapi. Doctor of philosophy dissertation. University of Toronto. Pentland, David H. 1979. Algonquian Historical Phonology. Ph. D. Thesis, University of Toronto. R Core Team (2013). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL: http://www.R- project.org/. Valentine, J. Randolph. 1995. Ojibwe Dialect Relations: Lexical Maps. Wickham, Hadley; Romain François; RStudio. 2016. Dlyr: A Grammar of Data Manipulation. MIT. URL: https://github.com/hadley/dplyr Wickham, Hadley. 2009. ggplot2: Elegant Graphics for Data Analysis. Springer-Verlag http://hdl.handle.net/10125/42004 Mapping dialectal variation using the Algonquian Linguistic Atlas Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41995 2017-05-11 col_10125_45840 41995.mp3 Mir, Shahid, Mir, Shahid; 2017-03-03; The study investigates the Hindko language spoken in Neelum. The study looks into the factors which may cause the endangerment of Hindko. The study reveals that Language Early Education, Media, Language of Trade and Geographical factors influenced Hindko language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41995. Mir, Shahid Mir, Shahid 2017-03-03 The study investigates the Hindko language spoken in Neelum. The study looks into the factors which may cause the endangerment of Hindko. The study reveals that Language Early Education, Media, Language of Trade and Geographical factors influenced Hindko language. http://hdl.handle.net/10125/41995 Documentation of Hindko Language Spoken in Neelum: An endangered language Sound oai:scholarspace.manoa.hawaii.edu:10125/41974 2017-05-11 col_10125_45840 41974.mp3 Xun, Xiang, Vodsal Atsok, Yeshe, Linn, Mary, Lin, You-Jin, Tribur, Zoe, Guan, Xuan, Erjintou, Simms, Nate, Xun, Xiang, Vodsal Atsok, Yeshe, Linn, Mary, Lin, You-Jin, Tribur, Zoe, Guan, Xuan, Erjintou, Simms, Nate; 2017-03-04; The paper will introduce the First Sino-Tibetan Summer Linguistics Institute, held at Nankai University, China, August 21-September 2, 2016. Nankai University has a long history of providing a graduate linguistics education to students from diverse ethnic backgrounds, and has since 1981 has offered the only accredited Ph.D. in Sino-Tibetan Linguistics. Yet, this is the first institute focusing on training in documenting endangered Trans-Himalayan (Sino-Tibetan) languages to be held in China. It brought together 38 students representing dialects and languages spoken in Tibetan regions of the Tibetan Autonomous Prefecture, Qinghai Province, Gansu Province and Sichuan Province. Many of the students travelled several days under harsh conditions to be able to attend. The two-week Institute was composed of two major events. The First Sino-Tibetan Language Research Methodology Workshop provided seven introductory courses in linguistics and the structure of Tibetan languages, including a field methods course, and more evening lectures on a variety of topics ranging from approaches in language revitalization to getting into universities. During the intervening weekend, we held the First Tibetan Language Linguistics Forum. Over 20 top faculty and elder scholars from across China gave papers, many in Tibetan, which added wider acceptance and support to the training workshops. We will present how this extraordinary milestone in Trans-Himalayan linguistics took place and some of the preliminary results of the training. We will discuss the collaboration between the two major partners, Nankai University Sino-Tibetan Language Research Center in the School of Literature and the Smithsonian Institution Center for Folklife and Cultural Heritage, and three smaller partners, and the on-the-ground hard work needed to make the Institute happen. We will provide details of curriculum and instruction to give the breadth of the training covered in the first institute. We will also discuss the background of the students and their languages, and following feedback provided immediately after and then four months after Institute, we will provide some examples of how students have applied what they learned in their own work. By showing how we worked through difficulties in building international partnerships and local support, and by showing outcomes, we hope to inspire people in other areas with little access to training in language documentation and conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41974. Xun, Xiang Vodsal Atsok, Yeshe Linn, Mary Lin, You-Jin Tribur, Zoe Guan, Xuan Erjintou Simms, Nate Xun, Xiang Vodsal Atsok, Yeshe Linn, Mary Lin, You-Jin Tribur, Zoe Guan, Xuan Erjintou Simms, Nate 2017-03-04 The paper will introduce the First Sino-Tibetan Summer Linguistics Institute, held at Nankai University, China, August 21-September 2, 2016. Nankai University has a long history of providing a graduate linguistics education to students from diverse ethnic backgrounds, and has since 1981 has offered the only accredited Ph.D. in Sino-Tibetan Linguistics. Yet, this is the first institute focusing on training in documenting endangered Trans-Himalayan (Sino-Tibetan) languages to be held in China. It brought together 38 students representing dialects and languages spoken in Tibetan regions of the Tibetan Autonomous Prefecture, Qinghai Province, Gansu Province and Sichuan Province. Many of the students travelled several days under harsh conditions to be able to attend. The two-week Institute was composed of two major events. The First Sino-Tibetan Language Research Methodology Workshop provided seven introductory courses in linguistics and the structure of Tibetan languages, including a field methods course, and more evening lectures on a variety of topics ranging from approaches in language revitalization to getting into universities. During the intervening weekend, we held the First Tibetan Language Linguistics Forum. Over 20 top faculty and elder scholars from across China gave papers, many in Tibetan, which added wider acceptance and support to the training workshops. We will present how this extraordinary milestone in Trans-Himalayan linguistics took place and some of the preliminary results of the training. We will discuss the collaboration between the two major partners, Nankai University Sino-Tibetan Language Research Center in the School of Literature and the Smithsonian Institution Center for Folklife and Cultural Heritage, and three smaller partners, and the on-the-ground hard work needed to make the Institute happen. We will provide details of curriculum and instruction to give the breadth of the training covered in the first institute. We will also discuss the background of the students and their languages, and following feedback provided immediately after and then four months after Institute, we will provide some examples of how students have applied what they learned in their own work. By showing how we worked through difficulties in building international partnerships and local support, and by showing outcomes, we hope to inspire people in other areas with little access to training in language documentation and conservation. http://hdl.handle.net/10125/41974 Many Firsts: The First Sino-Tibetan Summer Linguistics Institute Sound oai:scholarspace.manoa.hawaii.edu:10125/42022 2024-08-20 col_10125_45840 42022.pdf Thieberger, Nick, Hendery, Rachel, Thieberger, Nick, Hendery, Rachel; 2017-03-04; Media records of the world’s smaller languages are rare to find and have a corresponding value, both to broader world community and to the speakers or their descendants looking for representation of their culture on the web. The Pacific and Regional Archive for Digital Sources in Endangered Cultures (PARADISEC) holds records in more than 1,000 languages. Over half of those records are in audio or video format and, while we provide various finding aids using textual metadata, the experience of listening to these items is what gives a sense of the diversity of small languages recorded over the past half century by researchers and speakers. We have developed a visualization of this system using augmented reality that allows users to point a device at a map of the region and to hear or see media playing texts in the language of that area. In this poster we will demonstrate this capability using an ipad and android device, using freely available software (Aurasma) in order to show the possibilities of these technologies for presenting language information.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42022. Thieberger, Nick Hendery, Rachel Thieberger, Nick Hendery, Rachel 2017-03-04 Media records of the world’s smaller languages are rare to find and have a corresponding value, both to broader world community and to the speakers or their descendants looking for representation of their culture on the web. The Pacific and Regional Archive for Digital Sources in Endangered Cultures (PARADISEC) holds records in more than 1,000 languages. Over half of those records are in audio or video format and, while we provide various finding aids using textual metadata, the experience of listening to these items is what gives a sense of the diversity of small languages recorded over the past half century by researchers and speakers. We have developed a visualization of this system using augmented reality that allows users to point a device at a map of the region and to hear or see media playing texts in the language of that area. In this poster we will demonstrate this capability using an ipad and android device, using freely available software (Aurasma) in order to show the possibilities of these technologies for presenting language information. http://hdl.handle.net/10125/42022 Augmented Reality for visualizing archive records Text oai:scholarspace.manoa.hawaii.edu:10125/42018 2024-08-20 col_10125_45840 42018.pdf 42018.mp3 Michel, Kathryn, Matthew, Robert, Billy, Janice, Michel, Kathryn, Matthew, Robert, Billy, Janice; 2017-03-04; A community-based research project titled, “Restorying Language through Stories of Our Elders” paired community-based researchers with fluent Elders to record personal narratives and cultural stories from Elders from the Secwepemc Nation in south-central British Columbia. The Elders' stories were developed into "user-friendly" resources to help engage younger people in language revitalization and to further mobilize intergenerational language use (Hinton 2001; Fishman and Garcia 2010; Anderson and Ignace, 2008). Sharing of stories that link the language to the land help in language regeneration through connecting to individuals to the collective. Language and land go hand in hand. First Nations identity is based on the knowledge of traditional territory, place names and stories. In this presentation, land-based language educational strategies will be highlighted that stemmed from a question asked of the Elders, “What are the most important places young people should learn?” Elders shared how stories reinforce the interconnection of two key values of "k'wselt'knews" and "knucwestsut.s", or, between family and self. Stories help to prepare children for their role in society by helping to guide their individual training (vision quest), by teaching values, problem solving, and by helping them make sense of the world and their role in community. Stories strengthen connections to the land and can be used as a tool for shaping thought, bringing clarity, and consciousness to the world around you. Key findings to be shared: • Storytelling pedagogy • Relationship between the Elders and younger generations • Indigenous knowledge of the land and cultural values • How to integrate stories into content areas and ways of supporting the language learner: comprehensible input, repetition and graphic cues Stories told by local people sharing their lived experiences can be particularly engaging to young people (Loewen, 1995). This community-based research project produced a collection of oral stories from 6 Secwepemc Elders that were then adapted into children's books, maps with placenames, a website, and a variety of classroom language curricula.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42018. Michel, Kathryn Matthew, Robert Billy, Janice Michel, Kathryn Matthew, Robert Billy, Janice 2017-03-04 A community-based research project titled, “Restorying Language through Stories of Our Elders” paired community-based researchers with fluent Elders to record personal narratives and cultural stories from Elders from the Secwepemc Nation in south-central British Columbia. The Elders' stories were developed into "user-friendly" resources to help engage younger people in language revitalization and to further mobilize intergenerational language use (Hinton 2001; Fishman and Garcia 2010; Anderson and Ignace, 2008). Sharing of stories that link the language to the land help in language regeneration through connecting to individuals to the collective. Language and land go hand in hand. First Nations identity is based on the knowledge of traditional territory, place names and stories. In this presentation, land-based language educational strategies will be highlighted that stemmed from a question asked of the Elders, “What are the most important places young people should learn?” Elders shared how stories reinforce the interconnection of two key values of "k'wselt'knews" and "knucwestsut.s", or, between family and self. Stories help to prepare children for their role in society by helping to guide their individual training (vision quest), by teaching values, problem solving, and by helping them make sense of the world and their role in community. Stories strengthen connections to the land and can be used as a tool for shaping thought, bringing clarity, and consciousness to the world around you. Key findings to be shared: • Storytelling pedagogy • Relationship between the Elders and younger generations • Indigenous knowledge of the land and cultural values • How to integrate stories into content areas and ways of supporting the language learner: comprehensible input, repetition and graphic cues Stories told by local people sharing their lived experiences can be particularly engaging to young people (Loewen, 1995). This community-based research project produced a collection of oral stories from 6 Secwepemc Elders that were then adapted into children's books, maps with placenames, a website, and a variety of classroom language curricula. http://hdl.handle.net/10125/42018 Restorying Language through Stories of Our Elders Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41935 2017-05-11 col_10125_45840 41935.mp3 Hosoda, Kelsea Kanohokuahiwi, Lim, Lipyeow, Hosoda, Kelsea Kanohokuahiwi, Lim, Lipyeow; 2017-03-02; The Hawaiian language has a rich history that includes a thriving language boasting the most literate nation in the late 1800s to less than one thousand Native speakers in the 1950s and is now a leading language in revitalization efforts [Donaghy, 1997]. The Hawaiian language has an advantage in its revitalization because of the documentation, preservation, and digitization efforts starting from the 1840s including Hawaiian language newspapers, oral histories and video recordings of elders. These documents are crucial to the revitalization efforts of researchers and students alike to developing the next generation of Hawaiian language speakers and understanding the Hawaiian culture. The motivation for this project is to use knowledge from Hawaiian language text documents to develop statistically relevant vocabulary lists. Currently there are two major textbooks used to teach Hawaiian--Ka Lei Haʻaheo and Nā Kai ʻEwalu. These two curricula provide an introduction to the language, covering a range of vocabulary. However, the sequence of teaching and relevance of the vocabulary lists are trivial. This study aims to develop data driven vocabulary lists and compare them to current vocabulary lists. Studies examining vocabulary size and frequency in second language learning suggests that there is a set of useful, high frequent, words and the set of useful words generally covers 70% or more of the words in a vocabulary size of 1000 or more [Francis, 1982; Schmitt, 1997]. Research by Laufer [1988a] suggested that 95% coverage of a vocabulary is needed to allow for reasonably successful guessing of the meaning of unknown words. Research on vocabulary size shows that a 2000 to 3000 word vocabulary provides a good basis for language use [Hirsh, 1992]. The vocabulary lists that are developed in this study are targeted for second language students at an introductory level proficiency. In this project high frequency vocabulary sets are defined based on corpora analyses of a pre-1950s document, Hiʻiakaikapoliopele [Hoʻoulumahiehie, 2008], a post-1950s corpora of modern Hawaiian language and compare the high frequency vocabulary lists using rank order and content analysis to the vocabulary lists of Nā Kai ʻEwalu and Ka Lei Haʻaheo. Hiʻiakaikapoliopele was chosen because of its significance in the Hawaiian community [Berger, 2008]. The broader impact of developing vocabulary lists from the Hiʻiakaikapoliopele book is to provide statistics for the use of this book as a standard for third year proficient students to read. Works Cited Berger, John. “Hiʻiaka finds a voice in English.” Honolulu Star Bulletin. Vol 13. Issue 50. (2008). Donaghy, Keola. "'Olelo Hawai'i - A Rich Oral History, A Bright Digital Future," Cultural Survival Quarterly, (1997). Francis, W.N. and H. Kucera. Frequency Analysis of English Usage. Boston: Houghton Mifflin Company. (1982). Hirsh, David, and Paul Nation. "What vocabulary size is needed to read unsimplified texts for pleasure?." Reading in a foreign language 8 (1992): 689-689. Hooulumahiehie. Nogelmeier, P. (edit). “Hiiakaikapoliopele”. Booklines Hawaii, Ltd. (2008). Laufer, Batia. "The concept of ‘synforms’(similar lexical forms) in vocabulary acquisition." Language and Education 2.2 (1988): 113-132. Schmitt, Norbert, and Michael McCarthy, eds. Vocabulary: Description, acquisition and pedagogy. Vol. 2035. Cambridge: Cambridge university press, 1997.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41935. Hosoda, Kelsea Kanohokuahiwi Lim, Lipyeow Hosoda, Kelsea Kanohokuahiwi Lim, Lipyeow 2017-03-02 The Hawaiian language has a rich history that includes a thriving language boasting the most literate nation in the late 1800s to less than one thousand Native speakers in the 1950s and is now a leading language in revitalization efforts [Donaghy, 1997]. The Hawaiian language has an advantage in its revitalization because of the documentation, preservation, and digitization efforts starting from the 1840s including Hawaiian language newspapers, oral histories and video recordings of elders. These documents are crucial to the revitalization efforts of researchers and students alike to developing the next generation of Hawaiian language speakers and understanding the Hawaiian culture. The motivation for this project is to use knowledge from Hawaiian language text documents to develop statistically relevant vocabulary lists. Currently there are two major textbooks used to teach Hawaiian--Ka Lei Haʻaheo and Nā Kai ʻEwalu. These two curricula provide an introduction to the language, covering a range of vocabulary. However, the sequence of teaching and relevance of the vocabulary lists are trivial. This study aims to develop data driven vocabulary lists and compare them to current vocabulary lists. Studies examining vocabulary size and frequency in second language learning suggests that there is a set of useful, high frequent, words and the set of useful words generally covers 70% or more of the words in a vocabulary size of 1000 or more [Francis, 1982; Schmitt, 1997]. Research by Laufer [1988a] suggested that 95% coverage of a vocabulary is needed to allow for reasonably successful guessing of the meaning of unknown words. Research on vocabulary size shows that a 2000 to 3000 word vocabulary provides a good basis for language use [Hirsh, 1992]. The vocabulary lists that are developed in this study are targeted for second language students at an introductory level proficiency. In this project high frequency vocabulary sets are defined based on corpora analyses of a pre-1950s document, Hiʻiakaikapoliopele [Hoʻoulumahiehie, 2008], a post-1950s corpora of modern Hawaiian language and compare the high frequency vocabulary lists using rank order and content analysis to the vocabulary lists of Nā Kai ʻEwalu and Ka Lei Haʻaheo. Hiʻiakaikapoliopele was chosen because of its significance in the Hawaiian community [Berger, 2008]. The broader impact of developing vocabulary lists from the Hiʻiakaikapoliopele book is to provide statistics for the use of this book as a standard for third year proficient students to read. Works Cited Berger, John. “Hiʻiaka finds a voice in English.” Honolulu Star Bulletin. Vol 13. Issue 50. (2008). Donaghy, Keola. "'Olelo Hawai'i - A Rich Oral History, A Bright Digital Future," Cultural Survival Quarterly, (1997). Francis, W.N. and H. Kucera. Frequency Analysis of English Usage. Boston: Houghton Mifflin Company. (1982). Hirsh, David, and Paul Nation. "What vocabulary size is needed to read unsimplified texts for pleasure?." Reading in a foreign language 8 (1992): 689-689. Hooulumahiehie. Nogelmeier, P. (edit). “Hiiakaikapoliopele”. Booklines Hawaii, Ltd. (2008). Laufer, Batia. "The concept of ‘synforms’(similar lexical forms) in vocabulary acquisition." Language and Education 2.2 (1988): 113-132. Schmitt, Norbert, and Michael McCarthy, eds. Vocabulary: Description, acquisition and pedagogy. Vol. 2035. Cambridge: Cambridge university press, 1997. http://hdl.handle.net/10125/41935 Developing Data-Driven Hawaiian Language Vocabulary Lists using Preserved Documents Sound oai:scholarspace.manoa.hawaii.edu:10125/42019 2024-08-20 col_10125_45840 42019.pdf Turin, Mark, Housty, Rory, Turin, Mark, Housty, Rory; 2017-03-04; Haíɫzaqv is a critically endangered Northern Wakashan language, spoken in and around Bella Bella, British Columbia, Canada. While the language remains at severe risk, speaker numbers are once again increasing: an indication of community health, cultural resurgence and linguistic vitality. This serves as a compelling affirmation of the positive and lasting impact of the work of the Heiltsuk Cultural Education Centre and the Bella Bella Community School, two Indigenous-run research and education institutions. Heiltsuk community members have been engaged in language research and documentation for many decades. The Heiltsuk Nation initiated extensive language research and documentation in 1973. Through its Heiltsuk Language Studies program, the Heiltsuk Cultural Education Centre seeks to continue the documentation and revitalization of the Heiltsuk language and has created and compiled extensive resources through the following focus areas: • Developing a practical orthography (alphabet) for writing down the Heiltsuk language; recording and analyzing words in order to produce comprehensive word lists, bilingual dictionaries, and taxonomies; analyzing and identifying the basic structure of the Heiltsuk language; recording an extensive body of oral traditions, narratives, and discourses, and transcribing and translating these into English; • Assisting and promoting the understanding and interpretation of Heiltsuk culture through linguistic analysis of information recorded or transmitted in Heiltsuk; • Promoting and assisting in the development of Heiltsuk language instruction programs; • Maximizing use of available and emerging technologies to promote the preservation of and access to Heiltsuk language materials. The Bella Bella Community School instituted Heiltsuk Language Instruction as a formal part of school curriculum in 1978, and has focused on curriculum development, Heiltsuk Language teacher certification and the pursuit of effective language teaching strategies. Through a Memorandum of Understanding (MOU) signed in 2016, the Heiltsuk Cultural Education Centre, the Bella Bella Community School and UBC’s First Nations and Endangered Languages Program are partnering to collaboratively develop new opportunities for speaking, writing and reading the Haíɫzaqv (Heiltsuk) language by expanding and deepening existing community language revitalization and cultural documentation in a digital environment. This collaborative mobilization of existing language recordings and archival and cultural resources has resulted in the release of a cross-platform Haíɫzaqv Unicode keyboard and a beta version of a fully searchable online Haíɫzaqv Digital Dictionary. Next steps include releasing the dictionary through Waldayu Mobile, a free, open source language revitalization tool that visualizes lexical terms for community revitalization goals. The language mobilization partnership provides spaces to productively combine academic and community goals.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42019. Turin, Mark Housty, Rory Turin, Mark Housty, Rory 2017-03-04 Haíɫzaqv is a critically endangered Northern Wakashan language, spoken in and around Bella Bella, British Columbia, Canada. While the language remains at severe risk, speaker numbers are once again increasing: an indication of community health, cultural resurgence and linguistic vitality. This serves as a compelling affirmation of the positive and lasting impact of the work of the Heiltsuk Cultural Education Centre and the Bella Bella Community School, two Indigenous-run research and education institutions. Heiltsuk community members have been engaged in language research and documentation for many decades. The Heiltsuk Nation initiated extensive language research and documentation in 1973. Through its Heiltsuk Language Studies program, the Heiltsuk Cultural Education Centre seeks to continue the documentation and revitalization of the Heiltsuk language and has created and compiled extensive resources through the following focus areas: • Developing a practical orthography (alphabet) for writing down the Heiltsuk language; recording and analyzing words in order to produce comprehensive word lists, bilingual dictionaries, and taxonomies; analyzing and identifying the basic structure of the Heiltsuk language; recording an extensive body of oral traditions, narratives, and discourses, and transcribing and translating these into English; • Assisting and promoting the understanding and interpretation of Heiltsuk culture through linguistic analysis of information recorded or transmitted in Heiltsuk; • Promoting and assisting in the development of Heiltsuk language instruction programs; • Maximizing use of available and emerging technologies to promote the preservation of and access to Heiltsuk language materials. The Bella Bella Community School instituted Heiltsuk Language Instruction as a formal part of school curriculum in 1978, and has focused on curriculum development, Heiltsuk Language teacher certification and the pursuit of effective language teaching strategies. Through a Memorandum of Understanding (MOU) signed in 2016, the Heiltsuk Cultural Education Centre, the Bella Bella Community School and UBC’s First Nations and Endangered Languages Program are partnering to collaboratively develop new opportunities for speaking, writing and reading the Haíɫzaqv (Heiltsuk) language by expanding and deepening existing community language revitalization and cultural documentation in a digital environment. This collaborative mobilization of existing language recordings and archival and cultural resources has resulted in the release of a cross-platform Haíɫzaqv Unicode keyboard and a beta version of a fully searchable online Haíɫzaqv Digital Dictionary. Next steps include releasing the dictionary through Waldayu Mobile, a free, open source language revitalization tool that visualizes lexical terms for community revitalization goals. The language mobilization partnership provides spaces to productively combine academic and community goals. http://hdl.handle.net/10125/42019 The Haíɫzaqv Language Mobilization Partnership: Collaboration & Mobilization on BC’s Central Coast Text oai:scholarspace.manoa.hawaii.edu:10125/42040 2024-08-21 col_10125_45840 42040.pdf 42040.mp3 Mawyer, Alexander, Mawyer, Alexander; 2017-03-02; Relatively discrete, highly context-sensitive semantic domains pose a challenge to conservation efforts for academic fieldworkers and community members alike. The documentation and assessment of the current state of language in sociocultural contextual use may be among the thorniest challenges for the development of effective conservation strategies (Himmelmann and Mosel 2006). Moreover, some domains offer fewer affordances for contextual engagement than others. This is notably the case when domains are status or gender marked, entangled with normative pragmatics encouraging silence, or when they have been historically sensitive to change or loss. In French Polynesia’s Gambier Islands, the language of wellness and health is a fundamental example of a semantic domain located at the intersection of historical and contemporary significance yet highly challenging to sensitive language documentation and revitalization efforts. This work focuses on Mangarevan, among the currently most endangered Polynesian languages (Charpentier and Francoise 2015). Drawing on 19th century lexicographical efforts, fieldwork in the community’s primary clinic in 2002, and LD&C efforts by a Mangarevan language documentation and revitalization group active in the early 2000s, this work seeks to document and assess the changing status of the language of disease. This paper draws attention to evidence of previous role and current obsolescence or loss of focal or nuanced dimensions of illness and wellness for human and natural kinds: (i) as an telling measurement “of vitality rather than endangerment” (Grenoble 2016:293); (ii) as offering a potentially remarkable window on 19th century social and cultural history in a Polynesian context where the population collapsed from at least 2500 persons in the 1830s to fewer than 500 persons by the 1880s due to the presence of introduced disease; and (iii) as an intriguing comparative domain with respect to closely related Eastern Polynesian languages which experienced similar but divergent 19th century health histories. Working References: Best, E., 1905. Maori Medical Lore. Notes on Sickness and Disease Among the Maori People of New Zealand, and their Treatment of the Sick; Together with Some Account of Various Beliefs, Superstitions and Rites Pertaining to Sickness, and the Treatment thereof, as Collected from the Tuhoe Tribe. The Journal of the Polynesian Society, 14(1 (53), 1-23. Briggs, C. L., 2005. Communicability, racial discourse, and disease. Annu. Rev. Anthropol., 34, 269-291. Cablitz, G., and F. Chong. 2009a. The Documentation of Endangered Linguistic, Lexical and Cultural Knowledge of the Marquesan and Tuamotuan Languages of French Polynesia. 11ème Inter-congrès des Sciences du Pacifique Joint aux 2nd Assises de la recherche française dans le Pacifique, 2-6 mars, TAHITI, Polynésie Française. Charpentier, J.M. and A. François, 2015. Atlas Linguistique de la Polynésie Française—Linguistic Atlas of French Polynesia. Berlin, Papeete: de Gruyter & Université de la Polynésie Française Dobrin, Lise; Peter K. Austin; & David Nathan. 2009. Dying to be counted: The commodification of endangered languages in documentary linguistics. In Peter K. Austin (ed.), Language documentation and description, vol. 6:37–52. London: SOAS. Dutton, Tom and Darrell T. Tryon (Eds), 1994. Language Contact and Change in the Austronesian World. Trends in Linguistics, Studies and Monographs 77. Berlin: Mouton de Gruyter, 1994. Dwyer, Arienne M., 2011. Tools and techniques for endangered-language assessment and revitalization. In Vitality and Viability of Minority Languages. October 23-24, 2009. New York: Trace Foundation Lecture Series Proceedings. Preprint. Online: http://www.trace.org/events/events_lecture_proceedings.html . Feinberg, R., 1979. Anutan concepts of disease: A Polynesian study (No. 3). Institute for Polynesian Studies. Gippert, J., Himmelmann, N. and Mosel, U., 2006. Essentials of language documentation (Vol. 178). Walter de gruyter. Grenoble, Lenore A., 2016. A response to ‘Assessing levels of endangerment in the Catalogue of Endangered Languages (ELCat) using the Language Endangerment Index (LEI)’, by Nala Huiying Lee & John Van Way. Language in Society, 45, pp 293-300. Howard, Alan. 1979. The Power to Heal in Colonial Rotuma. Journal of the Polynesian Society 88(3):243-275. Laval, H., 1968. Mémoires pour servir à l’histoire de Mangareva ère chrétienne 1834-1871. Publications de la Société des Océanistes, No 15, Musée de l’Homme. Paris, France: Edités par C.W. Newbury & P. O’Reilly. Lee, Nala Huiying and John Van Way. 2016. Assessing Levels of Endangerment in the Catalogue of Endangered Languages (ELCat) using the Language Endangerment Index (LEI). Language in Society. Vol.45(2):271-292 Marin, Paul and Claude Combes, 1996. “Emerging Infectious Diseases and the Depopulation of French Polynesia in the 19th Century.” Emerging Infectious Diseases. Vol. 2, No. 4: 359-360. Moore, Robert E.; Sari Pietikäinen; & Jan Blommaert, 2010. Counting the losses: Numbers as the language of language endangerment. Sociolinguistic Studies 4(1):1–26. Rensch, Karl, 1994. Early European Influences on the Languages of Polynesia: Mangareva. In Dutton, Tom and Darrell T. Tryon (Eds). 1994. Language Contact and Change in the Austronesian World. T rends in Linguistics, Studies and Monographs 77. Berlin: Mouton de Gruyter, 1994. Vigneron E., 1991. Hommes et santé en Polynésie Française. Montpellier.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42040. Mawyer, Alexander Mawyer, Alexander 2017-03-02 Relatively discrete, highly context-sensitive semantic domains pose a challenge to conservation efforts for academic fieldworkers and community members alike. The documentation and assessment of the current state of language in sociocultural contextual use may be among the thorniest challenges for the development of effective conservation strategies (Himmelmann and Mosel 2006). Moreover, some domains offer fewer affordances for contextual engagement than others. This is notably the case when domains are status or gender marked, entangled with normative pragmatics encouraging silence, or when they have been historically sensitive to change or loss. In French Polynesia’s Gambier Islands, the language of wellness and health is a fundamental example of a semantic domain located at the intersection of historical and contemporary significance yet highly challenging to sensitive language documentation and revitalization efforts. This work focuses on Mangarevan, among the currently most endangered Polynesian languages (Charpentier and Francoise 2015). Drawing on 19th century lexicographical efforts, fieldwork in the community’s primary clinic in 2002, and LD&C efforts by a Mangarevan language documentation and revitalization group active in the early 2000s, this work seeks to document and assess the changing status of the language of disease. This paper draws attention to evidence of previous role and current obsolescence or loss of focal or nuanced dimensions of illness and wellness for human and natural kinds: (i) as an telling measurement “of vitality rather than endangerment” (Grenoble 2016:293); (ii) as offering a potentially remarkable window on 19th century social and cultural history in a Polynesian context where the population collapsed from at least 2500 persons in the 1830s to fewer than 500 persons by the 1880s due to the presence of introduced disease; and (iii) as an intriguing comparative domain with respect to closely related Eastern Polynesian languages which experienced similar but divergent 19th century health histories. Working References: Best, E., 1905. Maori Medical Lore. Notes on Sickness and Disease Among the Maori People of New Zealand, and their Treatment of the Sick; Together with Some Account of Various Beliefs, Superstitions and Rites Pertaining to Sickness, and the Treatment thereof, as Collected from the Tuhoe Tribe. The Journal of the Polynesian Society, 14(1 (53), 1-23. Briggs, C. L., 2005. Communicability, racial discourse, and disease. Annu. Rev. Anthropol., 34, 269-291. Cablitz, G., and F. Chong. 2009a. The Documentation of Endangered Linguistic, Lexical and Cultural Knowledge of the Marquesan and Tuamotuan Languages of French Polynesia. 11ème Inter-congrès des Sciences du Pacifique Joint aux 2nd Assises de la recherche française dans le Pacifique, 2-6 mars, TAHITI, Polynésie Française. Charpentier, J.M. and A. François, 2015. Atlas Linguistique de la Polynésie Française—Linguistic Atlas of French Polynesia. Berlin, Papeete: de Gruyter & Université de la Polynésie Française Dobrin, Lise; Peter K. Austin; & David Nathan. 2009. Dying to be counted: The commodification of endangered languages in documentary linguistics. In Peter K. Austin (ed.), Language documentation and description, vol. 6:37–52. London: SOAS. Dutton, Tom and Darrell T. Tryon (Eds), 1994. Language Contact and Change in the Austronesian World. Trends in Linguistics, Studies and Monographs 77. Berlin: Mouton de Gruyter, 1994. Dwyer, Arienne M., 2011. Tools and techniques for endangered-language assessment and revitalization. In Vitality and Viability of Minority Languages. October 23-24, 2009. New York: Trace Foundation Lecture Series Proceedings. Preprint. Online: http://www.trace.org/events/events_lecture_proceedings.html . Feinberg, R., 1979. Anutan concepts of disease: A Polynesian study (No. 3). Institute for Polynesian Studies. Gippert, J., Himmelmann, N. and Mosel, U., 2006. Essentials of language documentation (Vol. 178). Walter de gruyter. Grenoble, Lenore A., 2016. A response to ‘Assessing levels of endangerment in the Catalogue of Endangered Languages (ELCat) using the Language Endangerment Index (LEI)’, by Nala Huiying Lee & John Van Way. Language in Society, 45, pp 293-300. Howard, Alan. 1979. The Power to Heal in Colonial Rotuma. Journal of the Polynesian Society 88(3):243-275. Laval, H., 1968. Mémoires pour servir à l’histoire de Mangareva ère chrétienne 1834-1871. Publications de la Société des Océanistes, No 15, Musée de l’Homme. Paris, France: Edités par C.W. Newbury & P. O’Reilly. Lee, Nala Huiying and John Van Way. 2016. Assessing Levels of Endangerment in the Catalogue of Endangered Languages (ELCat) using the Language Endangerment Index (LEI). Language in Society. Vol.45(2):271-292 Marin, Paul and Claude Combes, 1996. “Emerging Infectious Diseases and the Depopulation of French Polynesia in the 19th Century.” Emerging Infectious Diseases. Vol. 2, No. 4: 359-360. Moore, Robert E.; Sari Pietikäinen; & Jan Blommaert, 2010. Counting the losses: Numbers as the language of language endangerment. Sociolinguistic Studies 4(1):1–26. Rensch, Karl, 1994. Early European Influences on the Languages of Polynesia: Mangareva. In Dutton, Tom and Darrell T. Tryon (Eds). 1994. Language Contact and Change in the Austronesian World. T rends in Linguistics, Studies and Monographs 77. Berlin: Mouton de Gruyter, 1994. Vigneron E., 1991. Hommes et santé en Polynésie Française. Montpellier. http://hdl.handle.net/10125/42040 Assessing the Communicability of Wellness and Illness in Mangarevan, French Polynesia Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42012 2024-08-21 col_10125_45840 42012.pdf 42012.mp3 Heston, Tyler, Heston, Tyler; 2017-03-03; The past two decades have seen an explosion in the quantity of documentary materials available on minority languages from around the world, including especially documentation of naturally occurring speech events, or texts. Texts have proven themselves a valuable and versatile basis for research, though like any type of data, they are not equally suited to all types of research questions. In this presentation, I draw on my own experiences of fieldwork in the Pacific to articulate a case for the value of experimental data, and in particular, the crucial importance of controlled phonetic data as part of any well-rounded corpus. One of the key challenges to phonetic research is the sensitivity of phonetic variables to subtle differences in environmental factors (Gordon 2003, Maddieson 2001). Controlling for all possible confounding effects arising from adjacent segments, syllable position, prosodic position, and speech rate in a corpus composed of naturally-occurring data alone requires a prohibitively large corpus (Maddieson, 2001), though through careful elicitation design, data of equal or better quality for phonetic research can be obtained with a fraction of the time and effort. A key methodological tool for studying phonetics is the use of frames—a phrase that is relatively neutral semantically, allowing a large range of lexical items to occur in the same position (e.g., “Say ____ again”). Recording minimal pairs in the same frame is a simple but powerful technique allowing one to control for both segmental and prosodic organization simultaneously, allowing a true comparison of the sounds in question. The use of controlled data is perhaps even more crucial for studies of prosody than segmental research, given the proliferation of segmental, morphosyntactic, discourse, and even affective factors that influence the prosodic contour of each utterance. Elicitation of short, phonetically-controlled sentences has proven itself as particularly useful strategy for prosodic research, both in studies of word prosody (Yakup & Sereno 2016, Garellek & White 2015) and research on intonation (Himmelmann & Ladd 2008, Jun & Fletcher 2015). While naturally occurring texts are an immensely useful and important aspect of any documentary project, they do not invalidate the benefits of other types of data. Phonetic elicitation contributes directly to the goals of documentary linguistics to create diverse and lasting language records, allowing exploration of aspects of a language that remain otherwise intractable. For these reasons, the inclusion of controlled phonetic data is a necessary and profitable component of any documentary corpus. References Garellek, Marc & James White. 2015. Phonetics of Tongan stress. Journal of the International Phonetic Association 45(1). 13–34. Gordon, Matthew. 2003. Collecting phonetic data on endangered languages. Proceedings of the 15th International Congress of Phonetic Sciences, 207–210. Himmelmann, Nikolaus P. & D. Robert Ladd. 2008. Prosodic description: An introduction for fieldworkers.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42012. Heston, Tyler Heston, Tyler 2017-03-03 The past two decades have seen an explosion in the quantity of documentary materials available on minority languages from around the world, including especially documentation of naturally occurring speech events, or texts. Texts have proven themselves a valuable and versatile basis for research, though like any type of data, they are not equally suited to all types of research questions. In this presentation, I draw on my own experiences of fieldwork in the Pacific to articulate a case for the value of experimental data, and in particular, the crucial importance of controlled phonetic data as part of any well-rounded corpus. One of the key challenges to phonetic research is the sensitivity of phonetic variables to subtle differences in environmental factors (Gordon 2003, Maddieson 2001). Controlling for all possible confounding effects arising from adjacent segments, syllable position, prosodic position, and speech rate in a corpus composed of naturally-occurring data alone requires a prohibitively large corpus (Maddieson, 2001), though through careful elicitation design, data of equal or better quality for phonetic research can be obtained with a fraction of the time and effort. A key methodological tool for studying phonetics is the use of frames—a phrase that is relatively neutral semantically, allowing a large range of lexical items to occur in the same position (e.g., “Say ____ again”). Recording minimal pairs in the same frame is a simple but powerful technique allowing one to control for both segmental and prosodic organization simultaneously, allowing a true comparison of the sounds in question. The use of controlled data is perhaps even more crucial for studies of prosody than segmental research, given the proliferation of segmental, morphosyntactic, discourse, and even affective factors that influence the prosodic contour of each utterance. Elicitation of short, phonetically-controlled sentences has proven itself as particularly useful strategy for prosodic research, both in studies of word prosody (Yakup & Sereno 2016, Garellek & White 2015) and research on intonation (Himmelmann & Ladd 2008, Jun & Fletcher 2015). While naturally occurring texts are an immensely useful and important aspect of any documentary project, they do not invalidate the benefits of other types of data. Phonetic elicitation contributes directly to the goals of documentary linguistics to create diverse and lasting language records, allowing exploration of aspects of a language that remain otherwise intractable. For these reasons, the inclusion of controlled phonetic data is a necessary and profitable component of any documentary corpus. References Garellek, Marc & James White. 2015. Phonetics of Tongan stress. Journal of the International Phonetic Association 45(1). 13–34. Gordon, Matthew. 2003. Collecting phonetic data on endangered languages. Proceedings of the 15th International Congress of Phonetic Sciences, 207–210. Himmelmann, Nikolaus P. & D. Robert Ladd. 2008. Prosodic description: An introduction for fieldworkers. http://hdl.handle.net/10125/42012 Beyond the text: Diversifying documentary corpora Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42010 2024-08-21 col_10125_45840 42010.pdf 42010.mp3 Gonzales, Ryn Jean Fe, Gonzales, Ryn Jean Fe; 2017-03-03; The Kalinga province in the Cordillera Region of the Philippines is known for its high ethnolinguistic diversity. These ethnoliguistic groups are very cohesive and have very strong sense of identity. With language development happening in different parts of the province, there was a need to revisit one of its municipalities, Pasil, to find out its language development need. In 2010 and in 2014, a sociolinguistic survey was conducted in Pasil to determine the (1) language vitality of Pinasil* , (2) extensibility of materials from Kalinga Lubuagan [knb], a related variety (Gieser and Busenitz 1974; Lewis, Simons, and Fennig 2016), and (3) possibility of language development in Pasil, if Kalinga Lubuagan materials are not acceptable. This paper presents the results of the dialect perception study aspect of the language survey conducted in 8 Pasil villages, representing its seven sub-tribes. In addition, data gathered from the village of Balbalasang** in Balbalan municipality was also included in the analysis. There were several instruments used in this research but this paper will focus on the data gathered using a participatory tool called Dialect Mapping (Hasselbring 2008). This tool was used to elicit the speakers’ perception of linguistic similarity, language use, level of understanding and comprehension of the different varieties spoken in their community, and materials extensibility. The study found that the use of written Kalinga Lubuagan materials could not be extended to Pasil. Though there may be high intelligibility between the two, Lubuagan is perceived to be different so it has very low acceptability. On the question of which Pinasil variety should be used as written standard, all villages made their spoken variety as their first choice, of course. However, six out of eight villages made the Guinaang variety as one of their top choices. Further, this study affirms that the issue of identity is not only more significant in the speakers’ acceptance of materials than intelligibility, but also in the sustainability of language development efforts in general. References: Busenitz, Robert, Richard Gieser, and Dave Ohlson. 1974. “Kalinga Survey Report”. Manila, Philippines. Hasselbring, Sue. 2008. Steps for Nine Participatory Tools for Language Programs. SIL International. Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig, ed. 2016. Ethnologue:Languages of the World. 19th ed. Dallas, Texas: SIL International. http://www.ethnologue.com. * Pinasil is a toponym for the language spoken in Pasil Municipality. ** Also listed as a dialect of Kalinga Lubuagan [knb] like the varieties spoken in Pasil.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42010. Gonzales, Ryn Jean Fe Gonzales, Ryn Jean Fe 2017-03-03 The Kalinga province in the Cordillera Region of the Philippines is known for its high ethnolinguistic diversity. These ethnoliguistic groups are very cohesive and have very strong sense of identity. With language development happening in different parts of the province, there was a need to revisit one of its municipalities, Pasil, to find out its language development need. In 2010 and in 2014, a sociolinguistic survey was conducted in Pasil to determine the (1) language vitality of Pinasil* , (2) extensibility of materials from Kalinga Lubuagan [knb], a related variety (Gieser and Busenitz 1974; Lewis, Simons, and Fennig 2016), and (3) possibility of language development in Pasil, if Kalinga Lubuagan materials are not acceptable. This paper presents the results of the dialect perception study aspect of the language survey conducted in 8 Pasil villages, representing its seven sub-tribes. In addition, data gathered from the village of Balbalasang** in Balbalan municipality was also included in the analysis. There were several instruments used in this research but this paper will focus on the data gathered using a participatory tool called Dialect Mapping (Hasselbring 2008). This tool was used to elicit the speakers’ perception of linguistic similarity, language use, level of understanding and comprehension of the different varieties spoken in their community, and materials extensibility. The study found that the use of written Kalinga Lubuagan materials could not be extended to Pasil. Though there may be high intelligibility between the two, Lubuagan is perceived to be different so it has very low acceptability. On the question of which Pinasil variety should be used as written standard, all villages made their spoken variety as their first choice, of course. However, six out of eight villages made the Guinaang variety as one of their top choices. Further, this study affirms that the issue of identity is not only more significant in the speakers’ acceptance of materials than intelligibility, but also in the sustainability of language development efforts in general. References: Busenitz, Robert, Richard Gieser, and Dave Ohlson. 1974. “Kalinga Survey Report”. Manila, Philippines. Hasselbring, Sue. 2008. Steps for Nine Participatory Tools for Language Programs. SIL International. Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig, ed. 2016. Ethnologue:Languages of the World. 19th ed. Dallas, Texas: SIL International. http://www.ethnologue.com. * Pinasil is a toponym for the language spoken in Pasil Municipality. ** Also listed as a dialect of Kalinga Lubuagan [knb] like the varieties spoken in Pasil. http://hdl.handle.net/10125/42010 Dialect Perception and Language Development in Pasil Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41988 2024-08-22 col_10125_45840 41988-b.pdf 41988-c.pdf 41988-a.mp4 41988-b.mp4 41988-c.mp4 41988-d.mp4 41988-e.mp4 41988-f.mp4 41988-g.mp4 41988-h.mp4 41988-i.mp4 Boerger, Brenda, Boerger, Brenda; 2017-03-03; I present evidence from multiple languages around the world to show that participation by community members in Rapid Word Collection (RWC) workshops and the resulting bilingual dictionary positively impacts their well-being. Sub-titled video testimonials by community members from languages in Africa, Asia, and the Pacific are presented or summarized in which they talk about participating in a RWC workshop. RWC methodology collects words by semantic domain during a two- to three-week workshop involving around 60 community members. It has been observed that concomitant with language development in general there is an increase in the status and value of the language on one hand and the self-image of its speakers on the other (Ostler 2003:176). A dictionary is one product of language documentation and conservation which is frequently requested by communities. Some of the reasons dictionaries and their production increase well-being are among the following. First, dictionaries are important for preserving language and culture data for posterity. Second, bilingual or trilingual dictionaries, especially, can be a conduit for understanding other cultures. Third, sometimes languages are not recognized as potential recipients of other governmental services until there is a dictionary or other language development product which confers status on the language. Fourth, a dictionary also serves as a literacy tool in the community and its schools, contributing to growing abilities in literacy RWC also benefits the scholar-fieldworker by generating an extensive wordlist which can help inform texts that are collected, providing a head start on text glossing and processing. In addition, it has been shown (Author et al) that RWC facilitates collecting more words in less time than other methods, thereby increasing the effectiveness of fieldwork with regard to time invested, numbers of words collected, and native speaker consensus about the data. The assertions made in this presentation are supported with data from a late 2015 RWC workshop in the Pacific, which I led with a team of seven US interns as part of research for a Documenting Endangered Languages fellowship. I conclude that the increased well-being and other benefits for the community, in addition to the effectiveness of the methodology warrant incorporation of RWC workshop methodology as part of best practice in lexicography for minority and endangered languages. Author, Gary F. Simons, and Verna Stutzman, In progress. Rapid Word Collection workshops: Community engagement yields more words in less time Ostler, Nicholas. 2003. Desperate straits for languages: How to survive. Language Documentation and Description 1:168-178.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41988. Boerger, Brenda Boerger, Brenda 2017-03-03 I present evidence from multiple languages around the world to show that participation by community members in Rapid Word Collection (RWC) workshops and the resulting bilingual dictionary positively impacts their well-being. Sub-titled video testimonials by community members from languages in Africa, Asia, and the Pacific are presented or summarized in which they talk about participating in a RWC workshop. RWC methodology collects words by semantic domain during a two- to three-week workshop involving around 60 community members. It has been observed that concomitant with language development in general there is an increase in the status and value of the language on one hand and the self-image of its speakers on the other (Ostler 2003:176). A dictionary is one product of language documentation and conservation which is frequently requested by communities. Some of the reasons dictionaries and their production increase well-being are among the following. First, dictionaries are important for preserving language and culture data for posterity. Second, bilingual or trilingual dictionaries, especially, can be a conduit for understanding other cultures. Third, sometimes languages are not recognized as potential recipients of other governmental services until there is a dictionary or other language development product which confers status on the language. Fourth, a dictionary also serves as a literacy tool in the community and its schools, contributing to growing abilities in literacy RWC also benefits the scholar-fieldworker by generating an extensive wordlist which can help inform texts that are collected, providing a head start on text glossing and processing. In addition, it has been shown (Author et al) that RWC facilitates collecting more words in less time than other methods, thereby increasing the effectiveness of fieldwork with regard to time invested, numbers of words collected, and native speaker consensus about the data. The assertions made in this presentation are supported with data from a late 2015 RWC workshop in the Pacific, which I led with a team of seven US interns as part of research for a Documenting Endangered Languages fellowship. I conclude that the increased well-being and other benefits for the community, in addition to the effectiveness of the methodology warrant incorporation of RWC workshop methodology as part of best practice in lexicography for minority and endangered languages. Author, Gary F. Simons, and Verna Stutzman, In progress. Rapid Word Collection workshops: Community engagement yields more words in less time Ostler, Nicholas. 2003. Desperate straits for languages: How to survive. Language Documentation and Description 1:168-178. http://hdl.handle.net/10125/41988 Rapid Word Collection, dictionary production, and community well-being Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41966 2018-03-02 col_10125_45840 41966.mp3 Thieberger, Nick, Hendery, Rachel, Thieberger, Nick; 2017-03-04; Audio records of the world’s smaller languages are rare to find and have a corresponding value, both to broader world community and to the speakers or their descendants looking for representation of their culture on the web. The Pacific and Regional Archive for Digital Sources in Endangered Cultures (PARADISEC) holds records in more than 1,000. Over half of those records are in audio or video format and, while we provide various finding aids using textual metadata, the experience of listening to these items is what gives a sense of the diversity of small languages recorded over the past half century by researchers and speakers. We have developed a system for presenting media and time-aligned text online (http://eopas.org) and are working on an online annotation system that will allow enrichment, particularly of orphaned recordings for which we have little or no metadata. We have developed a visualization of this system using augmented reality that allows users to point a device at a map of the region and to hear or see media playing texts in the language of that area. In this presentation we will outline these tools and describe a museum display we are currently building using virtual reality systems to present snippets of media via a geographic interface. In our virtual reality display, users immerse themselves in a language landscape, navigating for example to Vanuatu or PNG to sample something of the massive linguistic diversity in those countries. A user moves across a representation of a geographic region and sees markers on the landscape representing the metadata of the relevant PARADISEC materials for that location: number of speakers, amount and diversity of material held. Audio and text appear when the user gazes at a marker. The visualization can be experienced inside a virtual reality headset such as the Google Cardboard or HTC Vive. Such a visualization could be adapted to represent the holdings of other kinds of archives, so the discussion in this paper has implications for digital humanities more generally. This paper will discuss the reasons why we might want to explore this kind of archival data via audiovisual interaction. In the case of our PARADISEC map visualization it is not essential that a user come away with perfect recall of what exactly the archive holds, but rather with a sense of its richness, and increased motivation for using the archive in the future. As each item in the sonorization has its PARADISEC identifier, it is always possible to drill deeper than the short audio grab provided.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41966. Thieberger, Nick Thieberger, Nick Hendery, Rachel 2017-03-04 Audio records of the world’s smaller languages are rare to find and have a corresponding value, both to broader world community and to the speakers or their descendants looking for representation of their culture on the web. The Pacific and Regional Archive for Digital Sources in Endangered Cultures (PARADISEC) holds records in more than 1,000. Over half of those records are in audio or video format and, while we provide various finding aids using textual metadata, the experience of listening to these items is what gives a sense of the diversity of small languages recorded over the past half century by researchers and speakers. We have developed a system for presenting media and time-aligned text online (http://eopas.org) and are working on an online annotation system that will allow enrichment, particularly of orphaned recordings for which we have little or no metadata. We have developed a visualization of this system using augmented reality that allows users to point a device at a map of the region and to hear or see media playing texts in the language of that area. In this presentation we will outline these tools and describe a museum display we are currently building using virtual reality systems to present snippets of media via a geographic interface. In our virtual reality display, users immerse themselves in a language landscape, navigating for example to Vanuatu or PNG to sample something of the massive linguistic diversity in those countries. A user moves across a representation of a geographic region and sees markers on the landscape representing the metadata of the relevant PARADISEC materials for that location: number of speakers, amount and diversity of material held. Audio and text appear when the user gazes at a marker. The visualization can be experienced inside a virtual reality headset such as the Google Cardboard or HTC Vive. Such a visualization could be adapted to represent the holdings of other kinds of archives, so the discussion in this paper has implications for digital humanities more generally. This paper will discuss the reasons why we might want to explore this kind of archival data via audiovisual interaction. In the case of our PARADISEC map visualization it is not essential that a user come away with perfect recall of what exactly the archive holds, but rather with a sense of its richness, and increased motivation for using the archive in the future. As each item in the sonorization has its PARADISEC identifier, it is always possible to drill deeper than the short audio grab provided. http://hdl.handle.net/10125/41966 Sonorising and visualizing archive records Sound oai:scholarspace.manoa.hawaii.edu:10125/41978 2020-10-05 col_10125_45840 41978.mp3 Or, Elsie Marie, Or, Elsie Marie; 2017-03-05; The Indigenous Peoples Education (IPEd) Curriculum Framework was drafted by the Philippines’ Department of Education (DepEd), and implemented as part of the Enhanced Basic Education Act of 2013 after years of continuous dialogue with community elders and other stakeholders. The adoption of this framework seeks to fulfill the government’s mandate in providing indigenous peoples the right to a culturally appropriate educational system, which integrates and promotes indigenous knowledge systems and practices (IKSP), to affirm and strengthen the cultural identity and bonds of the indigenous youths to their cultural community and heritage. It aims to provide an educational framework that is culturally rooted and responsive to the indigenous communities’ specific social, educational, and environmental contexts. To achieve its objectives, the IPEd Curriculum Framework provides guidelines on key areas in education, including: (1) Curriculum design, competencies, and content, which are anchored to the communities’ IKSP, worldview, and their indigenous cultural institutions. These must also strengthen and affirm the indigenous cultural identity, as well as revitalize and enrich IKSPs and indigenous languages; (2) teaching methodologies and strategies that must be in line with indigenous learning systems; and (3) the development of culturally appropriate learning resources, which should integrate IKSPs, and must be written in the language that is to be determined by consultation with the community. This must be in line with the Mother Tongue-Based Multilingual Education Policy (MTB-MLE), which emphasizes the use of the primary level learners’ mother tongue. The present study looks at how the IP Ed Curriculum is being implemented in indigenous communities in Oriental Mindoro, and what challenges local schools, which offer primary education to indigenous children in this region, face in implementing this framework in the communities they serve. The island of Mindoro, which is located off the southwestern coast of Luzon, is home to eight indigenous groups collectively known as Mangyan. This study focuses on IP schools in four out of eight of these groups, namely the Iraya, Hanunuo, Buhid, and Bangon groups. Of particular interest to the researcher is the level of language vitality, and the use of these groups’ indigenous languages in school instruction and in the production of learning resources. The extent to which the implementation of this framework fulfills its objectives among the indigenous youths in these four communities will be assessed, and whether its implementation instills a sense of wellbeing and empowerment in the students will also be explored. References Republic of the Philippines Department of Education Order No. 32. (2015). Adopting the Indigenous Peoples Education Curriculum Framework. Retrieved from http://www.deped.gov.ph Republic of the Philippines Department of Education Order No. 62. (2011). Adopting the National Indigenous Peoples Education (IPEd) Policy Framework. Retrieved from http://www.deped.gov.ph; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41978. Or, Elsie Marie Or, Elsie Marie 2017-03-05 The Indigenous Peoples Education (IPEd) Curriculum Framework was drafted by the Philippines’ Department of Education (DepEd), and implemented as part of the Enhanced Basic Education Act of 2013 after years of continuous dialogue with community elders and other stakeholders. The adoption of this framework seeks to fulfill the government’s mandate in providing indigenous peoples the right to a culturally appropriate educational system, which integrates and promotes indigenous knowledge systems and practices (IKSP), to affirm and strengthen the cultural identity and bonds of the indigenous youths to their cultural community and heritage. It aims to provide an educational framework that is culturally rooted and responsive to the indigenous communities’ specific social, educational, and environmental contexts. To achieve its objectives, the IPEd Curriculum Framework provides guidelines on key areas in education, including: (1) Curriculum design, competencies, and content, which are anchored to the communities’ IKSP, worldview, and their indigenous cultural institutions. These must also strengthen and affirm the indigenous cultural identity, as well as revitalize and enrich IKSPs and indigenous languages; (2) teaching methodologies and strategies that must be in line with indigenous learning systems; and (3) the development of culturally appropriate learning resources, which should integrate IKSPs, and must be written in the language that is to be determined by consultation with the community. This must be in line with the Mother Tongue-Based Multilingual Education Policy (MTB-MLE), which emphasizes the use of the primary level learners’ mother tongue. The present study looks at how the IP Ed Curriculum is being implemented in indigenous communities in Oriental Mindoro, and what challenges local schools, which offer primary education to indigenous children in this region, face in implementing this framework in the communities they serve. The island of Mindoro, which is located off the southwestern coast of Luzon, is home to eight indigenous groups collectively known as Mangyan. This study focuses on IP schools in four out of eight of these groups, namely the Iraya, Hanunuo, Buhid, and Bangon groups. Of particular interest to the researcher is the level of language vitality, and the use of these groups’ indigenous languages in school instruction and in the production of learning resources. The extent to which the implementation of this framework fulfills its objectives among the indigenous youths in these four communities will be assessed, and whether its implementation instills a sense of wellbeing and empowerment in the students will also be explored. References Republic of the Philippines Department of Education Order No. 32. (2015). Adopting the Indigenous Peoples Education Curriculum Framework. Retrieved from http://www.deped.gov.ph Republic of the Philippines Department of Education Order No. 62. (2011). Adopting the National Indigenous Peoples Education (IPEd) Policy Framework. Retrieved from http://www.deped.gov.ph http://hdl.handle.net/10125/41978 Promoting indigenous knowledge systems and language maintenance through the Indigenous Peoples Education Program: The cases of four Mangyan communities in Oriental Mindoro, Philippines Sound oai:scholarspace.manoa.hawaii.edu:10125/41971 2017-05-11 col_10125_45840 41971.mp3 Ignace, Ronald, Ignace, Marianne, Ignace, Ronald, Ignace, Marianne; 2017-03-04; While some Indigenous languages in northwestern North America during the late 1800s and early 1900s fortuitously had local people, linguists and ethnographers recording verbatim texts from indigenous storytellers, Interior Salish languages for the most part did not benefit from that legacy, although in the 1960s to 1990s some text recording work – by then in audio – was done by linguists and ethnographers. However, as it pertains to the Secwepemc (Shuswap) language, in good part we are left with a body of English-only stsptekwll or oral traditions (Dawson1891, Boas 1895, Teit 1900) that were not recorded in the Indigenous language but were written down in English, at times with great detail, at times in summary form. Working in and through Secwepemctsin, between 2014 and 2016 the authors reconstructed the lengthy transformer epic of Tlli7sa and his brothers with a group of fluent speakers/elders. This stsptekwll involved (re)-constructing a detailed text of more than 300 sentences. Paying close attention to authenticity and detail in vocabulary as we described actions and movement, clothing and implements, and to ecology and geography, we produced detailed and, as best as we could, accurate narrations of the eighteen episodes of the story. In addition, throughout the editing process, we paid close attention to Secwepemctsin discursive conventions and grammar constructions, e.g. topic tracking, subordination, the use of passive voice, and other stylistic means deployed in storytelling. In this process we re-claimed this complex epic through many rounds of collaborative story writing and telling, being mindful that our language consultants were all victims of Indian Residential schooling in Canada, thus themselves reclaiming story telling in its method, language and rhetorical devices. Finally, we connected the story to places in the landscape that had been almost forgotten by recent generations, and embarked on journeys to those places with the team of elders and learners. Adding illustrations co-produced by the elders and a graphic artist brought the stories to life, as did visiting the places where events took place. Finally, we speak to the successes and challenges of turning the Tlli7sa epic – and potentially future stories – into digital learning apps: Apps do not directly engage being on the land, but our experiences with connecting apps to lived experience and told knowledge, thus using them as tools, address the fact that they can produce consciousness of history and ancient landscape, and thus enhance a sense of collective and individual well-being on ancestral lands. References: Boas, Franz, 1895 (2016), Indianische Sagen von der Nord-Pazifischen Küste Amerikas. Berlin. (Engl. Translation edited by R. Bouchard and D. Kennedy 2002) Dawson, George M., 1891, Notes on the Shuswap People of British Columbia. Transactions of the Royal Society of Canada. 1st Series 9(2):3-44. Teit, James A., 1909, The Shuswap. Memoirs of the American Museum of Natural History 4 (7); Publications of the Jesup North Pacific Expedition, 2 (7). Leiden and New York (Reprinted by AMS Press, New York, 1975).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41971. Ignace, Ronald Ignace, Marianne Ignace, Ronald Ignace, Marianne 2017-03-04 While some Indigenous languages in northwestern North America during the late 1800s and early 1900s fortuitously had local people, linguists and ethnographers recording verbatim texts from indigenous storytellers, Interior Salish languages for the most part did not benefit from that legacy, although in the 1960s to 1990s some text recording work – by then in audio – was done by linguists and ethnographers. However, as it pertains to the Secwepemc (Shuswap) language, in good part we are left with a body of English-only stsptekwll or oral traditions (Dawson1891, Boas 1895, Teit 1900) that were not recorded in the Indigenous language but were written down in English, at times with great detail, at times in summary form. Working in and through Secwepemctsin, between 2014 and 2016 the authors reconstructed the lengthy transformer epic of Tlli7sa and his brothers with a group of fluent speakers/elders. This stsptekwll involved (re)-constructing a detailed text of more than 300 sentences. Paying close attention to authenticity and detail in vocabulary as we described actions and movement, clothing and implements, and to ecology and geography, we produced detailed and, as best as we could, accurate narrations of the eighteen episodes of the story. In addition, throughout the editing process, we paid close attention to Secwepemctsin discursive conventions and grammar constructions, e.g. topic tracking, subordination, the use of passive voice, and other stylistic means deployed in storytelling. In this process we re-claimed this complex epic through many rounds of collaborative story writing and telling, being mindful that our language consultants were all victims of Indian Residential schooling in Canada, thus themselves reclaiming story telling in its method, language and rhetorical devices. Finally, we connected the story to places in the landscape that had been almost forgotten by recent generations, and embarked on journeys to those places with the team of elders and learners. Adding illustrations co-produced by the elders and a graphic artist brought the stories to life, as did visiting the places where events took place. Finally, we speak to the successes and challenges of turning the Tlli7sa epic – and potentially future stories – into digital learning apps: Apps do not directly engage being on the land, but our experiences with connecting apps to lived experience and told knowledge, thus using them as tools, address the fact that they can produce consciousness of history and ancient landscape, and thus enhance a sense of collective and individual well-being on ancestral lands. References: Boas, Franz, 1895 (2016), Indianische Sagen von der Nord-Pazifischen Küste Amerikas. Berlin. (Engl. Translation edited by R. Bouchard and D. Kennedy 2002) Dawson, George M., 1891, Notes on the Shuswap People of British Columbia. Transactions of the Royal Society of Canada. 1st Series 9(2):3-44. Teit, James A., 1909, The Shuswap. Memoirs of the American Museum of Natural History 4 (7); Publications of the Jesup North Pacific Expedition, 2 (7). Leiden and New York (Reprinted by AMS Press, New York, 1975). http://hdl.handle.net/10125/41971 Re Tlli7sa ell re uqw7úq̓wis: Engaging Indigenous language learners with an epic story through a language learning app. Sound oai:scholarspace.manoa.hawaii.edu:10125/41933 2017-05-11 col_10125_45840 41933.mp3 Bracknell, Clint, Bracknell, Clint; 2017-03-02; Song is of central importance in Aboriginal Australian cultures and Aboriginal communities engaging with language researchers often prioritise the documentation of songs. Even in areas where Aboriginal languages are endangered and traditional songs rarely performed, songs hold inherent potential to nourish culture, language and wellbeing. In the later stages of a study of Nyungar music from the south-west of Western Australia, the author presented a group of relevant senior Nyungar people with a fragmentary but rich collection of archival songs in the endangered Nyungar language and asked what should be done next. Summing up sentiments of the whole group, Russell Nelly said ‘Well, we got to have all of ‘em [Nyungar people] singing these songs!’ While the repatriating archival song material to Indigenous communities is a common research practice, there is little research on how to effectively use archives to encourage the performance and vitality of Indigenous song in urban/rural contexts where Indigenous language and traditional music are critically endangered. Many of Australia’s endangered Aboriginal languages could have a better chance of surviving in song, as has been the case with languages no longer spoken but still sung in the Northern Territory. Learning, sharing and performing songs are achievable short-term goals for endangered language communities and the participatory, performative nature of music provides opportunities to enhance social cohesion and share distinct Indigenous cultural identities among Indigenous groups and with the general public. As younger Nyungar people are increasingly motivated to reclaim cultural heritage it is critical that this commence while the oldest generation of Nyungar people familiar with Nyungar language and song are still able to participate in urgent efforts to rectify the intergenerational transmission of song and language. Current research on the recirculation of Nyungar-language songs serves to highlight the proven benefits to social and personal wellbeing emanating from strong attachment to Indigenous cultural traditions. It also expands existing understandings of how song and language contribute to Indigenous wellbeing and social cohesion in a uniquely large, dispersed and urban/rural Indigenous context.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41933. Bracknell, Clint Bracknell, Clint 2017-03-02 Song is of central importance in Aboriginal Australian cultures and Aboriginal communities engaging with language researchers often prioritise the documentation of songs. Even in areas where Aboriginal languages are endangered and traditional songs rarely performed, songs hold inherent potential to nourish culture, language and wellbeing. In the later stages of a study of Nyungar music from the south-west of Western Australia, the author presented a group of relevant senior Nyungar people with a fragmentary but rich collection of archival songs in the endangered Nyungar language and asked what should be done next. Summing up sentiments of the whole group, Russell Nelly said ‘Well, we got to have all of ‘em [Nyungar people] singing these songs!’ While the repatriating archival song material to Indigenous communities is a common research practice, there is little research on how to effectively use archives to encourage the performance and vitality of Indigenous song in urban/rural contexts where Indigenous language and traditional music are critically endangered. Many of Australia’s endangered Aboriginal languages could have a better chance of surviving in song, as has been the case with languages no longer spoken but still sung in the Northern Territory. Learning, sharing and performing songs are achievable short-term goals for endangered language communities and the participatory, performative nature of music provides opportunities to enhance social cohesion and share distinct Indigenous cultural identities among Indigenous groups and with the general public. As younger Nyungar people are increasingly motivated to reclaim cultural heritage it is critical that this commence while the oldest generation of Nyungar people familiar with Nyungar language and song are still able to participate in urgent efforts to rectify the intergenerational transmission of song and language. Current research on the recirculation of Nyungar-language songs serves to highlight the proven benefits to social and personal wellbeing emanating from strong attachment to Indigenous cultural traditions. It also expands existing understandings of how song and language contribute to Indigenous wellbeing and social cohesion in a uniquely large, dispersed and urban/rural Indigenous context. http://hdl.handle.net/10125/41933 Recirculating Nyungar-language songs to enhance social cohesion Sound oai:scholarspace.manoa.hawaii.edu:10125/42011 2024-08-23 col_10125_45840 42011.pdf 42011.mp3 Gref, Emily, Gref, Emily; 2017-03-05; Developing Indigenous literacy is often seen as a key component of successful language revitalization and maintenance programs (Fishman 1991, Watahomigie and McCarty 1997, Bernard 1997, Grenoble and Whaley 2005), particularly in contexts such as North America (i.e., Native American and First Nations communities) where literacy in the language of wider communication is widespread and necessary for participation in daily life. To date, however, there has been no systemic evaluation of the types of literature available to readers of Indigenous languages, the methods of production and distribution, nor the effects of Indigenous literature on perceptions of language prestige. This paper provides a strategic analysis of discoverable and accessible reading material available in Indigenous languages across North America, surveying over 2,100 titles across 80 languages and dialects in North America, taking stock of the state of the art of Indigenous language book publishing and exploring how these publications can affect language attitudes. Cultivating positive language attitudes and language prestige is especially crucial in the North American context, where the great majority of Indigenous languages are highly endangered and most Indigenous people acquire English (or French, in some parts of Canada) as their mother tongue. Likewise, most Indigenous people acquire literacy in English or French first, and are exposed to literature that encompasses a wide variety of subjects, reading levels, and genres. I present the results of the survey of 2,100 Indigenous language publications in North America in terms of the subjects, reading levels, and genres available to Indigenous readers as compared to the literature available in the languages of wider communication, and identify the challenges faced by language revitalization programs that prioritize Indigenous literacy, including the difficulty of expanding literacy beyond the domain of education (Grenoble and Whaley 2005) and the economic hurdles in creating an Indigenous literary tradition. Bernard (1997) in argues that building an Indigenous literary tradition via publishing important for preserving Indigenous languages; I extend this argument by noting the role literature can play in building cultural capital (Bourdieu 1986) and prestige planning, particularly in the North American context where literature is so highly valued. Finally, I highlight some of the features found across successful Indigenous literature publishing endeavors and attempt to provide guidelines for future publishing projects. References Bernard, H. Russell. 1997. ‘Language Preservation and Publishing.’ In Nancy Hornberger (Ed.) Indigenous Literacies in the Americas: Language Planning from the Bottom Up. 139-156. Berlin: De Gruyter Mouton. Bourdieu, Pierre and Richard Nice (translator). 1986. ‘Forms of Capital.’ Reproduced in Imre Szeman and Timothy Kaposy (Ed.). 2011. Cultural Theory: An Anthology. Wiley-Blackwell. Fishman, Joshua A. (Ed.) 1991. Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters. Grenoble, Lenore A. and Lindsay J. Whaley. 2005. Saving Languages: An Introduction to Language Revitalization. Cambridge: Cambridge University Press. Watahomigie, Lucille J. and Teresa L. McCarty. 1997. ‘Literacy for what? Hualapai literacy and language maintenance.’ In Nancy Hornberger. (Ed.) Indigenous Literacies in the Americas: Language Planning from the Bottom Up. 95-113. Berlin: De Gruyter Mouton.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42011. Gref, Emily Gref, Emily 2017-03-05 Developing Indigenous literacy is often seen as a key component of successful language revitalization and maintenance programs (Fishman 1991, Watahomigie and McCarty 1997, Bernard 1997, Grenoble and Whaley 2005), particularly in contexts such as North America (i.e., Native American and First Nations communities) where literacy in the language of wider communication is widespread and necessary for participation in daily life. To date, however, there has been no systemic evaluation of the types of literature available to readers of Indigenous languages, the methods of production and distribution, nor the effects of Indigenous literature on perceptions of language prestige. This paper provides a strategic analysis of discoverable and accessible reading material available in Indigenous languages across North America, surveying over 2,100 titles across 80 languages and dialects in North America, taking stock of the state of the art of Indigenous language book publishing and exploring how these publications can affect language attitudes. Cultivating positive language attitudes and language prestige is especially crucial in the North American context, where the great majority of Indigenous languages are highly endangered and most Indigenous people acquire English (or French, in some parts of Canada) as their mother tongue. Likewise, most Indigenous people acquire literacy in English or French first, and are exposed to literature that encompasses a wide variety of subjects, reading levels, and genres. I present the results of the survey of 2,100 Indigenous language publications in North America in terms of the subjects, reading levels, and genres available to Indigenous readers as compared to the literature available in the languages of wider communication, and identify the challenges faced by language revitalization programs that prioritize Indigenous literacy, including the difficulty of expanding literacy beyond the domain of education (Grenoble and Whaley 2005) and the economic hurdles in creating an Indigenous literary tradition. Bernard (1997) in argues that building an Indigenous literary tradition via publishing important for preserving Indigenous languages; I extend this argument by noting the role literature can play in building cultural capital (Bourdieu 1986) and prestige planning, particularly in the North American context where literature is so highly valued. Finally, I highlight some of the features found across successful Indigenous literature publishing endeavors and attempt to provide guidelines for future publishing projects. References Bernard, H. Russell. 1997. ‘Language Preservation and Publishing.’ In Nancy Hornberger (Ed.) Indigenous Literacies in the Americas: Language Planning from the Bottom Up. 139-156. Berlin: De Gruyter Mouton. Bourdieu, Pierre and Richard Nice (translator). 1986. ‘Forms of Capital.’ Reproduced in Imre Szeman and Timothy Kaposy (Ed.). 2011. Cultural Theory: An Anthology. Wiley-Blackwell. Fishman, Joshua A. (Ed.) 1991. Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters. Grenoble, Lenore A. and Lindsay J. Whaley. 2005. Saving Languages: An Introduction to Language Revitalization. Cambridge: Cambridge University Press. Watahomigie, Lucille J. and Teresa L. McCarty. 1997. ‘Literacy for what? Hualapai literacy and language maintenance.’ In Nancy Hornberger. (Ed.) Indigenous Literacies in the Americas: Language Planning from the Bottom Up. 95-113. Berlin: De Gruyter Mouton. http://hdl.handle.net/10125/42011 Indigenous Language Publishing in the North American Context Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42070 2024-08-23 col_10125_45840 42070.pdf Rice, Keren, Linn, Mary, Rice, Keren, Linn, Mary; 2017-03-04; The importance of language to well-being has become increasingly recognized. At the same time, communities are increasingly using surveys to understand issues of language vitality, or language health. Surveys do more than identify language status. They help us to understand patterns of language use and attitudes that often present pitfalls in revitalization efforts. They also help shape community attitudes towards the language and programming depending what questions are asked and how they are asked. In this Talk Story we will address community surveys, focusing on how questions can be asked in such a way that they do not have a negative impact on emotional, mental, spiritual, and physical well-being of participants.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42070. Rice, Keren Linn, Mary Rice, Keren Linn, Mary 2017-03-02 The importance of language to well-being has become increasingly recognized. At the same time, communities are increasingly using surveys to understand issues of language vitality, or language health. Surveys do more than identify language status. They help us to understand patterns of language use and attitudes that often present pitfalls in revitalization efforts. They also help shape community attitudes towards the language and programming depending what questions are asked and how they are asked. In this Talk Story we will address community surveys, focusing on how questions can be asked in such a way that they do not have a negative impact on emotional, mental, spiritual, and physical well-being of participants. http://hdl.handle.net/10125/42070 LANGUAGE SURVEYS AND WELLBEING Text oai:scholarspace.manoa.hawaii.edu:10125/41928 2017-05-11 col_10125_45840 41928.mp3 Jackson, Wayne, Jackson, Wayne; 2017-03-02; tân'si? With the recommendations made by the Truth and Reconciliation Commission of Canada: Calls to Action1 highlighting the need for post-secondary institutions to create degree and diploma programs for aboriginal languages, this is an account of how a former residential school has successfully been able to revitalize their indigenous language by offering such programming. It is ironic how a former residential school --- that recently became a university at the behest, resolve and support of its own indigenous communities --- has become a hotbed of indigenous language revitalization. Beginning with elementary and high school language courses, this institution is now granting undergraduate and graduate degrees in indigenous languages and is serving areas within the prairie regions of Canada and even internationally. It is without a doubt that it has come to be a trailblazer and leader when it comes to language revitalization and determination to maintain and produce language advocates, teachers, and speakers. Currently the indigenous language program offers two streams, one for fluent speakers and one for those beginning in the language. It has been noticeable that the fluent students require instruction in the structure and grammar of the language, along with computers literacy, cahkipêhikana (Cree syllabics), SRO, language learning methodologies, instructional foundations to teaching, ceremony, and land-based learning as a central part of the program’s academia and in preparation for the work world. In addition, language resources are being developed by this institution to further serve language advocates and instructors. Books have been vetted, edited and published for the purpose of classroom and teaching material; most often these books were created from students who attended the indigenous language program. On-line resources (mamahtâwi-âpacihcikana) such as YouTube videos, podcasts, and on-line dictionary are also being created and are available on the World Wide Web to all as a means of archiving and distributing indigenous language resource materials. Annually there are Elder’s symposiums and conferences held in indigenous languages, these meetings are then videotaped and archived for future use with the intent of making it available for access on-line or to classroom instruction. In concluding, strides have been made to ensure indigenous languages are retained by the communities in which they serve and that the wisdom of the elders are followed through ceremony, guidance and prayers, but in reflection there is a continuing need to self-assess how the program can continue to be improved and made as efficient as possible. êkosi. References The Truth and Reconciliation Commission of Canada: Calls to Action. (2015) http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41928. Jackson, Wayne Jackson, Wayne 2017-03-02 tân'si? With the recommendations made by the Truth and Reconciliation Commission of Canada: Calls to Action1 highlighting the need for post-secondary institutions to create degree and diploma programs for aboriginal languages, this is an account of how a former residential school has successfully been able to revitalize their indigenous language by offering such programming. It is ironic how a former residential school --- that recently became a university at the behest, resolve and support of its own indigenous communities --- has become a hotbed of indigenous language revitalization. Beginning with elementary and high school language courses, this institution is now granting undergraduate and graduate degrees in indigenous languages and is serving areas within the prairie regions of Canada and even internationally. It is without a doubt that it has come to be a trailblazer and leader when it comes to language revitalization and determination to maintain and produce language advocates, teachers, and speakers. Currently the indigenous language program offers two streams, one for fluent speakers and one for those beginning in the language. It has been noticeable that the fluent students require instruction in the structure and grammar of the language, along with computers literacy, cahkipêhikana (Cree syllabics), SRO, language learning methodologies, instructional foundations to teaching, ceremony, and land-based learning as a central part of the program’s academia and in preparation for the work world. In addition, language resources are being developed by this institution to further serve language advocates and instructors. Books have been vetted, edited and published for the purpose of classroom and teaching material; most often these books were created from students who attended the indigenous language program. On-line resources (mamahtâwi-âpacihcikana) such as YouTube videos, podcasts, and on-line dictionary are also being created and are available on the World Wide Web to all as a means of archiving and distributing indigenous language resource materials. Annually there are Elder’s symposiums and conferences held in indigenous languages, these meetings are then videotaped and archived for future use with the intent of making it available for access on-line or to classroom instruction. In concluding, strides have been made to ensure indigenous languages are retained by the communities in which they serve and that the wisdom of the elders are followed through ceremony, guidance and prayers, but in reflection there is a continuing need to self-assess how the program can continue to be improved and made as efficient as possible. êkosi. References The Truth and Reconciliation Commission of Canada: Calls to Action. (2015) http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf http://hdl.handle.net/10125/41928 Revitalization of an Indigenous Language at a Former Residential School Sound oai:scholarspace.manoa.hawaii.edu:10125/41993 2017-05-11 col_10125_45840 41993.mp3 Zubiri, Louward Allen, Zubiri, Louward Allen; 2017-03-02; Language documentation in the Philippines is a niche endeavor but there is a dire need to document these languages. is paper is an attempt to highlight vitality assessment and documentation in the Philippines and the problems encountered in Philippine languages of various vitality rating.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41993. Zubiri, Louward Allen Zubiri, Louward Allen 2017-03-02 Language documentation in the Philippines is a niche endeavor but there is a dire need to document these languages. is paper is an attempt to highlight vitality assessment and documentation in the Philippines and the problems encountered in Philippine languages of various vitality rating. http://hdl.handle.net/10125/41993 Sustainability and Language Conservation: Insights from Documenting Vigorous to Highly Endangered Languages in the Philippines Sound oai:scholarspace.manoa.hawaii.edu:10125/42045 2024-08-25 col_10125_45840 42045-a.pdf 42045-b.pdf Ohya, Kazushi, Ohya, Kazushi; 2017-03-02; Previously, in Author(2015a) at ICLDC4, we suggested a data format of time information and a data model for inter-linear data, and the strategy of language documentation in the same line was proposed in Author(2016) at LREC2016. As far as these experiments go, there are four fields in language documentation: (a) learning usages of tools including devices and software, (b) learning data models that are used in programming based on computer science, (c) transforming data formats of language data into others in moving to the next phase of data handling in language documentation, and (d) implementing software of data management system such as ELAN, FLEx, SQL engines, web systems, and so on. The actual components selected for language documentation are different according to the projects' scale, period, and members. However, if we suppose that participants of language documentation are simply linguists and computer scientists and/or engineers, we can get a clear perspective on a structure of language documentation. Linguists are mainly engaged in the (a), (b), and sometimes (c), and computer scientists and/or engineers in the (c) and (d). Linguists seem to be awake to the danger of sticking to an application, but there are few people who give up doing it. As a history of computer science and archive studies said, there is no future in application dependence. The (a) is not appropriate as a field of language documentation. For linguists, learning data models is the only way to ensure life-long operation of their language data. However, it is true that there are not enough guidelines or textbooks on data models for linguists. In the poster we will suggest a syllabus for that. For example, two data models, a simple tree structure adopted in many markup languages and a inter-linear data structure adopted in record-based data or in XML data formats like ELAN and FLEx, the background theory and the actual way of manipulation are included in our syllabus. And, in terms of projects' architecture, the (c) is the most problematic point because there is a missing theory of data conversion: no format to define a pattern of a final description or converted data. In nine years of our projects, we have not found a good solution to this problem. In our syllabus, linguists learn an idea of system science and a way to assign roles with computer scientists and/or engineers. References: Durand, J.et.al eds, 2014, The Oxford Handbook of Corpus Phonology, Oxford University Press McCawley, J.D., 1981, Everything that Linguists have Always Wanted to Know about Logic but were ashamed to ask, The University of Chicago Press [Author 2015a] [Author 2015b] [Author 2016] Thieberger, N. ed., 2012, The Oxford Handbook of Linguistic Fieldwork, The Oxford University Press; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42045. Ohya, Kazushi Ohya, Kazushi 2017-03-02 Previously, in Author(2015a) at ICLDC4, we suggested a data format of time information and a data model for inter-linear data, and the strategy of language documentation in the same line was proposed in Author(2016) at LREC2016. As far as these experiments go, there are four fields in language documentation: (a) learning usages of tools including devices and software, (b) learning data models that are used in programming based on computer science, (c) transforming data formats of language data into others in moving to the next phase of data handling in language documentation, and (d) implementing software of data management system such as ELAN, FLEx, SQL engines, web systems, and so on. The actual components selected for language documentation are different according to the projects' scale, period, and members. However, if we suppose that participants of language documentation are simply linguists and computer scientists and/or engineers, we can get a clear perspective on a structure of language documentation. Linguists are mainly engaged in the (a), (b), and sometimes (c), and computer scientists and/or engineers in the (c) and (d). Linguists seem to be awake to the danger of sticking to an application, but there are few people who give up doing it. As a history of computer science and archive studies said, there is no future in application dependence. The (a) is not appropriate as a field of language documentation. For linguists, learning data models is the only way to ensure life-long operation of their language data. However, it is true that there are not enough guidelines or textbooks on data models for linguists. In the poster we will suggest a syllabus for that. For example, two data models, a simple tree structure adopted in many markup languages and a inter-linear data structure adopted in record-based data or in XML data formats like ELAN and FLEx, the background theory and the actual way of manipulation are included in our syllabus. And, in terms of projects' architecture, the (c) is the most problematic point because there is a missing theory of data conversion: no format to define a pattern of a final description or converted data. In nine years of our projects, we have not found a good solution to this problem. In our syllabus, linguists learn an idea of system science and a way to assign roles with computer scientists and/or engineers. References: Durand, J.et.al eds, 2014, The Oxford Handbook of Corpus Phonology, Oxford University Press McCawley, J.D., 1981, Everything that Linguists have Always Wanted to Know about Logic but were ashamed to ask, The University of Chicago Press [Author 2015a] [Author 2015b] [Author 2016] Thieberger, N. ed., 2012, The Oxford Handbook of Linguistic Fieldwork, The Oxford University Press http://hdl.handle.net/10125/42045 Two Main Contents in a Syllabus for Language Documentation: the Learning Data Models and an Assignation of Data Conversion Text oai:scholarspace.manoa.hawaii.edu:10125/42008 2024-08-25 col_10125_45840 42008.pdf 42008.mp3 Drude, Sebastian, Drude, Sebastian; 2017-03-04; There is a strong need to uniquely and unequivocally refer to languages and similar entities – not only by linguists concerned with language diversity, but also by institutions such as language repositories, OLAC, LinguistList, WALS, Wikipedia, UNICODE, etc. ISO 639, possibly the most used ISO standard of all, has been answering this need in many domains. When ISO 639 3 was established based on SIL’s Ethnologue (Lewis et al. 2015), it was widely taken up, despite criticism (e.g. Epps et al. 2006) and inaccuracies and problems persisting until today (Hammarstöm 2015). In the future there will also be a growing need for identification of language varieties. A first proposal for ISO 639-6, covering linguistic varieties, has been discarded as clearly inadequate. There are several alternatives, in particular the Glottolog, which uses a new terminological conception around the term ‘languoid’. Based on the author’s background in language documentation, and on his participation in ISO/TC 37/SC 2/WG 1 (responsible for ISO 639), this contribution offers an insider’s view on the discussion about ISO 639 and related work dealing with linguistic diversity, focusing on the following points: • Even if arguably best combined with other catalogues such as Glottolog, ISO 639 is too important for diversity linguists not to care about and not to get more involved. • Many of the criticisms in Morey et al.’s paper and similar recent notes (e.g. by Haspelmath) are based on mis¬conceptions of the role of ISO and Ethnologue. • The term ‘languoid’ may well be a useful cover term for languages, language varieties and perhaps language families, but the theoretical conception offered by Cysow and Good (2013) to underpin this term (and the related notions ‘doculect’ and ‘glossonym’) is inadequate as a conception to formalize the notion of ‘language’. • An appropriate way of cataloguing and coding languoids crucially needs an answer to the question what names like ‘English’ or codes like ‘eng’ actually refer to. Here, a conception of languages and similar entities as sets, allowing for fuzzy and overlapping borders, is offered. • The topology of ‘languoids’ is empirically more complex than what can be covered by the traditional triad ‘family’ – ‘language’ – ‘dialect’ (more general: ‘variety’), implying we should expand and refine our model, not abandon these terms. • A more appropriate framework for identifying linguistic variation (accepted as the basis for a new working item in ISO TC 37) is outlined. References Cysouw, Michael & Jeff Good (2013). Languoid, Doculect, Glossonym: Formalizing the notion "language". Language Documentation and Conservation 7. 331-359. http://hdl.handle.net/10125/4606 See also a Blog contribution: Cysouw, Michael (2014-01-04). Languoid, Doculect and Glossonym: Formalizing the Notion 'Language'. Diversity Linguistics Comments. http://dlc.hypotheses.org/623 Epps, Patience (2006). In opposition to adopting Ethnologue's language codes for ISO 639-3. SSILA Bulletin 246. Hammarström, Harald (2015). Ethnologue 16/17/18th editions: A comprehensive review. : Language 91/3, 723-737 Haspelmath, Martin (2013-12-04). Can language identity be standardized? On Morey et al.'s critique of ISO 639 3. Diversity Linguistics Comments. http://dlc.hypotheses.org/610 Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig (eds.). 2016. Ethnologue: Languages of the World, Nineteenth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com. Morey, Stephen & Post, Mark W. & Friedman, Victor A. (2013). The language codes of ISO 639: a premature, ultimately unobtainable, and possibly damaging standardization. Handout of a talk given at the PARDISEC RRR Conference, December 2013. http://www.academia.edu/4725536/The_language_codes_of_ISO_639_A_premature_ultimately_unobtainable_and_possibly_damaging_standardization Version for publication is in preparation. Nordhoff, Sebastian & Hammarström, Harald & Forkel, Robert & Haspelmath, Martin (eds.) (2013). Glottolog 2.2. Leipzig: Max Planck Institute for Evolutionary Anthropology. http://glottolog.org Accessed 2016-08-31.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42008. Drude, Sebastian Drude, Sebastian 2017-03-04 There is a strong need to uniquely and unequivocally refer to languages and similar entities – not only by linguists concerned with language diversity, but also by institutions such as language repositories, OLAC, LinguistList, WALS, Wikipedia, UNICODE, etc. ISO 639, possibly the most used ISO standard of all, has been answering this need in many domains. When ISO 639 3 was established based on SIL’s Ethnologue (Lewis et al. 2015), it was widely taken up, despite criticism (e.g. Epps et al. 2006) and inaccuracies and problems persisting until today (Hammarstöm 2015). In the future there will also be a growing need for identification of language varieties. A first proposal for ISO 639-6, covering linguistic varieties, has been discarded as clearly inadequate. There are several alternatives, in particular the Glottolog, which uses a new terminological conception around the term ‘languoid’. Based on the author’s background in language documentation, and on his participation in ISO/TC 37/SC 2/WG 1 (responsible for ISO 639), this contribution offers an insider’s view on the discussion about ISO 639 and related work dealing with linguistic diversity, focusing on the following points: • Even if arguably best combined with other catalogues such as Glottolog, ISO 639 is too important for diversity linguists not to care about and not to get more involved. • Many of the criticisms in Morey et al.’s paper and similar recent notes (e.g. by Haspelmath) are based on mis¬conceptions of the role of ISO and Ethnologue. • The term ‘languoid’ may well be a useful cover term for languages, language varieties and perhaps language families, but the theoretical conception offered by Cysow and Good (2013) to underpin this term (and the related notions ‘doculect’ and ‘glossonym’) is inadequate as a conception to formalize the notion of ‘language’. • An appropriate way of cataloguing and coding languoids crucially needs an answer to the question what names like ‘English’ or codes like ‘eng’ actually refer to. Here, a conception of languages and similar entities as sets, allowing for fuzzy and overlapping borders, is offered. • The topology of ‘languoids’ is empirically more complex than what can be covered by the traditional triad ‘family’ – ‘language’ – ‘dialect’ (more general: ‘variety’), implying we should expand and refine our model, not abandon these terms. • A more appropriate framework for identifying linguistic variation (accepted as the basis for a new working item in ISO TC 37) is outlined. References Cysouw, Michael & Jeff Good (2013). Languoid, Doculect, Glossonym: Formalizing the notion "language". Language Documentation and Conservation 7. 331-359. http://hdl.handle.net/10125/4606 See also a Blog contribution: Cysouw, Michael (2014-01-04). Languoid, Doculect and Glossonym: Formalizing the Notion 'Language'. Diversity Linguistics Comments. http://dlc.hypotheses.org/623 Epps, Patience (2006). In opposition to adopting Ethnologue's language codes for ISO 639-3. SSILA Bulletin 246. Hammarström, Harald (2015). Ethnologue 16/17/18th editions: A comprehensive review. : Language 91/3, 723-737 Haspelmath, Martin (2013-12-04). Can language identity be standardized? On Morey et al.'s critique of ISO 639 3. Diversity Linguistics Comments. http://dlc.hypotheses.org/610 Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig (eds.). 2016. Ethnologue: Languages of the World, Nineteenth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com. Morey, Stephen & Post, Mark W. & Friedman, Victor A. (2013). The language codes of ISO 639: a premature, ultimately unobtainable, and possibly damaging standardization. Handout of a talk given at the PARDISEC RRR Conference, December 2013. http://www.academia.edu/4725536/The_language_codes_of_ISO_639_A_premature_ultimately_unobtainable_and_possibly_damaging_standardization Version for publication is in preparation. Nordhoff, Sebastian & Hammarström, Harald & Forkel, Robert & Haspelmath, Martin (eds.) (2013). Glottolog 2.2. Leipzig: Max Planck Institute for Evolutionary Anthropology. http://glottolog.org Accessed 2016-08-31. http://hdl.handle.net/10125/42008 Languages, ‘Languoids’, and ISO-codes for Language Diversity and Variation Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42058 2024-08-25 col_10125_45840 42058-a.pdf 42058-b.pdf Wood, Joyce, Stegeman, Ray, Wood, Joyce, Stegeman, Ray; 2017-03-04; “Discover Your Language” (DYL) is an annual four-week course which started in 2013. It introduces linguistics (syntax and morphology) to Papua New Guinean Bible translators, and helps them to co-author a preliminary grammar of their language. Our primary goal is to train translators to appreciate the grammar of their own language, equipping them to translate in a more natural, grammatical way. Each team of two students from a particular language is paired with a mentor. Lessons introduce grammatical topics such as morphemes, pronouns, semantic roles and verb morphology. The lessons include English or Tok Pisin examples, and then each group works together to discover how that feature is expressed in the students' language. The course participants also record texts in guided elicitation, transcribe them into FLEx (Fieldworks Language Explorer), and give English translations and word glosses. The analysis of their written and oral texts provides examples for the sketch grammar. The secondary goal of DYL is to produce descriptive grammars. Instead of assuming that grammar-writing requires many years of research by a university-trained linguist, we give people a linguistically trained mentor and interactive teaching, and ask them to write about their language in a Grammar Description template. Difficulties include the typological diversity of PNG languages, the fact that many languages are undescribed, and sometimes the limited English proficiency of the course participants, who typically have year 10 education or less. We have also observed that the quality of the written grammar varies depending on the linguistic expertise of the mentor. Often a mentor with more experience in PNG languages can help prepare the data for a linguistic audience. The intended audience for the Tentative Grammar Descriptions is both the translators' local communities – for language vitality, literacy and translation, as well as the academic linguistics community – for typological study. DYL promotes language documentation and description in PNG, where so many languages are endangered. DYL training is increasingly needed, as many Bible translators in PNG do not have a linguistically trained adviser, or any outsider advocate. Grammatical description in a Bible translation project supports translation quality (Järvinen & Healey 1998) and can increase speakers' value of their languages (Boerger 2015). This poster reviews the four DYL workshops, highlighting strengths, weaknesses and how we plan to improve it. Similar training courses have been offered in Africa (Stirtz 2015; Wiesemann 1986), and we suggest that DYL workshops could be run elsewhere in the Pacific. REFERENCES Aki, Mambu and Ryan Pennington. 2014. Tentative grammar description for the Amam language. http://www.sil.org/pacific/png/abstract.asp?id=928474556181. Alua, Aua, Ali Taba and Namsoo Kim. 2014. Tentative grammar description for the Nara language. http://www.sil.org/pacific/png/abstract.asp?id=928474556075. Aufo, Rose, Rock Maino and Juliann Bullock. 2016. Tentative grammar description for the Mekeo [mek] language. http://www.sil.org/pacific/png/abstract.asp?id=928474565281. Beerle-Moor, Marianne and Vitaly Voinov. 2015. Introduction to Language Vitality through Bible Translation. In Language Vitality through Bible Translation. Peter Lang: Berkeley Insights in Linguistics and Semiotics, 1-17. Boerger, Brenda H. 2015. Bible translation as Natqgu language and culture advocacy. In Language Vitality through Bible Translation, Beerle-Moor, Marianne and Vitaly Voinov, eds. Peter Lang: Berkeley Insights in Linguistics and Semiotics, 145-176. Ikamu, Gabriel and Joong-Hwan Jo. 2014. Tentative grammar description for the Tairuma language. http://www.sil.org/pacific/png/abstract.asp?id=928474556077. Järvinen, Liisa and Joan Healey. 1998. Grammar Notebook. Ukarumpa: Unpublished manuscript. King, Phil, Ryan Pennington and Faith Turner, compilers. 2015. Discover Your Language course notes. Ukarumpa: Unpublished manuscript. Stirtz, Timothy M. 2015. Rapid Grammar Collection as an Approach to Language Development. SIL Electronic Working Papers 2015-004. http://www.sil.org/resources/publications/entry/62483. Wiesemann, Ursula. 1986. Manuel de sémantique et de traduction. PROPELCA Series, Université de Yaoundé.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42058. Wood, Joyce Stegeman, Ray Wood, Joyce Stegeman, Ray 2017-03-04 “Discover Your Language” (DYL) is an annual four-week course which started in 2013. It introduces linguistics (syntax and morphology) to Papua New Guinean Bible translators, and helps them to co-author a preliminary grammar of their language. Our primary goal is to train translators to appreciate the grammar of their own language, equipping them to translate in a more natural, grammatical way. Each team of two students from a particular language is paired with a mentor. Lessons introduce grammatical topics such as morphemes, pronouns, semantic roles and verb morphology. The lessons include English or Tok Pisin examples, and then each group works together to discover how that feature is expressed in the students' language. The course participants also record texts in guided elicitation, transcribe them into FLEx (Fieldworks Language Explorer), and give English translations and word glosses. The analysis of their written and oral texts provides examples for the sketch grammar. The secondary goal of DYL is to produce descriptive grammars. Instead of assuming that grammar-writing requires many years of research by a university-trained linguist, we give people a linguistically trained mentor and interactive teaching, and ask them to write about their language in a Grammar Description template. Difficulties include the typological diversity of PNG languages, the fact that many languages are undescribed, and sometimes the limited English proficiency of the course participants, who typically have year 10 education or less. We have also observed that the quality of the written grammar varies depending on the linguistic expertise of the mentor. Often a mentor with more experience in PNG languages can help prepare the data for a linguistic audience. The intended audience for the Tentative Grammar Descriptions is both the translators' local communities – for language vitality, literacy and translation, as well as the academic linguistics community – for typological study. DYL promotes language documentation and description in PNG, where so many languages are endangered. DYL training is increasingly needed, as many Bible translators in PNG do not have a linguistically trained adviser, or any outsider advocate. Grammatical description in a Bible translation project supports translation quality (Järvinen & Healey 1998) and can increase speakers' value of their languages (Boerger 2015). This poster reviews the four DYL workshops, highlighting strengths, weaknesses and how we plan to improve it. Similar training courses have been offered in Africa (Stirtz 2015; Wiesemann 1986), and we suggest that DYL workshops could be run elsewhere in the Pacific. REFERENCES Aki, Mambu and Ryan Pennington. 2014. Tentative grammar description for the Amam language. http://www.sil.org/pacific/png/abstract.asp?id=928474556181. Alua, Aua, Ali Taba and Namsoo Kim. 2014. Tentative grammar description for the Nara language. http://www.sil.org/pacific/png/abstract.asp?id=928474556075. Aufo, Rose, Rock Maino and Juliann Bullock. 2016. Tentative grammar description for the Mekeo [mek] language. http://www.sil.org/pacific/png/abstract.asp?id=928474565281. Beerle-Moor, Marianne and Vitaly Voinov. 2015. Introduction to Language Vitality through Bible Translation. In Language Vitality through Bible Translation. Peter Lang: Berkeley Insights in Linguistics and Semiotics, 1-17. Boerger, Brenda H. 2015. Bible translation as Natqgu language and culture advocacy. In Language Vitality through Bible Translation, Beerle-Moor, Marianne and Vitaly Voinov, eds. Peter Lang: Berkeley Insights in Linguistics and Semiotics, 145-176. Ikamu, Gabriel and Joong-Hwan Jo. 2014. Tentative grammar description for the Tairuma language. http://www.sil.org/pacific/png/abstract.asp?id=928474556077. Järvinen, Liisa and Joan Healey. 1998. Grammar Notebook. Ukarumpa: Unpublished manuscript. King, Phil, Ryan Pennington and Faith Turner, compilers. 2015. Discover Your Language course notes. Ukarumpa: Unpublished manuscript. Stirtz, Timothy M. 2015. Rapid Grammar Collection as an Approach to Language Development. SIL Electronic Working Papers 2015-004. http://www.sil.org/resources/publications/entry/62483. Wiesemann, Ursula. 1986. Manuel de sémantique et de traduction. PROPELCA Series, Université de Yaoundé. http://hdl.handle.net/10125/42058 Discover Your Language training in Papua New Guinea Text oai:scholarspace.manoa.hawaii.edu:10125/42065 2024-08-26 col_10125_45840 42065.pdf 42065.mp3 Oster, Richard, Lightning, Patrick, Oster, Richard, Lightning, Patrick; 2017-03-05; Here is a plethora of deficit-focused literature and research detailing the many health conditions that disproportionately and negatively impact Indigenous peoples in North America and around the world. Type 2 diabetes in particular is often front and center, given that its incidence and prevalence have increased dramatically over the past three to four decades and its complications continue to wreak havoc in many Indigenous populations. At the same time, Indigenous peoples have been voicing a message of an association between the loss and destruction of their traditional cultures and ways of life, and the subsequent impact on their health. Focusing primarily on Canadian Indigenous populations, in this session we will 1) provide an brief overview of the burden of type 2 diabetes and its complications in Indigenous peoples; 2) describe a simple model for the underlying causes drawing attention to the fundamental role of colonial domination and cultural/language genocide; 3) detail some of our recent research related to cultural continuity, traditional language, and type
2 diabetes; and 4) provide a Cree community specific perspective on the disease.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42065. Oster, Richard Lightning, Patrick Oster, Richard Lightning, Patrick 2017-03-05 Here is a plethora of deficit-focused literature and research detailing the many health conditions that disproportionately and negatively impact Indigenous peoples in North America and around the world. Type 2 diabetes in particular is often front and center, given that its incidence and prevalence have increased dramatically over the past three to four decades and its complications continue to wreak havoc in many Indigenous populations. At the same time, Indigenous peoples have been voicing a message of an association between the loss and destruction of their traditional cultures and ways of life, and the subsequent impact on their health. Focusing primarily on Canadian Indigenous populations, in this session we will 1) provide an brief overview of the burden of type 2 diabetes and its complications in Indigenous peoples; 2) describe a simple model for the underlying causes drawing attention to the fundamental role of colonial domination and cultural/language genocide; 3) detail some of our recent research related to cultural continuity, traditional language, and type
2 diabetes; and 4) provide a Cree community specific perspective on the disease. http://hdl.handle.net/10125/42065 Can language and cultural continuity protect against diabetes in First Nations communities? Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41934 2017-05-11 col_10125_45840 41934.mp3 Sapién, Racquel-María, Hirata-Edds, Tracy, Sapién, Racquel-María, Hirata-Edds, Tracy; 2017-03-02; Documentation products created primarily for academic audiences have received criticism for their inaccessibility relative to revitalization needs of speech community members. For communities initiating revitalization projects that include a formal teaching component, existing resources may go unused because of their unsuitableness for language learning (Cope & Penfield 2011; Penfield & Tucker 2011; Rice 2011). Emerging documentation models seek to bridge gaps between different stakeholders (e.g. speech community members, academic linguists, teachers, learners, and/or administrators) by designing projects collaboratively from the outset with deliberate thought given to multiple potential end users (Czaykowska-Higgins 2009; Author 2007, 2010; Grinevald 2003; Penfield et al. 2008). Although thoughtfully planned collaborative projects are the ideal, speech community members often begin with existing documentation resources out of necessity. This presentation addresses the challenge of making best possible use of available documentation to develop curriculum, lessons, and materials that support revitalization. Whether formal grammatical descriptions or recordings discovered in someone's attic, with planning and creativity, documentation materials can be fashioned into supplemental and core support for language learning. Furthermore, making efficacious use of materials includes creating multiple learning tools from a single product. For example, a single recording might be revisited for different skills (e.g. listening, speaking, reading, writing), levels (e.g. beginner, intermediate, advanced), age groups (e.g. early childhood, adult), and/or settings (e.g. community classes, Head Start programs, high school courses). Some issues to consider when building materials for formal teaching include the intended audience's receptiveness to various topics and formats, honoring speech community members' conceptualizations of teaching and learning, and protecting the endangered language from dominance by majority language perspectives (see Meek and Messing 2007 for further discussion). Keeping in mind the multi-faceted interplay between these issues, this presentation draws from the authors' varied work with speakers, teachers, and learners of languages of North and South America, and provides case study examples of using existing documentation in curriculum, lesson, and materials development. Attention is paid to extracting maximal benefit from each product by illustrating multiple uses for a single piece of documentation. The authors seek to help answer the question, "What can I do with this?" by sharing ways one resource can morph into a variety of teaching and learning materials. This presentation provides a sense of what can be done within the confines of limited resources to help support communicatively-oriented language learning opportunities. REFERENCES Author. 2007. Author. 2010. Cope, Lida & Susan Penfield. 2011. Applied linguist needed: cross-disciplinary networking for revitalization and education in endangered language contexts. Language and Education 25 (4): 267-271. Czaykowska-Higgins, Ewa. 2009. Research Models, Community Engagement, and Linguistic Fieldwork: Reflections on Working within Canadian Indigenous Communities. Language Documentation & Conservation 3 (1): 15-50. Manoa: University of Hawai'i Press. Grinevald, Colette. 2003. Speakers and documentation of endangered languages. In P.K. Austin (Ed.) Language Documentation and Description 11: 52-72. London: Hans Rausing Endangered Languages Project. Penfield, Susan D., Angelina Serratos, Benjamin V. Tucker, Amelia Flores, Gilford Harper, Johnny Hill, and Nora Vasquez. 2008. Community collaborations: best practices for North American indigenous language documentation. International Journal of the Sociology of Language, 191:187-202. Penfield, Susan & Benjamin Tucker. 2011. From documenting to revitalizing an endangered language: Where do applied linguists fit? Language and Education 25 (4): 291–305. Rice, Sally. 2011. Applied Field Linguistics: delivering linguistic training to speakers of endangered languages. Language and Education 25 (4): 319-338. Meek, Barbra & Jacqueline Messing. 2007. Framing Indigenous Languages as Secondary to Matrix Languages. Anthropology & Education Quarterly 38: 9-118.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41934. Sapién, Racquel-María Hirata-Edds, Tracy Sapién, Racquel-María Hirata-Edds, Tracy 2017-03-02 Documentation products created primarily for academic audiences have received criticism for their inaccessibility relative to revitalization needs of speech community members. For communities initiating revitalization projects that include a formal teaching component, existing resources may go unused because of their unsuitableness for language learning (Cope & Penfield 2011; Penfield & Tucker 2011; Rice 2011). Emerging documentation models seek to bridge gaps between different stakeholders (e.g. speech community members, academic linguists, teachers, learners, and/or administrators) by designing projects collaboratively from the outset with deliberate thought given to multiple potential end users (Czaykowska-Higgins 2009; Author 2007, 2010; Grinevald 2003; Penfield et al. 2008). Although thoughtfully planned collaborative projects are the ideal, speech community members often begin with existing documentation resources out of necessity. This presentation addresses the challenge of making best possible use of available documentation to develop curriculum, lessons, and materials that support revitalization. Whether formal grammatical descriptions or recordings discovered in someone's attic, with planning and creativity, documentation materials can be fashioned into supplemental and core support for language learning. Furthermore, making efficacious use of materials includes creating multiple learning tools from a single product. For example, a single recording might be revisited for different skills (e.g. listening, speaking, reading, writing), levels (e.g. beginner, intermediate, advanced), age groups (e.g. early childhood, adult), and/or settings (e.g. community classes, Head Start programs, high school courses). Some issues to consider when building materials for formal teaching include the intended audience's receptiveness to various topics and formats, honoring speech community members' conceptualizations of teaching and learning, and protecting the endangered language from dominance by majority language perspectives (see Meek and Messing 2007 for further discussion). Keeping in mind the multi-faceted interplay between these issues, this presentation draws from the authors' varied work with speakers, teachers, and learners of languages of North and South America, and provides case study examples of using existing documentation in curriculum, lesson, and materials development. Attention is paid to extracting maximal benefit from each product by illustrating multiple uses for a single piece of documentation. The authors seek to help answer the question, "What can I do with this?" by sharing ways one resource can morph into a variety of teaching and learning materials. This presentation provides a sense of what can be done within the confines of limited resources to help support communicatively-oriented language learning opportunities. REFERENCES Author. 2007. Author. 2010. Cope, Lida & Susan Penfield. 2011. Applied linguist needed: cross-disciplinary networking for revitalization and education in endangered language contexts. Language and Education 25 (4): 267-271. Czaykowska-Higgins, Ewa. 2009. Research Models, Community Engagement, and Linguistic Fieldwork: Reflections on Working within Canadian Indigenous Communities. Language Documentation & Conservation 3 (1): 15-50. Manoa: University of Hawai'i Press. Grinevald, Colette. 2003. Speakers and documentation of endangered languages. In P.K. Austin (Ed.) Language Documentation and Description 11: 52-72. London: Hans Rausing Endangered Languages Project. Penfield, Susan D., Angelina Serratos, Benjamin V. Tucker, Amelia Flores, Gilford Harper, Johnny Hill, and Nora Vasquez. 2008. Community collaborations: best practices for North American indigenous language documentation. International Journal of the Sociology of Language, 191:187-202. Penfield, Susan & Benjamin Tucker. 2011. From documenting to revitalizing an endangered language: Where do applied linguists fit? Language and Education 25 (4): 291–305. Rice, Sally. 2011. Applied Field Linguistics: delivering linguistic training to speakers of endangered languages. Language and Education 25 (4): 319-338. Meek, Barbra & Jacqueline Messing. 2007. Framing Indigenous Languages as Secondary to Matrix Languages. Anthropology & Education Quarterly 38: 9-118. http://hdl.handle.net/10125/41934 "What can I do with this?" Using existing language documentation for teaching and learning Sound oai:scholarspace.manoa.hawaii.edu:10125/42043 2024-08-27 col_10125_45840 42043.pdf 42043-a.mp3 42043-b.mp3 Moseley, Christopher, Moseley, Christopher; 2017-03-02; Livonian, a Finno-Ugric language once spoken on the Baltic coast of western Latvia, has lost its last mother-tongue speaker in the past decade; it can be safely said to be the most recent language to die out in Europe. ‘Livonian’, as an ethic identity, lives on in modern Latvian culture, and is even recognized in the country’s passports as a nationality. The former territory of its speakers is now a Nature Reserve, and the country’s government is anxious to preserve the cultural heritage and natural environment, whose main source of income was fishing. This paper examines the various strands of preservation of folk knowledge and its contribution to a sense of ethnic identity, even while the language is being revitalized by younger generations of heritage speakers. Fortunately the language and culture have been well documented since the mid-nineteenth century, and the habitat of the language is quite well preserved, even if its means of livelihood is not, and its continuous speaker base has vanished. For the strong revitalization of a language, its ties to its ancestral land must be emphasized. The Livonians’ way of life was markedly different to that of their neighbours, the Latvians and Estonians, and there is much documentary evidence for this. The following aspects of the ancient, largely pre-Christian, Livonian culture will be examined, with visual and aural samples: - Folk beliefs - Flora and fauna, medicinal knowledge - Customs associated with transitional stages of life - Folk songs and tales - Survivals of pagan practices References: (Author) 1994: Language attrition and death: Livonian in its terminal phase (M.Phil. thesis, University of London 1993) K. Boiko (ed.): Lībieši: Rakstu krājums (Riga 1994) (Livonians: collection of articles) R.Blumberga, T,Mäkeläinen, K.Pajusalu (eds.): Lībieši: vesture, valoda un kultūra (Riga 2013) (Livonians: history, language and culture) V.Šuvcāne: Lībiešu ciems, kura vairs nav (Riga 2008) (The Livonian village that no longer exists); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42043. Moseley, Christopher Moseley, Christopher 2017-03-02 Livonian, a Finno-Ugric language once spoken on the Baltic coast of western Latvia, has lost its last mother-tongue speaker in the past decade; it can be safely said to be the most recent language to die out in Europe. ‘Livonian’, as an ethic identity, lives on in modern Latvian culture, and is even recognized in the country’s passports as a nationality. The former territory of its speakers is now a Nature Reserve, and the country’s government is anxious to preserve the cultural heritage and natural environment, whose main source of income was fishing. This paper examines the various strands of preservation of folk knowledge and its contribution to a sense of ethnic identity, even while the language is being revitalized by younger generations of heritage speakers. Fortunately the language and culture have been well documented since the mid-nineteenth century, and the habitat of the language is quite well preserved, even if its means of livelihood is not, and its continuous speaker base has vanished. For the strong revitalization of a language, its ties to its ancestral land must be emphasized. The Livonians’ way of life was markedly different to that of their neighbours, the Latvians and Estonians, and there is much documentary evidence for this. The following aspects of the ancient, largely pre-Christian, Livonian culture will be examined, with visual and aural samples: - Folk beliefs - Flora and fauna, medicinal knowledge - Customs associated with transitional stages of life - Folk songs and tales - Survivals of pagan practices References: (Author) 1994: Language attrition and death: Livonian in its terminal phase (M.Phil. thesis, University of London 1993) K. Boiko (ed.): Lībieši: Rakstu krājums (Riga 1994) (Livonians: collection of articles) R.Blumberga, T,Mäkeläinen, K.Pajusalu (eds.): Lībieši: vesture, valoda un kultūra (Riga 2013) (Livonians: history, language and culture) V.Šuvcāne: Lībiešu ciems, kura vairs nav (Riga 2008) (The Livonian village that no longer exists) http://hdl.handle.net/10125/42043 Livonian folk customs and natural knowledge as preserved by the descendants of its last speakers in Latvia Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42014 2024-08-27 col_10125_45840 42014.pdf 42014.mp3 Jacobs, Peter, Johnston, Eva, Jacobs, Peter, Johnston, Eva; 2017-03-05; We discuss Ta Sts’its’áp’s ta Sḵwx̱wu7mesh Snichim Sḵexwts "The Squamish Language Dictionary Project (SLDP). This is a community lead project that includes a published dictionary and now an e-dictionary project. Our print dictionary (Author 2011), was developed by a team lead by Nation members. The SLDP includes first language speakers (S1 speakers who are all elders) and second language learners (S2 speakers who are language teachers), a community linguist (also an S2 speaker) and other contracted experts. The dictionary is targeted to students of the language, both adults and children. We now have some informal observations about the role the dictionary has in our language revitalization efforts. We discuss the strengths and limitations that a written dictionary has, e.g., increased language status within (and outside of) the community, more independent language learning, difficulties in imparting complex grammatical information, misleading English translation. The second part of our project is our e-dictionary - Ta wa nichim Sḵwexwts "The Talking Dictionary". The Sḵwx̱wu7mesh Nation has less than 10 first language speakers. The language has been taught for 40 years in the local public schools and now in our own Nation run school (K-1). There are hundreds of second language learners, most from beginner to intermediate levels. A challenge for them is to hear spoken Sḵwx̱wu7mesh with any regularity. It is not feasible for all learners to spend time with our small group of elders. The e-dictionary then in part will serve to expand the voices of our S1 speakers. The entries in this e-dictionary include entries with sample sentences collected by the language teachers from existing curriculum and from other written sources. Sentences are chosen to represent a wide range of sentence types to assist learners to develop more complex ways of speaking. The audio includes voices of the elder speakers, and various S2 speakers (language teachers, adult learners and youth). Our primary purpose here is to provide a range of voices for learners to hear, both S1 speakers and S2 speakers. We are providing a range of S2 speaker since these are the voices that most learners are likely to hear. This phase of the e-dictionary project includes the most common words in the language. We plan to expand on this in the next phase to expand learners' vocabulary. References Author. (2011). Sḵwx̱wú7mesh Sníchim - Xwelíten Sníchim Sḵexwts = Squamish - English Dictionary. Seattle: University of Washington Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42014. Jacobs, Peter Johnston, Eva Jacobs, Peter Johnston, Eva 2017-03-05 We discuss Ta Sts’its’áp’s ta Sḵwx̱wu7mesh Snichim Sḵexwts "The Squamish Language Dictionary Project (SLDP). This is a community lead project that includes a published dictionary and now an e-dictionary project. Our print dictionary (Author 2011), was developed by a team lead by Nation members. The SLDP includes first language speakers (S1 speakers who are all elders) and second language learners (S2 speakers who are language teachers), a community linguist (also an S2 speaker) and other contracted experts. The dictionary is targeted to students of the language, both adults and children. We now have some informal observations about the role the dictionary has in our language revitalization efforts. We discuss the strengths and limitations that a written dictionary has, e.g., increased language status within (and outside of) the community, more independent language learning, difficulties in imparting complex grammatical information, misleading English translation. The second part of our project is our e-dictionary - Ta wa nichim Sḵwexwts "The Talking Dictionary". The Sḵwx̱wu7mesh Nation has less than 10 first language speakers. The language has been taught for 40 years in the local public schools and now in our own Nation run school (K-1). There are hundreds of second language learners, most from beginner to intermediate levels. A challenge for them is to hear spoken Sḵwx̱wu7mesh with any regularity. It is not feasible for all learners to spend time with our small group of elders. The e-dictionary then in part will serve to expand the voices of our S1 speakers. The entries in this e-dictionary include entries with sample sentences collected by the language teachers from existing curriculum and from other written sources. Sentences are chosen to represent a wide range of sentence types to assist learners to develop more complex ways of speaking. The audio includes voices of the elder speakers, and various S2 speakers (language teachers, adult learners and youth). Our primary purpose here is to provide a range of voices for learners to hear, both S1 speakers and S2 speakers. We are providing a range of S2 speaker since these are the voices that most learners are likely to hear. This phase of the e-dictionary project includes the most common words in the language. We plan to expand on this in the next phase to expand learners' vocabulary. References Author. (2011). Sḵwx̱wú7mesh Sníchim - Xwelíten Sníchim Sḵexwts = Squamish - English Dictionary. Seattle: University of Washington Press. http://hdl.handle.net/10125/42014 Ta Sts’its’áp’s ta Sḵwx̱wu7mesh Snichim Sḵexwts "The Squamish Language Dictionary Project Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41963 2017-05-11 col_10125_45840 41963.mp3 Grimm, Nadine, Grimm, Nadine; 2017-03-03; Fieldwork, and preparing for fieldwork, are paramount for language documentation. In the past years, a number of linguistic fieldwork guides have been published (Ratliff/Newman 2001, Bowern 2007, Sakel/Everett 2012) helping to train new fieldworkers. With the exception of a section in Chelliah/De Reuse (2011), none of them, however, discuss the impact of a fieldworker's gender on their research situation. In contrast, anthropologists (Wax 1979, Gifford & Hall-Clifford 2008, Williams 2009) have called for more awareness and better preparation of graduate students for their fieldwork, emphasizing security issues pertaining especially to women in the field. In this talk, I abstract away from a purely female perspective and investigate the impact of a researcher's gender on their fieldwork. I argue that the gender of a researcher is of two-fold importance, namely for i) the fieldworker's mental and physical wellbeing and ii) the quality of the research results which ultimately reflects back on the speech community. I will first dissect the concept of gender and its cross-cultural applicability, putting forth that gender can never be seen in isolation, but is just one social role, along with age, race, and social and economic status (see, i.a., Crenshaw 1991). The combination of a person's social roles determines their power status and has consequences for a researcher's expected behavior within the community which most likely differ from a researcher's home society. It also regulates speaker access: where can the researcher (not) go? with whom can s/he (not) speak? I will illustrate this with insights from my own geographic area of expertise, namely Africa. For instance, a relatively young, female, unmarried, child-less researcher holds a low power status in West African societies. Her being white and, as such, wealthy, however, overrides a lot of behavioral expectations, allowing her to interact both with men and women which, in turn, might not be the case for male researchers. At the same time, she might face (unwanted) hopes and expectations (financial, sexual) for which she needs to develop coping strategies. A deeper understanding of these principles as they apply in the context of a different society holds several advantages, including facilitating a better relation to community members and avoiding cultural misunderstandings. Consequently, the researcher achieves better integration in the community supporting their well-being (Macaulay 2012) and work environment. The talk makes a methodological contribution in raising awareness among fieldworkers and encouraging the inclusion of this topic in teaching curricula. References: Bowern, C. 2007. Linguistic Fieldwork. A Practical Guide. Basingstoke, New York: Palgrave Macmillan. Chelliah, S. L. & W. J. De Reuse. 2011. Handbook of Descriptive Linguistic Fieldwork. London: Springer. Crenshaw, K. 1991. Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review 43 (6): 1241-99. Gifford, L. & R. Hall-Clifford. 2008. From Catcalls to Kidnapping. Survey of Academic Field Experiences (SAFE): Trainees Report Harassment and Assault. Anthropology News. pp- 26-27. Macaulay, M. 2012. In: Thieberger, N. (ed.) The Oxford Handbook of Linguistic Fieldwork. Oxford: Oxford University Press. pp. 457-472. Newman, P. & M. Ratliff. 2001. Linguistic fieldwork. Cambridge: Cambridge University Press. Sakel, J. & D. L. Everett. 2012. Linguistic Fieldwork. Cambridge: Cambridge University Press. Wax, R. H. 1979. Gender and age in fieldwork and fieldwork education: no good thing is done by any man alone. Social Problems 26: 509-522. Williams, B. 2009. “Don’t ride the bus!”: and other warnings women anthropologists are given during fieldwork. Transforming Anthropology 17.2: 155-158.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41963. Grimm, Nadine Grimm, Nadine 2017-03-03 Fieldwork, and preparing for fieldwork, are paramount for language documentation. In the past years, a number of linguistic fieldwork guides have been published (Ratliff/Newman 2001, Bowern 2007, Sakel/Everett 2012) helping to train new fieldworkers. With the exception of a section in Chelliah/De Reuse (2011), none of them, however, discuss the impact of a fieldworker's gender on their research situation. In contrast, anthropologists (Wax 1979, Gifford & Hall-Clifford 2008, Williams 2009) have called for more awareness and better preparation of graduate students for their fieldwork, emphasizing security issues pertaining especially to women in the field. In this talk, I abstract away from a purely female perspective and investigate the impact of a researcher's gender on their fieldwork. I argue that the gender of a researcher is of two-fold importance, namely for i) the fieldworker's mental and physical wellbeing and ii) the quality of the research results which ultimately reflects back on the speech community. I will first dissect the concept of gender and its cross-cultural applicability, putting forth that gender can never be seen in isolation, but is just one social role, along with age, race, and social and economic status (see, i.a., Crenshaw 1991). The combination of a person's social roles determines their power status and has consequences for a researcher's expected behavior within the community which most likely differ from a researcher's home society. It also regulates speaker access: where can the researcher (not) go? with whom can s/he (not) speak? I will illustrate this with insights from my own geographic area of expertise, namely Africa. For instance, a relatively young, female, unmarried, child-less researcher holds a low power status in West African societies. Her being white and, as such, wealthy, however, overrides a lot of behavioral expectations, allowing her to interact both with men and women which, in turn, might not be the case for male researchers. At the same time, she might face (unwanted) hopes and expectations (financial, sexual) for which she needs to develop coping strategies. A deeper understanding of these principles as they apply in the context of a different society holds several advantages, including facilitating a better relation to community members and avoiding cultural misunderstandings. Consequently, the researcher achieves better integration in the community supporting their well-being (Macaulay 2012) and work environment. The talk makes a methodological contribution in raising awareness among fieldworkers and encouraging the inclusion of this topic in teaching curricula. References: Bowern, C. 2007. Linguistic Fieldwork. A Practical Guide. Basingstoke, New York: Palgrave Macmillan. Chelliah, S. L. & W. J. De Reuse. 2011. Handbook of Descriptive Linguistic Fieldwork. London: Springer. Crenshaw, K. 1991. Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review 43 (6): 1241-99. Gifford, L. & R. Hall-Clifford. 2008. From Catcalls to Kidnapping. Survey of Academic Field Experiences (SAFE): Trainees Report Harassment and Assault. Anthropology News. pp- 26-27. Macaulay, M. 2012. In: Thieberger, N. (ed.) The Oxford Handbook of Linguistic Fieldwork. Oxford: Oxford University Press. pp. 457-472. Newman, P. & M. Ratliff. 2001. Linguistic fieldwork. Cambridge: Cambridge University Press. Sakel, J. & D. L. Everett. 2012. Linguistic Fieldwork. Cambridge: Cambridge University Press. Wax, R. H. 1979. Gender and age in fieldwork and fieldwork education: no good thing is done by any man alone. Social Problems 26: 509-522. Williams, B. 2009. “Don’t ride the bus!”: and other warnings women anthropologists are given during fieldwork. Transforming Anthropology 17.2: 155-158. http://hdl.handle.net/10125/41963 The Importance of Gender as a Social Role in Linguistic Fieldwork Sound oai:scholarspace.manoa.hawaii.edu:10125/42006 2024-08-28 col_10125_45840 42006.pdf 42006.mp3 Degai, Tatiana, Thom, Brian, Degai, Tatiana, Thom, Brian; 2017-03-04; Western coast of the Kamchatka peninsula in Russia is home for a small population of Itelmen peoples, an aboriginal group of about 3000 traditional fishermen who today reside in various parts of the globe. Itelmen language is considered severely endangered with only 5 fluent speakers remaining and a handful of middle-aged generation who grew up hearing conversations in Itelmen. Our paper presents the power of legend to help Itelmen people recover after the years of the assimilation policies of Tsarist and Soviet Russia. Here, storytelling has been a core component of the resurgence of Itelmen language and culture. Our research presents how drawing on innovative, accessible digital technologies, such stories can be a fundamental component of healing and revival of indigenous language in the contemporary world. One story in particular has inspired our research and community practice. The Itelmen legend about the Elvel Mountain tells about the creation of important geographical locales in the region. The story has been documented numerous times, including a remarkable, lengthy version in the Itelemen language shared by an elder in 1970s and since translated into Russian and English. Through the re-telling, translation and performance of this story, Itelmen peoples assert their distinctive connections to their ancestral landscape, shaping their vision of a future profoundly connected to their senses of the places and ancestral figures in the story. This research is a result of the joint initiative of the University of Victoria, Canada and the Community House of Kovran, Russia, aimed at following the trails of the Elvel legend in the contemporary lives of Itelmen people. We draw on Google Earth-based technologies to create spectacular, immersive maps of traditional stories, to develop an educational movie about Elvel dubbed by the native speakers of Itelmen and representatives of the community. Our collaborative, community-based research project has raised important questions that connect place-based story-telling, technology, and language revitalization. How can Itelmen peoples continue using classic tellings of a legend for further development of Itelmen language? In what ways can innovative technologies be mobilized to help engage Itelmen peoples with their language and sense of place? In particular how can the widely available software like Google Earth be utilized in novel ways for language revitalization purposes? Through the re-telling of legends shared by the previous generation of master story-tellers, how community be newly engaged in honoring and respecting their traditional lands as economies and livelihoods are decolonized?; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42006. Degai, Tatiana Thom, Brian Degai, Tatiana Thom, Brian 2017-03-04 Western coast of the Kamchatka peninsula in Russia is home for a small population of Itelmen peoples, an aboriginal group of about 3000 traditional fishermen who today reside in various parts of the globe. Itelmen language is considered severely endangered with only 5 fluent speakers remaining and a handful of middle-aged generation who grew up hearing conversations in Itelmen. Our paper presents the power of legend to help Itelmen people recover after the years of the assimilation policies of Tsarist and Soviet Russia. Here, storytelling has been a core component of the resurgence of Itelmen language and culture. Our research presents how drawing on innovative, accessible digital technologies, such stories can be a fundamental component of healing and revival of indigenous language in the contemporary world. One story in particular has inspired our research and community practice. The Itelmen legend about the Elvel Mountain tells about the creation of important geographical locales in the region. The story has been documented numerous times, including a remarkable, lengthy version in the Itelemen language shared by an elder in 1970s and since translated into Russian and English. Through the re-telling, translation and performance of this story, Itelmen peoples assert their distinctive connections to their ancestral landscape, shaping their vision of a future profoundly connected to their senses of the places and ancestral figures in the story. This research is a result of the joint initiative of the University of Victoria, Canada and the Community House of Kovran, Russia, aimed at following the trails of the Elvel legend in the contemporary lives of Itelmen people. We draw on Google Earth-based technologies to create spectacular, immersive maps of traditional stories, to develop an educational movie about Elvel dubbed by the native speakers of Itelmen and representatives of the community. Our collaborative, community-based research project has raised important questions that connect place-based story-telling, technology, and language revitalization. How can Itelmen peoples continue using classic tellings of a legend for further development of Itelmen language? In what ways can innovative technologies be mobilized to help engage Itelmen peoples with their language and sense of place? In particular how can the widely available software like Google Earth be utilized in novel ways for language revitalization purposes? Through the re-telling of legends shared by the previous generation of master story-tellers, how community be newly engaged in honoring and respecting their traditional lands as economies and livelihoods are decolonized? http://hdl.handle.net/10125/42006 The Legend of Elvel: Technology, Decolonization, and the Powerful Trails of an Itelmen-language story Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41962 2017-05-11 col_10125_45840 41962.mp3 Chen, Chun-Mei, Chen, Chun-Mei; 2017-03-03; In this paper mixture pronunciation and particle as communicative strategies in face-to-face conversation attested in two Paiwan migration communities were examined as a case of supporting the argument that community-based approach to language pedagogy have implications for language maintenance and vitalization. Paiwan is an Austronesian language spoken in Southern Taiwan, with around 53,000 speakers. All of the Paiwan speakers are aware of the segmental varieties among the dialects, but the geographical boundaries among northern, central, and southern Paiwan dialects are not solid. Two migration communities were investigated, Taiping and Dali, located in Taichung, about 200 miles away from the native communities. The first-generation Paiwan speakers relocated in the migration community at the age of 10-20. Second-generation Paiwan speakers need to learn the indigenous language either from their family members or school teachers. The project includes documenting mixture pronunciation and particle, investigating attitudes towards speaking the indigenous language between two generations of Paiwan speakers. Results suggest that there are two types of mixture pronunciation, areal and Mandarin-influenced variation. Overuse of the Paiwan particle ‘pai’ among the second-generation Paiwan speakers serves as one of the communicative strategy in initiating native language code in their face-to-face interaction. Longer residence with frequent contact with the Paiwan community members may facilitate the manipulation of mixture pronunciation and particle. The project further describes the benefits of a community-based approach in the migration communities in the specific cultural setting. It has been concluded that overuse of Paiwan particle could be relevant to speakers’ identity and security in inner-circle communication in the migration communities. The comparison between the native and migration varieties has reinforced the understanding of the sociolinguistic factors in the Paiwan language. It is suggested that community-based language pedagogy include comprehensive pronunciation choices and communicative tasks in assessing second-generation learners’ Paiwan proficiency and accuracy.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41962. Chen, Chun-Mei Chen, Chun-Mei 2017-03-03 In this paper mixture pronunciation and particle as communicative strategies in face-to-face conversation attested in two Paiwan migration communities were examined as a case of supporting the argument that community-based approach to language pedagogy have implications for language maintenance and vitalization. Paiwan is an Austronesian language spoken in Southern Taiwan, with around 53,000 speakers. All of the Paiwan speakers are aware of the segmental varieties among the dialects, but the geographical boundaries among northern, central, and southern Paiwan dialects are not solid. Two migration communities were investigated, Taiping and Dali, located in Taichung, about 200 miles away from the native communities. The first-generation Paiwan speakers relocated in the migration community at the age of 10-20. Second-generation Paiwan speakers need to learn the indigenous language either from their family members or school teachers. The project includes documenting mixture pronunciation and particle, investigating attitudes towards speaking the indigenous language between two generations of Paiwan speakers. Results suggest that there are two types of mixture pronunciation, areal and Mandarin-influenced variation. Overuse of the Paiwan particle ‘pai’ among the second-generation Paiwan speakers serves as one of the communicative strategy in initiating native language code in their face-to-face interaction. Longer residence with frequent contact with the Paiwan community members may facilitate the manipulation of mixture pronunciation and particle. The project further describes the benefits of a community-based approach in the migration communities in the specific cultural setting. It has been concluded that overuse of Paiwan particle could be relevant to speakers’ identity and security in inner-circle communication in the migration communities. The comparison between the native and migration varieties has reinforced the understanding of the sociolinguistic factors in the Paiwan language. It is suggested that community-based language pedagogy include comprehensive pronunciation choices and communicative tasks in assessing second-generation learners’ Paiwan proficiency and accuracy. http://hdl.handle.net/10125/41962 Mixture Pronunciation and Particle as Communicative Strategies in Migration Communities Sound oai:scholarspace.manoa.hawaii.edu:10125/41975 2017-05-11 col_10125_45840 41975.mp3 Tuttle, Siri, Taff, Alice, Tuttle, Siri, Taff, Alice; 2017-03-04; This talk introduces the InField/CoLang Institute model of collaborative language documentation training as an example of cross-disciplinary academia. We will give a brief history and sketch of the model, then focus on the evolution of the Institute. At CoLang, language workers of every sort; academic, political, educational, and artistic, study together to develop their capabilities and professional networks. At CoLang 2016, we saw evidence of three important trends. Community-academic balance: Everyone has equal status at CoLang where the lines between “students” and “instructors” are blurred. Both have equally valuable knowledge and experience. Many CoLang “students” have achieved Master and PhD degrees in linguistics and other closely related fields since the first institute in 2008. We observe that community activists can acquire academic rank and, while achieving academic status is arduous, academicians cannot as easily acquire status in language communities. Many community activists without academic degrees have become instructors at CoLang. We encourage future CoLang organizers to continue blurring the lines by housing students and instructors together, empowering discussion over lecture style classes when possible, and recognizing who actually has what sorts of knowledge. Balance in linguistic applications: Prestigious degrees or experience are often needed to establish funded endangered language documentation programs. Documentation as an application of linguistics is often admininistratively separated from educationally oriented "Applied Linguistics." CoLang's Pop-up U shows us a program model that briefly erases this separation, creating an intellectual space in which language education and documentation don't have to compete. Encouragement of creativity: The artistic side of language work was clearly evident at CoLang 2016. Using Alaskan languages in translations of Shakespeare is an example, presented in a Models talk. We also saw digital materials created by language workers to share their learning of endangered languages. A number of presentations at CoLang's magically beautiful "sharing nights" brought such creations to life. Two such presentations were Fish’s “Pronunciation Guide for Blackfoot Melody,” and Zwetkof’s “Vocal production, speech sounds, and sound art.” Here we see materials that are not classical classroom resources, but inventive ways to share linguistic knowledge. This kind of work teaches, but it does not always fit into an academic category. As CoLang moves into its next iteration, we encourage the organizers to continue to reach out across community, discipline-internal and cross-disciplinary boundaries. We can't wait to see what they will accomplish.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41975. Tuttle, Siri Taff, Alice Tuttle, Siri Taff, Alice 2017-03-04 This talk introduces the InField/CoLang Institute model of collaborative language documentation training as an example of cross-disciplinary academia. We will give a brief history and sketch of the model, then focus on the evolution of the Institute. At CoLang, language workers of every sort; academic, political, educational, and artistic, study together to develop their capabilities and professional networks. At CoLang 2016, we saw evidence of three important trends. Community-academic balance: Everyone has equal status at CoLang where the lines between “students” and “instructors” are blurred. Both have equally valuable knowledge and experience. Many CoLang “students” have achieved Master and PhD degrees in linguistics and other closely related fields since the first institute in 2008. We observe that community activists can acquire academic rank and, while achieving academic status is arduous, academicians cannot as easily acquire status in language communities. Many community activists without academic degrees have become instructors at CoLang. We encourage future CoLang organizers to continue blurring the lines by housing students and instructors together, empowering discussion over lecture style classes when possible, and recognizing who actually has what sorts of knowledge. Balance in linguistic applications: Prestigious degrees or experience are often needed to establish funded endangered language documentation programs. Documentation as an application of linguistics is often admininistratively separated from educationally oriented "Applied Linguistics." CoLang's Pop-up U shows us a program model that briefly erases this separation, creating an intellectual space in which language education and documentation don't have to compete. Encouragement of creativity: The artistic side of language work was clearly evident at CoLang 2016. Using Alaskan languages in translations of Shakespeare is an example, presented in a Models talk. We also saw digital materials created by language workers to share their learning of endangered languages. A number of presentations at CoLang's magically beautiful "sharing nights" brought such creations to life. Two such presentations were Fish’s “Pronunciation Guide for Blackfoot Melody,” and Zwetkof’s “Vocal production, speech sounds, and sound art.” Here we see materials that are not classical classroom resources, but inventive ways to share linguistic knowledge. This kind of work teaches, but it does not always fit into an academic category. As CoLang moves into its next iteration, we encourage the organizers to continue to reach out across community, discipline-internal and cross-disciplinary boundaries. We can't wait to see what they will accomplish. http://hdl.handle.net/10125/41975 CoLang: Disciplinary Change and the Pop-up University Sound oai:scholarspace.manoa.hawaii.edu:10125/41984 2017-05-11 col_10125_45840 41984.mp3 Yamada, Masahiro, Yamamoto, Fumi, Yokoyama-Tokunaga, Akiko, Shimoji, Kayoko, Asakawa, Yurie, Matsumura, Yukie, Yamada, Masahiro, Yamamoto, Fumi, Yokoyama-Tokunaga, Akiko, Shimoji, Kayoko, Asakawa, Yurie, Matsumura, Yukie; 2017-03-05; We wish to share the method of our picture book making project that involves collaboration among language community members, linguists, illustrators, and designers. As case studies of abstraction and application, we report multilingual picture books that we have been producing in four endangered Ryukyuan languages in Japan (Okinoerabu/Tarama/Taketomi/Yonaguni). Two of them have an original story created by a native speaker, and the other two takes up a local traditional folk tale. We will explain (1) the features of the picture book packages and (2) the creation processes of them. They aim at (a) documenting endangered languages, (b) facilitating the language use/learning among the younger generations, and (c) raising local language experts. Each picture book comes as a package of three parts; (i) a multilingual story and illustrations, (ii) a detailed linguistic explanation, and (iii) an audio CD of reading the story. Part-(ii) includes a precise but easy-to-use orthography (modified hiragana) proposed for the target language, a phoneme chart and its explanation, and five-line annotations of the full story (original story in the orthography, Japanese translation, morphologically analyzed representation in IPA and the orthography, and word-by-word translation). Illustration and the story contents of the part-(i) make the picture books attractive by themselves, so that they can even catch the attention of those who are not so interested in the endangered situation of the language. Part-(ii) is dedicated to raise the local community members’ objective knowledge of their language. This is to facilitate the younger generations’ use and learning of the local language along with the part-(iii) audio CD, and to raise local language experts. We emphasize that the creation process of a picture book plays an important role in language revitalization. Language community members actively participate in the creation process; they receive a systematic training by the field linguists who have been writing the reference grammar, and become able to describe their language in technical manner. This can be seen as an empowerment of the language community members aiming that they can proceed to future projects receiving less and less support from outside experts. We believe that; facilitating creative activities and linguistic knowledge among the language community members develops the idea that they are actively in charge of the language revitalization; preserving traditional stories in a form of visually attractive and useful content is effective for language revitalization. Our self-ran cloud funding system will also be presented.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41984. Yamada, Masahiro Yamamoto, Fumi Yokoyama-Tokunaga, Akiko Shimoji, Kayoko Asakawa, Yurie Matsumura, Yukie Yamada, Masahiro Yamamoto, Fumi Yokoyama-Tokunaga, Akiko Shimoji, Kayoko Asakawa, Yurie Matsumura, Yukie 2017-03-05 We wish to share the method of our picture book making project that involves collaboration among language community members, linguists, illustrators, and designers. As case studies of abstraction and application, we report multilingual picture books that we have been producing in four endangered Ryukyuan languages in Japan (Okinoerabu/Tarama/Taketomi/Yonaguni). Two of them have an original story created by a native speaker, and the other two takes up a local traditional folk tale. We will explain (1) the features of the picture book packages and (2) the creation processes of them. They aim at (a) documenting endangered languages, (b) facilitating the language use/learning among the younger generations, and (c) raising local language experts. Each picture book comes as a package of three parts; (i) a multilingual story and illustrations, (ii) a detailed linguistic explanation, and (iii) an audio CD of reading the story. Part-(ii) includes a precise but easy-to-use orthography (modified hiragana) proposed for the target language, a phoneme chart and its explanation, and five-line annotations of the full story (original story in the orthography, Japanese translation, morphologically analyzed representation in IPA and the orthography, and word-by-word translation). Illustration and the story contents of the part-(i) make the picture books attractive by themselves, so that they can even catch the attention of those who are not so interested in the endangered situation of the language. Part-(ii) is dedicated to raise the local community members’ objective knowledge of their language. This is to facilitate the younger generations’ use and learning of the local language along with the part-(iii) audio CD, and to raise local language experts. We emphasize that the creation process of a picture book plays an important role in language revitalization. Language community members actively participate in the creation process; they receive a systematic training by the field linguists who have been writing the reference grammar, and become able to describe their language in technical manner. This can be seen as an empowerment of the language community members aiming that they can proceed to future projects receiving less and less support from outside experts. We believe that; facilitating creative activities and linguistic knowledge among the language community members develops the idea that they are actively in charge of the language revitalization; preserving traditional stories in a form of visually attractive and useful content is effective for language revitalization. Our self-ran cloud funding system will also be presented. http://hdl.handle.net/10125/41984 Picture Book Project for All Sound oai:scholarspace.manoa.hawaii.edu:10125/41965 2017-05-11 col_10125_45840 41965.mp3 Ko, Edwin, Wax Cavallaro, Maya, Dirks, Moses, Berge, Anna, Ko, Edwin, Wax Cavallaro, Maya, Dirks, Moses, Berge, Anna; 2017-03-04; Over the past two decades, there has been a rise in utilizing language archives not only for linguistic research, but also in revitalization efforts (e.g. Breath of Life workshops). Contributing towards this enterprise, several participants in the CoLang 2016 practicum on Unangam Tunuu (or Aleut), a highly endangered language of Alaska, have been exploring Unangan language materials housed at the Alaska Native Language Archive for use towards language revitalization. The purpose of our talk is to describe our efforts to transform these archival materials into interactive web applications, accessible on computer, tablet and mobile. One resource is a webpage displaying a set of stories produced in 1972, without any English, when bilingualism in Unangam Tunuu and English was more widespread. Hovering over each word displays the English gloss, and some glosses also display a picture. Clicking on the word plays a sound recording of a native speaker saying that word. Another resource, also a webpage, uses an interactive presentation framework, allowing users to explore topics such as numbers and weather terms at their own pace. Users can navigate horizontally or vertically through the slides. Upon entering a slide, an audio recording of a native speaker saying the word or phrase is played, and visual aids are incorporated throughout in an effort to limit the use of English. The slides can also be printed for use in the classroom and at home. Finally, several Unangan songs found on audio recordings, as well as one written by a native speaker and educator, were transcribed and placed online. Music can be a valuable educational tool in classrooms, while incorporating important aspects of culture and self-expression. Working with audio materials can, and did, present exciting challenges, such as rare technology (e.g. glass discs), aged and damaged materials, and transcription of extinct language varieties. A common issue shared across many endangered language communities is the lack of language teaching and learning materials. Creating educational resources is especially challenging for understudied languages, and designing and developing teaching materials requires large amounts of time, effort, and money. By leveraging materials housed in language archives and adapting them to the current (socio-)linguistic context, we may be able to bypass some of these obstacles. In collaboration with community members, the methods and processes from the practicum are being applied to archival materials of Crow, a Siouan language spoken in southeastern Montana, housed at the Little Big Horn College Archive.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41965. Ko, Edwin Wax Cavallaro, Maya Dirks, Moses Berge, Anna Ko, Edwin Wax Cavallaro, Maya Dirks, Moses Berge, Anna 2017-03-04 Over the past two decades, there has been a rise in utilizing language archives not only for linguistic research, but also in revitalization efforts (e.g. Breath of Life workshops). Contributing towards this enterprise, several participants in the CoLang 2016 practicum on Unangam Tunuu (or Aleut), a highly endangered language of Alaska, have been exploring Unangan language materials housed at the Alaska Native Language Archive for use towards language revitalization. The purpose of our talk is to describe our efforts to transform these archival materials into interactive web applications, accessible on computer, tablet and mobile. One resource is a webpage displaying a set of stories produced in 1972, without any English, when bilingualism in Unangam Tunuu and English was more widespread. Hovering over each word displays the English gloss, and some glosses also display a picture. Clicking on the word plays a sound recording of a native speaker saying that word. Another resource, also a webpage, uses an interactive presentation framework, allowing users to explore topics such as numbers and weather terms at their own pace. Users can navigate horizontally or vertically through the slides. Upon entering a slide, an audio recording of a native speaker saying the word or phrase is played, and visual aids are incorporated throughout in an effort to limit the use of English. The slides can also be printed for use in the classroom and at home. Finally, several Unangan songs found on audio recordings, as well as one written by a native speaker and educator, were transcribed and placed online. Music can be a valuable educational tool in classrooms, while incorporating important aspects of culture and self-expression. Working with audio materials can, and did, present exciting challenges, such as rare technology (e.g. glass discs), aged and damaged materials, and transcription of extinct language varieties. A common issue shared across many endangered language communities is the lack of language teaching and learning materials. Creating educational resources is especially challenging for understudied languages, and designing and developing teaching materials requires large amounts of time, effort, and money. By leveraging materials housed in language archives and adapting them to the current (socio-)linguistic context, we may be able to bypass some of these obstacles. In collaboration with community members, the methods and processes from the practicum are being applied to archival materials of Crow, a Siouan language spoken in southeastern Montana, housed at the Little Big Horn College Archive. http://hdl.handle.net/10125/41965 Leveraging web technologies to enrich archival materials for use in language revitalization Sound oai:scholarspace.manoa.hawaii.edu:10125/42050 2024-08-29 col_10125_45840 42050.pdf 42050.mp3 Furukawa, Toshiaki, Furukawa, Toshiaki; 2017-03-04; The field of language documentation has begun to place new importance on collecting discourse data from indigenous language speakers. Studies have shown that a discourse-based approach has an advantage over other approaches, especially in recording the prosody of a language (Caldecott and Koch 2014) and in preserving local knowledge (Odango 2016). In order to expand this methodological development further, I take another type of discourse-based approach informed by interactional sociolinguistics (Gumperz 1982) and related fields such as conversation analysis, which investigates the mechanisms (e.g., turn-taking, adjacency pairs, etc.) of various kinds of talk in everyday and institutional settings (Drew and Heritage 1992). Taking a discursive approach to the indigenous language of the islands of Hawaiʻi, I report an ongoing research project on talk on a Hawaiian language radio program, Ka Leo Hawai‘i (The Voice of Hawaiʻi). The program, which was hosted by Larry Kauanoe Kimura, broadcast over four hundred shows in the 1970s and 1980s. Ka Leo Hawai‘i aimed at documenting, primarily, Native Hawaiian elders’ talk, and made a significant contribution to creating resources for future generations and to the revitalization of the language. This project has so far roughly transcribed twenty-five shows, or approximately twenty-seven hours of audio recording. Based on these rough transcripts, I have produced detailed transcripts for further analysis according to the conventions of conversation analysis (Drew and Heritage 1992). While past linguistic studies using discourse data have focused on narrative structure, this study discusses the mechanisms of interaction between host, guests, and other participants such as call-in guests using Hawaiian on the radio, a non-traditional domain for storytelling in Hawaiian. A close analysis of the tellings of several legends such as Falls of ʻAkaka shows the dynamism of storytelling in Hawaiian on the show, as the participants deliver a story collaboratively through narrating the story, animating the characters, and making evaluative comments that relate the story to the narrating event. The study demonstrates that conversation analysis, which has been used mainly in research on major languages such as English, can serve as a powerful analytical tool for less-studied languages such as Hawaiian. Furthermore, the findings of this project could inform the development of Hawaiian language teaching and learning materials. References Caldecott, Marion and Karsten Koch. (2014). Using mixed media tools for eliciting discourse in indigenous languages. Language Documentation & Conservation, 8, 209–240. Drew, Paul and John Heritage (Eds.). (1992). Talk at work: Interaction in institutional settings. Cambridge: Cambridge University Press. Gumperz, John J. (1982). Discourse strategies. Cambridge: Cambridge University Press. Odango, Emerson Lopez. (2016). A discourse-based approach to the language documentation of local ecological knowledge. Language Documentation & Conservation, 10, 107–154.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42050. Furukawa, Toshiaki Furukawa, Toshiaki 2017-03-04 The field of language documentation has begun to place new importance on collecting discourse data from indigenous language speakers. Studies have shown that a discourse-based approach has an advantage over other approaches, especially in recording the prosody of a language (Caldecott and Koch 2014) and in preserving local knowledge (Odango 2016). In order to expand this methodological development further, I take another type of discourse-based approach informed by interactional sociolinguistics (Gumperz 1982) and related fields such as conversation analysis, which investigates the mechanisms (e.g., turn-taking, adjacency pairs, etc.) of various kinds of talk in everyday and institutional settings (Drew and Heritage 1992). Taking a discursive approach to the indigenous language of the islands of Hawaiʻi, I report an ongoing research project on talk on a Hawaiian language radio program, Ka Leo Hawai‘i (The Voice of Hawaiʻi). The program, which was hosted by Larry Kauanoe Kimura, broadcast over four hundred shows in the 1970s and 1980s. Ka Leo Hawai‘i aimed at documenting, primarily, Native Hawaiian elders’ talk, and made a significant contribution to creating resources for future generations and to the revitalization of the language. This project has so far roughly transcribed twenty-five shows, or approximately twenty-seven hours of audio recording. Based on these rough transcripts, I have produced detailed transcripts for further analysis according to the conventions of conversation analysis (Drew and Heritage 1992). While past linguistic studies using discourse data have focused on narrative structure, this study discusses the mechanisms of interaction between host, guests, and other participants such as call-in guests using Hawaiian on the radio, a non-traditional domain for storytelling in Hawaiian. A close analysis of the tellings of several legends such as Falls of ʻAkaka shows the dynamism of storytelling in Hawaiian on the show, as the participants deliver a story collaboratively through narrating the story, animating the characters, and making evaluative comments that relate the story to the narrating event. The study demonstrates that conversation analysis, which has been used mainly in research on major languages such as English, can serve as a powerful analytical tool for less-studied languages such as Hawaiian. Furthermore, the findings of this project could inform the development of Hawaiian language teaching and learning materials. References Caldecott, Marion and Karsten Koch. (2014). Using mixed media tools for eliciting discourse in indigenous languages. Language Documentation & Conservation, 8, 209–240. Drew, Paul and John Heritage (Eds.). (1992). Talk at work: Interaction in institutional settings. Cambridge: Cambridge University Press. Gumperz, John J. (1982). Discourse strategies. Cambridge: Cambridge University Press. Odango, Emerson Lopez. (2016). A discourse-based approach to the language documentation of local ecological knowledge. Language Documentation & Conservation, 10, 107–154. http://hdl.handle.net/10125/42050 Taking a discursive approach to the tellings of legends on a Hawaiian language radio program Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41930 2024-08-30 col_10125_45840 41930.mp3 41930.pdf Lau, Jonas, Lau, Jonas; 2017-03-02; In many languages, tone is a principle strategy to mark grammatical categories and syntactic relations. Including a suitable annotation of grammatical tone in the documentation and description of a language is therefore essential. In standardized glossing formats such as Interlinear Morphemic Glossing (IMG) (Lehmann 1982; Lehmann 2004) and the Leipzig Glossing Rules (Comrie, Haspelmath & Bickel 1982) it is impossible to separate segmental from suprasegmental material in order to gloss them individually. Other formats like Advanced Glossing (Drude & Lieb 2000) are simply too time- consuming and inconvenient to use in publications. McGill (2007) highlights these deficiencies and proposes the four-tier annotation (example 1) that has been used in Toolbox (SIL International 1987) as a method to separately gloss the segmental and suprasegmental material. Its application in Toolbox enables automated glossing. While the theory of annotation and interlinear glossing develops, its adaptation to modern technologies that automate the glossing has to be constantly renewed. New software like the FieldWorks Language Explorer (FLEx) (SIL International 2001) facilitates glossing of texts and has become an essential tool for linguistic fieldwork and language description. Its ability to parse grammatical tone, however, is not always obvious and often complicates work for fieldworkers who work on tonal languages. This paper draws on McGill’s (2007) implementation in Toolbox and proposes a method to parse grammatical tone using FLEx after exploring the representation of grammatical tone in linguistic theory, annotation and orthography. It discusses FLEx’s limits regarding grammatical tone and suggests best practice guidelines that aim to facilitate grammatical tone parsing. The proposed method in combination with the guidelines enable fieldworkers to easily create annotations for documentary corpora by using FLEx for automated glossing of tone languages. To exemplify and test the methods of parsing, negation patterns in Ikaan, which heavily rely on grammatical tone, will be used. Ikaan is a minority language of the Benue-Congo language family spoken in Southern Nigeria. The primary data is drawn from the corpus of Sophie Salffner’s research in Nigeria deposited in the Endangered Languages Archive (Salffner 2010). References Comrie, Bernard, Martin Haspelmath & Balthasar Bickel. 1982. The Leipzig Glossing Rules. Folia Linguistica. 1–10. Drude, Sebastian & Hans-Heinrich Lieb. 2000. Advanced Glossing: A language documentation format. http://dobes.mpi.nl/documents/Advanced-Glossing1.pdf (1 June, 2016). Lehmann, Christian. 1982. Directions for Interlinear Morphemic Translations. Folia Linguistica (Acta Societatis Linguisticae Europaeae) XVI. 199–224. Lehmann, Christian. 2004. Interlinear morphemic glossing. In Geert Booij, Christian Lehmann, Joachim Mugdan & Stavos Skopeteas (eds.), Morphologie. Ein internationales Handbuch zur Flexion und Wortbildung. 2. Halbband, 1834–1857. Berlin: Walter de Gruyter. McGill, Stuart. 2007. Documenting grammatical tone using Toolbox: an evaluation of Buseman’s interlinearisation technique. In Peter K Austin, Oliver Bond & David Nathan (eds.), Proceedings of Conference on Language Documentation and Linguistic Theory, 177–186. London: SOAS. Salffner, Sophie. 2010. Ikaan and related dialects of Ukaan: an archive of language and cultural material from the Akaan people of Ikakumo (Ondo State, Nigeria). SOAS, Endangered Languages Archive. http://elar.soas.ac.uk/deposit/0034 (26 July, 2016). SIL International. 1987. Shoebox/Toolbox (Software). http://www- 01.sil.org/computing/toolbox/index.htm (20 August, 2016). SIL International. 2001. FieldWorks Language Explorer (Software). http://fieldworks.sil.org/flex/ (20 August, 2016).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41930. Lau, Jonas Lau, Jonas 2017-03-02 In many languages, tone is a principle strategy to mark grammatical categories and syntactic relations. Including a suitable annotation of grammatical tone in the documentation and description of a language is therefore essential. In standardized glossing formats such as Interlinear Morphemic Glossing (IMG) (Lehmann 1982; Lehmann 2004) and the Leipzig Glossing Rules (Comrie, Haspelmath & Bickel 1982) it is impossible to separate segmental from suprasegmental material in order to gloss them individually. Other formats like Advanced Glossing (Drude & Lieb 2000) are simply too time- consuming and inconvenient to use in publications. McGill (2007) highlights these deficiencies and proposes the four-tier annotation (example 1) that has been used in Toolbox (SIL International 1987) as a method to separately gloss the segmental and suprasegmental material. Its application in Toolbox enables automated glossing. While the theory of annotation and interlinear glossing develops, its adaptation to modern technologies that automate the glossing has to be constantly renewed. New software like the FieldWorks Language Explorer (FLEx) (SIL International 2001) facilitates glossing of texts and has become an essential tool for linguistic fieldwork and language description. Its ability to parse grammatical tone, however, is not always obvious and often complicates work for fieldworkers who work on tonal languages. This paper draws on McGill’s (2007) implementation in Toolbox and proposes a method to parse grammatical tone using FLEx after exploring the representation of grammatical tone in linguistic theory, annotation and orthography. It discusses FLEx’s limits regarding grammatical tone and suggests best practice guidelines that aim to facilitate grammatical tone parsing. The proposed method in combination with the guidelines enable fieldworkers to easily create annotations for documentary corpora by using FLEx for automated glossing of tone languages. To exemplify and test the methods of parsing, negation patterns in Ikaan, which heavily rely on grammatical tone, will be used. Ikaan is a minority language of the Benue-Congo language family spoken in Southern Nigeria. The primary data is drawn from the corpus of Sophie Salffner’s research in Nigeria deposited in the Endangered Languages Archive (Salffner 2010). References Comrie, Bernard, Martin Haspelmath & Balthasar Bickel. 1982. The Leipzig Glossing Rules. Folia Linguistica. 1–10. Drude, Sebastian & Hans-Heinrich Lieb. 2000. Advanced Glossing: A language documentation format. http://dobes.mpi.nl/documents/Advanced-Glossing1.pdf (1 June, 2016). Lehmann, Christian. 1982. Directions for Interlinear Morphemic Translations. Folia Linguistica (Acta Societatis Linguisticae Europaeae) XVI. 199–224. Lehmann, Christian. 2004. Interlinear morphemic glossing. In Geert Booij, Christian Lehmann, Joachim Mugdan & Stavos Skopeteas (eds.), Morphologie. Ein internationales Handbuch zur Flexion und Wortbildung. 2. Halbband, 1834–1857. Berlin: Walter de Gruyter. McGill, Stuart. 2007. Documenting grammatical tone using Toolbox: an evaluation of Buseman’s interlinearisation technique. In Peter K Austin, Oliver Bond & David Nathan (eds.), Proceedings of Conference on Language Documentation and Linguistic Theory, 177–186. London: SOAS. Salffner, Sophie. 2010. Ikaan and related dialects of Ukaan: an archive of language and cultural material from the Akaan people of Ikakumo (Ondo State, Nigeria). SOAS, Endangered Languages Archive. http://elar.soas.ac.uk/deposit/0034 (26 July, 2016). SIL International. 1987. Shoebox/Toolbox (Software). http://www- 01.sil.org/computing/toolbox/index.htm (20 August, 2016). SIL International. 2001. FieldWorks Language Explorer (Software). http://fieldworks.sil.org/flex/ (20 August, 2016). http://hdl.handle.net/10125/41930 Parsing Grammatical Tone Using FLEx Sound oai:scholarspace.manoa.hawaii.edu:10125/41986 2017-05-11 col_10125_45840 41986.mp3 Fine, Julia, Fine, Julia; 2017-03-05; In Kodiak Alutiiq, an endangered Eskimo-Aleut language spoken on Kodiak Island, the postbase -guaq ('kind of like an N') is ubiquitous in the names for modern objects. The word for 'ketchup', for instance, is tuumatuusaruaq ('tomato-like thing'), and the word for 'helicopter' is cilrayuruaq ('dragonfly-like thing'). While the widespread use of -guaq may seem whimsical, it attests to a serious situation: the experience of being Sugpiaq, 'a real person', in a world full of things that aren't real, genuine, or authentic. However, as opposed to simply borrowing the words for 'ketchup', 'helicopter', etc., this kind of figurative lexicalization reaffirms the primacy of Alutiiq strategies for conceptualizing objects and ideas. Although Alutiiq speakers are obliged to live in a world full of things that are foreign to their traditional lifestyles, they can and do talk about these things in quintessentially Alutiiq ways. As Rice (2012) notes in her study of Dene Sųłiné, figurative lexicalization is a feature of esoteric languages (Thurston 1988), and may also be motivated through the prestiging of linguistic creativity. The Alutiiq community is traditionally an esoteric one, and figurative lexicalization abounds in pre-contact words, occurring even in fundamental, basic terms like body parts (i.e. pagicuak, 'nostrils'; literally, 'gill-like things'). Kodiak has since experienced two devastating waves of cultural contact, one with Russian settlers from 1760 to 1867, one with American settlers from 1867 onwards (Crowell et al., n.d.). One might expect similar rates of borrowing versus figurative lexicalization during both periods of contact, resulting in approximately equal numbers of Russian loanwords and English loanwords. However, in this study of a sample of 709 nouns drawn from a picture dictionary used by Alutiiq language learners and teachers (Drabek et al. 2012), I find 174 Russian loanwords and only 19 English ones. This could be partially due to overlap in the types of objects introduced by English and Russian settlers– having a pre-existing Russian borrowing for 'stove', for example, probably prevented Alutiiq speakers from adopting the English word– but it is also due to Alutiiq speakers' greater awareness of and resistance to the influence of English, which is apparent in the Alutiiq language revitalization movement (Bach 2003; Counceller 2010; Counceller 2012). These findings make it clear that language contact is not in a direct causal relationship with the rate of figurative lexicalization, and highlight the importance of considering the language ideologies that undergird it. Works Cited: Bach, Michael James. 2014. Community space for decolonization and resistance: Kodiak Alutiiq language club participant perspectives. Doctoral dissertation. University of Alaska Fairbanks, Fairbanks, AK. Counceller, April. 2010. "Niugneliyukut (We are making new words)": A community philosophy of language revitalization." Doctoral dissertation). University of Alaska Fairbanks, Fairbanks, AK. Counceller, April. 2012. A decade of language revitalization: Kodiak Alutiiq on the brink of revolution. Journal of American Indian Education: 15-29. Crowell, Aron, Dee Hunt, Amy Steffian, and Sonja Lürhmann. n.d. About the Alutiiq People. Looking Both Ways: Heritage and Identity of the Alutiiq People of Southern Alaska. Retrieved March 6, 2016 from http://naturalhistory.si.edu. Drabek, Alisha and April Counceller (ed.). 2012. Qik'rtarmiut Alutiit'stun Niugneret Kraasiirkii ("Color Kodiak Alutiiq Words"): An Alutiiq Picture Dictionary. Native Village of Afognak, Kodiak, AK. Rice, Sally. 2012. "Our language is very literal": Figurative expression in Dene Sųłiné. Endangered Metaphors vi:376. Thurston, William. 1989. How esoteric languages build a lexicon: esoterogeny in West New Britain. VICAL 1, Oceanic languages: papers from the Fifth International Conference on Austronesian Linguistics, 555-579.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41986. Fine, Julia Fine, Julia 2017-03-05 In Kodiak Alutiiq, an endangered Eskimo-Aleut language spoken on Kodiak Island, the postbase -guaq ('kind of like an N') is ubiquitous in the names for modern objects. The word for 'ketchup', for instance, is tuumatuusaruaq ('tomato-like thing'), and the word for 'helicopter' is cilrayuruaq ('dragonfly-like thing'). While the widespread use of -guaq may seem whimsical, it attests to a serious situation: the experience of being Sugpiaq, 'a real person', in a world full of things that aren't real, genuine, or authentic. However, as opposed to simply borrowing the words for 'ketchup', 'helicopter', etc., this kind of figurative lexicalization reaffirms the primacy of Alutiiq strategies for conceptualizing objects and ideas. Although Alutiiq speakers are obliged to live in a world full of things that are foreign to their traditional lifestyles, they can and do talk about these things in quintessentially Alutiiq ways. As Rice (2012) notes in her study of Dene Sųłiné, figurative lexicalization is a feature of esoteric languages (Thurston 1988), and may also be motivated through the prestiging of linguistic creativity. The Alutiiq community is traditionally an esoteric one, and figurative lexicalization abounds in pre-contact words, occurring even in fundamental, basic terms like body parts (i.e. pagicuak, 'nostrils'; literally, 'gill-like things'). Kodiak has since experienced two devastating waves of cultural contact, one with Russian settlers from 1760 to 1867, one with American settlers from 1867 onwards (Crowell et al., n.d.). One might expect similar rates of borrowing versus figurative lexicalization during both periods of contact, resulting in approximately equal numbers of Russian loanwords and English loanwords. However, in this study of a sample of 709 nouns drawn from a picture dictionary used by Alutiiq language learners and teachers (Drabek et al. 2012), I find 174 Russian loanwords and only 19 English ones. This could be partially due to overlap in the types of objects introduced by English and Russian settlers– having a pre-existing Russian borrowing for 'stove', for example, probably prevented Alutiiq speakers from adopting the English word– but it is also due to Alutiiq speakers' greater awareness of and resistance to the influence of English, which is apparent in the Alutiiq language revitalization movement (Bach 2003; Counceller 2010; Counceller 2012). These findings make it clear that language contact is not in a direct causal relationship with the rate of figurative lexicalization, and highlight the importance of considering the language ideologies that undergird it. Works Cited: Bach, Michael James. 2014. Community space for decolonization and resistance: Kodiak Alutiiq language club participant perspectives. Doctoral dissertation. University of Alaska Fairbanks, Fairbanks, AK. Counceller, April. 2010. "Niugneliyukut (We are making new words)": A community philosophy of language revitalization." Doctoral dissertation). University of Alaska Fairbanks, Fairbanks, AK. Counceller, April. 2012. A decade of language revitalization: Kodiak Alutiiq on the brink of revolution. Journal of American Indian Education: 15-29. Crowell, Aron, Dee Hunt, Amy Steffian, and Sonja Lürhmann. n.d. About the Alutiiq People. Looking Both Ways: Heritage and Identity of the Alutiiq People of Southern Alaska. Retrieved March 6, 2016 from http://naturalhistory.si.edu. Drabek, Alisha and April Counceller (ed.). 2012. Qik'rtarmiut Alutiit'stun Niugneret Kraasiirkii ("Color Kodiak Alutiiq Words"): An Alutiiq Picture Dictionary. Native Village of Afognak, Kodiak, AK. Rice, Sally. 2012. "Our language is very literal": Figurative expression in Dene Sųłiné. Endangered Metaphors vi:376. Thurston, William. 1989. How esoteric languages build a lexicon: esoterogeny in West New Britain. VICAL 1, Oceanic languages: papers from the Fifth International Conference on Austronesian Linguistics, 555-579. http://hdl.handle.net/10125/41986 Figurative Lexicalization and Acculturation in Kodiak Alutiiq Sound oai:scholarspace.manoa.hawaii.edu:10125/42069 2024-08-30 col_10125_45840 42069.pdf Vander Klok, Jozina, Vander Klok, Jozina; 2017-03-04; is study argues that Javanese is undergoing large-scale endangerment. A shift toward endangerment is also observed beyond the courtly or city centers for Javanese in an investigation of ethnolinguistic vitality in Paciran, a village in East Java, Indonesia. The assessment is based on 13 interviews as well as extensive observation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42069. Vander Klok, Jozina Vander Klok, Jozina 2017-03-04 is study argues that Javanese is undergoing large-scale endangerment. A shift toward endangerment is also observed beyond the courtly or city centers for Javanese in an investigation of ethnolinguistic vitality in Paciran, a village in East Java, Indonesia. The assessment is based on 13 interviews as well as extensive observation. http://hdl.handle.net/10125/42069 Large-Scale Language Endangerment of Javanese?: Assessing ethnolinguistic vitality in an East Java village in Indonesia
 Text oai:scholarspace.manoa.hawaii.edu:10125/42041 2024-08-30 col_10125_45840 42041.pdf 42041.mp3 McPherson, Laura, Grabowski, Emily, McPherson, Laura, Grabowski, Emily; 2017-03-02; Tone can be one of the most daunting aspects of a language to document, particularly at the beginning of a project. Even if tonal categories can be determined in elicitation contexts, tone in running speech and narratives, the core focus of documentary linguistics, is notoriously difficult even for seasoned tonal specialists. When tone marking is included, they are the researcher’s analytical conclusions (e.g. H, L) rather than a representation of the speech melody itself. To address these issues and facilitate the inclusion of objective replicable tonal annotations in language documentation, we have developed a semi-automated computational workflow to take raw phonetic data (fundamental frequency, or f0) and turn it into a more easily interpretable intermediate representation: a system of levels, already used as a descriptive lingua franca in reference grammars either numerically or using dashes (e.g. HL = 51 = ). The analyst can set the number of levels to reflect the desired level of detail. For instance, if the researcher suspects a two-tone system, she may set the number of levels at 4 or 5 to reflect processes such as declination, downdrift or upstep. For more complex tone systems, more levels might be employed. The workflow begins in Praat by creating a TextGrid annotation delimiting the tonal spans to be analyzed; for the most part, these will be vowels or syllable rimes so as to analyze only tone bearing units. A Praat script extracts f0 from multiple points in each span. Next, a Python script converts these f0 values to semitones based on the speaker’s mean f0, excluding outliers. The speaker’s pitch range, excluding these outliers, is then divided into the desired number of levels, and each point designated by the researcher within a syllable (e.g. 20% and 80%) is assigned a number corresponding to that level. The output of the Python script is a text file with time stamps for each annotation, which can be imported into Elan, thus tying together searchable tonal information with the broader text transcription. In this talk, we describe the workflow and demonstrate some analytical uses for the tool, including comparison of elicitation and free speech, interspeaker variation, and first-look analysis of unanalyzed tonal data.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42041. McPherson, Laura Grabowski, Emily McPherson, Laura Grabowski, Emily 2017-03-02 Tone can be one of the most daunting aspects of a language to document, particularly at the beginning of a project. Even if tonal categories can be determined in elicitation contexts, tone in running speech and narratives, the core focus of documentary linguistics, is notoriously difficult even for seasoned tonal specialists. When tone marking is included, they are the researcher’s analytical conclusions (e.g. H, L) rather than a representation of the speech melody itself. To address these issues and facilitate the inclusion of objective replicable tonal annotations in language documentation, we have developed a semi-automated computational workflow to take raw phonetic data (fundamental frequency, or f0) and turn it into a more easily interpretable intermediate representation: a system of levels, already used as a descriptive lingua franca in reference grammars either numerically or using dashes (e.g. HL = 51 = ). The analyst can set the number of levels to reflect the desired level of detail. For instance, if the researcher suspects a two-tone system, she may set the number of levels at 4 or 5 to reflect processes such as declination, downdrift or upstep. For more complex tone systems, more levels might be employed. The workflow begins in Praat by creating a TextGrid annotation delimiting the tonal spans to be analyzed; for the most part, these will be vowels or syllable rimes so as to analyze only tone bearing units. A Praat script extracts f0 from multiple points in each span. Next, a Python script converts these f0 values to semitones based on the speaker’s mean f0, excluding outliers. The speaker’s pitch range, excluding these outliers, is then divided into the desired number of levels, and each point designated by the researcher within a syllable (e.g. 20% and 80%) is assigned a number corresponding to that level. The output of the Python script is a text file with time stamps for each annotation, which can be imported into Elan, thus tying together searchable tonal information with the broader text transcription. In this talk, we describe the workflow and demonstrate some analytical uses for the tool, including comparison of elicitation and free speech, interspeaker variation, and first-look analysis of unanalyzed tonal data. http://hdl.handle.net/10125/42041 A semi-automated workflow for producing time-aligned intermediate tonal representations Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42030 2024-08-30 col_10125_45840 42030.pdf 42030.mp3 Wong, Kevin Martens, Wong, Kevin Martens; 2017-03-04; Kristang, or Malacca Creole Portuguese (iso 639-3:mcm), is a critically endangered Portuguese-Malay contact language spoken by less than 2,000 people in Malaysia and Singapore, and the heritage language of the Portuguese Eurasian community. This presentation describes the Kaminyu di Kodramintu (‘the Path of Awakening’), a 30-year revitalization plan for Kristang in Singapore, which was developed at the 2016 Institute for Collaborative Language Research (CoLang 2016) and now serves as the guiding document for the Kodrah Kristang (‘Awaken, Kristang’) multimodal revitalization initiative. I will begin with an outline of Kristang’s history and current status in Malaysia and Singapore, and explore the genesis of the Kodrah Kristang effort; I will then discuss the impetus for the Kodramintu plan, and how the plan was developed in consultation with community members and participants at CoLang 2016, and with reference to current Kodrah Kristang adult class learner profiles. I will then describe the Kodramintu plan in detail: the long-term vision and the five KAPAS long-term goals, and the five phases of the thirty-year project timeline, providing additional information about key decisions and the Singaporean context of the revitalization effort where necessary. I conclude with a discussion of the challenges and limitations involved in developing such a plan, especially the difficulty of responding consistently and fairly to all community expectations and desires, and explore possible future directions and transformations of the plan as the initiative continues to evolve. The Kodramintu is one of the few available documents for the revitalization of an endangered contact language, and for the revitalization of any language in the particular context of Southeast Asia. It is thus hoped that this presentation will contribute significant insights to other revitalization projects with similar characteristics and in similar contexts.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42030. Wong, Kevin Martens Wong, Kevin Martens 2017-03-04 Kristang, or Malacca Creole Portuguese (iso 639-3:mcm), is a critically endangered Portuguese-Malay contact language spoken by less than 2,000 people in Malaysia and Singapore, and the heritage language of the Portuguese Eurasian community. This presentation describes the Kaminyu di Kodramintu (‘the Path of Awakening’), a 30-year revitalization plan for Kristang in Singapore, which was developed at the 2016 Institute for Collaborative Language Research (CoLang 2016) and now serves as the guiding document for the Kodrah Kristang (‘Awaken, Kristang’) multimodal revitalization initiative. I will begin with an outline of Kristang’s history and current status in Malaysia and Singapore, and explore the genesis of the Kodrah Kristang effort; I will then discuss the impetus for the Kodramintu plan, and how the plan was developed in consultation with community members and participants at CoLang 2016, and with reference to current Kodrah Kristang adult class learner profiles. I will then describe the Kodramintu plan in detail: the long-term vision and the five KAPAS long-term goals, and the five phases of the thirty-year project timeline, providing additional information about key decisions and the Singaporean context of the revitalization effort where necessary. I conclude with a discussion of the challenges and limitations involved in developing such a plan, especially the difficulty of responding consistently and fairly to all community expectations and desires, and explore possible future directions and transformations of the plan as the initiative continues to evolve. The Kodramintu is one of the few available documents for the revitalization of an endangered contact language, and for the revitalization of any language in the particular context of Southeast Asia. It is thus hoped that this presentation will contribute significant insights to other revitalization projects with similar characteristics and in similar contexts. http://hdl.handle.net/10125/42030 Kaminyu di Kodramintu: A Revitalization Plan for an Endangered Language in Singapore Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41987 2017-05-10 col_10125_45840 41987.mp3 2017-03-05; Closing Ceremony; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41987. 2017-03-05 Closing Ceremony http://hdl.handle.net/10125/41987 Closing Ceremony Sound oai:scholarspace.manoa.hawaii.edu:10125/42051 2024-08-31 col_10125_45840 42051.pdf 42051.mp3 Romero-Mendez, Rodrigo, Romero-Mendez, Rodrigo; 2017-03-04; In this paper I will show the results of three tasks for assessing the vitality of Ayutla Mixe (AyMi), a Mixe-Zoque language spoken in Southern Mexico. Particularly, it discusses the vitality among primary and secondary school students. According to the official numbers, as of 2010, there were around 136,736 Mixe speakers in Mexico. However, this number refers to a subgroup of languages as diverse as Romance; the number of speakers for each Mixe language is smaller. Just taking into account the absolute number of speakers can be misleading (Dwyer 2011). Most importantly, the Mexican Government does not have a reliable method for obtaining information about the number of speakers of indigenous languages. Also, it does not say anything regarding the speakers’ proficiency or the domains in which the language is used. As will be shown, taking into account the UNESCO’s nine factors in language vitality (UNESCO 2003), AyMi is endangered. Since intergenerational transmission of the language is not uniform (Grenoble & Whaley 2006), a growing number of families are favoring Spanish over Mixe. AyMi is between the level 6 and 7 on Fishman’s (1991) Graded Intergenerational Disruption Scale. This paper focuses on the vitality of the language among primary and secondary school students in order to have a better understanding of the vitality of the language in the “next generation”. The data for this paper comes from three different sources: a questionnaire, a picture elicitation task and a set of instructions and interactions in Mixe. Some methodological issues will be discussed. The number of Spanish monolingual speakers among those kids is higher than the census reports. Many kids learned Spanish in their homes and do not speak Mixe to parents or grand parents. Even those who can speak Mixe only use Spanish to communicate with friends. I discuss the relationship between language assessment, documentation and revitalization, since the vitality of the language should be linked to the production of materials derived from documentation projects. Particularly, it is used to determine whether a monolingual or a bilingual dictionary is needed. One of the reasons why the assessment was focused on students is because schools could be a natural environment where people would use a dictionary. This paper is among the first ones that focus on assessing the vitality of any Mixe language. References Dwyer, Arienne M. 2011. Tools and techniques for endangered-language assessment and revitalization. In Vitality and Viability of Minority Languages. New York: Trace Foundation Lecture Series Proceedings. Fisherman, Joshua. 1991. Reversing Language shift. Clevendon: Multilingual Matters. Grenoble, Lenore & Lindsay Whaley. 2006. Saving Languages. An Introduction to Language Revitalization. Cambridge: CUP. UNESCO Ad Hoc Expert Group on Endangered Languages. 2003. Language vitality and endangerment. Document submitted to the International Expert Meeting on UNESCO Programme Safeguarding of Endangered Languages, Paris, 10-12 March 2003.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42051. Romero-Mendez, Rodrigo Romero-Mendez, Rodrigo 2017-03-04 In this paper I will show the results of three tasks for assessing the vitality of Ayutla Mixe (AyMi), a Mixe-Zoque language spoken in Southern Mexico. Particularly, it discusses the vitality among primary and secondary school students. According to the official numbers, as of 2010, there were around 136,736 Mixe speakers in Mexico. However, this number refers to a subgroup of languages as diverse as Romance; the number of speakers for each Mixe language is smaller. Just taking into account the absolute number of speakers can be misleading (Dwyer 2011). Most importantly, the Mexican Government does not have a reliable method for obtaining information about the number of speakers of indigenous languages. Also, it does not say anything regarding the speakers’ proficiency or the domains in which the language is used. As will be shown, taking into account the UNESCO’s nine factors in language vitality (UNESCO 2003), AyMi is endangered. Since intergenerational transmission of the language is not uniform (Grenoble & Whaley 2006), a growing number of families are favoring Spanish over Mixe. AyMi is between the level 6 and 7 on Fishman’s (1991) Graded Intergenerational Disruption Scale. This paper focuses on the vitality of the language among primary and secondary school students in order to have a better understanding of the vitality of the language in the “next generation”. The data for this paper comes from three different sources: a questionnaire, a picture elicitation task and a set of instructions and interactions in Mixe. Some methodological issues will be discussed. The number of Spanish monolingual speakers among those kids is higher than the census reports. Many kids learned Spanish in their homes and do not speak Mixe to parents or grand parents. Even those who can speak Mixe only use Spanish to communicate with friends. I discuss the relationship between language assessment, documentation and revitalization, since the vitality of the language should be linked to the production of materials derived from documentation projects. Particularly, it is used to determine whether a monolingual or a bilingual dictionary is needed. One of the reasons why the assessment was focused on students is because schools could be a natural environment where people would use a dictionary. This paper is among the first ones that focus on assessing the vitality of any Mixe language. References Dwyer, Arienne M. 2011. Tools and techniques for endangered-language assessment and revitalization. In Vitality and Viability of Minority Languages. New York: Trace Foundation Lecture Series Proceedings. Fisherman, Joshua. 1991. Reversing Language shift. Clevendon: Multilingual Matters. Grenoble, Lenore & Lindsay Whaley. 2006. Saving Languages. An Introduction to Language Revitalization. Cambridge: CUP. UNESCO Ad Hoc Expert Group on Endangered Languages. 2003. Language vitality and endangerment. Document submitted to the International Expert Meeting on UNESCO Programme Safeguarding of Endangered Languages, Paris, 10-12 March 2003. http://hdl.handle.net/10125/42051 Language vitality among school students in Ayutla Mixe Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41951 2017-05-11 col_10125_45840 41951.mp3 Sapién, Racquel-María, Thornes, Tim, Sapién, Racquel-María, Thornes, Tim; 2017-03-03; Working with speakers of endangered languages often involves developing a rapport with the eldest members of a community and spending a great deal of time with them. These intense relationships present the outsider researcher with challenges unique to this type of work. The undertaking typically involves navigating great losses—not only of the language, but also the death of its speakers. The rationale for this talk resides in the recognition that grief and loss in language work bring with them a complex array of both personal and professional crises that require an open and cogent attempt to identify, explore, and deal with them. This talk draws on case study examples from the authors' own linguistic field research to examine the emotional component of language work through grief and loss. Reflexive consideration of a researcher's emotional state, and specifically grief, have been a part of the methodological fabric of field research in anthropology for decades (Rosaldo, 1993; Hedican, 2006; Throop, 2010; Henry, 2012). By contrast, linguists have only rarely delved into the stresses and emotional aspects of field research in print (Macaulay 2012 is a notable exception), and such receive a light touch in even the most comprehensive recent works (Chelliah & deReuse, 2011; Austin & Sallabank, 2015; Thieberger, 2012). Although it is often an unavoidable part of working with speakers of endangered languages, the subject of grief and loss is largely unexamined. With this talk, the authors hope to stimulate conversation about the emotional challenges that are unique to field research with endangered languages. This talk represents an attempt to problematize the experience of death in the field in two key ways. One is as a methodological issue that arises for those operating under collaborative models (Czaykowska-Higgins, 2009; Author, 2007; Leonard & Haynes, 2010) where investment by the community and participatory research by the fieldworker are the norm. Concerns include: the researcher's relationship to the circle of bereavement, questions raised regarding proper use of data and recordings, and how personal and professional aspects of loss are managed. The other is as a training issue involving responsibilities we bear to those we mentor in understanding the reality of close work with speakers, particularly of endangered languages. Concerns include: providing adequate preparation, managing responsibility--to the language, community, and profession--in a way that can be borne through loss, and expectations held by the community with regard to participation in death traditions. REFERENCES Austin, Peter K. & Julia Sallabank (eds). 2015. The Cambridge Handbook of Endangered Languages. Cambridge: Cambridge University Press. Author, 2007. Chelliah, Shobhana L. & Willem J. de Reuse, 2011. Handbook of Descriptive Linguistic Fieldwork. New York: Springer. Czaykowska-Higgins, Ewa. 2009. Research Models, Community Engagement, and Linguistic Fieldwork: Reflections on Working within Canadian Indigenous Communities. Language Documentation & Conservation, 3 (1), 15-50. Manoa: University of Hawai'i Press. Hedican, Edward J. 2006. Understanding Emotional Experience in Fieldwork: Responding to Grief in a Northern Aboriginal Village. International Journal of Qualitative Methods 5 (1): 1-8. Sage Publications. Henry, Rosita. 2012. Gifts of Grief: Performative ethnography and the revelatory potential of emotion. Qualitative Research 12 (5): 528-539. Sage Publications. Leonard, Wesley Y. & Erin Haynes. 2010. Making “collaboration” collaborative: An examination of perspectives that frame linguistic field research. Language Documentation & Conservation 4: 268-293. Macaulay, Monica. 2012. Training Linguistics students for the realities of fieldwork. Oxford Handbook of Linguistic Fieldwork, Nick Thieberger (ed.), 397-411. Oxford: Oxford University Press. Rosaldo, Renato. 1993. Introduction: Grief and a Headhunter’s Rage. Culture and Truth: The Remaking of Social Analysis. Boston: Beacon Press. 1-21. Thieberger, Nick (ed). 2012. Oxford Handbook of Linguistic Fieldwork. Oxford: Oxford University Press. Throop, C. Jason. 2010. Latitudes of Loss: On the vicissitudes of empathy. American Ethnologist 37 (4): 771-782. American Anthropological Association.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41951. Sapién, Racquel-María Thornes, Tim Sapién, Racquel-María Thornes, Tim 2017-03-03 Working with speakers of endangered languages often involves developing a rapport with the eldest members of a community and spending a great deal of time with them. These intense relationships present the outsider researcher with challenges unique to this type of work. The undertaking typically involves navigating great losses—not only of the language, but also the death of its speakers. The rationale for this talk resides in the recognition that grief and loss in language work bring with them a complex array of both personal and professional crises that require an open and cogent attempt to identify, explore, and deal with them. This talk draws on case study examples from the authors' own linguistic field research to examine the emotional component of language work through grief and loss. Reflexive consideration of a researcher's emotional state, and specifically grief, have been a part of the methodological fabric of field research in anthropology for decades (Rosaldo, 1993; Hedican, 2006; Throop, 2010; Henry, 2012). By contrast, linguists have only rarely delved into the stresses and emotional aspects of field research in print (Macaulay 2012 is a notable exception), and such receive a light touch in even the most comprehensive recent works (Chelliah & deReuse, 2011; Austin & Sallabank, 2015; Thieberger, 2012). Although it is often an unavoidable part of working with speakers of endangered languages, the subject of grief and loss is largely unexamined. With this talk, the authors hope to stimulate conversation about the emotional challenges that are unique to field research with endangered languages. This talk represents an attempt to problematize the experience of death in the field in two key ways. One is as a methodological issue that arises for those operating under collaborative models (Czaykowska-Higgins, 2009; Author, 2007; Leonard & Haynes, 2010) where investment by the community and participatory research by the fieldworker are the norm. Concerns include: the researcher's relationship to the circle of bereavement, questions raised regarding proper use of data and recordings, and how personal and professional aspects of loss are managed. The other is as a training issue involving responsibilities we bear to those we mentor in understanding the reality of close work with speakers, particularly of endangered languages. Concerns include: providing adequate preparation, managing responsibility--to the language, community, and profession--in a way that can be borne through loss, and expectations held by the community with regard to participation in death traditions. REFERENCES Austin, Peter K. & Julia Sallabank (eds). 2015. The Cambridge Handbook of Endangered Languages. Cambridge: Cambridge University Press. Author, 2007. Chelliah, Shobhana L. & Willem J. de Reuse, 2011. Handbook of Descriptive Linguistic Fieldwork. New York: Springer. Czaykowska-Higgins, Ewa. 2009. Research Models, Community Engagement, and Linguistic Fieldwork: Reflections on Working within Canadian Indigenous Communities. Language Documentation & Conservation, 3 (1), 15-50. Manoa: University of Hawai'i Press. Hedican, Edward J. 2006. Understanding Emotional Experience in Fieldwork: Responding to Grief in a Northern Aboriginal Village. International Journal of Qualitative Methods 5 (1): 1-8. Sage Publications. Henry, Rosita. 2012. Gifts of Grief: Performative ethnography and the revelatory potential of emotion. Qualitative Research 12 (5): 528-539. Sage Publications. Leonard, Wesley Y. & Erin Haynes. 2010. Making “collaboration” collaborative: An examination of perspectives that frame linguistic field research. Language Documentation & Conservation 4: 268-293. Macaulay, Monica. 2012. Training Linguistics students for the realities of fieldwork. Oxford Handbook of Linguistic Fieldwork, Nick Thieberger (ed.), 397-411. Oxford: Oxford University Press. Rosaldo, Renato. 1993. Introduction: Grief and a Headhunter’s Rage. Culture and Truth: The Remaking of Social Analysis. Boston: Beacon Press. 1-21. Thieberger, Nick (ed). 2012. Oxford Handbook of Linguistic Fieldwork. Oxford: Oxford University Press. Throop, C. Jason. 2010. Latitudes of Loss: On the vicissitudes of empathy. American Ethnologist 37 (4): 771-782. American Anthropological Association. http://hdl.handle.net/10125/41951 Losing a Vital Voice: Grief and Language Work Sound oai:scholarspace.manoa.hawaii.edu:10125/41946 2017-05-11 col_10125_45840 41946.mp3 Lim, Nicole, McKenny, Daryn, Lim, Nicole, McKenny, Daryn; 2017-03-03; In 2013, two strangers stepped out of a workshop at the ICLDC conference in Oahu, HI to discuss common interests. It soon became evident that their indigenous communities shared common issues in language revitalization. Little did they know, their chance meeting would lead them down a path of intercontinental partnership and collaboration. Since that time CIMCC has been working with the MALTC to develop digital language revitalization tools for tribes in northern California. The Shoh yehaelim: Pomo’s Happening Now project launched with the intent to reach 70% of the tribal community, who identified themselves as non-learners. CIMCC found itself at a cross roads. How would they deliver affordable language learning tools to a community challenged by distance and time? With MALTC’s software training and technical support, CIMCC engaged their Tribal Youth Ambassadors (Youth ages 11-18) and community members in creating content to support the creation digital resources for diverse audiences. MALTC produced six apps delivering content for multiple dialects and languages. The apps include: Bahtssal (Eastern Pomo), Southern Pomo, Northern Pomo, Central Pomo, Kanwin Tamal Words, and Kanwin Tamal Phrases. Additionally, CIMCC produced a Bahtssal introductory class through its Moodle online classroom. Survey feedback has indicated that 94% of the app users characterize their status as “active learners,” and 85% of the online course participants label their status as a learner or intermediate learner. CIMCC launched a “Save it, Share it” contest asking community members to contribute best practices for using the new digital tools. Many members shared ideas for using language in the home, challenging others on social media, and integrating resources into children’s school programs. The Tribal Youth Ambassadors enhanced these efforts by producing tools to raise public awareness and engagement. They produced the Indigenous Play for Active Lives (IPAL) kiosk, a language promotional video and an app tutorial video. Assuming a leadership role for implementing strategies for language revitalization in their community the youth have been recognized by the President’s Committee as a 2016 National Arts and Humanities Youth Program Award Finalist.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41946. Lim, Nicole McKenny, Daryn Lim, Nicole McKenny, Daryn 2017-03-03 In 2013, two strangers stepped out of a workshop at the ICLDC conference in Oahu, HI to discuss common interests. It soon became evident that their indigenous communities shared common issues in language revitalization. Little did they know, their chance meeting would lead them down a path of intercontinental partnership and collaboration. Since that time CIMCC has been working with the MALTC to develop digital language revitalization tools for tribes in northern California. The Shoh yehaelim: Pomo’s Happening Now project launched with the intent to reach 70% of the tribal community, who identified themselves as non-learners. CIMCC found itself at a cross roads. How would they deliver affordable language learning tools to a community challenged by distance and time? With MALTC’s software training and technical support, CIMCC engaged their Tribal Youth Ambassadors (Youth ages 11-18) and community members in creating content to support the creation digital resources for diverse audiences. MALTC produced six apps delivering content for multiple dialects and languages. The apps include: Bahtssal (Eastern Pomo), Southern Pomo, Northern Pomo, Central Pomo, Kanwin Tamal Words, and Kanwin Tamal Phrases. Additionally, CIMCC produced a Bahtssal introductory class through its Moodle online classroom. Survey feedback has indicated that 94% of the app users characterize their status as “active learners,” and 85% of the online course participants label their status as a learner or intermediate learner. CIMCC launched a “Save it, Share it” contest asking community members to contribute best practices for using the new digital tools. Many members shared ideas for using language in the home, challenging others on social media, and integrating resources into children’s school programs. The Tribal Youth Ambassadors enhanced these efforts by producing tools to raise public awareness and engagement. They produced the Indigenous Play for Active Lives (IPAL) kiosk, a language promotional video and an app tutorial video. Assuming a leadership role for implementing strategies for language revitalization in their community the youth have been recognized by the President’s Committee as a 2016 National Arts and Humanities Youth Program Award Finalist. http://hdl.handle.net/10125/41946 How A Chance Meeting Launched a Community Campaign in Revitalization Sound oai:scholarspace.manoa.hawaii.edu:10125/41972 2017-05-11 col_10125_45840 41972.mp3 Schnell, Stefan, Schnell, Stefan; 2017-03-04; We report on the specific potentials of a thematically restricted spoken text corpus from the Oceanic language Vera’a (North Vanuatu, 500+ speakers), and its benefits for both the community and academic research. Vera’a is the first language of nearly all community members, and is used in nearly all domains of daily life. Instead of aiming to record a wide range of communicative events (Himmelmann 1998, 2006) in the Vera’a speech community, our collaborative documentation project has focussed on a small number of specific thematic domains whose endangerment community members are especially concerned about (cf Terrell 2014). These are: literature (myths and moral stories), knowledge of flora and fauna, and certain aspects of material culture (house and canoe construction). We compiled a corpus of spoken narratives, fish and plant descriptions, and the video-filmed interaction during construction of a house over several days. While community linguists transcribed all recorded texts, some also edited narrative and descriptive texts in written form, and wrote definitions of parts of houses and building techniques. The result is a thematically focussed, but minimally varied corpus of different text varieties that differ along parameters of register and genre, as well as medium (Biber & Conrad 2009). In response to the particular concerns of the speech community, we have been producing various materials: a book of stories (author), a movie (author) on house construction including shots of definitions of key terms in Vera’a and Bislama, thematic encyclopaedic dictionaries of fish and plant species (ongoing). Additionally, our minimally varied corpus lends itself to systematic of cross- register and –genre investigations that bear ramification on the description of the language and some typological issues. We exemplify this with regards to patterns of pronominalisation and topicalisation across narrative and descriptive texts, which are in part typologically unique and thus of particular relevance to an understanding of these structures from a cross-language perspective. In sum, thematic focus can be a particular strength for multifunctional documentation, as proposed by Terrell (2014). Nevertheless, we also show that minimal text variation, while coinciding with the particular interests and concerns of the community, is of particular value for descriptive as well as typologically relevant research (Mosel 2012, 2014). References Biber, Douglas & Susan Conrad. 2009. Register, genre, and style. Cambridge: Cambridge University Press. Himmelmann, Nikiolaus P. Documentary and descriptive linguistics. Linguistics 36, 161-195. Himmelmann, Nikolaus P. 2006. Language documentation: What is it and what is it good for? In Essentials of language documentation edited by Jost Gippert, Nikolaus P. Himmelmann, and Ulrike Mosel, 1-30. Berlin: Mouton de Gruyter. Mosel, Ulrike. 2012. Creating educational materials in language documentation projects - creating innovative resources for linguistic research. In Potentials of language documentation: Methods, analyses, and utilization. Language Documentation and Conservation Special Publication No. 3 edited by Frank Seifart, Geoffrey Haig, Nikolaus P. Himmelmann, Dagmar Jung, Anna Margetts, and Paul Trilsbek, 111-117. Hnololulu: University of Hawai’i Press. http://hdl.handle.net/10125/4524 Mosel, Ulrike. 2014. Corpus linguistic and documentary approaches in writing a grammar of a previously undescribed language. In The art and practice of grammar writing. Language Documentation and Conservation Special Publication No. 8 edited by Toshihide Nakayama and Karen Rice, 135- 157. Honolulu: University of Hawai’i Press. http://hdl.handle.net/10125/4589 Terrell, Jacob. 2009. Endangered domains, thematic documentation and grammaticography.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41972. Schnell, Stefan Schnell, Stefan 2017-03-04 We report on the specific potentials of a thematically restricted spoken text corpus from the Oceanic language Vera’a (North Vanuatu, 500+ speakers), and its benefits for both the community and academic research. Vera’a is the first language of nearly all community members, and is used in nearly all domains of daily life. Instead of aiming to record a wide range of communicative events (Himmelmann 1998, 2006) in the Vera’a speech community, our collaborative documentation project has focussed on a small number of specific thematic domains whose endangerment community members are especially concerned about (cf Terrell 2014). These are: literature (myths and moral stories), knowledge of flora and fauna, and certain aspects of material culture (house and canoe construction). We compiled a corpus of spoken narratives, fish and plant descriptions, and the video-filmed interaction during construction of a house over several days. While community linguists transcribed all recorded texts, some also edited narrative and descriptive texts in written form, and wrote definitions of parts of houses and building techniques. The result is a thematically focussed, but minimally varied corpus of different text varieties that differ along parameters of register and genre, as well as medium (Biber & Conrad 2009). In response to the particular concerns of the speech community, we have been producing various materials: a book of stories (author), a movie (author) on house construction including shots of definitions of key terms in Vera’a and Bislama, thematic encyclopaedic dictionaries of fish and plant species (ongoing). Additionally, our minimally varied corpus lends itself to systematic of cross- register and –genre investigations that bear ramification on the description of the language and some typological issues. We exemplify this with regards to patterns of pronominalisation and topicalisation across narrative and descriptive texts, which are in part typologically unique and thus of particular relevance to an understanding of these structures from a cross-language perspective. In sum, thematic focus can be a particular strength for multifunctional documentation, as proposed by Terrell (2014). Nevertheless, we also show that minimal text variation, while coinciding with the particular interests and concerns of the community, is of particular value for descriptive as well as typologically relevant research (Mosel 2012, 2014). References Biber, Douglas & Susan Conrad. 2009. Register, genre, and style. Cambridge: Cambridge University Press. Himmelmann, Nikiolaus P. Documentary and descriptive linguistics. Linguistics 36, 161-195. Himmelmann, Nikolaus P. 2006. Language documentation: What is it and what is it good for? In Essentials of language documentation edited by Jost Gippert, Nikolaus P. Himmelmann, and Ulrike Mosel, 1-30. Berlin: Mouton de Gruyter. Mosel, Ulrike. 2012. Creating educational materials in language documentation projects - creating innovative resources for linguistic research. In Potentials of language documentation: Methods, analyses, and utilization. Language Documentation and Conservation Special Publication No. 3 edited by Frank Seifart, Geoffrey Haig, Nikolaus P. Himmelmann, Dagmar Jung, Anna Margetts, and Paul Trilsbek, 111-117. Hnololulu: University of Hawai’i Press. http://hdl.handle.net/10125/4524 Mosel, Ulrike. 2014. Corpus linguistic and documentary approaches in writing a grammar of a previously undescribed language. In The art and practice of grammar writing. Language Documentation and Conservation Special Publication No. 8 edited by Toshihide Nakayama and Karen Rice, 135- 157. Honolulu: University of Hawai’i Press. http://hdl.handle.net/10125/4589 Terrell, Jacob. 2009. Endangered domains, thematic documentation and grammaticography. http://hdl.handle.net/10125/41972 Potentials of multifunctional thematic language documentation Sound oai:scholarspace.manoa.hawaii.edu:10125/42013 2024-09-02 col_10125_45840 42013.pdf 42013.mp3 Holton, Gary, Blake, A.L., Thomas, Michael, Kreager, Philip, Ekawati, Lenny L., Ismajani Puradiredja, Dewi, Kratochvíl, František, Delpada, Benidiktus, Tee Yuan Wen, Alicia, Wan Tin, Chan, Mohamad Yuni, Khuzaimah, Ghazali, Soffia binte, Holton, Gary, Blake, A.L., Thomas, Michael, Kreager, Philip, Ekawati, Lenny L., Ismajani Puradiredja, Dewi, Kratochvíl, František, Delpada, Benidiktus, Tee Yuan Wen, Alicia, Wan Tin, Chan, Mohamad Yuni, Khuzaimah, Ghazali, Soffia binte; 2017-03-04; We report on an interdisciplinary collaboration between public health experts, linguists, and botanists which seeks to better understand indigenous perspectives on malaria among the Abui [abz] speaking communities of Alor Island, Eastern Indonesia. Malaria is endemic in Alor and is highly resistant to common conventional treatment regimens (Sutanto et al. 2009). There is a low rate of compliance with modern malaria treatments, and a correspondingly high reliance on traditional treatment methods (Krentel 2008). Our research attempts to understand traditional knowledge of malaria in Abui and its relevance to modern healthcare. We analyze a corpus of unstructured interviews concerning health-related problems in Abui in order to better understand the conceptualization of disease (Forster 1976). This includes the systematic study of metaphor (Author 2016), sequencing of symptom descriptions (Author 2016), symptom-based indigenous classification of malaria, an inventory of traditional health-protecting practices, and an inventory of medical plants. The plant terminology reveals a syncretism between terms referring to diseases and the plants which either treat or cause those diseases. For example, the term takaya denotes both the ti plant (Cordyline fruticosa) and a severe form of malaria (Plasmodium falciparum). The leaves of the ti plant takaya are tied onto valuable trees such as candlenut, areca palm, and jackfruit to create a protective spell which wards off theft of the fruits or nuts of that tree. Transgressing this protection by taking the fruits or nuts without permission will cause the transgressor to suffer the takaya disease. The existence of supernatural causes may go unnoticed when interviews are conducted in Indonesian, the national language closely associated with modernity. However, the pervasiveness of plant-disease syncretism within Abui belies the continuing significance of traditional beliefs regarding disease. The collaborative methodology described here shows great promise for improving our understanding of the conceptualization of malaria in Abui and thus increasing treatment efficacy for this disease. Moreover, this approach provides a platform for documentary linguistics which includes a high level of community engagement. The healthcare interviews yield a culturally significant corpus of spontaneous speech which also serves as an independent knowledge base to evaluate the reliability and accuracy of ethnobotanical research. Finally, we suggest several ways in which our approach can be applied to future healthcare research in other domains and with other communities. References Author. 2016. The Pragmatics Behind the Medical and Health Knowledge in Alor: An Understanding of how disease is conceptualized in the Abui language. Honors thesis. Nanyang Technological University, Singapore. Du Bois, Cora. 1944. The People of Alor: a social-psychological study of an East Indian island. Minnesota: The University of Minnesota Press Forster, George M. 1976. Disease Etiologies in Non-Western Medical Systems. American Anthropologist 78(4): 773-782. Krentel, Alison. 2008. Why do individuals comply with mass drug administration for lymphatic filariasis? A case study from Alor District, Indonesia. PhD dissertation. London School of Hygiene & Tropical Medicine. Sutanto, I. Nurhayati, S. S., Manoempil, P., Baird, J.K. 2009. Resistance to Choloroquine by Plasmodium vivax at Alor in the Lesser Sundas Archipelago in Eastern Indonesia. The American Society of Tropical Medicine and Hygiene, 81(2), 338-342. Author. 2016. The Semantics of Complex Sentences in the Discourse of Health and Diseases: A Case Study in Abui. Honors thesis. Nanyang Technological University, Singapore.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42013. Holton, Gary Blake, A.L. Thomas, Michael Kreager, Philip Ekawati, Lenny L. Ismajani Puradiredja, Dewi Kratochvíl, František Delpada, Benidiktus Tee Yuan Wen, Alicia Wan Tin, Chan Mohamad Yuni, Khuzaimah Ghazali, Soffia binte Holton, Gary Blake, A.L. Thomas, Michael Kreager, Philip Ekawati, Lenny L. Ismajani Puradiredja, Dewi Kratochvíl, František Delpada, Benidiktus Tee Yuan Wen, Alicia Wan Tin, Chan Mohamad Yuni, Khuzaimah Ghazali, Soffia binte 2017-03-04 We report on an interdisciplinary collaboration between public health experts, linguists, and botanists which seeks to better understand indigenous perspectives on malaria among the Abui [abz] speaking communities of Alor Island, Eastern Indonesia. Malaria is endemic in Alor and is highly resistant to common conventional treatment regimens (Sutanto et al. 2009). There is a low rate of compliance with modern malaria treatments, and a correspondingly high reliance on traditional treatment methods (Krentel 2008). Our research attempts to understand traditional knowledge of malaria in Abui and its relevance to modern healthcare. We analyze a corpus of unstructured interviews concerning health-related problems in Abui in order to better understand the conceptualization of disease (Forster 1976). This includes the systematic study of metaphor (Author 2016), sequencing of symptom descriptions (Author 2016), symptom-based indigenous classification of malaria, an inventory of traditional health-protecting practices, and an inventory of medical plants. The plant terminology reveals a syncretism between terms referring to diseases and the plants which either treat or cause those diseases. For example, the term takaya denotes both the ti plant (Cordyline fruticosa) and a severe form of malaria (Plasmodium falciparum). The leaves of the ti plant takaya are tied onto valuable trees such as candlenut, areca palm, and jackfruit to create a protective spell which wards off theft of the fruits or nuts of that tree. Transgressing this protection by taking the fruits or nuts without permission will cause the transgressor to suffer the takaya disease. The existence of supernatural causes may go unnoticed when interviews are conducted in Indonesian, the national language closely associated with modernity. However, the pervasiveness of plant-disease syncretism within Abui belies the continuing significance of traditional beliefs regarding disease. The collaborative methodology described here shows great promise for improving our understanding of the conceptualization of malaria in Abui and thus increasing treatment efficacy for this disease. Moreover, this approach provides a platform for documentary linguistics which includes a high level of community engagement. The healthcare interviews yield a culturally significant corpus of spontaneous speech which also serves as an independent knowledge base to evaluate the reliability and accuracy of ethnobotanical research. Finally, we suggest several ways in which our approach can be applied to future healthcare research in other domains and with other communities. References Author. 2016. The Pragmatics Behind the Medical and Health Knowledge in Alor: An Understanding of how disease is conceptualized in the Abui language. Honors thesis. Nanyang Technological University, Singapore. Du Bois, Cora. 1944. The People of Alor: a social-psychological study of an East Indian island. Minnesota: The University of Minnesota Press Forster, George M. 1976. Disease Etiologies in Non-Western Medical Systems. American Anthropologist 78(4): 773-782. Krentel, Alison. 2008. Why do individuals comply with mass drug administration for lymphatic filariasis? A case study from Alor District, Indonesia. PhD dissertation. London School of Hygiene & Tropical Medicine. Sutanto, I. Nurhayati, S. S., Manoempil, P., Baird, J.K. 2009. Resistance to Choloroquine by Plasmodium vivax at Alor in the Lesser Sundas Archipelago in Eastern Indonesia. The American Society of Tropical Medicine and Hygiene, 81(2), 338-342. Author. 2016. The Semantics of Complex Sentences in the Discourse of Health and Diseases: A Case Study in Abui. Honors thesis. Nanyang Technological University, Singapore. http://hdl.handle.net/10125/42013 The language of malaria in Abui: An interdisciplinary investigation of healthcare practices in Alor, Eastern Indonesia Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42054 2024-09-02 col_10125_45840 42054.pdf 42054.mp3 Perry, Robyn, Bird, Steven, Perry, Robyn, Bird, Steven; 2017-03-05; The dominant “monolingual mindset” in many anglophone countries rewards the use of English only, at the cost of other languages, by assuming that competence in one language inhibits competence in another. This does harm to historically traumatized indigenous and immigrant groups, especially accompanied by racism, classism, and assimilation pressures (1). However, there is opportunity for building connections between communities by strengthening small languages and, we hypothesize, for increasing community wellbeing. The colocation of immigrant and indigenous communities in cities opens the possibility for building solidarity across language communities, and for sharing treasure languages with mainstream monolingual audiences. An upwelling of interest in the storytelling genre has created eager audiences, primed to listen respectfully and witness the storyteller’s transformation while sharing their story. Treasure Language Storytelling brings indigenous and immigrant people together to share stories in original languages, and then translate them into a language of wider communication such as English. A panel of language champions also discusses maintaining language in their communities. Speakers have typically never been publicly recognized as speakers of their languages, and report that it is extraordinary to be acknowledged. Some renew their resolve to speak their languages with their children. By-products include high quality video recordings of the stories, evidence of the storytellers’ bravery and skill, that add to the documented materials for the language. It’s been shown that knowledge of heritage language (2, 3), as well as participation in language revitalization work can serve as protective health factors. As we have refined Treasure Language Storytelling, we now investigate the degree to which this approach also can promote individual healing and community wellbeing. Audience responses like the following have further bolstered our hypothesis (4): "After the event, I could see the potential for healing. I thought I knew one of the storytellers, but I realized when he told his story I only knew part of him. I felt like I was taken back with him to his country, instead of him being in my world. There is much more to him than what I know of him here. That's where there’s value for community members and storytellers." —Andrea VanDerWerf, Melaleuca Refugee Centre staff We will present the results of our investigation into the impact of Treasure Language Storytelling on community wellbeing. The work will involve developing evaluation measures for storytelling events and piloting several school-based treasure language appreciation activities. (1) De Leo D, Ratkowska KA. Suicide in Immigrants: An Overview. Open Journal of Medical Psychology, 2013, 2, 124-133 http://dx.doi.org/10.4236/ojmp.2013.23019 Published Online July 2013 at http://www.scirp.org/journal/ojmp. (2) Whalen DH, Moss M and Baldwin D. Healing through language: Positive physical health effects of indigenous language use [version 1; referees: 1 approved with reservations]. F1000Research 2016, 5:852 (doi: 10.12688/f1000research.8656.1) (3) McIvor O, Napoleon A. Language and Culture as Protective Factors for At-Risk Communities. Journal de la santé autochtone, novembre 2009. (4) More about the events, including additional quotes, at https://treasurelanguage.org; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42054. Perry, Robyn Bird, Steven Perry, Robyn Bird, Steven 2017-03-05 The dominant “monolingual mindset” in many anglophone countries rewards the use of English only, at the cost of other languages, by assuming that competence in one language inhibits competence in another. This does harm to historically traumatized indigenous and immigrant groups, especially accompanied by racism, classism, and assimilation pressures (1). However, there is opportunity for building connections between communities by strengthening small languages and, we hypothesize, for increasing community wellbeing. The colocation of immigrant and indigenous communities in cities opens the possibility for building solidarity across language communities, and for sharing treasure languages with mainstream monolingual audiences. An upwelling of interest in the storytelling genre has created eager audiences, primed to listen respectfully and witness the storyteller’s transformation while sharing their story. Treasure Language Storytelling brings indigenous and immigrant people together to share stories in original languages, and then translate them into a language of wider communication such as English. A panel of language champions also discusses maintaining language in their communities. Speakers have typically never been publicly recognized as speakers of their languages, and report that it is extraordinary to be acknowledged. Some renew their resolve to speak their languages with their children. By-products include high quality video recordings of the stories, evidence of the storytellers’ bravery and skill, that add to the documented materials for the language. It’s been shown that knowledge of heritage language (2, 3), as well as participation in language revitalization work can serve as protective health factors. As we have refined Treasure Language Storytelling, we now investigate the degree to which this approach also can promote individual healing and community wellbeing. Audience responses like the following have further bolstered our hypothesis (4): "After the event, I could see the potential for healing. I thought I knew one of the storytellers, but I realized when he told his story I only knew part of him. I felt like I was taken back with him to his country, instead of him being in my world. There is much more to him than what I know of him here. That's where there’s value for community members and storytellers." —Andrea VanDerWerf, Melaleuca Refugee Centre staff We will present the results of our investigation into the impact of Treasure Language Storytelling on community wellbeing. The work will involve developing evaluation measures for storytelling events and piloting several school-based treasure language appreciation activities. (1) De Leo D, Ratkowska KA. Suicide in Immigrants: An Overview. Open Journal of Medical Psychology, 2013, 2, 124-133 http://dx.doi.org/10.4236/ojmp.2013.23019 Published Online July 2013 at http://www.scirp.org/journal/ojmp. (2) Whalen DH, Moss M and Baldwin D. Healing through language: Positive physical health effects of indigenous language use [version 1; referees: 1 approved with reservations]. F1000Research 2016, 5:852 (doi: 10.12688/f1000research.8656.1) (3) McIvor O, Napoleon A. Language and Culture as Protective Factors for At-Risk Communities. Journal de la santé autochtone, novembre 2009. (4) More about the events, including additional quotes, at https://treasurelanguage.org http://hdl.handle.net/10125/42054 Treasure Language Storytelling: Cross-cultural Language Recognition and Wellbeing Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42001 2024-09-03 col_10125_45840 42001.pdf 42001.mp3 Bettinson, Mat, Bettinson, Mat; 2017-03-04; The mobile phone ‘app’ has been suggested to offer ‘revolutionary’ potential for crowdsourcing linguistic data (Birch et al., 2013). Some genres such as collaborative dictionary apps have been widely adopted. However, the reality is that despite the proliferation of general mobile apps, mobile software development is challenging and there is much to yet to learn (Wasserman, 2010). Fortunately, web technologies have recently emerged as a viable ‘native’ mobile app development, with a range of benefits including developing for one universal platform. The great potential for mobile software is precisely that it is used by laypersons but this demands a focus on usability, user interface and workflows. We will need simple, usable software in line with common expectations. There is also increasingly realisation of the need to invest in new collaborative software (Thieberger, 2016). We argue that linguists can and should help by using their knowledge of workflows and user expectations to participate in the design of new software tools. Furthermore, the new capabilities challenge stakeholders from language researchers to revitalization communities to have the vision to imagine new ‘apps’ to address their aims. To aid this discussion and raise awareness of the possibilities we present two new software tools resolving from a ‘skunkworks’ research project into emerging mobile and web technologies for linguistic applications. These projects deliver new capabilities to the field and provide evidence of the need to conceive of tools beyond discreet mobile ‘apps’. The two applications, Aikuma-NG and Aikuma-Link, are very different, reflecting the range of audience and their use-cases. Aikuma-NG is an offline ‘Chrome app’ that was crafted to help community-based language revitalisation activists document, transcribe and translate their own language with a focus on mobilising output to social media. This software illustrates key issues such as participatory design, internationalisation and software interoperability. The second tool Aikuma-Link was motivated by the observation that many linguists return from fieldwork with data that requires additional work by participants. The tool allows a researcher to upload media and specify a set of activities. The result is a sharable URL which may be opened on mobile device, inviting the recipient to participate in a range of activities such as providing consent, respeaking, translating, answering metadata prompts and more. Finally, we report on experience of participatory design and field testing of these applications with speakers of endangered Formosan languages in Taiwan. References Birch, Bruce, Sebastian Drude, Daan Broeder, Peter Withers & Peter Wittenburg. 2013. Crowd-sourcing and apps in the field of linguistics: Potentials and challenges of the coming technology. https://www.academia.edu/6422775/Crowd-sourcing_and_apps_in_the_field_of_linguistics_Potentials_and_challenges_of_the_coming_technology Thieberger, Nick. 2016. Language Documentation Tools and Methods Summit Report. http://bit.ly/LDTAMSReport Wasserman, Anthony I. 2010. Software engineering issues for mobile application development. Proceedings of the FSE/SDP workshop on Future of software engineering research (FoSER '10). ACM, New York, NY, USA, 397-400.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42001. Bettinson, Mat Bettinson, Mat 2017-03-04 The mobile phone ‘app’ has been suggested to offer ‘revolutionary’ potential for crowdsourcing linguistic data (Birch et al., 2013). Some genres such as collaborative dictionary apps have been widely adopted. However, the reality is that despite the proliferation of general mobile apps, mobile software development is challenging and there is much to yet to learn (Wasserman, 2010). Fortunately, web technologies have recently emerged as a viable ‘native’ mobile app development, with a range of benefits including developing for one universal platform. The great potential for mobile software is precisely that it is used by laypersons but this demands a focus on usability, user interface and workflows. We will need simple, usable software in line with common expectations. There is also increasingly realisation of the need to invest in new collaborative software (Thieberger, 2016). We argue that linguists can and should help by using their knowledge of workflows and user expectations to participate in the design of new software tools. Furthermore, the new capabilities challenge stakeholders from language researchers to revitalization communities to have the vision to imagine new ‘apps’ to address their aims. To aid this discussion and raise awareness of the possibilities we present two new software tools resolving from a ‘skunkworks’ research project into emerging mobile and web technologies for linguistic applications. These projects deliver new capabilities to the field and provide evidence of the need to conceive of tools beyond discreet mobile ‘apps’. The two applications, Aikuma-NG and Aikuma-Link, are very different, reflecting the range of audience and their use-cases. Aikuma-NG is an offline ‘Chrome app’ that was crafted to help community-based language revitalisation activists document, transcribe and translate their own language with a focus on mobilising output to social media. This software illustrates key issues such as participatory design, internationalisation and software interoperability. The second tool Aikuma-Link was motivated by the observation that many linguists return from fieldwork with data that requires additional work by participants. The tool allows a researcher to upload media and specify a set of activities. The result is a sharable URL which may be opened on mobile device, inviting the recipient to participate in a range of activities such as providing consent, respeaking, translating, answering metadata prompts and more. Finally, we report on experience of participatory design and field testing of these applications with speakers of endangered Formosan languages in Taiwan. References Birch, Bruce, Sebastian Drude, Daan Broeder, Peter Withers & Peter Wittenburg. 2013. Crowd-sourcing and apps in the field of linguistics: Potentials and challenges of the coming technology. https://www.academia.edu/6422775/Crowd-sourcing_and_apps_in_the_field_of_linguistics_Potentials_and_challenges_of_the_coming_technology Thieberger, Nick. 2016. Language Documentation Tools and Methods Summit Report. http://bit.ly/LDTAMSReport Wasserman, Anthony I. 2010. Software engineering issues for mobile application development. Proceedings of the FSE/SDP workshop on Future of software engineering research (FoSER '10). ACM, New York, NY, USA, 397-400. http://hdl.handle.net/10125/42001 Crafting the next generation of language documentation tools Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42046 2024-09-03 col_10125_45840 42046.pdf 42046.mp3 O'Shannessy, Carmel, O'Shannessy, Carmel; 2017-03-03; Code-switching was a major factor in the emergence of the mixed language, Light Warlpiri, and therefore in a partial shift away from speaking Warlpiri, the traditional language, as the speakers' primary language. Now, Light Warlpiri speakers make use of both Light Warlpiri and Warlpiri verbal resources to organize discourse, with a by-product of promoting maintenance of Warlpiri. This paper responds to Simpson's (2015) call for "much more work … to discern the variation of ways of talking which occurs during times of rapid [language] change", by documenting code-switching by multilingual speakers in a community undergoing rapid change. In the 1970-80s adult speakers of Warlpiri in one community code-switched to very young children in a specific pattern that was then conventionalized by the children as a single code (Author 2013). Defining features of Light Warlpiri are re-analyzed verbal structure, derived from English and Kriol, with some innovations, combined with the Warlpiri nominal case-marking system. Light Warlpiri and Warlpiri are differentiated by verbal lexicon and verbal structure. Light Warlpiri speakers code-switch fluidly between between Light Warlpiri and Warlpiri, and they consider the interaction of multiple codes part of their local speech style. In this paper I will present code-switching data, and analyze the motivations for the code-switches using Gumperz' (1982) and Poplack's (1980) discourse organizing factors. I argue that code-switching between Light Warlpiri and Warlpiri for discourse purposes keeps some elements of Warlpiri verbal lexicon and structure accessible to Light Warlpiri speakers, even when not speaking Warlpiri for sustained periods of time. The data are of two types. One set is recordings of elicitation sessions where Light Warlpiri speakers spontaneously created scenarios, or recounted events, to illustrate their use of particular verbs. In the scenarios and recounts, when providing examples of actual or imagined speech, the speakers code-switch between Light Warlpiri and Warlpiri verbal lexicon and structures. The other set, more naturalistic, is recorded interactions of Light Warlpiri speakers telling a story from picture stimulus. The same kinds of discourse patterns are seen in the more, and less, naturalistic types of data, suggesting high data validity. References: Author. (2013). The role of multiple sources in the formation of an innovative auxiliary category in Light Warlpiri, a new Australian mixed language. Language, 89 (2), 328-354. Gumperz, John J. (1982). Discourse strategies. Cambridge & New York: Cambridge University Press. Poplack, Shana. (1980). Sometimes I'll start a sentence in Spanish y termino en Espanol: toward a typology of code-switching. Linguistics, 18, 581-618. Simpson, Jane. (2015). Language attrition and language change. In Claire Bowern & Bethwyn Evans (Eds.), The Routledge Handbook of Historical Linguistics (pp. 537-554). London: Routledge.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42046. O'Shannessy, Carmel O'Shannessy, Carmel 2017-03-03 Code-switching was a major factor in the emergence of the mixed language, Light Warlpiri, and therefore in a partial shift away from speaking Warlpiri, the traditional language, as the speakers' primary language. Now, Light Warlpiri speakers make use of both Light Warlpiri and Warlpiri verbal resources to organize discourse, with a by-product of promoting maintenance of Warlpiri. This paper responds to Simpson's (2015) call for "much more work … to discern the variation of ways of talking which occurs during times of rapid [language] change", by documenting code-switching by multilingual speakers in a community undergoing rapid change. In the 1970-80s adult speakers of Warlpiri in one community code-switched to very young children in a specific pattern that was then conventionalized by the children as a single code (Author 2013). Defining features of Light Warlpiri are re-analyzed verbal structure, derived from English and Kriol, with some innovations, combined with the Warlpiri nominal case-marking system. Light Warlpiri and Warlpiri are differentiated by verbal lexicon and verbal structure. Light Warlpiri speakers code-switch fluidly between between Light Warlpiri and Warlpiri, and they consider the interaction of multiple codes part of their local speech style. In this paper I will present code-switching data, and analyze the motivations for the code-switches using Gumperz' (1982) and Poplack's (1980) discourse organizing factors. I argue that code-switching between Light Warlpiri and Warlpiri for discourse purposes keeps some elements of Warlpiri verbal lexicon and structure accessible to Light Warlpiri speakers, even when not speaking Warlpiri for sustained periods of time. The data are of two types. One set is recordings of elicitation sessions where Light Warlpiri speakers spontaneously created scenarios, or recounted events, to illustrate their use of particular verbs. In the scenarios and recounts, when providing examples of actual or imagined speech, the speakers code-switch between Light Warlpiri and Warlpiri verbal lexicon and structures. The other set, more naturalistic, is recorded interactions of Light Warlpiri speakers telling a story from picture stimulus. The same kinds of discourse patterns are seen in the more, and less, naturalistic types of data, suggesting high data validity. References: Author. (2013). The role of multiple sources in the formation of an innovative auxiliary category in Light Warlpiri, a new Australian mixed language. Language, 89 (2), 328-354. Gumperz, John J. (1982). Discourse strategies. Cambridge & New York: Cambridge University Press. Poplack, Shana. (1980). Sometimes I'll start a sentence in Spanish y termino en Espanol: toward a typology of code-switching. Linguistics, 18, 581-618. Simpson, Jane. (2015). Language attrition and language change. In Claire Bowern & Bethwyn Evans (Eds.), The Routledge Handbook of Historical Linguistics (pp. 537-554). London: Routledge. http://hdl.handle.net/10125/42046 Code-switching helps to maintain traditional language use Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41958 2017-05-11 col_10125_45840 41958.mp3 Weiser, Vera, Tuttle, Siri, Weiser, Vera, Tuttle, Siri; 2017-03-03; In 2002, during a summer course in Lower Tanana Athabascan, I sang a dratakh ch’elik song for the first time. I heard these songs sung but never gave myself completely to them as I did not know the meaning or words in these songs. So when I sang this mourning song I knew that I could sing and it sparked something in me to pursue to learn and sing more dratakh ch’elik. I found some songs that had been transcribed. While reading the transcriptions, I would listen to the songs from cd’sthe recordings. I retained what I was reading and realized that I can learn these songs. Songs helped us heal. Songs helped us to remember our loved ones and their characteristics were memorialized in these dratakh ch’elik. Also important words like ch’eghwtsen (love), gholiyo (prosperity), udlataya udlataya (glad occasions) had deep meaning in the culture. These songs give me a sense of peace, a sense of place, a sense of cultural belonging; a connection to our historic Athabaskan world view. This interest in learning these dratakh ch’elik songs gave me the incentive to learn to read and write the language as I wanted to learn my family’s songs to pass on to my sons. So I would ask elders to teach me the words with all their levels of meanings in the songs. I also sought linguistic support for my work with the songs. Minto elders have strongly urged the study of song lyrics and their use in language teaching. They were concerned that meaningful lyrics could be lost as fewer young people learned the songs. They believed that when people learn to sing in their language, they can learn to speak in the language too. Motivation to learn the language is one effect of exposure to songs in cultural context. Singing together can help shy students learn language sounds. Working from simpler lyrics to more complex ones develops understanding of important aspects of the language. In the case of dratakh ch'elik, layers of meaning are uncovered as a student gets better at language. Each word in the lyrics has literal meaning, contextual meaning , cultural meaning, and metaphorical meaning. This is why the elders treasure these lyrics as repositories of cultural and moral knowledge, and why they insist that they be used in education.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41958. Weiser, Vera Tuttle, Siri Weiser, Vera Tuttle, Siri 2017-03-03 In 2002, during a summer course in Lower Tanana Athabascan, I sang a dratakh ch’elik song for the first time. I heard these songs sung but never gave myself completely to them as I did not know the meaning or words in these songs. So when I sang this mourning song I knew that I could sing and it sparked something in me to pursue to learn and sing more dratakh ch’elik. I found some songs that had been transcribed. While reading the transcriptions, I would listen to the songs from cd’sthe recordings. I retained what I was reading and realized that I can learn these songs. Songs helped us heal. Songs helped us to remember our loved ones and their characteristics were memorialized in these dratakh ch’elik. Also important words like ch’eghwtsen (love), gholiyo (prosperity), udlataya udlataya (glad occasions) had deep meaning in the culture. These songs give me a sense of peace, a sense of place, a sense of cultural belonging; a connection to our historic Athabaskan world view. This interest in learning these dratakh ch’elik songs gave me the incentive to learn to read and write the language as I wanted to learn my family’s songs to pass on to my sons. So I would ask elders to teach me the words with all their levels of meanings in the songs. I also sought linguistic support for my work with the songs. Minto elders have strongly urged the study of song lyrics and their use in language teaching. They were concerned that meaningful lyrics could be lost as fewer young people learned the songs. They believed that when people learn to sing in their language, they can learn to speak in the language too. Motivation to learn the language is one effect of exposure to songs in cultural context. Singing together can help shy students learn language sounds. Working from simpler lyrics to more complex ones develops understanding of important aspects of the language. In the case of dratakh ch'elik, layers of meaning are uncovered as a student gets better at language. Each word in the lyrics has literal meaning, contextual meaning , cultural meaning, and metaphorical meaning. This is why the elders treasure these lyrics as repositories of cultural and moral knowledge, and why they insist that they be used in education. http://hdl.handle.net/10125/41958 Traditional music and language learning in Alaska Sound oai:scholarspace.manoa.hawaii.edu:10125/42056 2024-09-04 col_10125_45840 42056.pdf 42056.mp3 Rarrick, Samantha, Asonye, Emmanuel, Rarrick, Samantha, Asonye, Emmanuel; 2017-03-05; In communities around the world, Deafness is closely tied to wellness. In this presentation, we address the unique linguistic barriers faced by Deaf individuals as an issue of health (Yoshinaga 1998) and identity (Padden 1989; 1996) in Papua New Guinea and Nigeria. We discuss the impact of the projection of Deaf peoples’ perceived “unwellness” onto their languages which often results in language endangerment and difficulties for researchers. Linguistic barriers can also disempower the Deaf population, contributing to vulnerability. While these are global issues for Deaf people, we provide examples from our work, arguing that language documentation and conservation can help break down stigma against sign languages and their users by acknowledging that sign languages are full languages. We create materials which empower signers and allow them to become better educated and involved in their health and wellness decisions. In the communities with which we work, linguistic barriers are closely tied to both stigma against deafness and vulnerability. Firstly, a medical model of deafness, which assumes that deafness makes a person unwell and can be fixed, is common (Padden 1996). In less developed nations, such as Papua New Guinea, signers are often ostracized, with hearing individuals denying the existence of deaf relatives. As a researcher, this can make it difficult to find Deaf people and learn about their languages. In Nigeria deaf children are marginalized and underdeveloped, and their language is highly endangered. There is a variety of basic wellness issues in this population, including the fact that 75% of hearing loss in children is accidental and avoidable. Most girls living in dorms in the Schools for the Deaf have a sexually transmitted disease or have been sexually abused. Linguistic barriers make confiding in an adult is especially difficult, and these girls often have little or no information about these and other health issues. Through language documentation and conservation efforts, we can address some of the wellness issues that deaf people in such communities face. Firstly, we can create informational materials to inform signers about health issues in their own languages. We can also work to decrease stigma against both sign languages and their users by drawing attention to their presence. Finally, it is essential to take one’s time in documentation, as it can take years before vulnerable members of the community are willing to work with outsiders, but it is vital that these highly endangered languages are documented and conserved. References: Padden, Carol. 1989. “The deaf community and the culture of deaf people.” In Wilcox, Sherman (ed.), American Deaf Culture: an Anthology. Burtosville, MD: Linstok Press, Inc. Padden, Carol. 1996. “From the cultural to the bicultural: The modern Deaf community”. In Parasnis, Ila (Ed.), Cultural and Language Diversity: Reflections on the Deaf Experience (pp. 79-98). Cambridge, MA: Cambridge University Press. Yoshinago-Itano, Christine, Allison L. Sedey, Diane K. Coulter, and Albert L. Mehl. 1998. “Language of early-and later-identified children with hearing loss”. In Pediatrics. 102: 1161-1171.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42056. Rarrick, Samantha Asonye, Emmanuel Rarrick, Samantha Asonye, Emmanuel 2017-03-05 In communities around the world, Deafness is closely tied to wellness. In this presentation, we address the unique linguistic barriers faced by Deaf individuals as an issue of health (Yoshinaga 1998) and identity (Padden 1989; 1996) in Papua New Guinea and Nigeria. We discuss the impact of the projection of Deaf peoples’ perceived “unwellness” onto their languages which often results in language endangerment and difficulties for researchers. Linguistic barriers can also disempower the Deaf population, contributing to vulnerability. While these are global issues for Deaf people, we provide examples from our work, arguing that language documentation and conservation can help break down stigma against sign languages and their users by acknowledging that sign languages are full languages. We create materials which empower signers and allow them to become better educated and involved in their health and wellness decisions. In the communities with which we work, linguistic barriers are closely tied to both stigma against deafness and vulnerability. Firstly, a medical model of deafness, which assumes that deafness makes a person unwell and can be fixed, is common (Padden 1996). In less developed nations, such as Papua New Guinea, signers are often ostracized, with hearing individuals denying the existence of deaf relatives. As a researcher, this can make it difficult to find Deaf people and learn about their languages. In Nigeria deaf children are marginalized and underdeveloped, and their language is highly endangered. There is a variety of basic wellness issues in this population, including the fact that 75% of hearing loss in children is accidental and avoidable. Most girls living in dorms in the Schools for the Deaf have a sexually transmitted disease or have been sexually abused. Linguistic barriers make confiding in an adult is especially difficult, and these girls often have little or no information about these and other health issues. Through language documentation and conservation efforts, we can address some of the wellness issues that deaf people in such communities face. Firstly, we can create informational materials to inform signers about health issues in their own languages. We can also work to decrease stigma against both sign languages and their users by drawing attention to their presence. Finally, it is essential to take one’s time in documentation, as it can take years before vulnerable members of the community are willing to work with outsiders, but it is vital that these highly endangered languages are documented and conserved. References: Padden, Carol. 1989. “The deaf community and the culture of deaf people.” In Wilcox, Sherman (ed.), American Deaf Culture: an Anthology. Burtosville, MD: Linstok Press, Inc. Padden, Carol. 1996. “From the cultural to the bicultural: The modern Deaf community”. In Parasnis, Ila (Ed.), Cultural and Language Diversity: Reflections on the Deaf Experience (pp. 79-98). Cambridge, MA: Cambridge University Press. Yoshinago-Itano, Christine, Allison L. Sedey, Diane K. Coulter, and Albert L. Mehl. 1998. “Language of early-and later-identified children with hearing loss”. In Pediatrics. 102: 1161-1171. http://hdl.handle.net/10125/42056 Wellness and Linguistic Barriers in Deaf Communities in Nigeria and Papua New Guinea Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41937 2017-05-11 col_10125_45840 41937.mp3 Anderson-Fung, Puanani, Anderson-Fung, Puanani; 2017-03-02; This study reveals the fascinating history of the Polynesian word ake and its linguistic cognate a`e. It is a case study in Polynesian botanical taxonomy, as well as lexical and semantic change, with results that provide evidence for the pathways of human migration and interaction in ancient Polynesia. My original objective was to understand why indigenous scientists had given the Hawaiian name a`e to trees in Zanthoxylum (Rutaceae), Sapindus (Sapindaceae) and Xylosma (Salicaeae). I assumed that: the Hawaiian name a`e was given to these tree genera for discernible reasons, and not as a result of misidentification; indigenous scientists are as competent as modern taxonomists; indigenous names generally coincide with the modern post-Linnaean genus; and we humans tend to recognize the same groupings of like organisms in nature. When I discovered that the word ake also named Dodonaea (Sapindaceae) in several Polynesian island groups and Olearia (Asteraceae) in Aotearoa, my goal became much broader—to seek out new words from more destinations—to go boldly where ake had gone before (with apologies to Gene Roddenberry), and, ultimately, to determine whether and how these words might be related. To do this, I gathered ake/a`e words for fifteen Polynesian languages from dictionaries, combined them with other indigenous names for each plant genus with an ake/a`e name, and found additional ake/a`e words using comparative linguistic techniques. Semantic reconstruction was accomplished by integrating data regarding the morphology, characteristic properties, distribution, and use of species in the ake genera, the well-accepted pathways of Polynesian migration, and the effects of Polynesian colonization and cultural hegemony. Results indicate that Polynesian scientists recognized the same genera as modern botany, but named them according to either their morphology or cultural use. Once a plant genus was named ake or a`e, the name was applied consistently to the same genus, until the Polynesians travelled to a new land where the previously-named genus no longer occurred. At these points, the word ake was given to other things that were ‘scented’ or made of ‘very hard wood,’ reflecting the use of the ake trees in the Society Islands or Marquesas, respectively. In this way, the word was able to “live long and prosper” in very different biogeophysical environments in Polynesia. [Holistic: characterized by comprehension of the parts of something as intimately interconnected and explicable only by reference to the whole.]; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41937. Anderson-Fung, Puanani Anderson-Fung, Puanani 2017-03-02 This study reveals the fascinating history of the Polynesian word ake and its linguistic cognate a`e. It is a case study in Polynesian botanical taxonomy, as well as lexical and semantic change, with results that provide evidence for the pathways of human migration and interaction in ancient Polynesia. My original objective was to understand why indigenous scientists had given the Hawaiian name a`e to trees in Zanthoxylum (Rutaceae), Sapindus (Sapindaceae) and Xylosma (Salicaeae). I assumed that: the Hawaiian name a`e was given to these tree genera for discernible reasons, and not as a result of misidentification; indigenous scientists are as competent as modern taxonomists; indigenous names generally coincide with the modern post-Linnaean genus; and we humans tend to recognize the same groupings of like organisms in nature. When I discovered that the word ake also named Dodonaea (Sapindaceae) in several Polynesian island groups and Olearia (Asteraceae) in Aotearoa, my goal became much broader—to seek out new words from more destinations—to go boldly where ake had gone before (with apologies to Gene Roddenberry), and, ultimately, to determine whether and how these words might be related. To do this, I gathered ake/a`e words for fifteen Polynesian languages from dictionaries, combined them with other indigenous names for each plant genus with an ake/a`e name, and found additional ake/a`e words using comparative linguistic techniques. Semantic reconstruction was accomplished by integrating data regarding the morphology, characteristic properties, distribution, and use of species in the ake genera, the well-accepted pathways of Polynesian migration, and the effects of Polynesian colonization and cultural hegemony. Results indicate that Polynesian scientists recognized the same genera as modern botany, but named them according to either their morphology or cultural use. Once a plant genus was named ake or a`e, the name was applied consistently to the same genus, until the Polynesians travelled to a new land where the previously-named genus no longer occurred. At these points, the word ake was given to other things that were ‘scented’ or made of ‘very hard wood,’ reflecting the use of the ake trees in the Society Islands or Marquesas, respectively. In this way, the word was able to “live long and prosper” in very different biogeophysical environments in Polynesia. [Holistic: characterized by comprehension of the parts of something as intimately interconnected and explicable only by reference to the whole.] http://hdl.handle.net/10125/41937 Holistic reconstruction of the Polynesian *ake ‘scent, hardwood and/or plant name’ group: Evolution of an enigmatic lexeme and indigenous botanical taxonomic group. Sound oai:scholarspace.manoa.hawaii.edu:10125/41957 2017-05-11 col_10125_45840 41957.mp3 Newman, Vera, Cranmer, Barb, Brown RN, Helen, Isaac, Trevor, Newman, Vera, Cranmer, Barb, Brown RN, Helen, Isaac, Trevor; 2017-03-03; Kwakwala for the Namgis First Nation in Alert Bay, British Columbia, Canada has been endangered as a constant companion of historical and ongoing colonialism that eradicates Indigenous identity, knowledge systems and culture. Within a community-academic partnership research program, the revitalization of our Kwakwala language is being undertaken and studied as part of a larger project focusing on cultural continuity, social well-being and community health promotion. Through Kwakwala immersion camps, recording Kwakwala baby songs, creating the Dzunukwa legend DVD, translating children’s storybooks into Kwakwala and regalia making events, we, the Namgis people, are coming to together in the spirit of Awil’gola, wherein the translation means “being together” to foster connection and community. Being together to learn, read, listen to and speak Kwakwala creates Awil'gola; the making of spaces and places that are fostering, revitalizing and helping to document traditional knowledge and language practices that are critical for the health of Indigenous people around the globe and within our community. In this presentation, we share our language and legends that are our teachers, sing our entrance song in regalia and the research findings focused on Kwakwala revitalization, cultural continuity and preserving our knowledge systems and language practices. We conclude by sharing our future goals to develop new and innovative ways to ensure our language will thrive.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41957. Newman, Vera Cranmer, Barb Brown RN, Helen Isaac, Trevor Newman, Vera Cranmer, Barb Brown RN, Helen Isaac, Trevor 2017-03-03 Kwakwala for the Namgis First Nation in Alert Bay, British Columbia, Canada has been endangered as a constant companion of historical and ongoing colonialism that eradicates Indigenous identity, knowledge systems and culture. Within a community-academic partnership research program, the revitalization of our Kwakwala language is being undertaken and studied as part of a larger project focusing on cultural continuity, social well-being and community health promotion. Through Kwakwala immersion camps, recording Kwakwala baby songs, creating the Dzunukwa legend DVD, translating children’s storybooks into Kwakwala and regalia making events, we, the Namgis people, are coming to together in the spirit of Awil’gola, wherein the translation means “being together” to foster connection and community. Being together to learn, read, listen to and speak Kwakwala creates Awil'gola; the making of spaces and places that are fostering, revitalizing and helping to document traditional knowledge and language practices that are critical for the health of Indigenous people around the globe and within our community. In this presentation, we share our language and legends that are our teachers, sing our entrance song in regalia and the research findings focused on Kwakwala revitalization, cultural continuity and preserving our knowledge systems and language practices. We conclude by sharing our future goals to develop new and innovative ways to ensure our language will thrive. http://hdl.handle.net/10125/41957 Awil'gola: Kwakwala revitalization for cultural continuity and community health promotion for the Namgis First Nation in British Columbia, Canada. Sound oai:scholarspace.manoa.hawaii.edu:10125/42000 2024-09-06 col_10125_45840 42000.mp3 42000.pdf Desrosier, Jesse, Yarbrough, Danielle, Big Knife, Kaylene, Lahr, Jake, Kipp, Willow, Desrosier, Jesse, Yarbrough, Danielle, Big Knife, Kaylene, Lahr, Jake, Kipp, Willow; 2017-03-04; Sacred Roots Language Society (SRLS) is a student led organization which believes in the importance of establishing one’s identity through language and organizes community based activities to bring awareness to the endangered status of Montana's indigenous languages. Through our collaborations with the Missoula community, we have been able to establish a space within the university setting that provides Native students the opportunity to represent and advocate for their languages. Language activism at the college level provides a unique opportunity for students’ personal development, as this can be many students’ first time away from home, and is a critical stage in the development of one’s identity. Our society’s membership varies from local immersion school graduates, to linguistic majors, language speakers, future teachers, and those simply interested in indigenous language. It is a key focus of ours to represent the 11 different indigenous languages of Montana by providing a supportive community committed to representing this diversity both on and off campus. Since our creation in January of 2015, SRLS has fundraised and organized several local community events in addition to online advocacy. The first project undertaken by our society was a Valentine’s Day video featuring the phrase “I love you” in 10 different indigenous languages, with nearly 8,000 views, it was featured on the popular site UpWorthy. Our two larger annual events include a 5k “Save Our Languages” fun run (runners ranged from grade school aged youth to elders) and a community oriented language and culture conference. At the conference, students and community members alike had the opportunity to network with others to share ideas on how each tribe was approaching language revitalization within their communities. Our efforts of working together with other student groups, local tribal communities, and several indigenous non-profit organizations have strengthened relationships which have lead language revitalization efforts to prosper and, ultimately, a greater exchange of knowledge between our communities. We look forward to sharing our model for community involvement, language advocacy, and language revitalization as an example of how students across the nation can shape, support, and strategize their language revitalization efforts.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42000. Desrosier, Jesse Yarbrough, Danielle Big Knife, Kaylene Lahr, Jake Kipp, Willow Desrosier, Jesse Yarbrough, Danielle Big Knife, Kaylene Lahr, Jake Kipp, Willow 2017-03-04 Sacred Roots Language Society (SRLS) is a student led organization which believes in the importance of establishing one’s identity through language and organizes community based activities to bring awareness to the endangered status of Montana's indigenous languages. Through our collaborations with the Missoula community, we have been able to establish a space within the university setting that provides Native students the opportunity to represent and advocate for their languages. Language activism at the college level provides a unique opportunity for students’ personal development, as this can be many students’ first time away from home, and is a critical stage in the development of one’s identity. Our society’s membership varies from local immersion school graduates, to linguistic majors, language speakers, future teachers, and those simply interested in indigenous language. It is a key focus of ours to represent the 11 different indigenous languages of Montana by providing a supportive community committed to representing this diversity both on and off campus. Since our creation in January of 2015, SRLS has fundraised and organized several local community events in addition to online advocacy. The first project undertaken by our society was a Valentine’s Day video featuring the phrase “I love you” in 10 different indigenous languages, with nearly 8,000 views, it was featured on the popular site UpWorthy. Our two larger annual events include a 5k “Save Our Languages” fun run (runners ranged from grade school aged youth to elders) and a community oriented language and culture conference. At the conference, students and community members alike had the opportunity to network with others to share ideas on how each tribe was approaching language revitalization within their communities. Our efforts of working together with other student groups, local tribal communities, and several indigenous non-profit organizations have strengthened relationships which have lead language revitalization efforts to prosper and, ultimately, a greater exchange of knowledge between our communities. We look forward to sharing our model for community involvement, language advocacy, and language revitalization as an example of how students across the nation can shape, support, and strategize their language revitalization efforts. http://hdl.handle.net/10125/42000 Promotion of Community Wellness Through Language Activism & Revitalization: A Student Perspective Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41999 2024-09-08 col_10125_45840 41999.mp3 41999.pdf Higgins, Christina, Higgins, Christina; 2017-03-04; This paper outlines a discourse-based approach to the study of language attitudes and ethnolinguistic vitality by analyzing 25 hour-long interviews conducted with residents of Hawai‘i who identify as Native Hawaiian. In the process of asking participants to recount and reflect on their families’ language maintenance, acquisition, and loss of Hawaiian over three generations, they expressed their language attitudes in the form of stance-taking (Du Bois, 2007). Their stances revealed the various ways that they categorized and assessed the ethnolinguistic vitality of Hawaiian in their families and communities, and what role their family members’ attitudes towards Hawaiian played in their own maintenance of the language. Given the multilingual nature of Hawai‘i, their language attitudes towards Hawaiian were also frequently conveyed through taking up stances towards English and Hawai‘i Creole, two languages which are sometimes characterized as competing with Hawaiian in terms of sociolinguistic domains. The paper argues that research methodologies for the study of language attitudes can benefit from discourse analytic approaches that treat attitudes as dynamic (Liebscher & Dailey-O'Cain, 2009) and which show how language ideologies are strongly shaped by individuals’ interactional experiences over time with their family members. The analysis examines how individuals align or disalign with sentiments expressed (via reported speech) by family members about language in interview data. By making use of coding based on appraisal theory (Martin & White, 2003), the study shows how we can achieve a holistic understanding of an individual’s language attitudes while also attending to the discursive construction of varied dispositions toward family languages. In addition, since many participants reported what might be called “partial” language competence in Hawaiian, the paper contributes to recent scholarship on “new speaker” populations who make use of complex linguistic repertoires to construct ethnolinguistic identities (O’Rourke, Pujolar & Ramallo, 2015). While primordial associations between languages and cultures are often expressed in the interview data, some participants do not always identify with their parents’ and grandparents’ varieties of Hawaiian or ways of being Native Hawaiian. Instead, these speakers maintain Hawaiian in the form of codemixing and through Neo Hawaiian (NeSmith, 2005), a more recent variety of the language that has resulted from immersion schooling and language learning in higher education. Du Bois, J. W. (2007). The stance triangle. In R. Englebretson (Ed.) Stancetaking in discourse: Subjectivity, evaluation, interaction (pp. 139-182). Amsterdam: John Benjamins. Liebscher, G., & Dailey‐O'Cain, J. (2009). Language attitudes in interaction. Journal of Sociolinguistics, 13(2), 195-222. Martin, J. R., & White, P. R. (2003). The language of evaluation. London: Palgrave Macmillan. NeSmith, R. K. 2005. Tūtū’s Hawaiian and the Emergence of a Neo Hawaiian Language. ‘Ōiwi Journal3—A Native Hawaiian Journal (http://www.hawaii.edu/oiwi/). O'Rourke, B., Pujolar, J., & Ramallo, F. (2015). New speakers of minority languages: The challenging opportunity–Foreword. International Journal of the Sociology of Language, 231, 1-20.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41999. Higgins, Christina Higgins, Christina 2017-03-04 This paper outlines a discourse-based approach to the study of language attitudes and ethnolinguistic vitality by analyzing 25 hour-long interviews conducted with residents of Hawai‘i who identify as Native Hawaiian. In the process of asking participants to recount and reflect on their families’ language maintenance, acquisition, and loss of Hawaiian over three generations, they expressed their language attitudes in the form of stance-taking (Du Bois, 2007). Their stances revealed the various ways that they categorized and assessed the ethnolinguistic vitality of Hawaiian in their families and communities, and what role their family members’ attitudes towards Hawaiian played in their own maintenance of the language. Given the multilingual nature of Hawai‘i, their language attitudes towards Hawaiian were also frequently conveyed through taking up stances towards English and Hawai‘i Creole, two languages which are sometimes characterized as competing with Hawaiian in terms of sociolinguistic domains. The paper argues that research methodologies for the study of language attitudes can benefit from discourse analytic approaches that treat attitudes as dynamic (Liebscher & Dailey-O'Cain, 2009) and which show how language ideologies are strongly shaped by individuals’ interactional experiences over time with their family members. The analysis examines how individuals align or disalign with sentiments expressed (via reported speech) by family members about language in interview data. By making use of coding based on appraisal theory (Martin & White, 2003), the study shows how we can achieve a holistic understanding of an individual’s language attitudes while also attending to the discursive construction of varied dispositions toward family languages. In addition, since many participants reported what might be called “partial” language competence in Hawaiian, the paper contributes to recent scholarship on “new speaker” populations who make use of complex linguistic repertoires to construct ethnolinguistic identities (O’Rourke, Pujolar & Ramallo, 2015). While primordial associations between languages and cultures are often expressed in the interview data, some participants do not always identify with their parents’ and grandparents’ varieties of Hawaiian or ways of being Native Hawaiian. Instead, these speakers maintain Hawaiian in the form of codemixing and through Neo Hawaiian (NeSmith, 2005), a more recent variety of the language that has resulted from immersion schooling and language learning in higher education. Du Bois, J. W. (2007). The stance triangle. In R. Englebretson (Ed.) Stancetaking in discourse: Subjectivity, evaluation, interaction (pp. 139-182). Amsterdam: John Benjamins. Liebscher, G., & Dailey‐O'Cain, J. (2009). Language attitudes in interaction. Journal of Sociolinguistics, 13(2), 195-222. Martin, J. R., & White, P. R. (2003). The language of evaluation. London: Palgrave Macmillan. NeSmith, R. K. 2005. Tūtū’s Hawaiian and the Emergence of a Neo Hawaiian Language. ‘Ōiwi Journal3—A Native Hawaiian Journal (http://www.hawaii.edu/oiwi/). O'Rourke, B., Pujolar, J., & Ramallo, F. (2015). New speakers of minority languages: The challenging opportunity–Foreword. International Journal of the Sociology of Language, 231, 1-20. http://hdl.handle.net/10125/41999 Language attitudes as stance-taking: A discourse analytic study of intergenerational language transmission among Native Hawaiians Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41932 2017-05-11 col_10125_45840 41932.mp3 Bell, Lucy, Rea, Amelia, Bell, Lucy, Rea, Amelia; 2017-03-02; How do we heal our ailing languages? The answers are within us. The answers are around us. My Haida language is critically ill. As a language learner and a coordinator, I felt the frustrations of learners and elders who wanted so badly for us to speak Xaad Kil. I felt like we were missing something in our language learning journey. We were missing the healing, the preparations and the connections to our ancestors, the supernaturals and the land and the sea. For my thesis research, I asked how our ancestors would have healed our language. What medicines, what rituals, what foods and what supernatural helpers could help breathe life back into the language? Through interviews and archival research, I discovered over 100 traditional ways to heal our mother tongue. Some of these healing practices are common, whereas some have been forgotten and need to be revived and reinvented. Our ancestors didn’t have to revive their language, therefore we have to approach these healing practices with an open mind and heart. One of my favourite healing practices I learned about was done on me when I was a quiet toddler. My grandmother took me into the forest and wiped my mouth with spruce cones, asking them to help me speak. Another powerful northwest coast practice is the use of devil’s club as a cleanser to make the body clean to accept new knowledge. Our ancestors would have encouraged us to cleanse ourselves to accept the Haida language. These are two of the many rituals that our ancestors I learned about in my research. It is also important for language learners to rely on an ancestral diet to connect us to our ancestors and environment and keeps us much healthier and happier than a fast-food diet. Many of our traditional foods, such as fish oil and berries are proven to be excellent brain foods. In our efforts to heal our languages, it is so important to connect to the supernatural beings. There are over 500 supernatural beings in my culture. Many of them are story-keepers, song-teachers, finders-of-lost-objects, tricksters and guardians. They are there. They are waiting for us to call on them on our healing journey. I look forward to sharing some of the 100 language revitalization practices I documented in my thesis and generating insight and discussion into the ways other language groups are traditionally healing their own languages.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41932. Bell, Lucy Rea, Amelia Bell, Lucy Rea, Amelia 2017-03-02 How do we heal our ailing languages? The answers are within us. The answers are around us. My Haida language is critically ill. As a language learner and a coordinator, I felt the frustrations of learners and elders who wanted so badly for us to speak Xaad Kil. I felt like we were missing something in our language learning journey. We were missing the healing, the preparations and the connections to our ancestors, the supernaturals and the land and the sea. For my thesis research, I asked how our ancestors would have healed our language. What medicines, what rituals, what foods and what supernatural helpers could help breathe life back into the language? Through interviews and archival research, I discovered over 100 traditional ways to heal our mother tongue. Some of these healing practices are common, whereas some have been forgotten and need to be revived and reinvented. Our ancestors didn’t have to revive their language, therefore we have to approach these healing practices with an open mind and heart. One of my favourite healing practices I learned about was done on me when I was a quiet toddler. My grandmother took me into the forest and wiped my mouth with spruce cones, asking them to help me speak. Another powerful northwest coast practice is the use of devil’s club as a cleanser to make the body clean to accept new knowledge. Our ancestors would have encouraged us to cleanse ourselves to accept the Haida language. These are two of the many rituals that our ancestors I learned about in my research. It is also important for language learners to rely on an ancestral diet to connect us to our ancestors and environment and keeps us much healthier and happier than a fast-food diet. Many of our traditional foods, such as fish oil and berries are proven to be excellent brain foods. In our efforts to heal our languages, it is so important to connect to the supernatural beings. There are over 500 supernatural beings in my culture. Many of them are story-keepers, song-teachers, finders-of-lost-objects, tricksters and guardians. They are there. They are waiting for us to call on them on our healing journey. I look forward to sharing some of the 100 language revitalization practices I documented in my thesis and generating insight and discussion into the ways other language groups are traditionally healing their own languages. http://hdl.handle.net/10125/41932 How would our ancestors heal our languages? Sound oai:scholarspace.manoa.hawaii.edu:10125/41949 2021-01-24 col_10125_45840 41949.mp3 41949_amplified.mp3 Shaw, Patricia A., Campbell, Jill, Grant, Elder Larry, Campbell, Fiona, Campbell, Vanessa, Point, Marny, Point, Grace, Shaw, Patricia A., Campbell, Jill, Grant, Elder Larry, Campbell, Fiona, Campbell, Vanessa, Point, Marny, Point, Grace; 2017-03-03; Well-being in mind, in body, and in spirit is intimately connected to our sense of self, of place, and of purpose. The devastating impact of Indigenous language loss on individuals and communities, on cultures and societies, and on our collective global knowledge bases and ecological sustainability has been documented from multiple perspectives in diverse contexts around the globe. Less well documented, however, are the deeply transformative impacts of endangered language reclamation on enhancing the well-being and self-esteem of old and young, on nurturing intergenerational healing within families and communities, on contributing to the decolonization of minds, histories, and place in our global society, and on fostering a much better informed, respectful, inclusive environment for our collective well-being. Our presentation draws from the cumulative experiences of a 20 year collaboration between a post-secondary institution and an Aboriginal community whose “language health” has undergone extremely challenging shifts over this period of time - from the loss of the last few fluent first-language speakers, through sharply divided and divisive opinions about the value of reclamation, complicated by uncertainties and disagreements as to the true identity and defining characteristics of the language/dialect to be revitalized, countered by building community-based capacity in language documentation, conservation, and archival skills, which contributed to consensus- building in setting goals and in charting a diversity of inclusive pathways that could nurture a safe journey from deeply suppressed transgenerational legacies of residential school trauma to an increasingly extensive recovery of the linguistic and cultural heritage that was their ancestral birthright, and that has now become a foundation for holistic well-being of individuals connected to family and community, responsible to their protocols, their cultural ways of being, and their teachings that revolve around language and culture. The core initial context for language learning are university classes, hosted in the community, open to everyone. Aboriginal students learn with immense pride about the world-renowned linguistic complexities of their language, and develop a collective sense of identity about their history and culture, enhancing positive self-esteem. Being engaged in a successful educational experience encourages many to pursue more. The revitalized language resonates healthy living through sport (children’s skipping chants, secret strategies called out on the soccer field); through music (songs in the pre-school, a youth guitar group translating John Denver); through visible signage (street signs, mandala banners); through parents reading and laughing with their kids, reigniting the archetypal mode of intergenerational transfer of oral traditions.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41949. Shaw, Patricia A. Campbell, Jill Grant, Elder Larry Campbell, Fiona Campbell, Vanessa Point, Marny Point, Grace Shaw, Patricia A. Campbell, Jill Grant, Elder Larry Campbell, Fiona Campbell, Vanessa Point, Marny Point, Grace 2017-03-03 Well-being in mind, in body, and in spirit is intimately connected to our sense of self, of place, and of purpose. The devastating impact of Indigenous language loss on individuals and communities, on cultures and societies, and on our collective global knowledge bases and ecological sustainability has been documented from multiple perspectives in diverse contexts around the globe. Less well documented, however, are the deeply transformative impacts of endangered language reclamation on enhancing the well-being and self-esteem of old and young, on nurturing intergenerational healing within families and communities, on contributing to the decolonization of minds, histories, and place in our global society, and on fostering a much better informed, respectful, inclusive environment for our collective well-being. Our presentation draws from the cumulative experiences of a 20 year collaboration between a post-secondary institution and an Aboriginal community whose “language health” has undergone extremely challenging shifts over this period of time - from the loss of the last few fluent first-language speakers, through sharply divided and divisive opinions about the value of reclamation, complicated by uncertainties and disagreements as to the true identity and defining characteristics of the language/dialect to be revitalized, countered by building community-based capacity in language documentation, conservation, and archival skills, which contributed to consensus- building in setting goals and in charting a diversity of inclusive pathways that could nurture a safe journey from deeply suppressed transgenerational legacies of residential school trauma to an increasingly extensive recovery of the linguistic and cultural heritage that was their ancestral birthright, and that has now become a foundation for holistic well-being of individuals connected to family and community, responsible to their protocols, their cultural ways of being, and their teachings that revolve around language and culture. The core initial context for language learning are university classes, hosted in the community, open to everyone. Aboriginal students learn with immense pride about the world-renowned linguistic complexities of their language, and develop a collective sense of identity about their history and culture, enhancing positive self-esteem. Being engaged in a successful educational experience encourages many to pursue more. The revitalized language resonates healthy living through sport (children’s skipping chants, secret strategies called out on the soccer field); through music (songs in the pre-school, a youth guitar group translating John Denver); through visible signage (street signs, mandala banners); through parents reading and laughing with their kids, reigniting the archetypal mode of intergenerational transfer of oral traditions. http://hdl.handle.net/10125/41949 Transformative Impacts of Language Reclamation on Well-being: Healing and Growing Sound oai:scholarspace.manoa.hawaii.edu:10125/42039 2024-09-09 col_10125_45840 42039.pdf 42039.mp3 Macaulay, Monica, MacDonald, Rita, Macaulay, Monica, MacDonald, Rita; 2017-03-02; This paper demonstrates the benefits of cross-disciplinary collaboration for a deceptively simple task: teaching color terms in Menominee. Two of us--a theoretical linguist with expertise in Menominee and an applied linguist with expertise in educational linguistics--joined forces to strengthen our capacity to support Menominee language teacher trainees who are, themselves, learning Menominee through immersion supported by explicit instruction. Color terminology is surprisingly complex in Menominee. There are three systems: Two are closed and partially overlap, and the third is theoretically open, providing a way to express colors not available in the first two. There are five prenouns, bound particles which compound with nouns; seven verbs, which can be used predicatively and attributively; and a construction allowing speakers to describe an object’s color by saying it looks like some other object (e.g. ‘looks like grape’ is ‘purple’). We started by informally assessing the trainees’ current understanding. Many assumed that all color terms are used the same way, and function parallel to English adjectives (a category not found in Menominee). They combined terms from the three systems, without distinguishing syntactic differences. We set aside the important issue of language change under conditions of loss of first-language fluent speakers; in this case, the directors of the language program want the original system to be preserved and taught. We chose an assets-based instructional approach, building on the teachers’ demonstrated strength in applying a previously learned (English) pattern, rather than planning instruction around a classic structural approach moving from syntactically simple to more complex patterns. Based on teachers’ understanding of patterns in English, we are developing lessons (to be piloted Fall 2016) which start with the prenouns (which parallel English adjective-noun ordering) and move through attributive verbs in prenominal position and “looks like” constructions, and only later introduce post-nominal options and the most complex “looks like” forms (see table). It was only through collaboration that we were able to devise this approach. In addition to collaborating with communities, linguists can address the problematic Lone Wolf approach through interdisciplinary collaboration with other scholars.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42039. Macaulay, Monica MacDonald, Rita Macaulay, Monica MacDonald, Rita 2017-03-02 This paper demonstrates the benefits of cross-disciplinary collaboration for a deceptively simple task: teaching color terms in Menominee. Two of us--a theoretical linguist with expertise in Menominee and an applied linguist with expertise in educational linguistics--joined forces to strengthen our capacity to support Menominee language teacher trainees who are, themselves, learning Menominee through immersion supported by explicit instruction. Color terminology is surprisingly complex in Menominee. There are three systems: Two are closed and partially overlap, and the third is theoretically open, providing a way to express colors not available in the first two. There are five prenouns, bound particles which compound with nouns; seven verbs, which can be used predicatively and attributively; and a construction allowing speakers to describe an object’s color by saying it looks like some other object (e.g. ‘looks like grape’ is ‘purple’). We started by informally assessing the trainees’ current understanding. Many assumed that all color terms are used the same way, and function parallel to English adjectives (a category not found in Menominee). They combined terms from the three systems, without distinguishing syntactic differences. We set aside the important issue of language change under conditions of loss of first-language fluent speakers; in this case, the directors of the language program want the original system to be preserved and taught. We chose an assets-based instructional approach, building on the teachers’ demonstrated strength in applying a previously learned (English) pattern, rather than planning instruction around a classic structural approach moving from syntactically simple to more complex patterns. Based on teachers’ understanding of patterns in English, we are developing lessons (to be piloted Fall 2016) which start with the prenouns (which parallel English adjective-noun ordering) and move through attributive verbs in prenominal position and “looks like” constructions, and only later introduce post-nominal options and the most complex “looks like” forms (see table). It was only through collaboration that we were able to devise this approach. In addition to collaborating with communities, linguists can address the problematic Lone Wolf approach through interdisciplinary collaboration with other scholars. http://hdl.handle.net/10125/42039 The Complexity of Simple Things: Cross-disciplinary Collaboration for Teaching Colors in Menominee Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42049 2024-09-10 col_10125_45840 42049.pdf 42049.mp3 Johnson, Sʔímlaʔxʷ Michele, Kruger, Nqʷaʔsmúlmn Jonathan, Johnson, Sʔímlaʔxʷ Michele, Kruger, Nqʷaʔsmúlmn Jonathan; 2017-03-04; An Indigenous grassroots organization, the Syilx Language House Association, will graduate new adult speakers in four years (www.thelanguagehouse.ca). Leadership from three Syilx (Okanagan, Interior Salish) bands are responding to urgent calls from communty to revitalize our Nsyilxcn language and restore the full health of communities. Students represent six of the eight Syilx bands; most are supported by their Band or workplace to attend two full days a week. Teachers are activists operating outside of institutional structures and able to focus entirely on language delivery, acquisition, and Elder documentation. Learners are teaching learners using sequenced curriculum, cutting-edge techniques, and full immersion. In the current state of endangerment, it is necessary for learners to teach each other, using curriculum designed with this in mind. Nsyilxcn is lucky to have a comprehensive, sequenced curriculum developed by the Salish School of Spokane. Teachers are trained in teaching methods, assessment techniques, recording and transcribing Elder speakers. This paper shares research-based best-practices, successes of our first year of implementation, teaching techniques, curriculum design, schedule, standardized assessments, and participant reflections. Students state this is the fastest, most effective learning they have ever experienced. Assessments show language delivery is on track in terms of hours and proficiency. The four-year goal is 2,000 intensive hours delivered to the first cohort over four years. Research shows that 2,000 hours will produce mid-intermediate speakers in complex languages, such as Interior Salish. The pressures of colonization require techniques streamlined to specific community contexts and strategies that focus on creating a safe classroom environment for learners and teachers. After four years, students and teachers will emerge mid- to high-intermediate speakers, capable of bringing language into workplaces and homes.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42049. Johnson, Sʔímlaʔxʷ Michele Kruger, Nqʷaʔsmúlmn Jonathan Johnson, Sʔímlaʔxʷ Michele Kruger, Nqʷaʔsmúlmn Jonathan 2017-03-04 An Indigenous grassroots organization, the Syilx Language House Association, will graduate new adult speakers in four years (www.thelanguagehouse.ca). Leadership from three Syilx (Okanagan, Interior Salish) bands are responding to urgent calls from communty to revitalize our Nsyilxcn language and restore the full health of communities. Students represent six of the eight Syilx bands; most are supported by their Band or workplace to attend two full days a week. Teachers are activists operating outside of institutional structures and able to focus entirely on language delivery, acquisition, and Elder documentation. Learners are teaching learners using sequenced curriculum, cutting-edge techniques, and full immersion. In the current state of endangerment, it is necessary for learners to teach each other, using curriculum designed with this in mind. Nsyilxcn is lucky to have a comprehensive, sequenced curriculum developed by the Salish School of Spokane. Teachers are trained in teaching methods, assessment techniques, recording and transcribing Elder speakers. This paper shares research-based best-practices, successes of our first year of implementation, teaching techniques, curriculum design, schedule, standardized assessments, and participant reflections. Students state this is the fastest, most effective learning they have ever experienced. Assessments show language delivery is on track in terms of hours and proficiency. The four-year goal is 2,000 intensive hours delivered to the first cohort over four years. Research shows that 2,000 hours will produce mid-intermediate speakers in complex languages, such as Interior Salish. The pressures of colonization require techniques streamlined to specific community contexts and strategies that focus on creating a safe classroom environment for learners and teachers. After four years, students and teachers will emerge mid- to high-intermediate speakers, capable of bringing language into workplaces and homes. http://hdl.handle.net/10125/42049 Assessing success in revitalization - Syilx Language House Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41981 2017-05-11 col_10125_45840 41981.mp3 Karadamou, Charitini, Karadamos, Dimitrios, Karadamou, Charitini, Karadamos, Dimitrios; 2017-03-05; The following talk aims to address a practical ongoing methodology of language revitalization. This venture constitutes an ethnolinguistic multidisciplinary model of conservation and revitalization of endangered Amazonian languages and more specifically of Amawaka, a highly endangered tonal language of the Headwaters (Fleck, 2013), subgroup of the Panoan family in the Central-Western Amazon Basin. Spoken by approximately 300 people in very remote communities along the Peruvian- Brazilian border (“Ethnologue,” n.d), it is in high need of a practical revitalization strategy. The two authors, who have acquired considerable academic and fieldwork expertise through their direct linguistic and anthropological involvement with the Amawaka communities during their PhD and MA years, have, thus, proposed a practical tri-modular model. It consists of a cultural, linguistic and educational module and involves the dynamic involvement of indigenous initiative. The cultural module has been investing in the collection and digital archiving of traditional stories, myths, and songs of the Amawaka people and is interconnected with and feeds two ongoing cultural projects, initiated by the Panoan anthropologist Hewlett and the only certified indigenous Amawaka bilingual (Amawaka-Spanish) teacher. Both these projects, a cultural center and a film documentary, display important historical and sociocultural data of the specific culture. The linguistic module branches out into three sections: (a) fieldwork phonetics/phonology with multiple speakers to further record the extreme variation, (b) on-site research of the sociolinguistic themes of language ideology and identity formation through language and (c) digital lexicography based on fieldwork with multiple speakers. The educational module entails (a) the design of an updated orthographical system based on one of the authors’ PhD thesis (Author1, 2016). A new orthography will be instrumental for the creation of a new dictionary and of new and updated language coursebooks. It also encompasses (b) intensive teaching activity of Amawaka by the authors at primary schools in Amawaka communities, where the language is no longer spoken. At the end of this project all the material will be uploaded to a digital website, which will be the first and only official database of Amawaka cultural heritage. The project aims to join the momentum created by a larger language preservation program by the Ministry of Education in Peru and the intensive interest and efforts of the Amawaka people to protect their rights and preserve their language and culture. Bibliography Author1 (2016). The Phonetics and Phonology of Amawaka, a Panoan Language of the Amazon Basin. (Ph.D. dissertation), University of Bern. Fleck, D. W. (2013). Panoan Languages and Linguistics (Vol. 99): American Museum of Natural History Anthropological Papers. New York: American Museum of Natural History. Paul, L. M., Simons G. F., Fennig C. D. (Editors). (2016). Ethnologue: Languages of the World, Nineteenth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41981. Karadamou, Charitini Karadamos, Dimitrios Karadamou, Charitini Karadamos, Dimitrios 2017-03-05 The following talk aims to address a practical ongoing methodology of language revitalization. This venture constitutes an ethnolinguistic multidisciplinary model of conservation and revitalization of endangered Amazonian languages and more specifically of Amawaka, a highly endangered tonal language of the Headwaters (Fleck, 2013), subgroup of the Panoan family in the Central-Western Amazon Basin. Spoken by approximately 300 people in very remote communities along the Peruvian- Brazilian border (“Ethnologue,” n.d), it is in high need of a practical revitalization strategy. The two authors, who have acquired considerable academic and fieldwork expertise through their direct linguistic and anthropological involvement with the Amawaka communities during their PhD and MA years, have, thus, proposed a practical tri-modular model. It consists of a cultural, linguistic and educational module and involves the dynamic involvement of indigenous initiative. The cultural module has been investing in the collection and digital archiving of traditional stories, myths, and songs of the Amawaka people and is interconnected with and feeds two ongoing cultural projects, initiated by the Panoan anthropologist Hewlett and the only certified indigenous Amawaka bilingual (Amawaka-Spanish) teacher. Both these projects, a cultural center and a film documentary, display important historical and sociocultural data of the specific culture. The linguistic module branches out into three sections: (a) fieldwork phonetics/phonology with multiple speakers to further record the extreme variation, (b) on-site research of the sociolinguistic themes of language ideology and identity formation through language and (c) digital lexicography based on fieldwork with multiple speakers. The educational module entails (a) the design of an updated orthographical system based on one of the authors’ PhD thesis (Author1, 2016). A new orthography will be instrumental for the creation of a new dictionary and of new and updated language coursebooks. It also encompasses (b) intensive teaching activity of Amawaka by the authors at primary schools in Amawaka communities, where the language is no longer spoken. At the end of this project all the material will be uploaded to a digital website, which will be the first and only official database of Amawaka cultural heritage. The project aims to join the momentum created by a larger language preservation program by the Ministry of Education in Peru and the intensive interest and efforts of the Amawaka people to protect their rights and preserve their language and culture. Bibliography Author1 (2016). The Phonetics and Phonology of Amawaka, a Panoan Language of the Amazon Basin. (Ph.D. dissertation), University of Bern. Fleck, D. W. (2013). Panoan Languages and Linguistics (Vol. 99): American Museum of Natural History Anthropological Papers. New York: American Museum of Natural History. Paul, L. M., Simons G. F., Fennig C. D. (Editors). (2016). Ethnologue: Languages of the World, Nineteenth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com. http://hdl.handle.net/10125/41981 Revitalizing an Endangered Panoan Language of the Amazon: Amawaka and its Realm of Sounds, Ideas and Traditions Sound oai:scholarspace.manoa.hawaii.edu:10125/42025 2024-09-10 col_10125_45840 42025.pdf 42025.mp3 Tomioka, Yutaka, Cavallaro, Francesco, Tomioka, Yutaka, Cavallaro, Francesco; 2017-03-04; Despite the common image that Thailand is a very homogeneous society the truth is that Thailand is a multiethnic and multilingual country where approximately 70 languages are spoken. Over 90% of these languages belong to the Tai-Kadai family. This study focuses on two non-Tai ethnolinguistic minorities, Kuay and Bruu, in the northeastern region of Thailand (Isan), where Lao Isan, a Tai language, is predominant. Kuay and Bruu are Austroasiatic languages. This presentation discusses the results of a survey conducted from 2015 to 2016 in a Kuay (Ta Klang: TK) and a Bruu community (Woen Buek: WB). The foci of the survey were the language attitudes and linguistic practices of these communities. Approximately 150 participants were surveyed, and 25 participants were interviewed in each community. A preliminary analysis of the survey results reveal that WB is undergoing language shift (LS) (Author, 2016a), while TK seems to be maintaining Kuay (Author, 2016b). This paper will detail the features and factors at play in these communities that lead to one shifting away from its traditional language and the other to maintain it, and will propose some considerations regarding the assessment of ethnolinguistic vitality. The comparison of language choice across generations illustrates that WB’s LS has rapidly spread in the community over the last two to three decades. Bruu in WB is partly equivalent to “6b threatened” in EGIDS (Simons and Lewis, 2010). However, the situation is more serious and dynamic than EGIDS’ description: non-Bruu speakers are already the child-bearing generation; Bruu speakers are already a minority among the younger age group; and this group’s use of Bruu is limited. On the other hand, Kuay seems safe in TK, as most participants can speak, or understand, Kuay. Even non-Kuay community members speak Kuay for better communication within community members. At the same time, there are signs of LS in the community. Nevertheless, most community members are confident in Kuay’s ethnolinguistic vitality. The results of these surveys suggest that once LS begins, it spreads very rapidly in a community. It also seems that most people seem unaware of the LS in its early stage. To more precisely grasp the LS/LM situation, a scale that visualizes the speed of LS might be useful for linguists and community members in order to be able to prioritize communities with urgent maintenance needs and for community members to recognize the endangerment of their own language as early as possible. References Lewis, M Paul, & Simons, Gary F. (2010). Assessing Endangerment: Expanding Fishman's GIDS. Revue roumaine de linguistique, 55(2), 103-120. Author. (2016a, July). Language Attitude and Language Choice of a Bruu Community in Thailand-Laos border area – The Situation 5 years after a Language and Culture Revitalization Project. Paper presented at the Cambridge Postgraduate Workshop on Endangered Languages and Cultures, Cambridge, the United Kingdom. Author. (2016b, July). The Language Shift and the Status of Lao in a Kuay Community in Northwestern Surin, Thailand. Paper presented at The Fifth International Conference on Lao Studies, Bangkok, Thailand.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42025. Tomioka, Yutaka Cavallaro, Francesco Tomioka, Yutaka Cavallaro, Francesco 2017-03-04 Despite the common image that Thailand is a very homogeneous society the truth is that Thailand is a multiethnic and multilingual country where approximately 70 languages are spoken. Over 90% of these languages belong to the Tai-Kadai family. This study focuses on two non-Tai ethnolinguistic minorities, Kuay and Bruu, in the northeastern region of Thailand (Isan), where Lao Isan, a Tai language, is predominant. Kuay and Bruu are Austroasiatic languages. This presentation discusses the results of a survey conducted from 2015 to 2016 in a Kuay (Ta Klang: TK) and a Bruu community (Woen Buek: WB). The foci of the survey were the language attitudes and linguistic practices of these communities. Approximately 150 participants were surveyed, and 25 participants were interviewed in each community. A preliminary analysis of the survey results reveal that WB is undergoing language shift (LS) (Author, 2016a), while TK seems to be maintaining Kuay (Author, 2016b). This paper will detail the features and factors at play in these communities that lead to one shifting away from its traditional language and the other to maintain it, and will propose some considerations regarding the assessment of ethnolinguistic vitality. The comparison of language choice across generations illustrates that WB’s LS has rapidly spread in the community over the last two to three decades. Bruu in WB is partly equivalent to “6b threatened” in EGIDS (Simons and Lewis, 2010). However, the situation is more serious and dynamic than EGIDS’ description: non-Bruu speakers are already the child-bearing generation; Bruu speakers are already a minority among the younger age group; and this group’s use of Bruu is limited. On the other hand, Kuay seems safe in TK, as most participants can speak, or understand, Kuay. Even non-Kuay community members speak Kuay for better communication within community members. At the same time, there are signs of LS in the community. Nevertheless, most community members are confident in Kuay’s ethnolinguistic vitality. The results of these surveys suggest that once LS begins, it spreads very rapidly in a community. It also seems that most people seem unaware of the LS in its early stage. To more precisely grasp the LS/LM situation, a scale that visualizes the speed of LS might be useful for linguists and community members in order to be able to prioritize communities with urgent maintenance needs and for community members to recognize the endangerment of their own language as early as possible. References Lewis, M Paul, & Simons, Gary F. (2010). Assessing Endangerment: Expanding Fishman's GIDS. Revue roumaine de linguistique, 55(2), 103-120. Author. (2016a, July). Language Attitude and Language Choice of a Bruu Community in Thailand-Laos border area – The Situation 5 years after a Language and Culture Revitalization Project. Paper presented at the Cambridge Postgraduate Workshop on Endangered Languages and Cultures, Cambridge, the United Kingdom. Author. (2016b, July). The Language Shift and the Status of Lao in a Kuay Community in Northwestern Surin, Thailand. Paper presented at The Fifth International Conference on Lao Studies, Bangkok, Thailand. http://hdl.handle.net/10125/42025 Assessing Language Vitality and Endangerment of Minority Communities in Northeastern Thailand: A Necessity for Visualizing Dynamic Language Shift Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41969 2017-05-11 col_10125_45840 41969.mp3 Jany, Carmen, Jany, Carmen; 2017-03-04; Some of the main pitfalls of working with narratives from archival materials are the often imprecise translations, the lack of interlinear translations, and the difficulty to verify data. The latter is especially true when working with a dormant language where corroboration of analyses by working with native speakers is no longer possible. For some languages, however, archives represent the only source of data available to communities and linguists today. Frequently, such archives contain invaluable cultural and historical information, but the data is inaccessible to communities. This paper reports on the process of reconstructing Chimariko narratives from two archival sources: the Harrington materials and the Dixon data, and making them more accessible. Chimariko is dormant language from north-western California. The most extensive data collection from Harrington consists of thousands of handwritten pages, including over 500 pages of narratives (Mills 1985). Dixon published a grammatical sketch (Dixon 1910), but his data is flawed due to phonological inaccuracies (Sapir 1911). Both data sets contain personal narratives, myths, and stories relating to historic events. This paper illustrates the steps taken to piece together the narratives from both sources and to combine them into a single accessible corpus. This entails phonological and orthographic adaptation, connecting scattered pieces of narratives, filling gaps in interlinear and free translations, and grammatical analyses to enable interlinear glossing. Grammatical analyses and translations complement and inform one another, as shown in (1) where missing translations are provided. Crucial for the development of the corpus is a recent grammar based on the Harrington materials (Author 2009), allowing for grammatical parsing and analyses of the texts. Example (1): Harrington 021-179 tapmu hapimtat ˀuwelaˀe hapimtat qʰoqʰu tapmu h-apim-ta-t ˀuwela-ˀe h-apim-ta-t qʰoqʰu DIR 3-play-DER-ASP boy-3POSS 3-play-DER-ASP two [He was playing over there, my boy was playing with two (boys).] hačmukčʰa hahatat, hahatat hačmut tapmu, hačmukčʰa h-aha-ta-t h-aha-ta-t hačmut tapmu axe 3-pick.up-DER-ASP 3-pick.up-DER-ASP axe DIR [He picked up an axe, he picked up an axe over there.] Although Chimariko is no longer spoken, there are several dozen tribal descendants identifying as Chimariko (2010 US Census). Given that the corpus contains rich cultural and historical information, the data provides an excellent record on which to base possible language and culture revitalization efforts. Overall, this work highlights the importance of archival material for languages with no current speakers and shows how sketchy narrative data can be made more accessible to communities and to linguists for further study. References Author. 2009. Chimariko grammar: Areal and typological perspective. University of California Publications in Linguistics 142. Berkeley: University of California Press. Dixon, Roland B. 1910. The Chimariko Indians and Language. University of California Publications in American Archaeology and Ethnology 5:5. Berkeley: University of California Press. Harrington, John Peabody. 1921, 1926, 1928. Field notes on microfilm. John Peabody Harrington Collection. Smithsonian. Volume 2: reels 20-24. Mills, Elaine L. ed. 1985. The Papers of John Peabody Harrington in the Smithsonian Institution 1907-1957 Vol. 2: A Guide to the Field Notes: Native American History, Language and Culture of Northern and Central California. New York: Kraus International Publications. 49-56. Sapir, Edward. 1911 [1990] Review of Roland B. Dixon: The Chimariko Indians and Language. The Collected Works of Edward Sapir V: American Indian Languages. William Bright ed. New York: Mouton de Gruyter. 185-187.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41969. Jany, Carmen Jany, Carmen 2017-03-04 Some of the main pitfalls of working with narratives from archival materials are the often imprecise translations, the lack of interlinear translations, and the difficulty to verify data. The latter is especially true when working with a dormant language where corroboration of analyses by working with native speakers is no longer possible. For some languages, however, archives represent the only source of data available to communities and linguists today. Frequently, such archives contain invaluable cultural and historical information, but the data is inaccessible to communities. This paper reports on the process of reconstructing Chimariko narratives from two archival sources: the Harrington materials and the Dixon data, and making them more accessible. Chimariko is dormant language from north-western California. The most extensive data collection from Harrington consists of thousands of handwritten pages, including over 500 pages of narratives (Mills 1985). Dixon published a grammatical sketch (Dixon 1910), but his data is flawed due to phonological inaccuracies (Sapir 1911). Both data sets contain personal narratives, myths, and stories relating to historic events. This paper illustrates the steps taken to piece together the narratives from both sources and to combine them into a single accessible corpus. This entails phonological and orthographic adaptation, connecting scattered pieces of narratives, filling gaps in interlinear and free translations, and grammatical analyses to enable interlinear glossing. Grammatical analyses and translations complement and inform one another, as shown in (1) where missing translations are provided. Crucial for the development of the corpus is a recent grammar based on the Harrington materials (Author 2009), allowing for grammatical parsing and analyses of the texts. Example (1): Harrington 021-179 tapmu hapimtat ˀuwelaˀe hapimtat qʰoqʰu tapmu h-apim-ta-t ˀuwela-ˀe h-apim-ta-t qʰoqʰu DIR 3-play-DER-ASP boy-3POSS 3-play-DER-ASP two [He was playing over there, my boy was playing with two (boys).] hačmukčʰa hahatat, hahatat hačmut tapmu, hačmukčʰa h-aha-ta-t h-aha-ta-t hačmut tapmu axe 3-pick.up-DER-ASP 3-pick.up-DER-ASP axe DIR [He picked up an axe, he picked up an axe over there.] Although Chimariko is no longer spoken, there are several dozen tribal descendants identifying as Chimariko (2010 US Census). Given that the corpus contains rich cultural and historical information, the data provides an excellent record on which to base possible language and culture revitalization efforts. Overall, this work highlights the importance of archival material for languages with no current speakers and shows how sketchy narrative data can be made more accessible to communities and to linguists for further study. References Author. 2009. Chimariko grammar: Areal and typological perspective. University of California Publications in Linguistics 142. Berkeley: University of California Press. Dixon, Roland B. 1910. The Chimariko Indians and Language. University of California Publications in American Archaeology and Ethnology 5:5. Berkeley: University of California Press. Harrington, John Peabody. 1921, 1926, 1928. Field notes on microfilm. John Peabody Harrington Collection. Smithsonian. Volume 2: reels 20-24. Mills, Elaine L. ed. 1985. The Papers of John Peabody Harrington in the Smithsonian Institution 1907-1957 Vol. 2: A Guide to the Field Notes: Native American History, Language and Culture of Northern and Central California. New York: Kraus International Publications. 49-56. Sapir, Edward. 1911 [1990] Review of Roland B. Dixon: The Chimariko Indians and Language. The Collected Works of Edward Sapir V: American Indian Languages. William Bright ed. New York: Mouton de Gruyter. 185-187. http://hdl.handle.net/10125/41969 Reconstructing Narratives of a Dormant Language: The Case of Chimariko Sound oai:scholarspace.manoa.hawaii.edu:10125/42031 2024-09-12 col_10125_45840 42031.pdf 42031.mp3 Jenni, Barbara, Anisman, Adar, Jacobs, Peter, Jenni, Barbara, Anisman, Adar, Jacobs, Peter; 2017-03-04; Increasingly, adult Indigenous language learners are being identified as the “missing generation” of learners who hold great potential to contribute to the revival of Indigenous languages by acting as the middle ground between Elders, children and youth within their communities. Our research project NEȾOLṈEW̱ ‘one mind, one people’ investigated adult Indigenous language learning through the popular Mentor-Apprentice Program (MAP) method (Leanne Hinton, 2001). Over the course of 14 months, our team conducted 133 interviews with four groups of participants involved in MAP. The participants were current and past apprentices, mentors, and administrators of MAP programs in British Columbia, Canada. Our primary interest was to learn about the successes and challenges of MAP for language learning, but we also included interview questions that gave participants space to share how participating in MAP may have affected them. During thematic analysis of the interviews (Braun & Clarke, 2006, 2014) we noticed repeating comments across all four participant groups on how their involvement with MAP impacted their own and their community’s wellbeing. Six exploratory themes were identified: • Language loss negatively impacts the wellbeing of Indigenous people: “[the word] doesn’t just mean a bad, misbehaving child, it also means a poor child that has been uprooted […] and is disconnected from their culture” • The relationship between burden and wellbeing among participants in MAP: “there’s so much to be done. […] that’s the exhausting part of it. It’s trying to learn and teach at the same time” • Strengthening MAP apprentices to become future community leaders: “it brings a huge sense of pride […] and helps me be an inspiration to anyone else” • Elder’s healing through becoming language mentors: “we once again have that believe in ourselves where we can feel free” • Cultural and spiritual health and healing: “I am keeping something very precious alive by speaking my language” • Health outcomes: “it was […] the language that... pushed me to sobriety, […] it gave me... a sense of who I was”. Although studies have reported protective effects of Indigenous language use on health (Ball & Moselle, 2013; Hallett, Chandler, & Lalonde, 2007; McIvor, 2013), health-related outcomes of language revitalization efforts, including MAP, remain underexplored (Whalen, Moss, & Baldwin, 2016). In addition to discussing the six exploratory themes from our study, our paper also proposes that these themes can inform future research in the area of language revitalization and wellbeing. References Ball, J., & Moselle, K. (2013). Contributions of culture and language in aboriginal head start in urban and northern communities to children’s health outcomes: A review of theory and research. Prepared for Division of Children, Seniors & Healthy Development, Health Promotion and Chronic Disease Prevention Branch. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. http://doi.org/10.1191/1478088706qp063oa Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and wellbeing researchers? International Journal of Qualitative Studies on Health and Well-Being, 9, 26152. http://doi.org/10.3402/qhw.v9.26152 Hallett, D., Chandler, M. J., & Lalonde, C. E. (2007). Aboriginal language knowledge and youth suicide. Cognitive Development, 22(3), 392–399. http://doi.org/10.1016/j.cogdev.2007.02.001 Hinton, L. (2001). The master-apprentice language learning program. In L. Hinton & K. Hale (Eds.), The green book of language revitalization in practice (pp. 217–226). San Diego, CA: Academic Press. McIvor, O. (2013). Protective effects of language learning, use and culture on the health and well-being of Indigenous people in Canada. In Proceedings of the 17th FEL Conference, FEL XVII: Endangered Languages Beyond Boundaries: Community Connections, Collaborative Approaches and Cross-Disciplinary Research (pp. 123–131). Foundation for Endangered Languages in association with the University of Carleton. Whalen, D. H., Moss, M., & Baldwin, D. (2016). Healing through language: Positive physical health effects of indigenous language use. F1000Research, 5(852). http://doi.org/10.12688/f1000research.8656.1; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42031. Jenni, Barbara Anisman, Adar Jacobs, Peter Jenni, Barbara Anisman, Adar Jacobs, Peter 2017-03-04 Increasingly, adult Indigenous language learners are being identified as the “missing generation” of learners who hold great potential to contribute to the revival of Indigenous languages by acting as the middle ground between Elders, children and youth within their communities. Our research project NEȾOLṈEW̱ ‘one mind, one people’ investigated adult Indigenous language learning through the popular Mentor-Apprentice Program (MAP) method (Leanne Hinton, 2001). Over the course of 14 months, our team conducted 133 interviews with four groups of participants involved in MAP. The participants were current and past apprentices, mentors, and administrators of MAP programs in British Columbia, Canada. Our primary interest was to learn about the successes and challenges of MAP for language learning, but we also included interview questions that gave participants space to share how participating in MAP may have affected them. During thematic analysis of the interviews (Braun & Clarke, 2006, 2014) we noticed repeating comments across all four participant groups on how their involvement with MAP impacted their own and their community’s wellbeing. Six exploratory themes were identified: • Language loss negatively impacts the wellbeing of Indigenous people: “[the word] doesn’t just mean a bad, misbehaving child, it also means a poor child that has been uprooted […] and is disconnected from their culture” • The relationship between burden and wellbeing among participants in MAP: “there’s so much to be done. […] that’s the exhausting part of it. It’s trying to learn and teach at the same time” • Strengthening MAP apprentices to become future community leaders: “it brings a huge sense of pride […] and helps me be an inspiration to anyone else” • Elder’s healing through becoming language mentors: “we once again have that believe in ourselves where we can feel free” • Cultural and spiritual health and healing: “I am keeping something very precious alive by speaking my language” • Health outcomes: “it was […] the language that... pushed me to sobriety, […] it gave me... a sense of who I was”. Although studies have reported protective effects of Indigenous language use on health (Ball & Moselle, 2013; Hallett, Chandler, & Lalonde, 2007; McIvor, 2013), health-related outcomes of language revitalization efforts, including MAP, remain underexplored (Whalen, Moss, & Baldwin, 2016). In addition to discussing the six exploratory themes from our study, our paper also proposes that these themes can inform future research in the area of language revitalization and wellbeing. References Ball, J., & Moselle, K. (2013). Contributions of culture and language in aboriginal head start in urban and northern communities to children’s health outcomes: A review of theory and research. Prepared for Division of Children, Seniors & Healthy Development, Health Promotion and Chronic Disease Prevention Branch. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. http://doi.org/10.1191/1478088706qp063oa Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and wellbeing researchers? International Journal of Qualitative Studies on Health and Well-Being, 9, 26152. http://doi.org/10.3402/qhw.v9.26152 Hallett, D., Chandler, M. J., & Lalonde, C. E. (2007). Aboriginal language knowledge and youth suicide. Cognitive Development, 22(3), 392–399. http://doi.org/10.1016/j.cogdev.2007.02.001 Hinton, L. (2001). The master-apprentice language learning program. In L. Hinton & K. Hale (Eds.), The green book of language revitalization in practice (pp. 217–226). San Diego, CA: Academic Press. McIvor, O. (2013). Protective effects of language learning, use and culture on the health and well-being of Indigenous people in Canada. In Proceedings of the 17th FEL Conference, FEL XVII: Endangered Languages Beyond Boundaries: Community Connections, Collaborative Approaches and Cross-Disciplinary Research (pp. 123–131). Foundation for Endangered Languages in association with the University of Carleton. Whalen, D. H., Moss, M., & Baldwin, D. (2016). Healing through language: Positive physical health effects of indigenous language use. F1000Research, 5(852). http://doi.org/10.12688/f1000research.8656.1 http://hdl.handle.net/10125/42031 Mentor-Apprentice Programs: Effects on Mentors & Apprentices’ wellbeing Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41964 2017-05-11 col_10125_45840 41964.mp3 Okura, Eve, Shenandoah, Emma Kawetahiho, Lazore, Waheson Lauren, Margaret Kahtehrahkwas Chubb, Margaret, Thompson, Alice (Tota), Okura, Eve, Shenandoah, Emma Kawetahiho, Lazore, Waheson Lauren, Margaret Kahtehrahkwas Chubb, Margaret, Thompson, Alice (Tota); 2017-03-03; In this paper we discuss our Mohawk language nest and how it runs. We also discuss a study we conducted to assess children’s acquisition in the language nest. We also provide an overview of the Mohawk language situation in the community.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41964. Okura, Eve Shenandoah, Emma Kawetahiho Lazore, Waheson Lauren Margaret Kahtehrahkwas Chubb, Margaret Thompson, Alice (Tota) Okura, Eve Shenandoah, Emma Kawetahiho Lazore, Waheson Lauren Margaret Kahtehrahkwas Chubb, Margaret Thompson, Alice (Tota) 2017-03-03 In this paper we discuss our Mohawk language nest and how it runs. We also discuss a study we conducted to assess children’s acquisition in the language nest. We also provide an overview of the Mohawk language situation in the community. http://hdl.handle.net/10125/41964 Tewatenweiest: Owira’neha Tsi Kanonsote: Nurturing and language learning in a Mohawk language nest Sound oai:scholarspace.manoa.hawaii.edu:10125/41960 2017-05-11 col_10125_45840 41960.mp3 Ni, Ya, Lai, Yunfan, Ni, Ya, Lai, Yunfan; 2017-03-03; The topic we will talk about is the linguistic attitude of Khroskyabs speakers. We will discuss not only speakers’ attitudes, which have an impact on the future sustainability of the language, but also discuss the methods by which we determined community members’ language attitude. Khroskyabs, an unwritten Rgyalrongic language (Tibeto-Burman), is spoken in three ethnic Tibetan villages in Rngaba Tibetan and Qiang Autonomous Prefecture in western Sichuan, China, with a total population 10,000, most of whom are Khroskyabs speakers. Teenagers and young people who have received a formal education appear to be actively switching to Chinese. The region is dominated by two other language varieties: Amdo Tibetan, the language of the Tibetan Buddhist religion that Khroskyabs speakers practice, and South Western Mandarin, which is the language of education. With its small population size, lack of institutional support, and preference of young people for Chinese, Khroskyabs would appear to be an endangered language. On the other hand, the language is spoken by people of all ages, including the majority of people under 25. Prior to the study presented in this paper, no formal sociolinguistic analysis had been conducted to determine what, in fact, is the case. In the spring of 2016, the authors designed a sociolinguistic survey to determine whether Khroskyabs speakers are optimistic or pessimistic about their language. The survey is divided into two parts. First, we asked 101 participants to fill out an on-line survey, of which 88 responses were ultimately included in the study. The survey, written in Chinese, was then followed up with face-to-face interviews, conducted in Khroskyabs, with 8 participants. The results of the survey suggest a positive attitude over all, which was contradicted by the answers provided in the face-to-face interviews. The study results show that younger speakers, females and villagers with higher education levels seem to have the least positive overall attitude toward Khroskyabs. Fluency in Chinese is ultimately seen to be the key to a better future, followed by fluency (and literacy in) Amdo Tibetan. We will discuss the interpretation of these results and how these results may bear on the future of the language and efforts in maintaining (or revitalizing) the language. The results also highlight the importance of implementing multiple methodologies and strategies when trying to analyze the health of a small language community. A combination of questionnaire and in-person interviews was used. The questionnaire yielded useful information, but produced results that presented a different picture of language attitudes from the interview results. The results of this study therefore highlight the importance of implementing multiple methodologies and strategies when trying to analyze the health of a small language community.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41960. Ni, Ya Lai, Yunfan Ni, Ya Lai, Yunfan 2017-03-03 The topic we will talk about is the linguistic attitude of Khroskyabs speakers. We will discuss not only speakers’ attitudes, which have an impact on the future sustainability of the language, but also discuss the methods by which we determined community members’ language attitude. Khroskyabs, an unwritten Rgyalrongic language (Tibeto-Burman), is spoken in three ethnic Tibetan villages in Rngaba Tibetan and Qiang Autonomous Prefecture in western Sichuan, China, with a total population 10,000, most of whom are Khroskyabs speakers. Teenagers and young people who have received a formal education appear to be actively switching to Chinese. The region is dominated by two other language varieties: Amdo Tibetan, the language of the Tibetan Buddhist religion that Khroskyabs speakers practice, and South Western Mandarin, which is the language of education. With its small population size, lack of institutional support, and preference of young people for Chinese, Khroskyabs would appear to be an endangered language. On the other hand, the language is spoken by people of all ages, including the majority of people under 25. Prior to the study presented in this paper, no formal sociolinguistic analysis had been conducted to determine what, in fact, is the case. In the spring of 2016, the authors designed a sociolinguistic survey to determine whether Khroskyabs speakers are optimistic or pessimistic about their language. The survey is divided into two parts. First, we asked 101 participants to fill out an on-line survey, of which 88 responses were ultimately included in the study. The survey, written in Chinese, was then followed up with face-to-face interviews, conducted in Khroskyabs, with 8 participants. The results of the survey suggest a positive attitude over all, which was contradicted by the answers provided in the face-to-face interviews. The study results show that younger speakers, females and villagers with higher education levels seem to have the least positive overall attitude toward Khroskyabs. Fluency in Chinese is ultimately seen to be the key to a better future, followed by fluency (and literacy in) Amdo Tibetan. We will discuss the interpretation of these results and how these results may bear on the future of the language and efforts in maintaining (or revitalizing) the language. The results also highlight the importance of implementing multiple methodologies and strategies when trying to analyze the health of a small language community. A combination of questionnaire and in-person interviews was used. The questionnaire yielded useful information, but produced results that presented a different picture of language attitudes from the interview results. The results of this study therefore highlight the importance of implementing multiple methodologies and strategies when trying to analyze the health of a small language community. http://hdl.handle.net/10125/41960 Surveying language attitudes among Khroskyabs speakers in rural western Sichuan Sound oai:scholarspace.manoa.hawaii.edu:10125/41945 2017-05-11 col_10125_45840 41945.mp3 Kugo, Yuko, Kugo, Yuko; 2017-03-03; Traditionally, Alaska Native peoples have used place names to describe conditions and origins of places and to guide travelers from place to place. They name places based on their oral narratives, daily activities, and multi-generational observations of the landscape. When Western traders and explorers arrived in Alaska, they replaced Native place names with Russian and English names making natural resources extraction easier. However, many Yup’ik language speakers still use and pass down their local place names for safe travels and resource harvesting today. This project uses a community based-participatory method to document Yup’ik place names in the Iliamna Lake communities, Alaska. The four Iliamna Lake communities in Southwest Alaska include Dena’ina, Central Yup’ik, and Alutiiq language groups. Dena’ina place names in the Iliamna-Lake Clark area are well documented; however, not many Yup’ik place names are found in the literature (Kari 2010). In this research, local place names are called vernacular place names because a place may vary according to different local usages. Native place names show the peoples’ ways of understanding the landscape and allow them to show respect for their ancestors’ lands. Place names connect Native languages and peoples to the landscape. By documenting and understanding local place names, the Iliamna Lake residents can strengthen their connections to their land, an expression of their identity and a connection to their ancestors. Understanding the meaning of place names and using them in daily activities strengthens the interconnections among the people, their ancestors, the spiritual realm, and the ecological system as a whole. In the Yup’ik worldview, people have reciprocal relationships with the land: the peoples’ awareness of landscape and their daily activities reflect the landscape’s wellbeing (Kawagley 1995). The loss of Native languages is crucial to the loss of place names and socio-cultural connections of relationships between people and land. If Alaska Native peoples stop using traditional place names, their ability to pass on traditional environmental knowledge will be undermined. By using their local place names, the Iliamna Lake residents can strengthen their connections to their land and their ancestors’ wisdom, crucial for maintaining wellbeing in the communities. References: Kari, James M. 2010 Dena'ina Geography: An Introduction. In Dena'ina Elnena a cerebration: Voice of the Dena'ina. E. Evanoff, ed. Anchorage, AK: U.S. Department of the Interior National Park Service Lake Clark National Park Preserve. Kawagley, A. Oscar 1995 A Yupiaq Worldview: A Pathway to Ecology and Spirit. Prospect Heights, Ill.: Waveland Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41945. Kugo, Yuko Kugo, Yuko 2017-03-03 Traditionally, Alaska Native peoples have used place names to describe conditions and origins of places and to guide travelers from place to place. They name places based on their oral narratives, daily activities, and multi-generational observations of the landscape. When Western traders and explorers arrived in Alaska, they replaced Native place names with Russian and English names making natural resources extraction easier. However, many Yup’ik language speakers still use and pass down their local place names for safe travels and resource harvesting today. This project uses a community based-participatory method to document Yup’ik place names in the Iliamna Lake communities, Alaska. The four Iliamna Lake communities in Southwest Alaska include Dena’ina, Central Yup’ik, and Alutiiq language groups. Dena’ina place names in the Iliamna-Lake Clark area are well documented; however, not many Yup’ik place names are found in the literature (Kari 2010). In this research, local place names are called vernacular place names because a place may vary according to different local usages. Native place names show the peoples’ ways of understanding the landscape and allow them to show respect for their ancestors’ lands. Place names connect Native languages and peoples to the landscape. By documenting and understanding local place names, the Iliamna Lake residents can strengthen their connections to their land, an expression of their identity and a connection to their ancestors. Understanding the meaning of place names and using them in daily activities strengthens the interconnections among the people, their ancestors, the spiritual realm, and the ecological system as a whole. In the Yup’ik worldview, people have reciprocal relationships with the land: the peoples’ awareness of landscape and their daily activities reflect the landscape’s wellbeing (Kawagley 1995). The loss of Native languages is crucial to the loss of place names and socio-cultural connections of relationships between people and land. If Alaska Native peoples stop using traditional place names, their ability to pass on traditional environmental knowledge will be undermined. By using their local place names, the Iliamna Lake residents can strengthen their connections to their land and their ancestors’ wisdom, crucial for maintaining wellbeing in the communities. References: Kari, James M. 2010 Dena'ina Geography: An Introduction. In Dena'ina Elnena a cerebration: Voice of the Dena'ina. E. Evanoff, ed. Anchorage, AK: U.S. Department of the Interior National Park Service Lake Clark National Park Preserve. Kawagley, A. Oscar 1995 A Yupiaq Worldview: A Pathway to Ecology and Spirit. Prospect Heights, Ill.: Waveland Press. http://hdl.handle.net/10125/41945 Documenting and Practicing Vernacular Place Names in the Iliamna Lake Communities in Alaska Sound oai:scholarspace.manoa.hawaii.edu:10125/42033 2024-09-13 col_10125_45840 42033.pdf 42033.mp3 Lacho, David, Leon, Aaron, Lacho, David, Leon, Aaron; 2017-03-03; In this paper, we will describe how community members of the Splatsin First Nation near Enderby, British Columbia, Canada are embracing emerging digital forms of documentation, conservation, and dissemination of their Eastern dialect of the Secwepemctsín language. Many Indigenous groups are challenging overarching globalization theories and are calling for the importance of context in describing processes of globalization (Hall & Fenelon 2009). Despite the negative effects of globalization on language stability and endangerment, the Splatsin First Nation’s language revitalization practices are thriving. This is contributing to an overall sense of wellbeing due to, in part, the use of digital media. The Splatsin Tsm7aksaltn (Splatsin Teaching Centre) Society is building a digital archive of their Secwepemctsín dialect. Working with the Kikia7a (grandmothers) of Splatsin, members of the Tsm7aksaltn are contributing to, and learning, the language using digital tools for documentation and conservation. The archive serves as a resource for constructing corpus for language revitalization. In building the archive, the Kikia7a correct and revise previous documentation, such as a word list collected by Kuipers (1975). Entries to the archive also involve recorded performances of daily activities including play, cooking, and exploring the Splatsin territory. The videos, once edited, are uploaded online on the Tsm7aksaltn Society’s website and on YouTube. Such videos in other communities are known to contribute to the wellbeing of community members, and of language revitalization practices (Bagelman et al. 2016; Corntassel & Bryce, 2012). While the Kikia7a contribute their invaluable time, voices, and knowledge to the digitization projects, other community members are contributing their time and resources by editing and publishing the digital media. In this sense, new forms of sociality are emerging within the community due to the production, circulation, and consumption of digital language media (Eisenlohr 2004; Pink et al. 2016). Drawing on Tsm7aksaltn’s digitization of Secwepemctsín, members are turning to creative ways of disseminating the language. One such project involves the development of a video game for learning Secwepemctsín. Another project involves the installation of QR codes around the territory so that language learners can use mobile phones for learning Secwepemctsín. In a community that has joyfully embraced the digitization of cultural and linguistic resources, digital production and dissemination of the language demonstrates the community’s lack of apprehension towards digitization and highlights the importance of context in discussing media and globalization in Indigenous communities. References Bagelman, Jen, Fiona Deveraux, and Raven Hartley. 2016. “Feasting for Change: Reconnecting with Food, Place & Culture.” International Journal of Indigenous Health 11 (1): 6. doi:10.18357/ijih111201616016. Corntassel, Jeff, and Cheryl Bryce. 2012. “Practicing Sustainable Self-Determination: Indigenous Approaches to Cultural Restoration and Revitalization.” The Brown Journal of World Affairs 18 (2): 151. Eisenlohr, Patrick. 2004. “Language Revitalization and New Technologies: Cultures of Electronic Mediation and the Refiguring of Communities.” Annual Review of Anthropology 33 (Journal Article): 21–45. doi:10.1146/annurev.anthro.33.070203.143900. Hall, Thomas D., and James V. Fenelon. 2009. Indigenous Peoples and Globalization: Resistance and Revitalization. Book, Whole. Boulder, CO: Paradigm Publishers. Kuipers, Aert H. 1974. The Shuswap Language. Vol. 1. Book, Whole. Hague: Mouton. Pink, Sarah, Heather A. Horst, John Postill, Larissa Hjorth, Tania Lewis, and Jo Tacchi. 2016. Digital Ethnography: Principles and Practice. Book, Whole. Los Angles: Sage.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42033. Lacho, David Leon, Aaron Lacho, David Leon, Aaron 2017-03-03 In this paper, we will describe how community members of the Splatsin First Nation near Enderby, British Columbia, Canada are embracing emerging digital forms of documentation, conservation, and dissemination of their Eastern dialect of the Secwepemctsín language. Many Indigenous groups are challenging overarching globalization theories and are calling for the importance of context in describing processes of globalization (Hall & Fenelon 2009). Despite the negative effects of globalization on language stability and endangerment, the Splatsin First Nation’s language revitalization practices are thriving. This is contributing to an overall sense of wellbeing due to, in part, the use of digital media. The Splatsin Tsm7aksaltn (Splatsin Teaching Centre) Society is building a digital archive of their Secwepemctsín dialect. Working with the Kikia7a (grandmothers) of Splatsin, members of the Tsm7aksaltn are contributing to, and learning, the language using digital tools for documentation and conservation. The archive serves as a resource for constructing corpus for language revitalization. In building the archive, the Kikia7a correct and revise previous documentation, such as a word list collected by Kuipers (1975). Entries to the archive also involve recorded performances of daily activities including play, cooking, and exploring the Splatsin territory. The videos, once edited, are uploaded online on the Tsm7aksaltn Society’s website and on YouTube. Such videos in other communities are known to contribute to the wellbeing of community members, and of language revitalization practices (Bagelman et al. 2016; Corntassel & Bryce, 2012). While the Kikia7a contribute their invaluable time, voices, and knowledge to the digitization projects, other community members are contributing their time and resources by editing and publishing the digital media. In this sense, new forms of sociality are emerging within the community due to the production, circulation, and consumption of digital language media (Eisenlohr 2004; Pink et al. 2016). Drawing on Tsm7aksaltn’s digitization of Secwepemctsín, members are turning to creative ways of disseminating the language. One such project involves the development of a video game for learning Secwepemctsín. Another project involves the installation of QR codes around the territory so that language learners can use mobile phones for learning Secwepemctsín. In a community that has joyfully embraced the digitization of cultural and linguistic resources, digital production and dissemination of the language demonstrates the community’s lack of apprehension towards digitization and highlights the importance of context in discussing media and globalization in Indigenous communities. References Bagelman, Jen, Fiona Deveraux, and Raven Hartley. 2016. “Feasting for Change: Reconnecting with Food, Place & Culture.” International Journal of Indigenous Health 11 (1): 6. doi:10.18357/ijih111201616016. Corntassel, Jeff, and Cheryl Bryce. 2012. “Practicing Sustainable Self-Determination: Indigenous Approaches to Cultural Restoration and Revitalization.” The Brown Journal of World Affairs 18 (2): 151. Eisenlohr, Patrick. 2004. “Language Revitalization and New Technologies: Cultures of Electronic Mediation and the Refiguring of Communities.” Annual Review of Anthropology 33 (Journal Article): 21–45. doi:10.1146/annurev.anthro.33.070203.143900. Hall, Thomas D., and James V. Fenelon. 2009. Indigenous Peoples and Globalization: Resistance and Revitalization. Book, Whole. Boulder, CO: Paradigm Publishers. Kuipers, Aert H. 1974. The Shuswap Language. Vol. 1. Book, Whole. Hague: Mouton. Pink, Sarah, Heather A. Horst, John Postill, Larissa Hjorth, Tania Lewis, and Jo Tacchi. 2016. Digital Ethnography: Principles and Practice. Book, Whole. Los Angles: Sage. http://hdl.handle.net/10125/42033 From Archives to Augmented Realities: Feeling, Seeing, and Hearing the Language on Screen Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41976 2017-05-11 col_10125_45840 41976.mp3 Braithwaite, Ben, Kwok, Lily, Omardeen, Rehana, Braithwaite, Ben, Kwok, Lily, Omardeen, Rehana; 2017-03-05; This paper describes initial efforts at documenting a previously undescribed signed language used by deaf and hearing people living in the southern Rupununi Savannah, Guyana. The southern Rupununi is populated primarily by Wapishana villages, spread across the savannah south of Lethem. Deafness is quite common, apparently as a result of genetic factors, and deaf people are spread across at least seven different villages. There is contact between deaf people in different villages, and an indigenous sign language is used both among deaf people, and between deaf people and their hearing family members, neighbours, friends and colleagues. A signed language appears to have been in use for several generations, and across a wide area, including across the border in Brazil. Initial documentation was based on recordings with eleven deaf signers from across the area. The researchers developed culturally specific materials to elicit core vocabulary which was used to give an indication of lexical variation across the region. We also recorded naturalistic conversation of various forms: 1. Signing between two deaf individuals; 2. Signing between a hearing individual and a deaf individual; and 3. Signing between a deaf individual and one of the researchers. These recordings have lead to an initial sketch of some aspects of the structure of the language, and established the desire within the community for further collaborative work. Interest in language documentation was prompted partly by an awareness of the possibility of contact with larger, internationally recognised sign languages, including Brazilian Sign Language and American Sign Language , especially through the establishment of special educational programmes. The existing sign language is a crucial and culturally relevant tool for use in the education of deaf people locally, and is preferred by the community members to importing a foreign system to serve the same purpose. Language documentation cannot be easily separated from broader concerns regarding the human rights and well-being of deaf people in the region. The language currently serves a crucial role in ensuring that deaf people across the region are generally well integrated into community activities, including farming, employment, and a broad range of cultural activities. Some deaf children, however, especially in more remote areas, do not have access to it, or to any other signed language, in the crucial early years.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41976. Braithwaite, Ben Kwok, Lily Omardeen, Rehana Braithwaite, Ben Kwok, Lily Omardeen, Rehana 2017-03-05 This paper describes initial efforts at documenting a previously undescribed signed language used by deaf and hearing people living in the southern Rupununi Savannah, Guyana. The southern Rupununi is populated primarily by Wapishana villages, spread across the savannah south of Lethem. Deafness is quite common, apparently as a result of genetic factors, and deaf people are spread across at least seven different villages. There is contact between deaf people in different villages, and an indigenous sign language is used both among deaf people, and between deaf people and their hearing family members, neighbours, friends and colleagues. A signed language appears to have been in use for several generations, and across a wide area, including across the border in Brazil. Initial documentation was based on recordings with eleven deaf signers from across the area. The researchers developed culturally specific materials to elicit core vocabulary which was used to give an indication of lexical variation across the region. We also recorded naturalistic conversation of various forms: 1. Signing between two deaf individuals; 2. Signing between a hearing individual and a deaf individual; and 3. Signing between a deaf individual and one of the researchers. These recordings have lead to an initial sketch of some aspects of the structure of the language, and established the desire within the community for further collaborative work. Interest in language documentation was prompted partly by an awareness of the possibility of contact with larger, internationally recognised sign languages, including Brazilian Sign Language and American Sign Language , especially through the establishment of special educational programmes. The existing sign language is a crucial and culturally relevant tool for use in the education of deaf people locally, and is preferred by the community members to importing a foreign system to serve the same purpose. Language documentation cannot be easily separated from broader concerns regarding the human rights and well-being of deaf people in the region. The language currently serves a crucial role in ensuring that deaf people across the region are generally well integrated into community activities, including farming, employment, and a broad range of cultural activities. Some deaf children, however, especially in more remote areas, do not have access to it, or to any other signed language, in the crucial early years. http://hdl.handle.net/10125/41976 Documenting sign language in South Rupununi, Guyana Sound oai:scholarspace.manoa.hawaii.edu:10125/41998 2024-09-13 col_10125_45840 41998.mp3 41998.pdf Morton, Deborah, Zaske, Stefanie, Morton, Deborah, Zaske, Stefanie; 2017-03-04; The Anii people of Togo and Benin (West Africa) are a minority language group, surrounded by unrelated languages whose speaker populations are much bigger than those of Anii. For over fifty years, the Anii have also been exposed to conflicting language ideologies from outside their community. These ideologies come from governmental and non-governmental organizations that have both promoted the use of French as the language of education and government, and sought to encourage language development and literacy in the 'languages of the people', including Anii (cf. Author2 2014). This study uses interview data to explore the evolution of language attitudes among the Anii people in response to various language-development initiatives they have experienced. The earliest efforts to expand the use of Anii beyond its traditional use (as an oral means of communication within the Anii community), such as government-sponsored literacy classes starting in the 1970s, were often regarded as being directed towards the poor and uneducated. This impression was likely strengthened by the Marxist rhetoric of the time that treated such classes as alternatives to school-based education, and also by the teaching methods, which were considered odd (even amusing). These types of initiatives were generally not embraced by wealthy and educated Anii, and resulted in many Anii people viewing their language as rural, or even backwards. In contrast, more recent language-development initiatives such as the creation of Anii programs on local and national radio, and a magazine that is published in paper and on-line formats, appear to have given rise to much more positive attitudes towards Anii. In particular, the use of modern technologies has been viewed as making Anii more similar to (and thus more equal in value to) both European languages and (perhaps more importantly) the languages of the larger ethnic groups the Anii people come in contact with. The data presented here also illustrate how the Anii people's changing views of their language has affected their views of themselves, their history and culture, and their place in the multilingual and multiethnic environment in which they live. References: Author2. 2014. Ecriture de la langue anii: Tome 1. Bassila: SIL Bassila; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41998. Morton, Deborah Zaske, Stefanie Morton, Deborah Zaske, Stefanie 2017-03-04 The Anii people of Togo and Benin (West Africa) are a minority language group, surrounded by unrelated languages whose speaker populations are much bigger than those of Anii. For over fifty years, the Anii have also been exposed to conflicting language ideologies from outside their community. These ideologies come from governmental and non-governmental organizations that have both promoted the use of French as the language of education and government, and sought to encourage language development and literacy in the 'languages of the people', including Anii (cf. Author2 2014). This study uses interview data to explore the evolution of language attitudes among the Anii people in response to various language-development initiatives they have experienced. The earliest efforts to expand the use of Anii beyond its traditional use (as an oral means of communication within the Anii community), such as government-sponsored literacy classes starting in the 1970s, were often regarded as being directed towards the poor and uneducated. This impression was likely strengthened by the Marxist rhetoric of the time that treated such classes as alternatives to school-based education, and also by the teaching methods, which were considered odd (even amusing). These types of initiatives were generally not embraced by wealthy and educated Anii, and resulted in many Anii people viewing their language as rural, or even backwards. In contrast, more recent language-development initiatives such as the creation of Anii programs on local and national radio, and a magazine that is published in paper and on-line formats, appear to have given rise to much more positive attitudes towards Anii. In particular, the use of modern technologies has been viewed as making Anii more similar to (and thus more equal in value to) both European languages and (perhaps more importantly) the languages of the larger ethnic groups the Anii people come in contact with. The data presented here also illustrate how the Anii people's changing views of their language has affected their views of themselves, their history and culture, and their place in the multilingual and multiethnic environment in which they live. References: Author2. 2014. Ecriture de la langue anii: Tome 1. Bassila: SIL Bassila http://hdl.handle.net/10125/41998 Language Development and Changing Language Attitudes in a Small West African Language Group Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41979 2017-05-11 col_10125_45840 41979.mp3 Quillien, Veronica, Quillien, Veronica; 2017-03-05; This paper is the autoethnographic report of a heritage language learner during an academic year of self-directed study of the Bàsàa, a developing language in Cameroon, and a participatory youth language and art camp. The author developed two practice-based theories. The first theory is based on the author’s embodiment of the heritage language reclamation, while the second is based on youth’s creativity and capacity to adapt their social and environmental constraints to learn Bàsàa. Embodied heritage language reclamation (EmHLR) is an emerging scholarship to document the benefits of inherited cultural aesthetics, including language. As a practice-based theory, EmHLR advocates for art-literacy as a domain of use for the preservation of cultural heritage. The social convenience pedagogy (SCP), on the other hand, reflects youth “lives, selves, and identities” (Choi, 2016, p.116). Consequently, applying SCP is the action of “giving account of oneself” (p. 116). The SCP, likewise, generates new domains of use for language reclaimers. Both theories aim to 1) assist heritage language learners in their reclamation journey and 2) change their attitude toward their heritage language 3) to personally safeguard their cultural heritage aesthetically. EmHLR and SCP are a reminder that, as a heritage language learner, I cannot just throw away the foreign languages my parents gave me. I can, nonetheless, enhance my cultural identity and revitalize Bàsàa through art literacy (visualizing language), music literacy (listening to language), dance literacy (communicating nonverbally) and theater literacy (performing language). This shift in attitude allows me, as a reclaimer, to reconnect to my native land, language, culture and traditions. EmHLR and SCP are, therefore, ethnographic approaches that follow Smith’s (1999) parameters of culturally sensitive research. It uses multiple forms of literacies to document and safeguard cultural heritage (Piazza, 1999). EmHLR and SCP combine arts with language, so that the reclaimer embodies the language at the same time it is being produced. This presentation will explain the reason for both theories and, using film literacy (imaging language), illustrate the embodiment of heritage language reclamation using the social convenience pedagogy. References: Choi, J. (2016). Creating a Multivocal Self: Autoethnography as Method. New York, NY: Routledge. Piazza, C. L. (1999). Multiple Forms of Literacy: Teaching Literacy and the Arts. Upper Saddle River, NJ: Prentice-Hall, Inc. Smith, L. T. (1999). Deconstructing Methodologies: Research and Indigenous Peoples New York, NY: Zed Books.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41979. Quillien, Veronica Quillien, Veronica 2017-03-05 This paper is the autoethnographic report of a heritage language learner during an academic year of self-directed study of the Bàsàa, a developing language in Cameroon, and a participatory youth language and art camp. The author developed two practice-based theories. The first theory is based on the author’s embodiment of the heritage language reclamation, while the second is based on youth’s creativity and capacity to adapt their social and environmental constraints to learn Bàsàa. Embodied heritage language reclamation (EmHLR) is an emerging scholarship to document the benefits of inherited cultural aesthetics, including language. As a practice-based theory, EmHLR advocates for art-literacy as a domain of use for the preservation of cultural heritage. The social convenience pedagogy (SCP), on the other hand, reflects youth “lives, selves, and identities” (Choi, 2016, p.116). Consequently, applying SCP is the action of “giving account of oneself” (p. 116). The SCP, likewise, generates new domains of use for language reclaimers. Both theories aim to 1) assist heritage language learners in their reclamation journey and 2) change their attitude toward their heritage language 3) to personally safeguard their cultural heritage aesthetically. EmHLR and SCP are a reminder that, as a heritage language learner, I cannot just throw away the foreign languages my parents gave me. I can, nonetheless, enhance my cultural identity and revitalize Bàsàa through art literacy (visualizing language), music literacy (listening to language), dance literacy (communicating nonverbally) and theater literacy (performing language). This shift in attitude allows me, as a reclaimer, to reconnect to my native land, language, culture and traditions. EmHLR and SCP are, therefore, ethnographic approaches that follow Smith’s (1999) parameters of culturally sensitive research. It uses multiple forms of literacies to document and safeguard cultural heritage (Piazza, 1999). EmHLR and SCP combine arts with language, so that the reclaimer embodies the language at the same time it is being produced. This presentation will explain the reason for both theories and, using film literacy (imaging language), illustrate the embodiment of heritage language reclamation using the social convenience pedagogy. References: Choi, J. (2016). Creating a Multivocal Self: Autoethnography as Method. New York, NY: Routledge. Piazza, C. L. (1999). Multiple Forms of Literacy: Teaching Literacy and the Arts. Upper Saddle River, NJ: Prentice-Hall, Inc. Smith, L. T. (1999). Deconstructing Methodologies: Research and Indigenous Peoples New York, NY: Zed Books. http://hdl.handle.net/10125/41979 Towards an understanding of embodied heritage language reclamation: implications for heritage language learners Sound oai:scholarspace.manoa.hawaii.edu:10125/41997 2024-09-14 col_10125_45840 41997-a.pdf 41997-b.pdf 41997.mp3 Belew, Anna, Belew, Anna; 2017-03-04; Traditional methods of assessing ethnolinguistic vitality, e.g. Fishman’s (1991) GIDS, the UNESCO (2003) Language Vitality Index, and the Language Endangerment Index (Lee and Van Way 2016), generally involve an outside researcher evaluating a speech community’s social context and linguistic practice in order to assign a language a degree of endangerment. While speakers’ own attitudes towards their language(s) are widely acknowledged to be a critical factor in language maintenance or loss, there is still relatively little work focused on community perceptions of, and attitudes towards, language shift and endangerment. However, in recent years, calls for “sociolinguistically-informed language documentation” (e.g. Childs, Good and Mitchell 2014) and a growing number of studies regarding attitudes towards endangered languages (e.g. Sallabank 2013, Ross 2015) have begun to re-foreground speakers’ own attitudes and perceptions in studies of language vitality. By examining what speakers themselves know about their language, how their community uses it, and the linguistic ecologies in which they live—in other words, seeking an endogenous view of language vitality—a more complete picture of the social and attitudinal factors in language shift may be obtained, and more effective language revitalization made possible. Iyasa (yko) is a Coastal Bantu language spoken by an estimated 2,000 people in southern Cameroon and Equatorial Guinea. The Catalogue of Endangered Languages (2016) assesses its status as “Threatened,” based on a 2004 report by an outside linguist. This paper presents the results of sociolinguistic interviews conducted in 2016 with 35 Iyasa speakers from 4 villages regarding their perceptions, attitudes, and opinions on their language, as well as an overview of self-reported linguistic repertoires and language use among Iyasa speakers. While the majority of participants noted that Iyasa speakers were not numerous today, perceptions of the language’s vitality and value varied widely between individuals. This study presents patterns across various demographics in attitudes towards the language, self-reported language use, perceptions of other languages in the area and the domains of use they fill; speakers’ own perceptions are examined alongside traditional assessments of language vitality and theories of language shift. In addition to refining our theoretical understanding of language shift and the attitudinal and perceptual factors in language endangerment, this study aims to foreground the experiences, opinions, and voices of those most impacted by language loss—the speakers of endangered languages themselves. References "Iyasa.” Catalogue of Endangered Languages. 2015. The University of Hawaiʻi at Mānoa and Eastern Michigan University. Accessed 8/27/16 at http://www.endangeredlanguages.com/lang/yko Childs, Tucker, Jeff Good, and Alice Mitchell. 2014. Beyond the Ancestral Code: Towards a Model for Sociolinguistic Language Documentation. Language Documentation and Conservation 8: 168-191. Fishman, Joshua. 1991. Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters. Lee, Nala and John Van Way. 2016. Assessing Levels of Endangerment in the Catalogue of Endangered Languages (ELCat) Using the Language Endangerment Index (LEI). Language in Society 45(2): 271-292. Ross, Melody Ann. 2015. Perceptions of Language in East Timor. University of Hawaiʻi at Mānoa: Working Papers in Linguistics 46(4). Sallabank, Julia. 2013. Attitudes to Endangered Languages: Identities and Policies. Cambridge: Cambridge University Press. UNESCO Ad Hoc Expert Group on Endangered Languages. 2003. Language Vitality and Endangerment. Document submitted to the International Expert Meeting on UNESCO Programme Safeguarding of Endangered Languages, Paris, 10–12 March 2003.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41997. Belew, Anna Belew, Anna 2017-03-04 Traditional methods of assessing ethnolinguistic vitality, e.g. Fishman’s (1991) GIDS, the UNESCO (2003) Language Vitality Index, and the Language Endangerment Index (Lee and Van Way 2016), generally involve an outside researcher evaluating a speech community’s social context and linguistic practice in order to assign a language a degree of endangerment. While speakers’ own attitudes towards their language(s) are widely acknowledged to be a critical factor in language maintenance or loss, there is still relatively little work focused on community perceptions of, and attitudes towards, language shift and endangerment. However, in recent years, calls for “sociolinguistically-informed language documentation” (e.g. Childs, Good and Mitchell 2014) and a growing number of studies regarding attitudes towards endangered languages (e.g. Sallabank 2013, Ross 2015) have begun to re-foreground speakers’ own attitudes and perceptions in studies of language vitality. By examining what speakers themselves know about their language, how their community uses it, and the linguistic ecologies in which they live—in other words, seeking an endogenous view of language vitality—a more complete picture of the social and attitudinal factors in language shift may be obtained, and more effective language revitalization made possible. Iyasa (yko) is a Coastal Bantu language spoken by an estimated 2,000 people in southern Cameroon and Equatorial Guinea. The Catalogue of Endangered Languages (2016) assesses its status as “Threatened,” based on a 2004 report by an outside linguist. This paper presents the results of sociolinguistic interviews conducted in 2016 with 35 Iyasa speakers from 4 villages regarding their perceptions, attitudes, and opinions on their language, as well as an overview of self-reported linguistic repertoires and language use among Iyasa speakers. While the majority of participants noted that Iyasa speakers were not numerous today, perceptions of the language’s vitality and value varied widely between individuals. This study presents patterns across various demographics in attitudes towards the language, self-reported language use, perceptions of other languages in the area and the domains of use they fill; speakers’ own perceptions are examined alongside traditional assessments of language vitality and theories of language shift. In addition to refining our theoretical understanding of language shift and the attitudinal and perceptual factors in language endangerment, this study aims to foreground the experiences, opinions, and voices of those most impacted by language loss—the speakers of endangered languages themselves. References "Iyasa.” Catalogue of Endangered Languages. 2015. The University of Hawaiʻi at Mānoa and Eastern Michigan University. Accessed 8/27/16 at http://www.endangeredlanguages.com/lang/yko Childs, Tucker, Jeff Good, and Alice Mitchell. 2014. Beyond the Ancestral Code: Towards a Model for Sociolinguistic Language Documentation. Language Documentation and Conservation 8: 168-191. Fishman, Joshua. 1991. Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters. Lee, Nala and John Van Way. 2016. Assessing Levels of Endangerment in the Catalogue of Endangered Languages (ELCat) Using the Language Endangerment Index (LEI). Language in Society 45(2): 271-292. Ross, Melody Ann. 2015. Perceptions of Language in East Timor. University of Hawaiʻi at Mānoa: Working Papers in Linguistics 46(4). Sallabank, Julia. 2013. Attitudes to Endangered Languages: Identities and Policies. Cambridge: Cambridge University Press. UNESCO Ad Hoc Expert Group on Endangered Languages. 2003. Language Vitality and Endangerment. Document submitted to the International Expert Meeting on UNESCO Programme Safeguarding of Endangered Languages, Paris, 10–12 March 2003. http://hdl.handle.net/10125/41997 “Who says we’re finished?”: Investigating community perceptions of language endangerment Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42073 2017-05-11 col_10125_45840 42073.mp3 Carson, Erica, Jeannette, Kayleigh, McCullough, Teddy, Kaplan, Max, Sbordone, Jimmy, O'Conner, Catherine, Carson, Erica, Jeannette, Kayleigh, McCullough, Teddy, Kaplan, Max, Sbordone, Jimmy, O'Conner, Catherine; 2017-03-02; In situations where a language is in the very earliest stages of revitalization, it is important to customize materials for groups that want them, in ways that honor their goals. For example, young people often want materials built around phrases that are socially useful, that build solidarity and cultural identity (e.g. phrases such as thank you, you’re welcome, how are you?, where are you from?, I’m sorry). Preschool teachers want basic vocabulary and ways to address the group (e.g. everyone stand up! everyone sit down!). Tribal elders may want more emphasis on traditional materials. Yet each customized goal brings its own challenges and opportunities. In this paper we present two case studies from Northern Pomo (a dormant language of California), one about designing materials containing socially useful phrases for young people, and one about designing materials for Head Start teachers. As others have observed (e.g. Rotet 2014, Zuckerman & Walsh 2011), smaller languages being revived may not have equivalents for all desired words or phrases. This may call for borrowing or coinages, each of which entail complicated cultural and linguistic decisions. The first case we’ll present (design of materials to introduce socially useful phrases to young people) involves a collaboration between a linguist and Pomo language teacher in designing materials and presenting them to focus groups (held in Fall 2016) with young people from the tribal community. The second case concerns design of materials for Head Start teachers. Here the challenge is trying to make the materials educative for children, but also useful for teachers as a source of easy exposure to the grammar of the language. For example, the pre-school context is well-suited to pointing out the difference between imperatives (sit down!) and declaratives (he is sitting), as well as simple questions. But here too, coinages departing from the traditional may emerge. These cases are relevant to the ICLDC theme of wellbeing: Author 1 has taught both Head Start students and young people in Northern Pomo tribal communities. The youth culture camps she ran were supported by suicide and drug abuse prevention grants to the tribe. She has specific knowledge of how engagement with the language supports the development of a positive cultural identity. Author 6 has spent several decades describing the language and oversees development of a website that houses these materials. Their collaboration provides a context to examine the multi-faceted challenges of bringing language materials to life. Rottet, K. J. (2014). Neology, Competing Authenticities, and the Lexicography of Regional Languages: The Case of Breton. Dictionaries: Journal of the Dictionary Society of North America, 35(35), 208-247. Zuckermann, Ghil'ad and Walsh, Michael 2011. 'Stop, Revive, Survive: Lessons from the Hebrew Revival Applicable to the Reclamation, Maintenance and Empowerment of Aboriginal Languages and Cultures', Australian Journal of Linguistics 31.1: 111-127.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42073. Carson, Erica Jeannette, Kayleigh McCullough, Teddy Kaplan, Max Sbordone, Jimmy O'Conner, Catherine Carson, Erica Jeannette, Kayleigh McCullough, Teddy Kaplan, Max Sbordone, Jimmy O'Conner, Catherine 2017-03-02 In situations where a language is in the very earliest stages of revitalization, it is important to customize materials for groups that want them, in ways that honor their goals. For example, young people often want materials built around phrases that are socially useful, that build solidarity and cultural identity (e.g. phrases such as thank you, you’re welcome, how are you?, where are you from?, I’m sorry). Preschool teachers want basic vocabulary and ways to address the group (e.g. everyone stand up! everyone sit down!). Tribal elders may want more emphasis on traditional materials. Yet each customized goal brings its own challenges and opportunities. In this paper we present two case studies from Northern Pomo (a dormant language of California), one about designing materials containing socially useful phrases for young people, and one about designing materials for Head Start teachers. As others have observed (e.g. Rotet 2014, Zuckerman & Walsh 2011), smaller languages being revived may not have equivalents for all desired words or phrases. This may call for borrowing or coinages, each of which entail complicated cultural and linguistic decisions. The first case we’ll present (design of materials to introduce socially useful phrases to young people) involves a collaboration between a linguist and Pomo language teacher in designing materials and presenting them to focus groups (held in Fall 2016) with young people from the tribal community. The second case concerns design of materials for Head Start teachers. Here the challenge is trying to make the materials educative for children, but also useful for teachers as a source of easy exposure to the grammar of the language. For example, the pre-school context is well-suited to pointing out the difference between imperatives (sit down!) and declaratives (he is sitting), as well as simple questions. But here too, coinages departing from the traditional may emerge. These cases are relevant to the ICLDC theme of wellbeing: Author 1 has taught both Head Start students and young people in Northern Pomo tribal communities. The youth culture camps she ran were supported by suicide and drug abuse prevention grants to the tribe. She has specific knowledge of how engagement with the language supports the development of a positive cultural identity. Author 6 has spent several decades describing the language and oversees development of a website that houses these materials. Their collaboration provides a context to examine the multi-faceted challenges of bringing language materials to life. Rottet, K. J. (2014). Neology, Competing Authenticities, and the Lexicography of Regional Languages: The Case of Breton. Dictionaries: Journal of the Dictionary Society of North America, 35(35), 208-247. Zuckermann, Ghil'ad and Walsh, Michael 2011. 'Stop, Revive, Survive: Lessons from the Hebrew Revival Applicable to the Reclamation, Maintenance and Empowerment of Aboriginal Languages and Cultures', Australian Journal of Linguistics 31.1: 111-127. http://hdl.handle.net/10125/42073 We want to say “you’re welcome”: case studies of early revitalization Sound oai:scholarspace.manoa.hawaii.edu:10125/41939 2017-05-11 col_10125_45840 41939.mp3 Ignace, Marianne, Bell, Lawrence, Finney, Kelli, Ignace, Marianne, Bell, Lawrence, Finney, Kelli; 2017-03-02; In this paper we explore how we can work with legacy recordings of Haida gyáahlang.ee (clan stories) to create positive attitudes towards Xaad kil, and a sense of respect and awe for the deeds of ancestors by re-telling these stories on Haida ancestral lands to participating children, youth and elders. During the 1980s, two of the presenters recorded Haida clan stories of ancestors’ adventures on the land and sea surrounding Haida Gwaii with elders who spoke elaborate Haida, often integrating song into storytelling. As we found out, while on the one hand these are stories pertaining to particular matri-clans, the transmission of these stories was by no means confined to members of the protagonists’ or storytellers’ clans, but involved much more intricate patterns of young children and adults, at an impressionable age hearing these stories and then doing the story-work of remembering, occasionally retelling, and eventually recording them with the authors. Since then, as a team we have transcribed, glossed and translated these gyáahlang.ee, training Haida learners and graduate students in the process. In doing this work, we have discovered interesting and intriguing story plots, and through additional work that uncovered some 650 northern Haida toponyms, we have connected stories in minute detail to specific locations, thus retracing the steps of ancestors. In addition, we have uncovered previously undescribed or poorly understood features of Haida discourse, in particular aspects of verb morphology and features like topic tracking morphology, of which we will show examples. Having finished the anthropological and linguistic work on these stories, the co-authors then shared them with Haida children, youth and adults during on the land language camps on the west coast of Haida Gwaii. Bringing stories alive by re-creating the lived experience of the link to places (in Haida: “he went to the halibut bank just over on that point,” “those killerwhales were fed water from this little creek here, and they beached over there,” “this is where the protagonist went to find out how to get rid of his killerwhale skin”), and re-claiming the songs that go with stories, we have been able to contribute not only to reviving storytelling, but also to re-creating the links between experiencing story, song and connection to land at a young age, where it won’t be forgotten, as our storytellers told us.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41939. Ignace, Marianne Bell, Lawrence Finney, Kelli Ignace, Marianne Bell, Lawrence Finney, Kelli 2017-03-02 In this paper we explore how we can work with legacy recordings of Haida gyáahlang.ee (clan stories) to create positive attitudes towards Xaad kil, and a sense of respect and awe for the deeds of ancestors by re-telling these stories on Haida ancestral lands to participating children, youth and elders. During the 1980s, two of the presenters recorded Haida clan stories of ancestors’ adventures on the land and sea surrounding Haida Gwaii with elders who spoke elaborate Haida, often integrating song into storytelling. As we found out, while on the one hand these are stories pertaining to particular matri-clans, the transmission of these stories was by no means confined to members of the protagonists’ or storytellers’ clans, but involved much more intricate patterns of young children and adults, at an impressionable age hearing these stories and then doing the story-work of remembering, occasionally retelling, and eventually recording them with the authors. Since then, as a team we have transcribed, glossed and translated these gyáahlang.ee, training Haida learners and graduate students in the process. In doing this work, we have discovered interesting and intriguing story plots, and through additional work that uncovered some 650 northern Haida toponyms, we have connected stories in minute detail to specific locations, thus retracing the steps of ancestors. In addition, we have uncovered previously undescribed or poorly understood features of Haida discourse, in particular aspects of verb morphology and features like topic tracking morphology, of which we will show examples. Having finished the anthropological and linguistic work on these stories, the co-authors then shared them with Haida children, youth and adults during on the land language camps on the west coast of Haida Gwaii. Bringing stories alive by re-creating the lived experience of the link to places (in Haida: “he went to the halibut bank just over on that point,” “those killerwhales were fed water from this little creek here, and they beached over there,” “this is where the protagonist went to find out how to get rid of his killerwhale skin”), and re-claiming the songs that go with stories, we have been able to contribute not only to reviving storytelling, but also to re-creating the links between experiencing story, song and connection to land at a young age, where it won’t be forgotten, as our storytellers told us. http://hdl.handle.net/10125/41939 Gyáahlangee X̱íinangaas: Co-creating links between Haida Language Acquisition and Stories Told on the Land Sound oai:scholarspace.manoa.hawaii.edu:10125/41982 2017-05-11 col_10125_45840 41982.mp3 Benjamin, Martin, Mansour Lakouraj, Sina, Aberer, Karl, Benjamin, Martin, Mansour Lakouraj, Sina, Aberer, Karl; 2017-03-05; This paper introduces DUCKS, Data Unified Conceptual Knowledge Sets, as a tool for aligning lexical data across any number of languages. A starting point in producing a multilingual dictionary is to merge bilingual datasets through the overlapping words in a common pivot language. An essential problem in maintaining accuracy across languages is determining the matching senses of a polysemous pivot term, e.g. a term in Language-A meaning “spicy” might well be paired to a term in Language-C meaning “sweltering” because they are both connected to English “hot”. DUCKS addresses this problem through a game-like interface that invites experts and interested members of the public to participate in the sense disambiguation of linguistic datasets. DUCKS starts with the 100,000 concepts defined in the Princeton WordNet, for 200,000 English lemmas, and English will be expanded through a version of the game that matches senses from Wiktionary. In the basic case, we start with a dataset between Language-A and English. When a user selects a term in Language-A, we show all the contextual information about that item in a graphic block on the left of their screen, and all the senses of the designated English term on the right. The user slides the block to the definition that best matches the meaning in Language-A. If two or more English senses apply, duplicate bricks are available. The user may also select “no definition applies” when relevant. If English is absent from the dataset, the user must first type an equivalent term in English or another language that has already been aligned. We then fetch the possible senses, and play proceeds as above. A match is considered valid when a threshold number of players has made the same selection. DUCKS does not address semantic drift, which is resolved in other games the project has developed. In addition to integrating Language-A with all other languages in the system that share similar concepts for accurate multilingual exchange, concepts without English equivalents can be discovered that may be unique to that language. Data has been aligned among several dozen languages to date, beginning with languages with open data previously linked to WordNet. A large challenge now is that many existing datasets for less-resourced languages are closed data; it is hoped that DUCKS will inspire their proprietors toward joining the multilingual lexicon.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41982. Benjamin, Martin Mansour Lakouraj, Sina Aberer, Karl Benjamin, Martin Mansour Lakouraj, Sina Aberer, Karl 2017-03-05 This paper introduces DUCKS, Data Unified Conceptual Knowledge Sets, as a tool for aligning lexical data across any number of languages. A starting point in producing a multilingual dictionary is to merge bilingual datasets through the overlapping words in a common pivot language. An essential problem in maintaining accuracy across languages is determining the matching senses of a polysemous pivot term, e.g. a term in Language-A meaning “spicy” might well be paired to a term in Language-C meaning “sweltering” because they are both connected to English “hot”. DUCKS addresses this problem through a game-like interface that invites experts and interested members of the public to participate in the sense disambiguation of linguistic datasets. DUCKS starts with the 100,000 concepts defined in the Princeton WordNet, for 200,000 English lemmas, and English will be expanded through a version of the game that matches senses from Wiktionary. In the basic case, we start with a dataset between Language-A and English. When a user selects a term in Language-A, we show all the contextual information about that item in a graphic block on the left of their screen, and all the senses of the designated English term on the right. The user slides the block to the definition that best matches the meaning in Language-A. If two or more English senses apply, duplicate bricks are available. The user may also select “no definition applies” when relevant. If English is absent from the dataset, the user must first type an equivalent term in English or another language that has already been aligned. We then fetch the possible senses, and play proceeds as above. A match is considered valid when a threshold number of players has made the same selection. DUCKS does not address semantic drift, which is resolved in other games the project has developed. In addition to integrating Language-A with all other languages in the system that share similar concepts for accurate multilingual exchange, concepts without English equivalents can be discovered that may be unique to that language. Data has been aligned among several dozen languages to date, beginning with languages with open data previously linked to WordNet. A large challenge now is that many existing datasets for less-resourced languages are closed data; it is hoped that DUCKS will inspire their proprietors toward joining the multilingual lexicon. http://hdl.handle.net/10125/41982 DUCKS in a Row: Aligning open linguistic data through crowdsourcing to build a broad multilingual lexicon Sound oai:scholarspace.manoa.hawaii.edu:10125/42042 2024-09-14 col_10125_45840 42042.pdf 42042.mp3 Morgan, Juliet, Morgan, Juliet; 2017-03-03; Hinton (2008; 2011) describes endangered language acquisition as a “bottleneck,” a process where the language undergoes major changes resulting in a new variety. The process involves changes due to simplification and first language interference, with the likelihood that any changes in the language will become permanent features of the resulting new variety, possibly to the point of pidginization (Sasse 1992; Goodfellow 2002). This paper describes the learner varieties developing in the “bottleneck” for Chickasaw, as the language is being acquired by adult learners in an immersion program. Chickasaw is a Muskogean language spoken in southeastern Oklahoma by approximately 60 speakers. In the Chikashsha Academy, multiple second language (L2) learners of various levels meet daily with native speakers for recorded immersion sessions. This paper describes the novice and intermediate learner varieties of L2 Chickasaw based on an analysis of one year of the program’s recordings. Six learners currently participate in the program, five of whom are at different sublevels of novice while one is at the intermediate-low level. In describing learner varieties, I discuss the specific grammatical features that distinguish the novice and intermediate levels, and the sublevels of novice (low, mid, and high). For example, novice-low learners prefer temporal adverbs (e.g. oblaashaash ‘yesterday’) over tense-aspect suffixes (-tok past tense) and SVO word order over SOV word order and/or case marking (e.g. - at nominative, -a̱ accusative). Novice-mid learners become productive with pronominal affixes and tense suffixes, but still prefer SOV word order over case marking; free-standing connective words (e.g. haatokoot/haatoko̱ ‘and then’ same-subject/different-subject) over switch-reference suffixes (e.g. -kat/-ka̱ subbordinating or -cha/-na conjunctive); rising intonation over question suffixes; and auxiliary negation over a complex negation process. These features show signs of simplification and first language interference. Other studies of Native American languages have found similar trends. Wyman (2004) and Holton (2009) found a reduction of inflectional morphology and a preference for periphrastic expressions and analytic sentence structure. While novice learners of Chickasaw have similar preferences, the intermediate level is marked by a more productive command of cohesive devices, including nominal case marking and verbal switch-reference. Describing the learner varieties indicates the changes likely to occur in Chickasaw after going through the “bottleneck” of language acquisition in the context of language revitalization. Additionally, studying the developing new learner varieties aids the Chickasaw program, and other programs that focus on adult endangered language acquisition, by helping them to mediate the ongoing language change. Goodfellow, Anne. 2002. The Development of “new” Languages in Native American Communities. American Indian Culture and Research Journal, 27(2), 41-59. Hinton, Leanne. 2008. Learning and Teaching Endangered Indigenous Languages. In Volume 4: Second and Foreign Language Education. Nelleke van Deusen-Scholl and Nancy H Hornberger, eds. Pp. 157–167. New York, NY: Springer. Hinton, Leanne. 2011. Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies. Language and Education 25(4): 307–318. Holton, Gary. 2009. Relearning Athabascan Languages in Alaska: Creating Sustainable Language Communities through Creolization. In Speaking of Endangered Languages: Issues in Revitalization. Anne Goodfellow, ed. Pp. 238–265. Cambridge Scholars Publishing. Sasse, Hans-Jurgen. 1992. Language Decay and Contact-Induced Change: Similarities and Differences. In Language Death: Factual and Theoretical Explorations with Special Reference to East Africa Pp. 59–80. Wyman, Leisy. 2004. Language Shift, Youth Culture, and Ideology: A Yup’ik Example. Dissertation. Stanford University.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42042. Morgan, Juliet Morgan, Juliet 2017-03-03 Hinton (2008; 2011) describes endangered language acquisition as a “bottleneck,” a process where the language undergoes major changes resulting in a new variety. The process involves changes due to simplification and first language interference, with the likelihood that any changes in the language will become permanent features of the resulting new variety, possibly to the point of pidginization (Sasse 1992; Goodfellow 2002). This paper describes the learner varieties developing in the “bottleneck” for Chickasaw, as the language is being acquired by adult learners in an immersion program. Chickasaw is a Muskogean language spoken in southeastern Oklahoma by approximately 60 speakers. In the Chikashsha Academy, multiple second language (L2) learners of various levels meet daily with native speakers for recorded immersion sessions. This paper describes the novice and intermediate learner varieties of L2 Chickasaw based on an analysis of one year of the program’s recordings. Six learners currently participate in the program, five of whom are at different sublevels of novice while one is at the intermediate-low level. In describing learner varieties, I discuss the specific grammatical features that distinguish the novice and intermediate levels, and the sublevels of novice (low, mid, and high). For example, novice-low learners prefer temporal adverbs (e.g. oblaashaash ‘yesterday’) over tense-aspect suffixes (-tok past tense) and SVO word order over SOV word order and/or case marking (e.g. - at nominative, -a̱ accusative). Novice-mid learners become productive with pronominal affixes and tense suffixes, but still prefer SOV word order over case marking; free-standing connective words (e.g. haatokoot/haatoko̱ ‘and then’ same-subject/different-subject) over switch-reference suffixes (e.g. -kat/-ka̱ subbordinating or -cha/-na conjunctive); rising intonation over question suffixes; and auxiliary negation over a complex negation process. These features show signs of simplification and first language interference. Other studies of Native American languages have found similar trends. Wyman (2004) and Holton (2009) found a reduction of inflectional morphology and a preference for periphrastic expressions and analytic sentence structure. While novice learners of Chickasaw have similar preferences, the intermediate level is marked by a more productive command of cohesive devices, including nominal case marking and verbal switch-reference. Describing the learner varieties indicates the changes likely to occur in Chickasaw after going through the “bottleneck” of language acquisition in the context of language revitalization. Additionally, studying the developing new learner varieties aids the Chickasaw program, and other programs that focus on adult endangered language acquisition, by helping them to mediate the ongoing language change. Goodfellow, Anne. 2002. The Development of “new” Languages in Native American Communities. American Indian Culture and Research Journal, 27(2), 41-59. Hinton, Leanne. 2008. Learning and Teaching Endangered Indigenous Languages. In Volume 4: Second and Foreign Language Education. Nelleke van Deusen-Scholl and Nancy H Hornberger, eds. Pp. 157–167. New York, NY: Springer. Hinton, Leanne. 2011. Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies. Language and Education 25(4): 307–318. Holton, Gary. 2009. Relearning Athabascan Languages in Alaska: Creating Sustainable Language Communities through Creolization. In Speaking of Endangered Languages: Issues in Revitalization. Anne Goodfellow, ed. Pp. 238–265. Cambridge Scholars Publishing. Sasse, Hans-Jurgen. 1992. Language Decay and Contact-Induced Change: Similarities and Differences. In Language Death: Factual and Theoretical Explorations with Special Reference to East Africa Pp. 59–80. Wyman, Leisy. 2004. Language Shift, Youth Culture, and Ideology: A Yup’ik Example. Dissertation. Stanford University. http://hdl.handle.net/10125/42042 Acquisition in the Context of Language Revitalization: Adult L2 Learner Varieties of Chickasaw Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41973 2017-05-11 col_10125_45840 41973.mp3 Baraby, Anne-Marie, Junker, Marie-Odile, Mollen, Yvette, Baraby, Anne-Marie, Junker, Marie-Odile, Mollen, Yvette; 2017-03-04; Many minority languages are the subject of scientific descriptions made by and for linguists. We present here a 45-year retrospective of an original and successful long-term documentation program primarily aimed at speakers of such a language. The Innu (formerly Montagnais), Indigenous language of the Algonquian family is still spoken today in Quebec and Labrador (Canada) by approximately 12 000 people living in a dozen communities scattered over a large area. It is a traditionally oral language, alive but still fragile. Since the 1970s, linguists and speakers have drawn up projects in order to support speakers in their efforts to preserve their ancestral language. We show here how these projects have affected education (training of language teachers, creating teaching materials, developing a curriculum of language, various educational activities), literacy (development of one pandialectal spelling system) and linguistic description accessible to non-specialists (reference works design: dictionaries, grammar, conjugations guide, etc.). As a result, the Innu language is currently one of Canada's best documented Aboriginal languages, especially for speakers and anyone else interested in learning more about the language. We also show how in recent years the documentation of Innu took a more technologically-oriented turn, with new tools being available online and interconnected: pandialectal Dictionary, conjugations guide, spelling and grammatical forms, online lessons, oral history database, terminology development, and applications for mobile devices. Initially the efforts of Innu linguists and speakers engaged in various language-development projects were not part of a structured program of language documentation, as the concept did not really exist at the time. Also, the transition of a language community from an oral tradition to a standard form of literacy has not been smooth. However, looking back, we find that the experiments conducted with Innu can be a model on how to conduct a real linguistic documentation program first aimed at speakers. By sharing this experience, we hope to offer guidance and inspiration to other minority language communities of oral tradition.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41973. Baraby, Anne-Marie Junker, Marie-Odile Mollen, Yvette Baraby, Anne-Marie Junker, Marie-Odile Mollen, Yvette 2017-03-04 Many minority languages are the subject of scientific descriptions made by and for linguists. We present here a 45-year retrospective of an original and successful long-term documentation program primarily aimed at speakers of such a language. The Innu (formerly Montagnais), Indigenous language of the Algonquian family is still spoken today in Quebec and Labrador (Canada) by approximately 12 000 people living in a dozen communities scattered over a large area. It is a traditionally oral language, alive but still fragile. Since the 1970s, linguists and speakers have drawn up projects in order to support speakers in their efforts to preserve their ancestral language. We show here how these projects have affected education (training of language teachers, creating teaching materials, developing a curriculum of language, various educational activities), literacy (development of one pandialectal spelling system) and linguistic description accessible to non-specialists (reference works design: dictionaries, grammar, conjugations guide, etc.). As a result, the Innu language is currently one of Canada's best documented Aboriginal languages, especially for speakers and anyone else interested in learning more about the language. We also show how in recent years the documentation of Innu took a more technologically-oriented turn, with new tools being available online and interconnected: pandialectal Dictionary, conjugations guide, spelling and grammatical forms, online lessons, oral history database, terminology development, and applications for mobile devices. Initially the efforts of Innu linguists and speakers engaged in various language-development projects were not part of a structured program of language documentation, as the concept did not really exist at the time. Also, the transition of a language community from an oral tradition to a standard form of literacy has not been smooth. However, looking back, we find that the experiments conducted with Innu can be a model on how to conduct a real linguistic documentation program first aimed at speakers. By sharing this experience, we hope to offer guidance and inspiration to other minority language communities of oral tradition. http://hdl.handle.net/10125/41973 A 45-year old language documentation program first aimed at speakers: the case of the Innu Sound oai:scholarspace.manoa.hawaii.edu:10125/41947 2017-05-11 col_10125_45840 41947.mp3 Chew, Kari, Begay, Sherrie, Chew, Kari, Begay, Sherrie; 2017-03-03; As Chickasaw language learners and teachers, we believe strongly that it is through our oral traditions—expressed through our languages—that we are instructed “to be a people in heart, thought, behavior, and conduct as [we] pursue life’s fulfillment” (Nicholas, 2014, p. 64). Significantly, a small but increasing number of Chickasaw citizens have exemplified vigorous and persistent pursuits of sustaining Chikashshanompa', the Chickasaw language, over time and transcending colonization. This paper considers what it means for Chickasaw language learners and teachers to engage in language reclamation as a life’s pursuit. A Chickasaw language learner and researcher compelled to understand this phenomenon, Author A utilized a culturally-grounded methodology to conduct interviews with other Chickasaw language learners and teachers representing distinct generational categories and demographics, such as young adults employed by the tribal language program, youth enrolled in language classes, and adults residing outside of the Chickasaw Nation. From these learners’ stories, three key themes emerged as central to the vitality and efficacy of Chickasaw language reclamation, including a 1) raised critical Chickasaw consciousness (Lee, 2009; Smith, 2005); 2) conception of Chikashshanompa' as cultural practice (Nicholas, 2009); and 3) (re)valuing of language learners (Meek, 2011; Wyman, McCarty, & Nicholas, 2014). We draw on Author A’s research findings as a context to share Author B’s personal story as one example of the way in which the pursuit of language reclamation over a lifetime may unfold. To this end, Author B, a community member actively involved in Chickasaw language education, begins her story with her own experience of awakening to the importance and value of her Indigenous heritage language, which she began to learn from her father, to her sense of self and purpose for her life. Author B powerfully asserts that her journey has been one not only of reclaiming her language but her life itself. Recognizing that she had a gift for learning and teaching language, Author B began to teach an online Chikashshanompa' course to help other Chickasaws connect to and find their place in the Chickasaw Nation through language, no matter where they live. This paper ultimately seeks to explore the importance of sustaining cultural and linguistic practices, offering as evidence the vital voices of Chickasaws language learners and teachers who have restructured their lives around ensuring the continuance of Chikashshanompa'. References Lee, T. S. (2009). Language, identity, and power: Navajo and Pueblo young adults’ perspectives and experiences with competing language ideologies. Journal of Language, Identity, and Education, 8(5), 307-320. Meek, B. A. (2011). Failing American Indian languages. American Indian Culture and Research Journal, 35(2), 43-60. Nicholas, S. E. (2009). “I live Hopi, I just don't speak it”—The critical intersection of language, culture, and identity in the lives of contemporary Hopi youth. Journal of Language, Identity, and Education, 8(5), 321-334. Nicholas, S. E. (2014b). “How are you Hopi if you can’t speak it?”: An ethnographic study of language as cultural practice among contemporary Hopi youth. In T. L. McCarty (Ed.), Ethnography and language policy (pp. 53-75). New York, NY: Routledge. Smith, G. H. (2005). Beyond political literacy: From conscientization to transformative praxis. Counterpoints, 275, 29-42. Wyman, L. T., McCarty, T. L., & Nicholas, S. E. (Eds.). (2014b). Indigenous youth and multilingualism: Language identity, ideology, and practice in dynamic cultural worlds. New York, NY: Routledge.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41947. Chew, Kari Begay, Sherrie Chew, Kari Begay, Sherrie 2017-03-03 As Chickasaw language learners and teachers, we believe strongly that it is through our oral traditions—expressed through our languages—that we are instructed “to be a people in heart, thought, behavior, and conduct as [we] pursue life’s fulfillment” (Nicholas, 2014, p. 64). Significantly, a small but increasing number of Chickasaw citizens have exemplified vigorous and persistent pursuits of sustaining Chikashshanompa', the Chickasaw language, over time and transcending colonization. This paper considers what it means for Chickasaw language learners and teachers to engage in language reclamation as a life’s pursuit. A Chickasaw language learner and researcher compelled to understand this phenomenon, Author A utilized a culturally-grounded methodology to conduct interviews with other Chickasaw language learners and teachers representing distinct generational categories and demographics, such as young adults employed by the tribal language program, youth enrolled in language classes, and adults residing outside of the Chickasaw Nation. From these learners’ stories, three key themes emerged as central to the vitality and efficacy of Chickasaw language reclamation, including a 1) raised critical Chickasaw consciousness (Lee, 2009; Smith, 2005); 2) conception of Chikashshanompa' as cultural practice (Nicholas, 2009); and 3) (re)valuing of language learners (Meek, 2011; Wyman, McCarty, & Nicholas, 2014). We draw on Author A’s research findings as a context to share Author B’s personal story as one example of the way in which the pursuit of language reclamation over a lifetime may unfold. To this end, Author B, a community member actively involved in Chickasaw language education, begins her story with her own experience of awakening to the importance and value of her Indigenous heritage language, which she began to learn from her father, to her sense of self and purpose for her life. Author B powerfully asserts that her journey has been one not only of reclaiming her language but her life itself. Recognizing that she had a gift for learning and teaching language, Author B began to teach an online Chikashshanompa' course to help other Chickasaws connect to and find their place in the Chickasaw Nation through language, no matter where they live. This paper ultimately seeks to explore the importance of sustaining cultural and linguistic practices, offering as evidence the vital voices of Chickasaws language learners and teachers who have restructured their lives around ensuring the continuance of Chikashshanompa'. References Lee, T. S. (2009). Language, identity, and power: Navajo and Pueblo young adults’ perspectives and experiences with competing language ideologies. Journal of Language, Identity, and Education, 8(5), 307-320. Meek, B. A. (2011). Failing American Indian languages. American Indian Culture and Research Journal, 35(2), 43-60. Nicholas, S. E. (2009). “I live Hopi, I just don't speak it”—The critical intersection of language, culture, and identity in the lives of contemporary Hopi youth. Journal of Language, Identity, and Education, 8(5), 321-334. Nicholas, S. E. (2014b). “How are you Hopi if you can’t speak it?”: An ethnographic study of language as cultural practice among contemporary Hopi youth. In T. L. McCarty (Ed.), Ethnography and language policy (pp. 53-75). New York, NY: Routledge. Smith, G. H. (2005). Beyond political literacy: From conscientization to transformative praxis. Counterpoints, 275, 29-42. Wyman, L. T., McCarty, T. L., & Nicholas, S. E. (Eds.). (2014b). Indigenous youth and multilingualism: Language identity, ideology, and practice in dynamic cultural worlds. New York, NY: Routledge. http://hdl.handle.net/10125/41947 Language of the Heart: Chickasaw Language Reclamation as a Life’s Pursuit Sound oai:scholarspace.manoa.hawaii.edu:10125/42035 2024-09-14 col_10125_45840 42035.pdf 42035.mp3 Kesselman, Stephen, Kesselman, Stephen; 2017-03-04; “…if the major determinants of health are social, so must be the remedies…” (Marmot 2005:1103) Introduction In the linguistically threatened indigenous areas of Canada’s west coast, health of local languages is intimately linked to health of communities. While early insights into this relationship show indigenous language knowledge correlate with rates of youth suicide (Hallet et al 2007), both geographical and methodological expansion is needed for more explanatory discussion. Our study extends this line of inquiry to Cree and Ojibwa communities of Manitoba, Canada, considering these foreseeably viable Algonquian linguistic areas alongside those critically threatened languages of British Columbia surveyed in Hallet et al (2007). Our analysis further employs diverse measures of health and detailed metrics of language vitality for a nuanced understanding of the ties between physical, psychosocial, and linguistic wellbeing in two indigenous communities of Manitoba. Background While the association between cultural loss and public health decline is a generally acknowledged phenomenon, Hallet et al (2007) note that language use has greater indicative power for community health than other cultural factors (392-8, Chandler and Lalonde 1998, 2008, Postl et al 2010). Furthermore, they suggest that linguistic health can act not only as a metric for public health, but as a protective factor against negative health outcomes. Considering the pervasive disparity in public health between urban and northern indigenous communities in Manitoba and across Canada, an investigation into contributing factors is a necessary pursuit (Postl et al 2010). Contribution In contrast to the dichotomized language vitality index of earlier surveys, this work incorporates UNESCO’s (2003) LVE factors, Fishman’s (1991) GIDS, and Norris’ (1998) indices of ability and continuity. Surveys of wellbeing involve a number of physical (rates of diabetes, obesity, cardiovascular disease, life expectancy) and psychosocial (rates of suicide, self-harm, substance misuse, community autonomy) measures of health. Set against earlier reports, these comprehensive measures identify which factors of linguistic health relate to public health in participating communities – the Ojibwa of Poplar River First Nation and Norway House Cree Nation – and illustrate how this relationship operates in a distinctive and comparatively more stable linguistic environment those studied previously. Discussion Our survey not only provides a needed description of this Manitoban linguistic ecology, but details the predominant threats to its continued viability and their potential consequences. If we recognize the impact of socio-cultural factors and the role of language in community wellbeing, we can build support for cultural and linguistic preservation initiatives and work to narrow the disparity in public health between indigenous and non-indigenous communities. References Chandler, Michael J. and Chrispher E. Lalonde. 1998. “Cultural continuity as a hedge against suicide in Canada’s First Nations.” Transcultural Psychiatry 35:191–219. ---. 2008. “Cultural continuity as a moderator of suicide risk among Canada’s First Nations.” In L. Kirmayer & G. Valaskakis (Eds.) The mental health of Canadian Aboriginal peoples: Transformations, identity, and community. Toronto: UBC Press. First People’s Heritage Language and Culture Council (FPCC). 2010. Report on the Status of B.C. First Nations Languages. Brentwood Bay, BC: First People’s Heritage Language and Culture Council. Fishman, J. A. 1991. Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Clevedon, UK: Multilingual Matters. Hallett, Darcy, Michael J. Chandler and Christopher E. Lalonde. 2007. “Aboriginal language knowledge and youth suicide.” Cognitive Development 22:392-399. Marmot, M. 2005. “Social Determinants of Health Inequalities.” Lancet 365(9464):1099-104. Norris, Mary Jane. 1998. “Canada’s Aboriginal Languages.” Canadian Social Trends 51: Statistics Canada Catalogue no. 11-008: 8-16. Postl, Brian, Catherine Cook, and Michael Moffat. 2010. “Aboriginal Child Health and the Social Determinants.” Healthcare Quarterly 14:43-51. UNESCO ad hoc Expert Group on Endangered Languages. 2003. “Language Vitality and Endangerment.” International Expert Meeting on UNESCO Programme Safeguarding of Endangered Languages. Paris.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42035. Kesselman, Stephen Kesselman, Stephen 2017-03-04 “…if the major determinants of health are social, so must be the remedies…” (Marmot 2005:1103) Introduction In the linguistically threatened indigenous areas of Canada’s west coast, health of local languages is intimately linked to health of communities. While early insights into this relationship show indigenous language knowledge correlate with rates of youth suicide (Hallet et al 2007), both geographical and methodological expansion is needed for more explanatory discussion. Our study extends this line of inquiry to Cree and Ojibwa communities of Manitoba, Canada, considering these foreseeably viable Algonquian linguistic areas alongside those critically threatened languages of British Columbia surveyed in Hallet et al (2007). Our analysis further employs diverse measures of health and detailed metrics of language vitality for a nuanced understanding of the ties between physical, psychosocial, and linguistic wellbeing in two indigenous communities of Manitoba. Background While the association between cultural loss and public health decline is a generally acknowledged phenomenon, Hallet et al (2007) note that language use has greater indicative power for community health than other cultural factors (392-8, Chandler and Lalonde 1998, 2008, Postl et al 2010). Furthermore, they suggest that linguistic health can act not only as a metric for public health, but as a protective factor against negative health outcomes. Considering the pervasive disparity in public health between urban and northern indigenous communities in Manitoba and across Canada, an investigation into contributing factors is a necessary pursuit (Postl et al 2010). Contribution In contrast to the dichotomized language vitality index of earlier surveys, this work incorporates UNESCO’s (2003) LVE factors, Fishman’s (1991) GIDS, and Norris’ (1998) indices of ability and continuity. Surveys of wellbeing involve a number of physical (rates of diabetes, obesity, cardiovascular disease, life expectancy) and psychosocial (rates of suicide, self-harm, substance misuse, community autonomy) measures of health. Set against earlier reports, these comprehensive measures identify which factors of linguistic health relate to public health in participating communities – the Ojibwa of Poplar River First Nation and Norway House Cree Nation – and illustrate how this relationship operates in a distinctive and comparatively more stable linguistic environment those studied previously. Discussion Our survey not only provides a needed description of this Manitoban linguistic ecology, but details the predominant threats to its continued viability and their potential consequences. If we recognize the impact of socio-cultural factors and the role of language in community wellbeing, we can build support for cultural and linguistic preservation initiatives and work to narrow the disparity in public health between indigenous and non-indigenous communities. References Chandler, Michael J. and Chrispher E. Lalonde. 1998. “Cultural continuity as a hedge against suicide in Canada’s First Nations.” Transcultural Psychiatry 35:191–219. ---. 2008. “Cultural continuity as a moderator of suicide risk among Canada’s First Nations.” In L. Kirmayer & G. Valaskakis (Eds.) The mental health of Canadian Aboriginal peoples: Transformations, identity, and community. Toronto: UBC Press. First People’s Heritage Language and Culture Council (FPCC). 2010. Report on the Status of B.C. First Nations Languages. Brentwood Bay, BC: First People’s Heritage Language and Culture Council. Fishman, J. A. 1991. Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Clevedon, UK: Multilingual Matters. Hallett, Darcy, Michael J. Chandler and Christopher E. Lalonde. 2007. “Aboriginal language knowledge and youth suicide.” Cognitive Development 22:392-399. Marmot, M. 2005. “Social Determinants of Health Inequalities.” Lancet 365(9464):1099-104. Norris, Mary Jane. 1998. “Canada’s Aboriginal Languages.” Canadian Social Trends 51: Statistics Canada Catalogue no. 11-008: 8-16. Postl, Brian, Catherine Cook, and Michael Moffat. 2010. “Aboriginal Child Health and the Social Determinants.” Healthcare Quarterly 14:43-51. UNESCO ad hoc Expert Group on Endangered Languages. 2003. “Language Vitality and Endangerment.” International Expert Meeting on UNESCO Programme Safeguarding of Endangered Languages. Paris. http://hdl.handle.net/10125/42035 Language vitality, health, and wellbeing in Cree and Ojibwa communities of Manitoba Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41996 2017-05-11 col_10125_45840 41996.mp3 Weinstock, Daniel, Weinstock, Daniel; 2017-03-03; Expressivism is the view that the information conveyed by linguistic behaviour cannot be reduced to semantic content. Clinical interactions are irreducibly linguistic, but clinical ethics has presupposed a truth-conditional conception of language. e paper will examine the ethical implications that expressivism entails in the area of healthcare ethics.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41996. Weinstock, Daniel Weinstock, Daniel 2017-03-03 Expressivism is the view that the information conveyed by linguistic behaviour cannot be reduced to semantic content. Clinical interactions are irreducibly linguistic, but clinical ethics has presupposed a truth-conditional conception of language. e paper will examine the ethical implications that expressivism entails in the area of healthcare ethics. http://hdl.handle.net/10125/41996 How Expressivism About Language Changes The Ethics Of Healthcare Sound oai:scholarspace.manoa.hawaii.edu:10125/42026 2024-09-15 col_10125_45840 42026.pdf 42026.mp3 Elliott, John, Elliott, John; 2017-03-04; This presentation describes an on-going video documentation project to record and disseminate information about traditional uses of wild food and medicinal plants in Enxet Sur (ISO 639-3: enx), an indigenous language of the Paraguayan Chaco. Working with a yohóxma (shaman and indigenous healer) and a health auxiliary in the Enxet Sur community of El Estribo (Presidente Hayes, Paraguay), this project’s primary goal is to create a well-annotated video corpus of knowledgeable native-speaking Enxet guides giving walking tours of the wooded and undeveloped areas of the community. Throughout the walking tour videos, these experts describe the plant life in the community, giving practical instructions for everyday use of available plants as medicine, food, and tools, while contextualizing daily collection activities within a broader Enxet worldview. These walking narratives advocate for the maintenance of indigenous language and culture as a means of capacity building and health autonomy in Enxet communities. I will discuss how resources like those being created by our project fit into the ongoing discourse of health access in the community and the relationship between traditional/shamanic uses of plants and western biomedicine, as well as plans to use the created materials to improve representation and actual use of the Enxet Sur language in the primary school setting. This project is informed in part by previously conducted ethnobotanical studies in Enxet Sur communities - projects which have produced high-quality detailed records of local food and medicinal plant uses in several Spanish-language volumes, and as such, the presentation describes how the previous ethnobotanical studies have contributed to framing the present language documentation project, and how Spanish-language resources are being used to help create Enxet-language materials. For the purposes of language documentation and description, this method of collecting narrative-in-motion is shown to be productive in providing a range of scenarios for the elicitation of unique deictic, temporal, and evidential combinations that may not be as prevelant or even extant in other genres of natural speech or documentary scenarios. The discussion here addresses the limitations and potential problems with narrative-in-motion as a language-documentary genre while advocating for its use as an important genre for language documentation, especially for languages known to have rich deictic and/or evidential systems.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42026. Elliott, John Elliott, John 2017-03-04 This presentation describes an on-going video documentation project to record and disseminate information about traditional uses of wild food and medicinal plants in Enxet Sur (ISO 639-3: enx), an indigenous language of the Paraguayan Chaco. Working with a yohóxma (shaman and indigenous healer) and a health auxiliary in the Enxet Sur community of El Estribo (Presidente Hayes, Paraguay), this project’s primary goal is to create a well-annotated video corpus of knowledgeable native-speaking Enxet guides giving walking tours of the wooded and undeveloped areas of the community. Throughout the walking tour videos, these experts describe the plant life in the community, giving practical instructions for everyday use of available plants as medicine, food, and tools, while contextualizing daily collection activities within a broader Enxet worldview. These walking narratives advocate for the maintenance of indigenous language and culture as a means of capacity building and health autonomy in Enxet communities. I will discuss how resources like those being created by our project fit into the ongoing discourse of health access in the community and the relationship between traditional/shamanic uses of plants and western biomedicine, as well as plans to use the created materials to improve representation and actual use of the Enxet Sur language in the primary school setting. This project is informed in part by previously conducted ethnobotanical studies in Enxet Sur communities - projects which have produced high-quality detailed records of local food and medicinal plant uses in several Spanish-language volumes, and as such, the presentation describes how the previous ethnobotanical studies have contributed to framing the present language documentation project, and how Spanish-language resources are being used to help create Enxet-language materials. For the purposes of language documentation and description, this method of collecting narrative-in-motion is shown to be productive in providing a range of scenarios for the elicitation of unique deictic, temporal, and evidential combinations that may not be as prevelant or even extant in other genres of natural speech or documentary scenarios. The discussion here addresses the limitations and potential problems with narrative-in-motion as a language-documentary genre while advocating for its use as an important genre for language documentation, especially for languages known to have rich deictic and/or evidential systems. http://hdl.handle.net/10125/42026 In the Language of the Plants: Documenting Food and Medicine in Enxet Sur Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42002 2024-09-15 col_10125_45840 42002.pdf 42002.mp3 Bow, Cathy, Bow, Cathy; 2017-03-03; While there are many community-based programs for learning Indigenous languages around the world, there appears to be a dearth of opportunities to study these at a university level. This lack of opportunity and visibility has implications for language maintenance efforts, workforce development, language policy, advocacy, and academic research. With over 100 Indigenous languages still spoken in Australia, only 6-7 languages are currently available at university level (University Languages Portal Australia, 2016). Most Australian universities profess support for the inclusion of Indigenous knowledge and culture in the intellectual life of the academy, however the multiplicity and complexity of issues makes the development and delivery of language courses difficult, requiring careful local negotiation across many different groups. An experimental and generative solution to the perceived problems is the development of an online ‘shell’ through which Aboriginal knowledge authorities can teach their languages, histories, art and other knowledge and culture forms to university students, on their own terms. The goal is to enable Australian university students to access the on-line study resources and to engage with language speakers and owners, through arrangements negotiated on a case-by-case basis by their universities. Ideally this will create opportunities for students across different disciplines to access language materials to inform their studies in linguistics, medicine, education, environment, law, etc., as well as equipping those planning to work in Indigenous communities and attracting those with a general interest in the area. It will also create opportunities for Aboriginal people in remote communities to become professionally involved in the delivery of language, knowledge and culture services in their own ways, on their own terms. A pilot program in 2016 involved collaboration with one Northern Territory language community which was already actively sharing their knowledge and language online, to develop content for the digital shell. Volunteer learners were invited to participate in the resulting online course, which consisted of four units of language and culture, and give feedback. This presentation will include a description of the pilot program, including some of the negotiations involved with local language and knowledge authorities, technical aspects of setting up the site and selecting resources, and preliminary results of the trial with feedback from volunteer learners and the language community. Lessons learned from the pilot project will inform further development of the resource, with a view to sharing the shell with other communities interested in developing their own courses. REFERENCES University Languages Portal Australia (2016). http://www.ulpa.edu.au/where-can-study-indigenous-languages/. Accessed 28 June 2016.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42002. Bow, Cathy Bow, Cathy 2017-03-03 While there are many community-based programs for learning Indigenous languages around the world, there appears to be a dearth of opportunities to study these at a university level. This lack of opportunity and visibility has implications for language maintenance efforts, workforce development, language policy, advocacy, and academic research. With over 100 Indigenous languages still spoken in Australia, only 6-7 languages are currently available at university level (University Languages Portal Australia, 2016). Most Australian universities profess support for the inclusion of Indigenous knowledge and culture in the intellectual life of the academy, however the multiplicity and complexity of issues makes the development and delivery of language courses difficult, requiring careful local negotiation across many different groups. An experimental and generative solution to the perceived problems is the development of an online ‘shell’ through which Aboriginal knowledge authorities can teach their languages, histories, art and other knowledge and culture forms to university students, on their own terms. The goal is to enable Australian university students to access the on-line study resources and to engage with language speakers and owners, through arrangements negotiated on a case-by-case basis by their universities. Ideally this will create opportunities for students across different disciplines to access language materials to inform their studies in linguistics, medicine, education, environment, law, etc., as well as equipping those planning to work in Indigenous communities and attracting those with a general interest in the area. It will also create opportunities for Aboriginal people in remote communities to become professionally involved in the delivery of language, knowledge and culture services in their own ways, on their own terms. A pilot program in 2016 involved collaboration with one Northern Territory language community which was already actively sharing their knowledge and language online, to develop content for the digital shell. Volunteer learners were invited to participate in the resulting online course, which consisted of four units of language and culture, and give feedback. This presentation will include a description of the pilot program, including some of the negotiations involved with local language and knowledge authorities, technical aspects of setting up the site and selecting resources, and preliminary results of the trial with feedback from volunteer learners and the language community. Lessons learned from the pilot project will inform further development of the resource, with a view to sharing the shell with other communities interested in developing their own courses. REFERENCES University Languages Portal Australia (2016). http://www.ulpa.edu.au/where-can-study-indigenous-languages/. Accessed 28 June 2016. http://hdl.handle.net/10125/42002 Creating a digital shell for Indigenous language and culture sharing Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42027 2024-09-15 col_10125_45840 42027.pdf 42027.mp3 Booker, Lauren, Kell, Jodie, Booker, Lauren, Kell, Jodie; 2017-03-03; This paper provides a gendered perspective on the development of digitisation processes in archives that have the potential to re-orientate the relationship with endangered language communities. Archives hold traditional knowledge systems and languages that encode cultural practices of huge importance to current Australian Indigenous language revitalisation projects. Online services can decentralise archived resources reopening them to be used by relevant Indigenous parties. Indigenous women have often been marginalised and excluded, due to culturally inappropriate practices of collection, storage and access under the visible control of the men who historically presented and managed the technical aspects of archives. There are few women who operate as audio engineers and the control of the digitisation and sound production process is still largely in the hands of men. As women working in an archive (as a data manager and audio engineer) we ask what this gender imbalance means for the development of culturally appropriate practices once Indigenous cultural material enters the digitisation process and how to break down the perceived gendering of technical archival practices. This paper draws on the experience of an Australian archiving service involved in a partnership with an Australian Aboriginal organisation to digitise resources held by the organisation and facilitate the return of these resources to the originating communities. As part of the partnership tapes of women’s ceremonies from central Australia have been digitised using the skills of a female audio engineer and women based in the community have provided guidance on how to manage the resources, both locally and in the archive. It became apparent that utilising a female chain of linguist, anthropologist, musicologist, data managers and an audio engineer has created a process that is safe and culturally appropriate for the women of the community. This creates a participatory loop where women feel empowered to make choices knowing that their cultural property is being handled with respect and in a culturally appropriate manner. References Barwick, L. 2004, “Turning it all upside down . . . Imagining a distributed digital audiovisual archive.” Literary and Linguistic Computing, 19(3), 253-263. Faulkhead, S., Iacovino, L., McKemmish, S. & Thorpe, K. 2010, "Australian Indigenous knowledge and the archives: embracing multiple ways of knowing and keeping", Archives and Manuscripts, vol. 38, no. 1, pp. 27-50.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42027. Booker, Lauren Kell, Jodie Booker, Lauren Kell, Jodie 2017-03-03 This paper provides a gendered perspective on the development of digitisation processes in archives that have the potential to re-orientate the relationship with endangered language communities. Archives hold traditional knowledge systems and languages that encode cultural practices of huge importance to current Australian Indigenous language revitalisation projects. Online services can decentralise archived resources reopening them to be used by relevant Indigenous parties. Indigenous women have often been marginalised and excluded, due to culturally inappropriate practices of collection, storage and access under the visible control of the men who historically presented and managed the technical aspects of archives. There are few women who operate as audio engineers and the control of the digitisation and sound production process is still largely in the hands of men. As women working in an archive (as a data manager and audio engineer) we ask what this gender imbalance means for the development of culturally appropriate practices once Indigenous cultural material enters the digitisation process and how to break down the perceived gendering of technical archival practices. This paper draws on the experience of an Australian archiving service involved in a partnership with an Australian Aboriginal organisation to digitise resources held by the organisation and facilitate the return of these resources to the originating communities. As part of the partnership tapes of women’s ceremonies from central Australia have been digitised using the skills of a female audio engineer and women based in the community have provided guidance on how to manage the resources, both locally and in the archive. It became apparent that utilising a female chain of linguist, anthropologist, musicologist, data managers and an audio engineer has created a process that is safe and culturally appropriate for the women of the community. This creates a participatory loop where women feel empowered to make choices knowing that their cultural property is being handled with respect and in a culturally appropriate manner. References Barwick, L. 2004, “Turning it all upside down . . . Imagining a distributed digital audiovisual archive.” Literary and Linguistic Computing, 19(3), 253-263. Faulkhead, S., Iacovino, L., McKemmish, S. & Thorpe, K. 2010, "Australian Indigenous knowledge and the archives: embracing multiple ways of knowing and keeping", Archives and Manuscripts, vol. 38, no. 1, pp. 27-50. http://hdl.handle.net/10125/42027 Working with "women only"- gendered protocols in the digitisation and archiving process. Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41954 2017-05-11 col_10125_45840 41954.mp3 Burge, Heather, Story, Mallory, Burge, Heather, Story, Mallory; 2017-03-03; Creating fluent second language speakers is a fundamental component of a successful language revitalization movement. While the methods for second language acquisition require critical discourse, equally important to consider are the attitudes and responsibilities of individual learners. In their article “Technical, emotional, and ideological issues in reversing language shift: examples from Southeast Alaska,” the Dauenhauers do the difficult introspective work of recognizing existing language ideologies for Lingít, an indigenous and endangered language of Southeast Alaska. They write “we have contributed to the failures as well as the successes in the general language-restoration effort of the last quarter century” (1998). This kind of honest reflection is necessary in the work to create more Lingít speakers especially as language learning pathways continue to be sculpted. This paper comes from the perspective of two second language learners of Lingít who began studying Lingít at the university level. As one author is from Mohawk descent and the other identifying as non-native, we will discuss how responsibilities materialize from learning Lingít with these identities. As universities increase access to endangered indigenous language courses, populations of non-heritage speakers grow. Previous work done by language researchers such as Weinberg argue that analyzing the involvement of these learners may reveal motivations for continued language learning (2016). This is an attempt to consider the ethical dimensions of learning an indigenous language as an adult non-heritage learner as well as the role of the universities that study and teach these languages. Dauenhauer, Nora Marks, and Richard Dauenhauer. "Technical, Emotional, and Ideological Issues in Reversing Language Shift: Examples from Southeast Alaska." Endangered Languages Language Loss and Community Response (1998): 57-98. Web. Weinberg, Miranda. "Putting The Fourth Crow In The Sky: Using Narrative To Understand The Experiences Of One Non-Heritage Learner Of An Endangered Language." Linguistics And Education 30.(2015): 125-136. ScienceDirect. Web. 1 Sept, 2016.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41954. Burge, Heather Story, Mallory Burge, Heather Story, Mallory 2017-03-03 Creating fluent second language speakers is a fundamental component of a successful language revitalization movement. While the methods for second language acquisition require critical discourse, equally important to consider are the attitudes and responsibilities of individual learners. In their article “Technical, emotional, and ideological issues in reversing language shift: examples from Southeast Alaska,” the Dauenhauers do the difficult introspective work of recognizing existing language ideologies for Lingít, an indigenous and endangered language of Southeast Alaska. They write “we have contributed to the failures as well as the successes in the general language-restoration effort of the last quarter century” (1998). This kind of honest reflection is necessary in the work to create more Lingít speakers especially as language learning pathways continue to be sculpted. This paper comes from the perspective of two second language learners of Lingít who began studying Lingít at the university level. As one author is from Mohawk descent and the other identifying as non-native, we will discuss how responsibilities materialize from learning Lingít with these identities. As universities increase access to endangered indigenous language courses, populations of non-heritage speakers grow. Previous work done by language researchers such as Weinberg argue that analyzing the involvement of these learners may reveal motivations for continued language learning (2016). This is an attempt to consider the ethical dimensions of learning an indigenous language as an adult non-heritage learner as well as the role of the universities that study and teach these languages. Dauenhauer, Nora Marks, and Richard Dauenhauer. "Technical, Emotional, and Ideological Issues in Reversing Language Shift: Examples from Southeast Alaska." Endangered Languages Language Loss and Community Response (1998): 57-98. Web. Weinberg, Miranda. "Putting The Fourth Crow In The Sky: Using Narrative To Understand The Experiences Of One Non-Heritage Learner Of An Endangered Language." Linguistics And Education 30.(2015): 125-136. ScienceDirect. Web. 1 Sept, 2016. http://hdl.handle.net/10125/41954 Ethical Responsibilities of the Non-Heritage Learner of Lingít Sound oai:scholarspace.manoa.hawaii.edu:10125/42067 2024-09-16 col_10125_45840 42067.pdf 42067-a.mp3 42067-b.mp3 Ortega,Cikigaq Irasema, Ayuluk, Naqucin Flora, Olson, Panik Lillian, Unin, Maacungaq Lisa, Ortega,Cikigaq Irasema, Ayuluk, Naqucin Flora, Olson, Panik Lillian, Unin, Maacungaq Lisa; 2017-03-04; During the workshop we will share the details of a transformative and collaborative effort for capturing science, technology, engineering, arts, and mathematics (STEAM) curriculum that responds to the needs, traditions, and values of Alaska Native students, their parents, and their teachers. Participants will learn the philosophical and practical aspects of curriculum design and implementation. We will share samples of the curriculum map, lesson plans, and activities. In addition, workshop participants will have the opportunity to examine ways in which they can modify existing curriculum to integrate language, culture, and traditional knowledge in their classrooms and community.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42067. Ortega,Cikigaq Irasema Ayuluk, Naqucin Flora Olson, Panik Lillian Unin, Maacungaq Lisa Ortega,Cikigaq Irasema Ayuluk, Naqucin Flora Olson, Panik Lillian Unin, Maacungaq Lisa 2017-03-02 During the workshop we will share the details of a transformative and collaborative effort for capturing science, technology, engineering, arts, and mathematics (STEAM) curriculum that responds to the needs, traditions, and values of Alaska Native students, their parents, and their teachers. Participants will learn the philosophical and practical aspects of curriculum design and implementation. We will share samples of the curriculum map, lesson plans, and activities. In addition, workshop participants will have the opportunity to examine ways in which they can modify existing curriculum to integrate language, culture, and traditional knowledge in their classrooms and community. http://hdl.handle.net/10125/42067 SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, AND MATHEMATICS (STEAM) CURRICU- LUM AS A LENS FOR LANGUAGE AND CULTURE REVITALIZATION IN ALASKA Text Sound oai:scholarspace.manoa.hawaii.edu:10125/41936 2017-05-11 col_10125_45840 41936.mp3 Klein, Mark, Lovick, Olga, Jung, Dagmar, Klein, Mark, Lovick, Olga, Jung, Dagmar; 2017-03-02; Dene Sųłiné, a Dene (Athabaskan) language spoken in North-western Saskatchewan, remains the dominant language in the communities of La Loche and Clearwater River Dene Nation. Out of a total population of 3,400, more than 90% speak Dene. Until recently, children who entered the school system were dominant Dene speakers. Responding to this situation, the Clearwater River Dene School introduced a transitional-immersion program in 2007. In grades K-3 Dene is used as main medium of instruction, with a gradual phasing in of English-taught classes. Grades 4-12 are primarily taught in English, with complementing Dene language classes. This set-up proved to be highly successful, as evidenced in a dramatic increase at comparative provincial testing results. Such programs are possible only because of fully trained teachers who are also fluent speakers of the Aboriginal language. The number of such individuals remains low, nowhere near enough to fill the demand in schools across Canada. Language teachers have the potential to contribute directly to the maintenance and revitalization efforts within their linguistic community and beyond. While the transitional immersion program in Clearwater River continues to benefit from the presence of several local teachers fluent in Dene, the need for additional Dene teachers and teaching resources became apparent especially in two areas: as high school teachers, and as a response to the increasing shift to English especially with the under 10-yr olds. Due to the remoteness of the community, many strong language speakers are reluctant to leave their home to train at a university in an urban centre. In a newly established cooperation between the Clearwater River Dene Nation, the First Nations University of Canada, and the Northern Lights School District, an innovative Dene Teacher Education Program (DTEP) was implemented in 2016. This program is offered on the Clearwater River Dene Nation and thus enables a large cohort of students to access a full 4-year Education program. Within the four-year B.Ed. program two unique aspects will emerge. The first involves the students’ practicum experience that will involve the students and current teaching staff of Clearwater River Dene School Transitional Immersion program. Secondly as Dene Sųłiné is a land-based culture and language, the focus throughout will be to relate all learning outcomes from course work to the context of a land-based education.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41936. Klein, Mark Lovick, Olga Jung, Dagmar Klein, Mark Lovick, Olga Jung, Dagmar 2017-03-02 Dene Sųłiné, a Dene (Athabaskan) language spoken in North-western Saskatchewan, remains the dominant language in the communities of La Loche and Clearwater River Dene Nation. Out of a total population of 3,400, more than 90% speak Dene. Until recently, children who entered the school system were dominant Dene speakers. Responding to this situation, the Clearwater River Dene School introduced a transitional-immersion program in 2007. In grades K-3 Dene is used as main medium of instruction, with a gradual phasing in of English-taught classes. Grades 4-12 are primarily taught in English, with complementing Dene language classes. This set-up proved to be highly successful, as evidenced in a dramatic increase at comparative provincial testing results. Such programs are possible only because of fully trained teachers who are also fluent speakers of the Aboriginal language. The number of such individuals remains low, nowhere near enough to fill the demand in schools across Canada. Language teachers have the potential to contribute directly to the maintenance and revitalization efforts within their linguistic community and beyond. While the transitional immersion program in Clearwater River continues to benefit from the presence of several local teachers fluent in Dene, the need for additional Dene teachers and teaching resources became apparent especially in two areas: as high school teachers, and as a response to the increasing shift to English especially with the under 10-yr olds. Due to the remoteness of the community, many strong language speakers are reluctant to leave their home to train at a university in an urban centre. In a newly established cooperation between the Clearwater River Dene Nation, the First Nations University of Canada, and the Northern Lights School District, an innovative Dene Teacher Education Program (DTEP) was implemented in 2016. This program is offered on the Clearwater River Dene Nation and thus enables a large cohort of students to access a full 4-year Education program. Within the four-year B.Ed. program two unique aspects will emerge. The first involves the students’ practicum experience that will involve the students and current teaching staff of Clearwater River Dene School Transitional Immersion program. Secondly as Dene Sųłiné is a land-based culture and language, the focus throughout will be to relate all learning outcomes from course work to the context of a land-based education. http://hdl.handle.net/10125/41936 Keeping language in place: from Dene transitional-immersion at school to a local Dene teacher education program Sound oai:scholarspace.manoa.hawaii.edu:10125/41990 2017-05-11 col_10125_45840 41990-a.mp3 41990-b.mp3 Gardner, Evan, Ciotti, Susanna, Gardner, Evan, Ciotti, Susanna; 2017-03-04; Where Are Your Keys (WAYK) is a collection of practical techniques for immersion designed to create communities of skilled language teachers and learners. With the help of many participants and partners over the years, we have been able to dis-
till memorable strategies for creating safe, inclusive, and collaborative learning environments. Join us for a session that will include hands-on lessons (in a demonstration language), examples of curriculum, and fun techniques for immersion elicitation. Whether the goal is language elicitation, documentation, fluency development, or curriculum creation, participants will walk away with valuable tools that can be used independently or can complement and enhance existing methods.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/41990. Gardner, Evan Ciotti, Susanna Gardner, Evan Ciotti, Susanna 2017-03-03 Where Are Your Keys (WAYK) is a collection of practical techniques for immersion designed to create communities of skilled language teachers and learners. With the help of many participants and partners over the years, we have been able to dis-
till memorable strategies for creating safe, inclusive, and collaborative learning environments. Join us for a session that will include hands-on lessons (in a demonstration language), examples of curriculum, and fun techniques for immersion elicitation. Whether the goal is language elicitation, documentation, fluency development, or curriculum creation, participants will walk away with valuable tools that can be used independently or can complement and enhance existing methods. http://hdl.handle.net/10125/41990 Where are your keys? Sound oai:scholarspace.manoa.hawaii.edu:10125/42003 2024-09-18 col_10125_45840 42003.pdf 42003.mp3 Bowen, Lillian, Goetesson, Jan, Bowen, Lillian, Goetesson, Jan; 2017-03-03; This case study of language revitalization in a context where the language nation is small, a village of 1000, of whom only the grandparent generations are full speakers, and intergenerational transmission has almost ceased, gives hope for the future of threatened languages. The word “kangaroo” is a word from my language, Guugu Yimidhirr, from eastern Cape York Peninsula. The word “gangurru” was first transcribed by James Cook and Joseph Banks when they met my people at the Endeavour River in 1770 (Haviland 1979). Cape York Peninsula is internationally recognised as one of Australia’s great cultural treasuries, but the Guugu Yimidhirr language, like most Australian languages, has never been fully documented. The historical causes of language loss began with dispossession and theft of our peoples’ lands, genocide, incarceration, enslavement and removals of children from their families. Now the English language is destroying our mother tongues as surely as the rifles of the English invaders destroyed our people. All but one of Cape York Peninsula’s 42 languages are now critically endangered. With the passing of each elder, irreplaceable linguistic, cultural and historical information is lost. Our ancient languages tell the great stories of our continent, how every mountain and river and stone came into being. The future of our cultures and of our peoples depends on the survival of our languages. The Guugu Yimidhirr people are now working with linguists to write everything down that our elders know. We are building the Guugu Yimidhirr language up so we can speak about modern things, like telephones, computers and business. We are making new Guugu Yimidhirr books and songs for our children to sing in Guugu Yimidhirr. We are also using technology in new ways to help our young people to learn. We are bringing Guugu Yimidhirr back into our families, our ceremonies and our church. At Hope Vale an important part of our revitalization effort is our school language program, where we are teaching our children to speak and write Guugu Yimidhirr. Yirrgii Guugu Yimidhirrbi (Speak Guugu Yimidhirr) is a scripted course in spoken Guugu Yimidhirr. Nganhdhaan Gaban Balgal Guugu Yimidhirrbi (We write Guugu Yimidhirr) is a semi-scripted Guugu Yimidhirr literacy course. My students and I are excited and proud of our progress. We’d like to show you how we are making Guugu Yimidhirr a language of the future. John B. Haviland (1979) “Guugu Yimidhirr.” In R.M.W. Dixon and B. Blake (eds.), Handbook of Australian Languages Vol. 1. Canberra: Australian National University Press.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42003. Bowen, Lillian Goetesson, Jan Bowen, Lillian Goetesson, Jan 2017-03-03 This case study of language revitalization in a context where the language nation is small, a village of 1000, of whom only the grandparent generations are full speakers, and intergenerational transmission has almost ceased, gives hope for the future of threatened languages. The word “kangaroo” is a word from my language, Guugu Yimidhirr, from eastern Cape York Peninsula. The word “gangurru” was first transcribed by James Cook and Joseph Banks when they met my people at the Endeavour River in 1770 (Haviland 1979). Cape York Peninsula is internationally recognised as one of Australia’s great cultural treasuries, but the Guugu Yimidhirr language, like most Australian languages, has never been fully documented. The historical causes of language loss began with dispossession and theft of our peoples’ lands, genocide, incarceration, enslavement and removals of children from their families. Now the English language is destroying our mother tongues as surely as the rifles of the English invaders destroyed our people. All but one of Cape York Peninsula’s 42 languages are now critically endangered. With the passing of each elder, irreplaceable linguistic, cultural and historical information is lost. Our ancient languages tell the great stories of our continent, how every mountain and river and stone came into being. The future of our cultures and of our peoples depends on the survival of our languages. The Guugu Yimidhirr people are now working with linguists to write everything down that our elders know. We are building the Guugu Yimidhirr language up so we can speak about modern things, like telephones, computers and business. We are making new Guugu Yimidhirr books and songs for our children to sing in Guugu Yimidhirr. We are also using technology in new ways to help our young people to learn. We are bringing Guugu Yimidhirr back into our families, our ceremonies and our church. At Hope Vale an important part of our revitalization effort is our school language program, where we are teaching our children to speak and write Guugu Yimidhirr. Yirrgii Guugu Yimidhirrbi (Speak Guugu Yimidhirr) is a scripted course in spoken Guugu Yimidhirr. Nganhdhaan Gaban Balgal Guugu Yimidhirrbi (We write Guugu Yimidhirr) is a semi-scripted Guugu Yimidhirr literacy course. My students and I are excited and proud of our progress. We’d like to show you how we are making Guugu Yimidhirr a language of the future. John B. Haviland (1979) “Guugu Yimidhirr.” In R.M.W. Dixon and B. Blake (eds.), Handbook of Australian Languages Vol. 1. Canberra: Australian National University Press. http://hdl.handle.net/10125/42003 Yirrgii Guugu Yimidhirrbi gurra Nganhdaan Gaban Balgal Guugu Yimidhirrbi (Speak Guugu Yimidhirr and We Will Write Guugu Yimidhirr – language revitalization with children) Text Sound oai:scholarspace.manoa.hawaii.edu:10125/42020 2024-09-18 col_10125_45840 42020.pdf Kung, Susan, Sullivant, Ryan, Kung, Susan, Sullivant, Ryan; 2017-03-03; This e-poster represents our first opportunity to demonstrate in an interactive, public forum the new and improved Archive of the Indigenous Languages of Latin America (AILLA), a digital online repository for language documentation data relevant to the indigenous languages of Latin America, the Caribbean, and the Southwestern United States. AILLA first launched its dual-language (English and Spanish) web portals in 2001. The bespoke software, which was made up of a relational database, a server, and PHP and MySQL scripts, was sophisticated for its time, and served the needs of AILLA’s users and depositors for the next fifteen years. However, by 2011 it was clear that the AILLA site, which was once sleek and cutting edge, was now completely out of date and clunky. In January 2015, after several years of research, fundraising, and paperwork, the AILLA staff began a two-year project to migrate the digital archival holdings from the outdated system into a contemporary digital repository. The new AILLA consists of three components, all of which are open source: Islandora (a Drupal-based user interface) stacked on Fedora Commons (a digital repository) with search and discovery provided by Apache SOLR (an indexing and search engine). The new English and Spanish user interfaces are scheduled to launch during the fall semester of 2016. Additionally, the new AILLA system will include a set of self-deposit tools that will allow anyone interested in depositing their data with AILLA to do so according to their own timeline. After establishing their depositor credentials with AILLA, they can use simple Islandora forms to submit media files directly to the archive. These self-deposit tools will launch during the spring semester of 2017. In this e-poster, we will demonstrate how to navigate and search the new AILLA system and how to switch between the Spanish and English portals. We will also explain the self-deposit procedures and demonstrate the self-deposit tools.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/42020. Kung, Susan Sullivant, Ryan Kung, Susan Sullivant, Ryan 2017-03-03 This e-poster represents our first opportunity to demonstrate in an interactive, public forum the new and improved Archive of the Indigenous Languages of Latin America (AILLA), a digital online repository for language documentation data relevant to the indigenous languages of Latin America, the Caribbean, and the Southwestern United States. AILLA first launched its dual-language (English and Spanish) web portals in 2001. The bespoke software, which was made up of a relational database, a server, and PHP and MySQL scripts, was sophisticated for its time, and served the needs of AILLA’s users and depositors for the next fifteen years. However, by 2011 it was clear that the AILLA site, which was once sleek and cutting edge, was now completely out of date and clunky. In January 2015, after several years of research, fundraising, and paperwork, the AILLA staff began a two-year project to migrate the digital archival holdings from the outdated system into a contemporary digital repository. The new AILLA consists of three components, all of which are open source: Islandora (a Drupal-based user interface) stacked on Fedora Commons (a digital repository) with search and discovery provided by Apache SOLR (an indexing and search engine). The new English and Spanish user interfaces are scheduled to launch during the fall semester of 2016. Additionally, the new AILLA system will include a set of self-deposit tools that will allow anyone interested in depositing their data with AILLA to do so according to their own timeline. After establishing their depositor credentials with AILLA, they can use simple Islandora forms to submit media files directly to the archive. These self-deposit tools will launch during the spring semester of 2017. In this e-poster, we will demonstrate how to navigate and search the new AILLA system and how to switch between the Spanish and English portals. We will also explain the self-deposit procedures and demonstrate the self-deposit tools. http://hdl.handle.net/10125/42020 Exploring the new and improved Archive of the Indigenous Languages of Latin America Text oai:scholarspace.manoa.hawaii.edu:10125/44807 2024-07-27 col_10125_62932 44807.mp3 44807.pdf Herrick, Dylan, Hirata-Edds, Tracy; 2019-02-28; Documentation work can greater aid revitalization projects by providing more detailed information on individual sounds, and revitalization projects can both enhance pronunciation and reduce perceived accentedness (and associated discomfort) by using detailed descriptions in conjunction with technology to explicitly provide concrete ways to practice and improve pronunciation. ​ (session 2.4.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44807. Herrick, Dylan Hirata-Edds, Tracy 2019-03-03 Documentation work can greater aid revitalization projects by providing more detailed information on individual sounds, and revitalization projects can both enhance pronunciation and reduce perceived accentedness (and associated discomfort) by using detailed descriptions in conjunction with technology to explicitly provide concrete ways to practice and improve pronunciation. ​ (session 2.4.5) http://hdl.handle.net/10125/44807 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting segmental information for teaching and learning in revitalization Text oai:scholarspace.manoa.hawaii.edu:10125/44788 2019-06-25 col_10125_62932 44788.mp3 Hall, William, Estioca, Sharon; 2019-02-28; This paper presents the challenges confronting the community-initiated orthographic standardization of Subanon, an endangered Austronesian language in the southern Philippines. Despite these challenges, this undertaking has brought together members of the language community and the Philippine Department of Education regional representatives to produce a more acceptable and useful Subanon orthography. (session 2.1.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44788. Hall, William Estioca, Sharon 2019-03-03 This paper presents the challenges confronting the community-initiated orthographic standardization of Subanon, an endangered Austronesian language in the southern Philippines. Despite these challenges, this undertaking has brought together members of the language community and the Philippine Department of Education regional representatives to produce a more acceptable and useful Subanon orthography. (session 2.1.3) http://hdl.handle.net/10125/44788 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Connecting Communities in the Making of the Subanon Standard Orthography Text oai:scholarspace.manoa.hawaii.edu:10125/44832 2019-06-25 col_10125_62932 44832.mp3 Fisher, Charleen, Jr., Paul Williams, Zeigler, Denise; 2019-02-28; This US Department of Education 3-year NYCP Demonstration Grant awarded to the Alaskan Tribal Consortium, Council of Athabascan Tribal Governments, compiles existing Gwich’in Language instructional material developed by local Gwich’in K-12 Instructors, further documents Elders, and develops curriculum hosted on the online Rubicon Atlas platform. (session 3.3.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44832. Fisher, Charleen Jr., Paul Williams Zeigler, Denise 2019-03-03 This US Department of Education 3-year NYCP Demonstration Grant awarded to the Alaskan Tribal Consortium, Council of Athabascan Tribal Governments, compiles existing Gwich’in Language instructional material developed by local Gwich’in K-12 Instructors, further documents Elders, and develops curriculum hosted on the online Rubicon Atlas platform. (session 3.3.2) http://hdl.handle.net/10125/44832 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Dinjii Zhuh K’yaa: A Gwich'in K-12 Curriculum based on the T'aii Model Text oai:scholarspace.manoa.hawaii.edu:10125/44890 2019-06-25 col_10125_62932 44890.mp3 Foley, Ben, van Esch, Daan, San, Nay; 2019-02-28; In this workshop we will use Elpis, an open source speech to text system, to train language models and obtain automated first-pass transcriptions for languages with low quantities of data. This workshop is suitable for linguists and language workers, no machine learning experience is required.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44890. Foley, Ben van Esch, Daan San, Nay 2019-03-03 In this workshop we will use Elpis, an open source speech to text system, to train language models and obtain automated first-pass transcriptions for languages with low quantities of data. This workshop is suitable for linguists and language workers, no machine learning experience is required. http://hdl.handle.net/10125/44890 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Transcription Acceleration for Language Documentation with ELPIS Text oai:scholarspace.manoa.hawaii.edu:10125/44851 2019-06-25 col_10125_62932 44851.mp3 Ignace, Marianne, Ignace, Ronald; 2019-02-28; We present documentation of Secwepemc ornithological knowledge reflected in bird names, bird song and stories connected to Secwepemc environmental knowledge, spiritual and social concepts. Digital technology plays a vital role in mobilizing such re-claimed linguistic knowledge, but from the perspective of Indigenous communities, it cannot replace living interaction with birds. (session 3.6.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44851. Ignace, Marianne Ignace, Ronald 2019-03-03 We present documentation of Secwepemc ornithological knowledge reflected in bird names, bird song and stories connected to Secwepemc environmental knowledge, spiritual and social concepts. Digital technology plays a vital role in mobilizing such re-claimed linguistic knowledge, but from the perspective of Indigenous communities, it cannot replace living interaction with birds. (session 3.6.4) http://hdl.handle.net/10125/44851 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting and Reclaiming Secwepemc ornithological knowledge through research and technology Text oai:scholarspace.manoa.hawaii.edu:10125/44845 2024-07-27 col_10125_62932 44845.mp3 44845-a.pdf 44845-b.pdf Demoski, Francisca, Toyukak, Anecia, Toyukak, Mike; 2019-02-28; Place names reveal critical insights into language and interactions with the land going back millennia. The Bristol Bay Place Names Project has been working to preserve place names for 15 years. This paper describes how the program was developed, offers funding ideas, and the perspective of local place names researchers. (session 3.5.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44845. Demoski, Francisca Toyukak, Anecia Toyukak, Mike 2019-03-03 Place names reveal critical insights into language and interactions with the land going back millennia. The Bristol Bay Place Names Project has been working to preserve place names for 15 years. This paper describes how the program was developed, offers funding ideas, and the perspective of local place names researchers. (session 3.5.3) http://hdl.handle.net/10125/44845 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Alaska Native Place Names preservation: finding resources, funding projects, and following the lead of local elders Text oai:scholarspace.manoa.hawaii.edu:10125/44853 2019-06-25 col_10125_62932 44853.mp3 Burge, Heather; 2019-02-28; Discussing ways equitable partnerships between indigenous language learning communities and the academies that participate can be forged, this presentation raises the question about equity, reciprocal research, and how the academy can begin taking steps toward reconciliation regarding language work, with Tlingit understanding of balance and reciprocation firmly in mind. (session 3.6.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44853. Burge, Heather 2019-03-03 Discussing ways equitable partnerships between indigenous language learning communities and the academies that participate can be forged, this presentation raises the question about equity, reciprocal research, and how the academy can begin taking steps toward reconciliation regarding language work, with Tlingit understanding of balance and reciprocation firmly in mind. (session 3.6.6) http://hdl.handle.net/10125/44853 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Wooch een Yéi Jidané: Equitable Partnership in Language Revitalization Movements Text oai:scholarspace.manoa.hawaii.edu:10125/44768 2019-06-25 col_10125_62932 44768.mp3 Bax, Anna, Bucholtz, Mary, Campbell, Eric W., Fawcett, Alexia, Mendoza, Gabriel, Peters, Simon, Basurto, Griselda Reyes; 2019-02-28; This paper describes a collaborative project that seeks to support a largely Mixtec- and Zapotec-speaking community originating in Oaxaca and Guerrero, Mexico, and currently residing in and near Oxnard, California. The project involves documentation of Mixtec varieties; a community language survey; video/audio recordings; and development of multilingual and multiliteracy resources. (session 1.3.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44768. Bax, Anna Bucholtz, Mary Campbell, Eric W. Fawcett, Alexia Mendoza, Gabriel Peters, Simon Basurto, Griselda Reyes 2019-03-03 This paper describes a collaborative project that seeks to support a largely Mixtec- and Zapotec-speaking community originating in Oaxaca and Guerrero, Mexico, and currently residing in and near Oxnard, California. The project involves documentation of Mixtec varieties; a community language survey; video/audio recordings; and development of multilingual and multiliteracy resources. (session 1.3.1) http://hdl.handle.net/10125/44768 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported MILPA: A Community-Centered Linguistic Collaboration Supporting Indigenous Oaxacan Languages in California Text oai:scholarspace.manoa.hawaii.edu:10125/44839 2019-06-25 col_10125_62932 44839.mp3 Rosenblum, Daisy, Hemphill, Lucy, Latham, Erin, Marsh, Melissa; 2019-02-28; This presentation describes a group of intertwined projects which seek to reclaim, for community purposes, place-based knowledge of the ancestral homelands from which the ‘Nakwaxda’xw and Gwa’sala were forcibly removed in 1964. (session 3.4.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44839. Rosenblum, Daisy Hemphill, Lucy Latham, Erin Marsh, Melissa 2019-03-03 This presentation describes a group of intertwined projects which seek to reclaim, for community purposes, place-based knowledge of the ancestral homelands from which the ‘Nakwaxda’xw and Gwa’sala were forcibly removed in 1964. (session 3.4.3) http://hdl.handle.net/10125/44839 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported q̓ə́nq̓oƛaχənc ʔəwin̓agʷis (Knowing our land): Community-University research partnerships to reclaim Gwa’sala and ‘Nakwaxda’xw traditional ecological knowledge in Kwak̓wala (Bak̓wamk̓ala) Text oai:scholarspace.manoa.hawaii.edu:10125/44819 2019-06-25 col_10125_62932 44819.mp3 Schreyer, Christine, Ransdell-Green, Margaret; 2019-02-28; This paper discusses the use of songs, both translated Western songs and traditional children’s songs, as a method of language documentation. Using examples from Kala speaking communities located in Papua New Guinea, we discuss the benefits and challenges of songs as a tool and resource for academics and community researchers. (session 2.6.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44819. Schreyer, Christine Ransdell-Green, Margaret 2019-03-03 This paper discusses the use of songs, both translated Western songs and traditional children’s songs, as a method of language documentation. Using examples from Kala speaking communities located in Papua New Guinea, we discuss the benefits and challenges of songs as a tool and resource for academics and community researchers. (session 2.6.6) http://hdl.handle.net/10125/44819 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Diŋgolẽ Kokole Tatalã (Little Green Frog): Using children’s songs for language documentation Text oai:scholarspace.manoa.hawaii.edu:10125/44881 2019-06-25 col_10125_62932 44881.mp3 Troy, Jakelin, Torwali, Mujahid; 2019-02-28; In this paper we, the authors, will explore the use of social media in the revival and maintenance of languages in north Pakistan and south eastern Australia. Both authors are Indigenous people involved in the description, revival and maintenance of languages in their home regions. (session 4.4.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44881. Troy, Jakelin Torwali, Mujahid 2019-03-03 In this paper we, the authors, will explore the use of social media in the revival and maintenance of languages in north Pakistan and south eastern Australia. Both authors are Indigenous people involved in the description, revival and maintenance of languages in their home regions. (session 4.4.6) http://hdl.handle.net/10125/44881 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting, mapping and blogging: creative solutions for saving Indigenous languages in North Pakistan and South Eastern Australia Text oai:scholarspace.manoa.hawaii.edu:10125/44822 2024-07-30 col_10125_62932 44822.mp3 44822.pdf Berge, Anna, Ko, Edwin; 2019-02-28; We describe two documentation projects, on St. Paul Island in Alaska and on the Crow Indian Reservation in Montana, involving the collection and mapping of places, the stories associated with them, and their geography. We use Esri Story Maps to create web-based maps with narrative texts and multimedia content. (session 3.1.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44822. Berge, Anna Ko, Edwin 2019-03-03 We describe two documentation projects, on St. Paul Island in Alaska and on the Crow Indian Reservation in Montana, involving the collection and mapping of places, the stories associated with them, and their geography. We use Esri Story Maps to create web-based maps with narrative texts and multimedia content. (session 3.1.3) http://hdl.handle.net/10125/44822 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Interactive Maps, Place, and Context Text oai:scholarspace.manoa.hawaii.edu:10125/44879 2024-07-30 col_10125_62932 44879.mp3 44879.pdf Henke, Ryan, Brittain, Julie; 2019-02-28; We discuss how first language acquisition research projects—such as the Chisasibi Child Language Acquisition Study, which focuses on Northern East Cree in Quebec, Canada (www.mun.ca/cclas)—can enrich language documentation, inform linguistic description, and generate insights with potential applications for teaching indigenous languages to new speakers. (session 4.4.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44879. Henke, Ryan Brittain, Julie 2019-03-03 We discuss how first language acquisition research projects—such as the Chisasibi Child Language Acquisition Study, which focuses on Northern East Cree in Quebec, Canada (www.mun.ca/cclas)—can enrich language documentation, inform linguistic description, and generate insights with potential applications for teaching indigenous languages to new speakers. (session 4.4.4) http://hdl.handle.net/10125/44879 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Connecting language acquisition to language documentation and beyond: The CCLAS project and Northern East Cree Text oai:scholarspace.manoa.hawaii.edu:10125/44869 2024-07-30 col_10125_62932 44869.mp3 44869-a.pdf 44869-b.pdf Paterson, Hugh; 2019-02-28; The issue of copyrights in lexicography has been a complex issue in some projects/communities. We present two solutions for managing copyrights in lexicography projects with multiple contributors. We discuss ownership rights and data ecology impacts. We consider both publishable outputs and derivative downstream projects which might benefit language communities. (session 4.2.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44869. Paterson, Hugh 2019-03-03 The issue of copyrights in lexicography has been a complex issue in some projects/communities. We present two solutions for managing copyrights in lexicography projects with multiple contributors. We discuss ownership rights and data ecology impacts. We consider both publishable outputs and derivative downstream projects which might benefit language communities. (session 4.2.5) http://hdl.handle.net/10125/44869 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Copyright and the distributed lexicon Text oai:scholarspace.manoa.hawaii.edu:10125/44859 2019-06-25 col_10125_62932 44859.mp3 Comeau, Emily; 2019-02-28; This paper explores the role of print literacy in Indigenous language revitalization initiatives, and concludes that print literacy, as one type of literacy, and embedded within the cultural, political, and social context of a community, can be used to strengthen Indigenous languages and reaffirm Indigenous identities. (session 3.7.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44859. Comeau, Emily 2019-03-03 This paper explores the role of print literacy in Indigenous language revitalization initiatives, and concludes that print literacy, as one type of literacy, and embedded within the cultural, political, and social context of a community, can be used to strengthen Indigenous languages and reaffirm Indigenous identities. (session 3.7.6) http://hdl.handle.net/10125/44859 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Literacy and Indigenous Language Revitalization: Redefining and Recontextualizing Text oai:scholarspace.manoa.hawaii.edu:10125/44841 2024-07-31 col_10125_62932 44841.mp3 44841.pdf Cox, Christopher, Boulianne, Gilles, Alam, Jahangir; 2019-02-28; With the widespread adoption of digital recording techniques, language documentation programs now often produce more audiovisual materials than can be annotated by hand. We demonstrate how state-of-the-art automatic segmentation, speaker diarization, and language identification methods from computational linguistics can be integrated into documentary workflows to help address this ‘transcription bottleneck’. (session 3.4.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44841. Cox, Christopher Boulianne, Gilles Alam, Jahangir 2019-03-03 With the widespread adoption of digital recording techniques, language documentation programs now often produce more audiovisual materials than can be annotated by hand. We demonstrate how state-of-the-art automatic segmentation, speaker diarization, and language identification methods from computational linguistics can be integrated into documentary workflows to help address this ‘transcription bottleneck’. (session 3.4.5) http://hdl.handle.net/10125/44841 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Taking aim at the 'transcription bottleneck': integrating speech technology into language documentation and conservation Text oai:scholarspace.manoa.hawaii.edu:10125/44876 2019-06-25 col_10125_62932 Bell, Lucy, Lundgren, Ember; 2019-02-28; As a leader in language repatriation this paper addresses the work of a Provincial museum that strives for meaningful collaborations and reconciliation as they race against time towards preservation, repatriation and language revitalization of thousands of linguist recordings. (session 4.3.7); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44876. Bell, Lucy Lundgren, Ember 2019-03-03 As a leader in language repatriation this paper addresses the work of a Provincial museum that strives for meaningful collaborations and reconciliation as they race against time towards preservation, repatriation and language revitalization of thousands of linguist recordings. (session 4.3.7) http://hdl.handle.net/10125/44876 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Racing against time Text oai:scholarspace.manoa.hawaii.edu:10125/44796 2024-07-31 col_10125_62932 44796.mp3 44796-a.pdf 44796-b.pdf Griscom, Richard T., Otero, Manuel; 2019-02-28; Many linguists have a backlog of elicited data that has never seen the light of day, because it takes too long to process. The digital notebook method addresses this issue by streamlining the elicitation session, so that the output is immediately incorporated into a database and ready for archiving. (session 2.2.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44796. Griscom, Richard T. Otero, Manuel 2019-03-03 Many linguists have a backlog of elicited data that has never seen the light of day, because it takes too long to process. The digital notebook method addresses this issue by streamlining the elicitation session, so that the output is immediately incorporated into a database and ready for archiving. (session 2.2.5) http://hdl.handle.net/10125/44796 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The digital notebook: a method for the rapid processing of elicited linguistic data Text oai:scholarspace.manoa.hawaii.edu:10125/44831 2024-07-31 col_10125_62932 44831.mp3 44831.pdf Bowers, Jack, Romary, Laurent; 2019-02-28; This paper presents our approaches to creating, editing, annotating and curating an extensible and reusable TEI corpus for Mixtepec-Mixtec. We cover issues particular to working with an under-resourced language and show how we integrate a variety of homogeneous resources, normalize orthographic and phonetic data, and create searchable multi-layered annotations. (session 3.3.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44831. Bowers, Jack Romary, Laurent 2019-03-03 This paper presents our approaches to creating, editing, annotating and curating an extensible and reusable TEI corpus for Mixtepec-Mixtec. We cover issues particular to working with an under-resourced language and show how we integrate a variety of homogeneous resources, normalize orthographic and phonetic data, and create searchable multi-layered annotations. (session 3.3.1) http://hdl.handle.net/10125/44831 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported TEI and the Mixtepec-Mixtec corpus: data integration, annotation and normalization of heterogeneous data for an under-resourced language Text oai:scholarspace.manoa.hawaii.edu:10125/44894 2024-08-01 col_10125_62932 44894.pdf Burenhalt,Niclas, Kruspe,Nicole, Larsson,Jens, Yager,Joanna, Frid,Johan, Karlsson,Anastasia, Cronhamn,Sandra; 2019-03-03; POSTER; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44894. Burenhalt,Niclas Kruspe,Nicole Larsson,Jens Yager,Joanna Frid,Johan Karlsson,Anastasia Cronhamn,Sandra 2019-03-03 POSTER http://hdl.handle.net/10125/44894 Multidisciplinary documentation of Austroasiatic Text oai:scholarspace.manoa.hawaii.edu:10125/44784 2019-06-25 col_10125_62932 44784.mp3 Wilson, Betty, Jungic, Veselin; 2019-02-28; The Math Catcher Program includes a series of animated films that introduce math topics through stories that contain elements of Indigenous traditions. The animations have Indigenous versions in nine languages. Some of these languages are endangered and a contribution of the program has been the digital recording of Indigenous languages. (session 1.5.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44784. Wilson, Betty Jungic, Veselin 2019-03-03 The Math Catcher Program includes a series of animated films that introduce math topics through stories that contain elements of Indigenous traditions. The animations have Indigenous versions in nine languages. Some of these languages are endangered and a contribution of the program has been the digital recording of Indigenous languages. (session 1.5.5) http://hdl.handle.net/10125/44784 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Small Number: Adventures in Languages Text oai:scholarspace.manoa.hawaii.edu:10125/44816 2024-08-01 col_10125_62932 44816.mp3 44816.pdf Genee, Inge; 2019-02-28; This paper discusses the main characteristics of the IPA-based standard orthography developed for Blackfoot in the 1960s that are difficult to learn for people whose literacy intuitions are based on English, and presents some solutions implemented in the Blackfoot Digital Dictionary (https://dictionary.blackfoot.atlas-ling.ca). (session 2.6.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44816. Genee, Inge 2019-03-03 This paper discusses the main characteristics of the IPA-based standard orthography developed for Blackfoot in the 1960s that are difficult to learn for people whose literacy intuitions are based on English, and presents some solutions implemented in the Blackfoot Digital Dictionary (https://dictionary.blackfoot.atlas-ling.ca). (session 2.6.3) http://hdl.handle.net/10125/44816 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported “It’s written niisto but it sounds like KNEE STEW.” Blackfoot orthography: Some problems and possible solutions Text oai:scholarspace.manoa.hawaii.edu:10125/44808 2019-06-25 col_10125_62932 44808.mp3 Cullis-Suzuki, Severn, Bedard, Jaskwaan A., Shaw, Patricia; 2019-02-28; The Haida language is a critically endangered, polysynthetic language isolate with two surviving dialects on Haida Gwaii. Two language activists have come together to study their differences and create a dialect key to help unify the Haida language learner community by facilitating cross-dialect Haida language communication. (session 2.4.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44808. Cullis-Suzuki, Severn Bedard, Jaskwaan A. Shaw, Patricia 2019-03-03 The Haida language is a critically endangered, polysynthetic language isolate with two surviving dialects on Haida Gwaii. Two language activists have come together to study their differences and create a dialect key to help unify the Haida language learner community by facilitating cross-dialect Haida language communication. (session 2.4.6) http://hdl.handle.net/10125/44808 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A key to understanding: Creating a dialect key to link the language communities on Haida Gwaii Text oai:scholarspace.manoa.hawaii.edu:10125/44833 2019-06-25 col_10125_62932 44833.mp3 Rozhanskiy, Fedor, Markus, Elena; 2019-02-28; This paper presents electronic dictionaries of Ingrian and Votic, two minor Finnic languages on the verge of extinction. The dictionaries are designed to facilitate the language learning when no native speakers can work as teachers. They include a morphological synthesizer and provide audio illustrations for different forms. (session 3.3.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44833. Rozhanskiy, Fedor Markus, Elena 2019-03-03 This paper presents electronic dictionaries of Ingrian and Votic, two minor Finnic languages on the verge of extinction. The dictionaries are designed to facilitate the language learning when no native speakers can work as teachers. They include a morphological synthesizer and provide audio illustrations for different forms. (session 3.3.3) http://hdl.handle.net/10125/44833 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Electronic dictionaries of Ingrian and Votic – minor Finnic languages on the verge of extinction Text oai:scholarspace.manoa.hawaii.edu:10125/44760 2019-06-25 col_10125_62932 44760.mp3 Stewart, Jesse, Chavez, Taliza, Maigua, Marco, Tu, Alex; 2019-02-28; This presentation show cases a new archival project that aims to document the Media Lengua language (mue), an endangered mixed language spoken in the Ecuadorian highlands. In an attempt to bridge the gap among "communities, languages, and technology", we bring together community-based linguists, community-based computer scientists, and community-based language workers. (session 1.1.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44760. Stewart, Jesse Chavez, Taliza Maigua, Marco Tu, Alex 2019-03-03 This presentation show cases a new archival project that aims to document the Media Lengua language (mue), an endangered mixed language spoken in the Ecuadorian highlands. In an attempt to bridge the gap among "communities, languages, and technology", we bring together community-based linguists, community-based computer scientists, and community-based language workers. (session 1.1.5) http://hdl.handle.net/10125/44760 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting and Archiving Media Lengua: A rare mixed language spoken in the Ecuatorian Highlands Text oai:scholarspace.manoa.hawaii.edu:10125/44795 2024-08-02 col_10125_62932 44795.mp3 44795.pdf Benedicto, Elena, Salomón, Elizabeth; 2019-02-28; Despite persistent beliefs, documentation does not, per se, revitalize. These are two very different endeavors that target very different objectives. Even in cases where documentation includes collaborative practices with the community, benefits follow for the field of Linguistics but not for the vitality of linguistic practices within the speaking community. (session 2.2.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44795. Benedicto, Elena Salomón, Elizabeth 2019-03-03 Despite persistent beliefs, documentation does not, per se, revitalize. These are two very different endeavors that target very different objectives. Even in cases where documentation includes collaborative practices with the community, benefits follow for the field of Linguistics but not for the vitality of linguistic practices within the speaking community. (session 2.2.4) http://hdl.handle.net/10125/44795 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documentation does not Revitalize: Conflicting goals and ethical dilemmas Text oai:scholarspace.manoa.hawaii.edu:10125/44829 2019-06-25 col_10125_62932 44829.mp3 Creed, Myles; 2019-02-28; Though few Indigenous languages are currently supported by Facebook´s interface, Facebook's Translations Application allows for community-driven crowdsourcing of translations. This paper and presentation presents how grassroots efforts helped bring Iñupiatun (an Inuit language of Alaska) onto Facebook and how other Indigenous languages communities can follow suit. (session 3.2.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44829. Creed, Myles 2019-03-03 Though few Indigenous languages are currently supported by Facebook´s interface, Facebook's Translations Application allows for community-driven crowdsourcing of translations. This paper and presentation presents how grassroots efforts helped bring Iñupiatun (an Inuit language of Alaska) onto Facebook and how other Indigenous languages communities can follow suit. (session 3.2.4) http://hdl.handle.net/10125/44829 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Translating Facebook's Interface into Iñupiatun (and other Indigenous languages) Text oai:scholarspace.manoa.hawaii.edu:10125/44875 2024-08-03 col_10125_62932 44875.mp3 44875.pdf McIvor, Onowa, Brinklow, Nathan, Hill, Callie, Stone, Adam, Wolvengrey, Arok, Ball, Jessica; 2019-02-28; NILLA (NEȾOLṈEW̱ Indigenous Language Learning Atlas) is an innovative online sharing space connecting Indigenous communities and making visually accessible where new language speakers are being created in Canada and how. We will report on key decisions made during the conceptualization of NILLA, including the Guiding Principles prioritizing Indigenous data ownership. (session 4.3.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44875. McIvor, Onowa Brinklow, Nathan Hill, Callie Stone, Adam Wolvengrey, Arok Ball, Jessica 2019-03-03 NILLA (NEȾOLṈEW̱ Indigenous Language Learning Atlas) is an innovative online sharing space connecting Indigenous communities and making visually accessible where new language speakers are being created in Canada and how. We will report on key decisions made during the conceptualization of NILLA, including the Guiding Principles prioritizing Indigenous data ownership. (session 4.3.6) http://hdl.handle.net/10125/44875 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Engaging, Connecting, and Mobilizing Indigenous Language Learning Leaders, Supporters, and Researchers through an Online Sharing Space ~ NILLA (NEȾOLṈEW̱ Indigenous Language Learning Atlas) Text oai:scholarspace.manoa.hawaii.edu:10125/44763 2024-08-03 col_10125_62932 44763.mp3 44763.pdf Jansen, Joana, Kirk, Merle, Kono, Nariyo, Millstein, Hank, Switzler, Valerie; 2019-02-28; Our language documentation project has been strengthened via deliberate attention to collaboration among a Tribal nation, and independent and university researchers. The results discussed include increased advocacy and support; improved documentation; and equitable research practices. The project thus serves as a model to others seeking to form similar partnerships. (session 1.2.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44763. Jansen, Joana Kirk, Merle Kono, Nariyo Millstein, Hank Switzler, Valerie 2019-03-03 Our language documentation project has been strengthened via deliberate attention to collaboration among a Tribal nation, and independent and university researchers. The results discussed include increased advocacy and support; improved documentation; and equitable research practices. The project thus serves as a model to others seeking to form similar partnerships. (session 1.2.2) http://hdl.handle.net/10125/44763 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Relationships, responsibilities and research in collaborative language documentation Text oai:scholarspace.manoa.hawaii.edu:10125/44762 2019-06-25 col_10125_62932 44762.mp3 Swallow, Tye, Underwood, David, Bain, Sophia; 2019-02-28; This research paper presentation will discuss how the W̱SÁNEĆ School Board, which offers language immersion programming from preschool up to grade five, continues to overcome the challenges of proficiency growth of our immersion teachers. The authors will report on the progress and initial results of our community-based research. (session 1.2.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44762. Swallow, Tye Underwood, David Bain, Sophia 2019-03-03 This research paper presentation will discuss how the W̱SÁNEĆ School Board, which offers language immersion programming from preschool up to grade five, continues to overcome the challenges of proficiency growth of our immersion teachers. The authors will report on the progress and initial results of our community-based research. (session 1.2.1) http://hdl.handle.net/10125/44762 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported QELOM,QEMSET TŦE SENĆOŦENs E TŦE W̱UĆISTENEḴ ȽTE (Strengthening the language of our teachers): Ensuring the continued language growth of our L2 SENĆOŦEN teachers Text oai:scholarspace.manoa.hawaii.edu:10125/44786 2024-08-05 col_10125_62932 44786.mp3 44786.pdf Thieberger, Nicholas; 2019-02-28; Language archives provide an excellent service for structuring collections and for making them accessible. Connecting speakers with archival sources scattered in different locations, only available via the internet, is addressed by our use of local subcollections – files with their descriptions exported from the collection and delivered on local wifi transmitters. (session 2.1.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44786. Thieberger, Nicholas 2019-03-03 Language archives provide an excellent service for structuring collections and for making them accessible. Connecting speakers with archival sources scattered in different locations, only available via the internet, is addressed by our use of local subcollections – files with their descriptions exported from the collection and delivered on local wifi transmitters. (session 2.1.1) http://hdl.handle.net/10125/44786 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The ongoing challenge of connecting speakers to archival language records Text oai:scholarspace.manoa.hawaii.edu:10125/44863 2019-06-25 col_10125_62932 44863.mp3 Sicoli, Mark, García, Pedro Martinez; 2019-02-28; On methodological challenges and theoretical possibilities of multimodal video analysis for documentary linguistics. We present results of a participatory project to build and analyze a video corpus of Zapotec language interactions in Oaxaca, Mexico, with examples of grammatical variation across focused collaborations involving talk, gestures, and joint attention to objects. (session 4.1.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44863. Sicoli, Mark García, Pedro Martinez 2019-03-03 On methodological challenges and theoretical possibilities of multimodal video analysis for documentary linguistics. We present results of a participatory project to build and analyze a video corpus of Zapotec language interactions in Oaxaca, Mexico, with examples of grammatical variation across focused collaborations involving talk, gestures, and joint attention to objects. (session 4.1.5) http://hdl.handle.net/10125/44863 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported From Participatory Corpus Building to Grammatical Analysis of Living Language: Working to Understand a Multimodal Order of Saying-and-Doing in a Zapotec Video Corpus Text oai:scholarspace.manoa.hawaii.edu:10125/44877 2024-08-06 col_10125_62932 44877.pdf Baldwin, Daryl, Hall, Jaeci, Baez, Gabriela Perez, Viles, Carson, Viles, Jerome; 2019-02-28; The Indigenous Languages Digital Archive (ILDA) enables management of digital copies of archival materials along with their transcription, translation and analysi, in addition to output for revitalization. These capabilities are demonstrated through a presentation of the depth, breadth and rigor of research for the revitalization of Oregon Dene dialects. (session 4.4.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44877. Baldwin, Daryl Hall, Jaeci Baez, Gabriela Perez Viles, Carson Viles, Jerome 2019-03-03 The Indigenous Languages Digital Archive (ILDA) enables management of digital copies of archival materials along with their transcription, translation and analysi, in addition to output for revitalization. These capabilities are demonstrated through a presentation of the depth, breadth and rigor of research for the revitalization of Oregon Dene dialects. (session 4.4.1) http://hdl.handle.net/10125/44877 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Indigenous Languages Digital Archive for depth, breadth and rigor in archives-based research for revitalization Text oai:scholarspace.manoa.hawaii.edu:10125/44849 2024-08-07 col_10125_62932 44849.mp3 44849.pdf Hooshiar, Kavon; 2019-02-28; Software tools for language documentation, while successful at providing core functionalities, fall short of their users’ needs due to insufficient interoperability across tools, failure to prioritize archiving and collaboration, etc. I propose foci for tool development beyond iterative improvement of existing tools, mainly the creation of a standardized data structure. (session 3.6.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44849. Hooshiar, Kavon 2019-03-03 Software tools for language documentation, while successful at providing core functionalities, fall short of their users’ needs due to insufficient interoperability across tools, failure to prioritize archiving and collaboration, etc. I propose foci for tool development beyond iterative improvement of existing tools, mainly the creation of a standardized data structure. (session 3.6.2) http://hdl.handle.net/10125/44849 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported New goals for software tools in language documentation Text oai:scholarspace.manoa.hawaii.edu:10125/44880 2024-08-08 col_10125_62932 44880.mp3 44880.pdf Maxwell, Michael; 2019-02-28; Many endangered (and even extinct) languages have print dictionaries for which no digital form is available. How can such a dictionary be given digital life, validated and put to use? This paper describes a proof of concept for digitizing print dictionaries, building a parser, and using these to process texts. (session 4.4.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44880. Maxwell, Michael 2019-03-03 Many endangered (and even extinct) languages have print dictionaries for which no digital form is available. How can such a dictionary be given digital life, validated and put to use? This paper describes a proof of concept for digitizing print dictionaries, building a parser, and using these to process texts. (session 4.4.5) http://hdl.handle.net/10125/44880 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Giving Digital Life to a Print Dictionary Text oai:scholarspace.manoa.hawaii.edu:10125/44801 2019-06-25 col_10125_62932 44801.mp3 Wigglesworth, Gillian, Yunupingu, Yalmay, Beecham, Robyn, Elias, Fardin; 2019-02-28; This paper reports on the design and trialling of an iPad app developed in a bilingual school in remote Australia to teach phonological awareness (PA) skills, crucial for literacy development, to children in their local Indigenous language. The piloting, and implications for its extension to other schools, are also discussed. (session 2.3.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44801. Wigglesworth, Gillian Yunupingu, Yalmay Beecham, Robyn Elias, Fardin 2019-03-03 This paper reports on the design and trialling of an iPad app developed in a bilingual school in remote Australia to teach phonological awareness (PA) skills, crucial for literacy development, to children in their local Indigenous language. The piloting, and implications for its extension to other schools, are also discussed. (session 2.3.5) http://hdl.handle.net/10125/44801 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Developing a linguistically and culturally appropriate app to teach phonological awareness in remote Australia Text oai:scholarspace.manoa.hawaii.edu:10125/44864 2019-06-25 col_10125_62932 44864.mp3 Compton, Richard, Kudlak, Emily; 2019-02-28; This talk outlines a multi-year collaboration between a community-based speaker-linguist and a university-based linguist to create a new Inuinnaqtun dictionary, offering a case study in creating a dictionary for a low-resource language using materials from neighbouring dialects as a starting point. (session 4.1.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44864. Compton, Richard Kudlak, Emily 2019-03-03 This talk outlines a multi-year collaboration between a community-based speaker-linguist and a university-based linguist to create a new Inuinnaqtun dictionary, offering a case study in creating a dictionary for a low-resource language using materials from neighbouring dialects as a starting point. (session 4.1.6) http://hdl.handle.net/10125/44864 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Lessons from collaborating on an Inuinnaqtun dictionary Text oai:scholarspace.manoa.hawaii.edu:10125/44792 2024-08-09 col_10125_62932 44792.mp3 44792-a.pdf 44792-b.pdf Dobrin, Lise, Narokobi, Emmanuel; 2019-02-28; We describe the re-curation of digital language materials collected in Papua New Guinea to fulfill the needs of local community members for whom language per se is not of pressing concern. The case illustrates the kind of deep reciprocity that becomes conceivable in the context of long-term linguist-community relationships. (session 2.2.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44792. Dobrin, Lise Narokobi, Emmanuel 2019-03-03 We describe the re-curation of digital language materials collected in Papua New Guinea to fulfill the needs of local community members for whom language per se is not of pressing concern. The case illustrates the kind of deep reciprocity that becomes conceivable in the context of long-term linguist-community relationships. (session 2.2.1) http://hdl.handle.net/10125/44792 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported “Language Is Not the Only Currency of Positive Reciprocity”: Re-Curating Digital Language Material to Serve Community Interests Text oai:scholarspace.manoa.hawaii.edu:10125/44854 2019-06-25 col_10125_62932 44854.mp3 Ohara, Yumiko, Trapp, Kaliko; 2019-02-28; This presentation focuses on an attempt to integrate the use of technology with traditional cultural understandings to teach Hawaiian language learners intonational patterns that provide both a higher level of authenticity to their speech, and a positive impact on language learning and the overall efforts of language revitalization. (session 3.7.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44854. Ohara, Yumiko Trapp, Kaliko 2019-03-03 This presentation focuses on an attempt to integrate the use of technology with traditional cultural understandings to teach Hawaiian language learners intonational patterns that provide both a higher level of authenticity to their speech, and a positive impact on language learning and the overall efforts of language revitalization. (session 3.7.1) http://hdl.handle.net/10125/44854 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Connecting technology and culture: overcoming obstacles in the teaching of Hawaiian intonation Text oai:scholarspace.manoa.hawaii.edu:10125/44785 2019-06-25 col_10125_62932 44785.mp3 Bird, Sonya, Charlie, Sonya, Claxton, Rae Anne, George, Swutthus Harvey, Percival, Maida, Seymour, Sq'utxulenuxw George; 2019-02-28; In this paper, we share our experiences using Praat (speech analysis tool) to “see” the differences in how Elders and learners pronounce Hul’q’umi’num’ (Coast Salish) plain vs. ejective consonants (e.g. /kw/ vs. /kw’/). We show that speech visualization can be a valuable tool for teaching and learning pronunciation. (session 1.5.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44785. Bird, Sonya Charlie, Sonya Claxton, Rae Anne George, Swutthus Harvey Percival, Maida Seymour, Sq'utxulenuxw George 2019-03-03 In this paper, we share our experiences using Praat (speech analysis tool) to “see” the differences in how Elders and learners pronounce Hul’q’umi’num’ (Coast Salish) plain vs. ejective consonants (e.g. /kw/ vs. /kw’/). We show that speech visualization can be a valuable tool for teaching and learning pronunciation. (session 1.5.6) http://hdl.handle.net/10125/44785 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Seeing speech: Teaching and learning Hul'q'umi'num' pronunciation with Praat Text oai:scholarspace.manoa.hawaii.edu:10125/44773 2019-06-25 col_10125_62932 44773.mp3 Miyashita, Mizuki, Chen, Min, Randall, James, Lee, Mitchell; 2019-02-28; We are supporting and enhancing a Blackfoot community scholar’s language documentation and application effort by developing a user-friendly digital tool, Melodic Transcription in Language Documentation and Application (MeTILDA). MeTILDA automatically transcribes the pitch movement in words from native speaker recordings, using a perceptual scale so learners “see what they hear.” (session 1.3.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44773. Miyashita, Mizuki Chen, Min Randall, James Lee, Mitchell 2019-03-03 We are supporting and enhancing a Blackfoot community scholar’s language documentation and application effort by developing a user-friendly digital tool, Melodic Transcription in Language Documentation and Application (MeTILDA). MeTILDA automatically transcribes the pitch movement in words from native speaker recordings, using a perceptual scale so learners “see what they hear.” (session 1.3.6) http://hdl.handle.net/10125/44773 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Melodic Transcription in Language Documentation and Application (MeTILDA): Automated Pitch Movements with Standardized F0 Perceptual Intervals Text oai:scholarspace.manoa.hawaii.edu:10125/44783 2024-08-10 col_10125_62932 44783.mp3 44783-a.pdf 44783-b.pdf Jany, Carmen; 2019-02-28; The study of code-switching is often neglected in language documentation but can be useful to language maintenance (Myers Scotton 1982), as it frequently rests upon the younger and bilingual generation. This paper studies the grammar and functions of code switches and borrowings in Mixe illustrating its importance for language maintenance. (session 1.5.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44783. Jany, Carmen 2019-03-03 The study of code-switching is often neglected in language documentation but can be useful to language maintenance (Myers Scotton 1982), as it frequently rests upon the younger and bilingual generation. This paper studies the grammar and functions of code switches and borrowings in Mixe illustrating its importance for language maintenance. (session 1.5.4) http://hdl.handle.net/10125/44783 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Code-switching and borrowing in Mixe: friend or foe for language maintenance? Text oai:scholarspace.manoa.hawaii.edu:10125/44779 2024-08-10 col_10125_62932 44779.mp3 44779-a.pdf 44779-b.pdf Richards, Mark, Lardy, Josephine, Jones, Caroline, Merlan, Francesca, Lee, Chwee Beng, MacRitchie, Jennifer; 2019-02-28; Archival audio documentation can play an important role in language revitalisation contexts with few or no fluent speakers. However this data must be made available in a form that meets the needs of language teachers and learners. This paper suggests one approach in the context of Mangarrayi people at Jilkminggan. (session 1.4.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44779. Richards, Mark Lardy, Josephine Jones, Caroline Merlan, Francesca Lee, Chwee Beng MacRitchie, Jennifer 2019-03-03 Archival audio documentation can play an important role in language revitalisation contexts with few or no fluent speakers. However this data must be made available in a form that meets the needs of language teachers and learners. This paper suggests one approach in the context of Mangarrayi people at Jilkminggan. (session 1.4.6) http://hdl.handle.net/10125/44779 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Linguistic and metalinguistic training to support use of audio ‘chunks’ in language revitalisation Text oai:scholarspace.manoa.hawaii.edu:10125/44895 2024-08-11 col_10125_62932 44895.pdf Sasaoka,Kyle; 2019-03-03; POSTER; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44895. Sasaoka,Kyle 2019-03-03 POSTER http://hdl.handle.net/10125/44895 Toward a writing system for Hawai'i creole Text oai:scholarspace.manoa.hawaii.edu:10125/44778 2019-06-25 col_10125_62932 44778.mp3 Paol, Yat, Lawun, Mathew, Pick, Andrew; 2019-02-28; We present community-member and linguist perspectives on the connections between linguistic, environmental, and cultural conservation in Gildipasi, Papua New Guinea, where language loss exacerbates threats to the environment. Community-led conservation initiatives have accordingly taken a holistic approach to the the conservation of culture, environment, and language. (session 1.4.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44778. Paol, Yat Lawun, Mathew Pick, Andrew 2019-03-03 We present community-member and linguist perspectives on the connections between linguistic, environmental, and cultural conservation in Gildipasi, Papua New Guinea, where language loss exacerbates threats to the environment. Community-led conservation initiatives have accordingly taken a holistic approach to the the conservation of culture, environment, and language. (session 1.4.5) http://hdl.handle.net/10125/44778 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Integrating conservation of land, culture, and language in Gildipasi, Papua New Guinea Text oai:scholarspace.manoa.hawaii.edu:10125/44893 2024-08-11 col_10125_62932 44893.pdf Jimerson,Robbie, Hatcher,Richard, Ptucha,Raymond, Prud-hommeaux,Emily; 2019-03-03; POSTER; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44893. Jimerson,Robbie Hatcher,Richard Ptucha,Raymond Prud-hommeaux,Emily 2019-03-03 POSTER http://hdl.handle.net/10125/44893 Speech technology for supporting community-based endangered language documentation Text oai:scholarspace.manoa.hawaii.edu:10125/44803 2024-08-11 col_10125_62932 44803.mp3 44803.pdf Murphy, Emma, Parncutt, Amy, Joachim, Ebony, Scott, Freya; 2019-02-28; This presentation provides an introduction to the work of RNLD, which aims to support the sustainability of Indigenous Australian languages and Indigenous people’s ownership of their language documentation and revitalisation through in-Community training. This presentation focuses on RNLD’s role in promoting self-determination and community control over language projects. (session 2.4.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44803. Murphy, Emma Parncutt, Amy Joachim, Ebony Scott, Freya 2019-03-03 This presentation provides an introduction to the work of RNLD, which aims to support the sustainability of Indigenous Australian languages and Indigenous people’s ownership of their language documentation and revitalisation through in-Community training. This presentation focuses on RNLD’s role in promoting self-determination and community control over language projects. (session 2.4.1) http://hdl.handle.net/10125/44803 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Community language support in Australia: The RNLD training model Text oai:scholarspace.manoa.hawaii.edu:10125/44771 2024-08-12 col_10125_62932 44771.mp3 44771.pdf Hatcher, Richard, Jimerson, Robert, Nephew, Whitney, Jones, Mike, Cordani, Julia, Cremean, Linnea, Prud'Hommeaux, Emily; 2019-02-28; We report on two ways in which our project of community-based language documentation is being used to further language revitalization of Seneca, an highly-endangered indigenous language, spoken by a small number of elders in Upstate New York. (session 1.3.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44771. Hatcher, Richard Jimerson, Robert Nephew, Whitney Jones, Mike Cordani, Julia Cremean, Linnea Prud'Hommeaux, Emily 2019-03-03 We report on two ways in which our project of community-based language documentation is being used to further language revitalization of Seneca, an highly-endangered indigenous language, spoken by a small number of elders in Upstate New York. (session 1.3.4) http://hdl.handle.net/10125/44771 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Additional ways of integrating community-based language documentation and language revitalization Text oai:scholarspace.manoa.hawaii.edu:10125/44812 2024-08-12 col_10125_62932 44812.mp3 44812.pdf West, Luke, Hucklebridge, Sherry, Mantla, Rosa, Lafferty, Lucy, Steinwand, Tammy, Welch, Nicholas; 2019-02-28; This presentation will demonstrate Tlicho Yatii video game `How the fox saved the people.' This game is a grassroots project that does not rely on sponsorship. We will discuss its creation, the role games can play in language pedagogy and revitalization, and the technology and expertise required to create a video game. (session 2.5.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44812. West, Luke Hucklebridge, Sherry Mantla, Rosa Lafferty, Lucy Steinwand, Tammy Welch, Nicholas 2019-03-03 This presentation will demonstrate Tlicho Yatii video game `How the fox saved the people.' This game is a grassroots project that does not rely on sponsorship. We will discuss its creation, the role games can play in language pedagogy and revitalization, and the technology and expertise required to create a video game. (session 2.5.4) http://hdl.handle.net/10125/44812 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Creating Video Games for Language Revitalization and Pedagogy Text oai:scholarspace.manoa.hawaii.edu:10125/44866 2024-08-13 col_10125_62932 44866.pdf Carpenter, Brian, Sutherland, Paul; 2019-02-28; The Guide to the Indigenous Materials at the American Philosophical Society, published 2018, reflects monumental shifts in the Society’s understanding of its Indigenous manuscript collections brought about by recent partnerships with Indigenous communities. This paper discusses the creation of expanded, discoverable, culturally-responsive metadata to represent its collections. (session 4.2.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44866. Carpenter, Brian Sutherland, Paul 2019-03-03 The Guide to the Indigenous Materials at the American Philosophical Society, published 2018, reflects monumental shifts in the Society’s understanding of its Indigenous manuscript collections brought about by recent partnerships with Indigenous communities. This paper discusses the creation of expanded, discoverable, culturally-responsive metadata to represent its collections. (session 4.2.1) http://hdl.handle.net/10125/44866 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Considerations of Indigenous Research Priorities in Developing the Guide to the Indigenous Materials at the American Philosophical Society Text oai:scholarspace.manoa.hawaii.edu:10125/44798 2019-06-25 col_10125_62932 44798.mp3 Ortega, Cikigaq-Irasema, Ayuluk, Naqucin-Flora; 2019-02-28; This paper narrates the story of our language revitalization project through an ongoing six-year cooperation between Alaska Native educators Elders, administrators, and teacher educators. We will share the goals and outcomes of our efforts as well as the affordances and constraints we have navigated during this period. (session 2.3.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44798. Ortega, Cikigaq-Irasema Ayuluk, Naqucin-Flora 2019-03-03 This paper narrates the story of our language revitalization project through an ongoing six-year cooperation between Alaska Native educators Elders, administrators, and teacher educators. We will share the goals and outcomes of our efforts as well as the affordances and constraints we have navigated during this period. (session 2.3.2) http://hdl.handle.net/10125/44798 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Chevak Language Revitalization Project: An Examination of Affordances and Constraints Text oai:scholarspace.manoa.hawaii.edu:10125/44757 2024-08-14 col_10125_62932 44757.mp3 44757.pdf Rice, Keren, Rice, Faun, Simmons, Deborah, Bezha, Wallter, Lennie, Jordan, Lennie, Shelby, Neyelle, Michael; 2019-02-28; This presentation reflects on 25 years of change in Dene Kedǝ (language) and Dene Ts’ı̨lı̨ (ways of living) and their increased integration in programming over time in the Sahtú Region of the Northwest Territories. It also addresses efforts to synthesize and disseminate decades of resources through a public database. (session 1.1.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44757. Rice, Keren Rice, Faun Simmons, Deborah Bezha, Wallter Lennie, Jordan Lennie, Shelby Neyelle, Michael 2019-03-03 This presentation reflects on 25 years of change in Dene Kedǝ (language) and Dene Ts’ı̨lı̨ (ways of living) and their increased integration in programming over time in the Sahtú Region of the Northwest Territories. It also addresses efforts to synthesize and disseminate decades of resources through a public database. (session 1.1.2) http://hdl.handle.net/10125/44757 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported From Dene Kedə to Dene Ts'ı̜lı̜: Reflecting on 25 years of change in the Satú region, Northwest Territories, Canada Text oai:scholarspace.manoa.hawaii.edu:10125/44794 2024-08-14 col_10125_62932 44794.mp3 44794-a.pdf 44794-b.pdf Cahill, Michael; 2019-02-28; We contrast two models of participant-centered workshops for orthography development. In the “Alphabet Design Workshop”/“Midwife” model, speakers write a spontaneous text and collaboratively examine it for problematic issues. In the “Participatory Method” model, native speakers collect 1000 words and sort into piles which contrast in whatever feature is being examined. (session 2.2.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44794. Cahill, Michael 2019-03-03 We contrast two models of participant-centered workshops for orthography development. In the “Alphabet Design Workshop”/“Midwife” model, speakers write a spontaneous text and collaboratively examine it for problematic issues. In the “Participatory Method” model, native speakers collect 1000 words and sort into piles which contrast in whatever feature is being examined. (session 2.2.3) http://hdl.handle.net/10125/44794 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Participant-centered orthography workshops: two models Text oai:scholarspace.manoa.hawaii.edu:10125/44791 2024-08-14 col_10125_62932 44791.mp3 44791.pdf Mantenuto, Iara, Vàzquez, Octavio León; 2019-02-28; This paper reports methodologies for training both linguists and native speakers of Mixtec in recognizing and describing tones. We present a description of the tone inventory of two varieties of Mixtec. We offer a list of pedagogical techniques for tone perception and learning, accompanied by suggestions for their use. (session 2.1.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44791. Mantenuto, Iara Vàzquez, Octavio León 2019-03-03 This paper reports methodologies for training both linguists and native speakers of Mixtec in recognizing and describing tones. We present a description of the tone inventory of two varieties of Mixtec. We offer a list of pedagogical techniques for tone perception and learning, accompanied by suggestions for their use. (session 2.1.6) http://hdl.handle.net/10125/44791 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Methodologies for Teaching Mixtec Tones Text oai:scholarspace.manoa.hawaii.edu:10125/44840 2024-08-14 col_10125_62932 44840.pdf Heaton, Raina, Xoyón, Igor; 2019-02-28; This paper discusses an assessment of language input at the immersion school Nimaläj Kaqchikel Amaq’ (Guatemala), with the aim of better understanding why the children had not performed as well as expected on earlier production and comprehension tests, and what can be done. (session 3.4.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44840. Heaton, Raina Xoyón, Igor 2019-03-03 This paper discusses an assessment of language input at the immersion school Nimaläj Kaqchikel Amaq’ (Guatemala), with the aim of better understanding why the children had not performed as well as expected on earlier production and comprehension tests, and what can be done. (session 3.4.4) http://hdl.handle.net/10125/44840 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Assessing the input: Teacher speech in a Kaqchikel immersion school Text oai:scholarspace.manoa.hawaii.edu:10125/44887 2019-06-25 col_10125_62932 44887.mp3 Turin, Mark, Pine, Aidan; 2019-02-28; In this hands-on workshop, participants will be walked through each of the steps needed to create an online digital dictionary for any language using the Mother Tongues platform of open-source tools. Participants will be asked to prepare their data before we meet and will leave the workshop with their very own online dictionary.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44887. Turin, Mark Pine, Aidan 2019-03-03 In this hands-on workshop, participants will be walked through each of the steps needed to create an online digital dictionary for any language using the Mother Tongues platform of open-source tools. Participants will be asked to prepare their data before we meet and will leave the workshop with their very own online dictionary. http://hdl.handle.net/10125/44887 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported How to Make a 'Mother Tongues' Digital Dictionary Text oai:scholarspace.manoa.hawaii.edu:10125/44834 2019-06-25 col_10125_62932 44834.mp3 Ash, Ivana, Tuttle, Siri; 2019-02-28; In this paper we describe a community-academy-archive collaboration for reuniting archived Sugt'stun language, and Suqpiaq people. Working together, community and academic linguists are organizing, cataloguing and repurposing materials that have been inaccessible for decades. (session 3.3.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44834. Ash, Ivana Tuttle, Siri 2019-03-03 In this paper we describe a community-academy-archive collaboration for reuniting archived Sugt'stun language, and Suqpiaq people. Working together, community and academic linguists are organizing, cataloguing and repurposing materials that have been inaccessible for decades. (session 3.3.4) http://hdl.handle.net/10125/44834 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Bridging Language Documentation to Language Revitalization; Sugt'stun from Dr. Leer Text oai:scholarspace.manoa.hawaii.edu:10125/44857 2019-06-25 col_10125_62932 44857.mp3 Hull, Kerry, Fergus, Rob; 2019-02-28; As part of a long-term project, we here report on our efforts to use technology in the documentation of rapidly disappearing bird names and ethnographic data among all Mayan language groups of Mesoamerica. We focus on effective uses of technologies that can also benefit local indigenous communities. (session 3.7.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44857. Hull, Kerry Fergus, Rob 2019-03-03 As part of a long-term project, we here report on our efforts to use technology in the documentation of rapidly disappearing bird names and ethnographic data among all Mayan language groups of Mesoamerica. We focus on effective uses of technologies that can also benefit local indigenous communities. (session 3.7.4) http://hdl.handle.net/10125/44857 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Data in Flight: The Use of Technology in the Urgent Documentation of Bird Data in Mayan Languages Text oai:scholarspace.manoa.hawaii.edu:10125/44804 2019-06-25 col_10125_62932 44804.mp3 Larsson, Jens, Burenhult, Niclas, Kruspe, Nicole; 2019-02-28; We report the first study aimed at integrating geospatial data in ELAN. By synchronizing the audiovisual stream with geospatial data on a shared timeline in the annotation tool, we generate an environment in which annotations of audiovisually observed behavior can be linked, explored and documented in relation to geographical coordinates. (session 2.4.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44804. Larsson, Jens Burenhult, Niclas Kruspe, Nicole 2019-03-03 We report the first study aimed at integrating geospatial data in ELAN. By synchronizing the audiovisual stream with geospatial data on a shared timeline in the annotation tool, we generate an environment in which annotations of audiovisually observed behavior can be linked, explored and documented in relation to geographical coordinates. (session 2.4.2) http://hdl.handle.net/10125/44804 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Integrating audiovisual and geospatial documentation: a pilot in ELAN Text oai:scholarspace.manoa.hawaii.edu:10125/44874 2019-06-25 col_10125_62932 44874.mp3 Cerqueglini, Letizia; 2019-02-28; I share this language preservation project with researchers and activists conducting community-based language preservation projects focused on lexicons. I am preparing an online historical dictionary atlas of traditional Palestinian Arabic spoken in the Muṯallaṯ region (Israel). Traditional Muṯallaṯ Arabic is spoken today only by community elders over age 60. (session 4.3.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44874. Cerqueglini, Letizia 2019-03-03 I share this language preservation project with researchers and activists conducting community-based language preservation projects focused on lexicons. I am preparing an online historical dictionary atlas of traditional Palestinian Arabic spoken in the Muṯallaṯ region (Israel). Traditional Muṯallaṯ Arabic is spoken today only by community elders over age 60. (session 4.3.5) http://hdl.handle.net/10125/44874 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Preserving Palestinian Arabic in Israel: The Historical Dictionary Atlas of Muṯallaṯ Arabic Text oai:scholarspace.manoa.hawaii.edu:10125/44823 2025-12-24 col_10125_62932 44823.mp3 44823.pdf Eberhard, Dave, Mangulamas, Manap; 2019-02-28; Our paper studies the use of the Maguindanaon language in texting. This community in Mindanao Philippines is highly multilingual. Our research investigates the language choices of multilingual Maguindanoans when they text with each other. Findings show that the familial bond is the strongest factor conditioning the use of Maguindanoan texting. (session 3.1.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44823. Eberhard, Dave Mangulamas, Manap 2019-03-03 Our paper studies the use of the Maguindanaon language in texting. This community in Mindanao Philippines is highly multilingual. Our research investigates the language choices of multilingual Maguindanoans when they text with each other. Findings show that the familial bond is the strongest factor conditioning the use of Maguindanoan texting. (session 3.1.4) http://hdl.handle.net/10125/44823 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Who texts what to whom and when? The use of the Maguindanaon language in texting Text oai:scholarspace.manoa.hawaii.edu:10125/44825 2019-06-25 col_10125_62932 44825.mp3 Cushman, Ellen; 2019-02-28; Presenter describes the Digital Archive for American Indian Languages Preservation and Perseverance (DAILP) project to suggest a model for understanding language perseverance as interconnected to and mutually supportive of language preservation efforts. Central to this model is the conception of language and literacy sponsorship to foster ongoing language practices. (session 3.1.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44825. Cushman, Ellen 2019-03-03 Presenter describes the Digital Archive for American Indian Languages Preservation and Perseverance (DAILP) project to suggest a model for understanding language perseverance as interconnected to and mutually supportive of language preservation efforts. Central to this model is the conception of language and literacy sponsorship to foster ongoing language practices. (session 3.1.6) http://hdl.handle.net/10125/44825 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Cherokee Language Perseverance: A Literacy Studies Approach to Language Preservation Text oai:scholarspace.manoa.hawaii.edu:10125/44878 2019-06-25 col_10125_62932 44878.mp3 Harrigan, Atticus, Lachler, Jordan, Arppe, Antti; 2019-02-28; This presentation discusses issues that arise when pluricentric languages, those with multiple standards, are engaged with on a technological level. Using finite state transducers, we show how technology can not only acknowledge multiple language standards, but actually bolster their use by making it easy for users to switch between them. (session 4.4.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44878. Harrigan, Atticus Lachler, Jordan Arppe, Antti 2019-03-03 This presentation discusses issues that arise when pluricentric languages, those with multiple standards, are engaged with on a technological level. Using finite state transducers, we show how technology can not only acknowledge multiple language standards, but actually bolster their use by making it easy for users to switch between them. (session 4.4.3) http://hdl.handle.net/10125/44878 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Subverting the Ideology of Standardization with Language Technology Text oai:scholarspace.manoa.hawaii.edu:10125/44797 2019-06-25 col_10125_62932 44797.mp3 Souter, Heather; 2019-02-28; This paper documents the development and implementation of video-based Michif language video resources created using only a smart phone. Adult learners of (Southern) Michif were provided with this minimalist grammar input during the initial stages of a Master (Mentor)-Apprentice Program and encouraged to create their own recordings to share. (session 2.2.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44797. Souter, Heather 2019-03-03 This paper documents the development and implementation of video-based Michif language video resources created using only a smart phone. Adult learners of (Southern) Michif were provided with this minimalist grammar input during the initial stages of a Master (Mentor)-Apprentice Program and encouraged to create their own recordings to share. (session 2.2.6) http://hdl.handle.net/10125/44797 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Michif Minimalist Grammar Video Resources and Community-based Language Documentation Text oai:scholarspace.manoa.hawaii.edu:10125/44818 2024-08-20 col_10125_62932 44818.mp3 44818.pdf Forkel, Robert; 2019-02-28; The parallels between software development and management and data curation provide for a lot of potential re-use of tools and practices. This presentation explores this potential with a focus on unexpected opportunities like using a software package manager as client software to access language data in archives. (session 2.6.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44818. Forkel, Robert 2019-03-03 The parallels between software development and management and data curation provide for a lot of potential re-use of tools and practices. This presentation explores this potential with a focus on unexpected opportunities like using a software package manager as client software to access language data in archives. (session 2.6.5) http://hdl.handle.net/10125/44818 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A problem shared is a problem solved! - managing data the open source way Text oai:scholarspace.manoa.hawaii.edu:10125/44858 2019-06-25 col_10125_62932 44858.mp3 Grant, Laura; 2019-02-28; Kawaiisu is an under-documented Uto-Aztecan language of California. Two first-language speakers remain. Community researchers have implemented a three-pronged strategy that combines videotaping fluent conversations, doing linguistic analysis of these recordings using ELAN software, and participating in immersion-style conversations. New research explores the resulting competencies in adults’ learner language. (session 3.7.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44858. Grant, Laura 2019-03-03 Kawaiisu is an under-documented Uto-Aztecan language of California. Two first-language speakers remain. Community researchers have implemented a three-pronged strategy that combines videotaping fluent conversations, doing linguistic analysis of these recordings using ELAN software, and participating in immersion-style conversations. New research explores the resulting competencies in adults’ learner language. (session 3.7.5) http://hdl.handle.net/10125/44858 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Transcribing and Immersion Practices Combine to Advance Conversational Proficiency Text oai:scholarspace.manoa.hawaii.edu:10125/44870 2019-06-25 col_10125_62932 44870.mp3 Nichols, John, Harrington, Bradley, Gonzalez, Chato; 2019-02-28; Bilingual dictionaries, useful tools in Ojibwe second language education, are not appropriate for immersion programs, where the autonomy of Ojibwe is central. They frame and define the indigenous language in a colonial language. Drawing on monolingual definitions created orally by Elders, we examine the prospects for an Ojibwe-only dictionary. (session 4.2.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44870. Nichols, John Harrington, Bradley Gonzalez, Chato 2019-03-03 Bilingual dictionaries, useful tools in Ojibwe second language education, are not appropriate for immersion programs, where the autonomy of Ojibwe is central. They frame and define the indigenous language in a colonial language. Drawing on monolingual definitions created orally by Elders, we examine the prospects for an Ojibwe-only dictionary. (session 4.2.6) http://hdl.handle.net/10125/44870 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ojibwe-only Dictionaries for Ojibwe Immersion Education Text oai:scholarspace.manoa.hawaii.edu:10125/44830 2024-08-20 col_10125_62932 44830.mp3 44830.pdf Wood, Megan, Forshaw, William, Bunduck, Deminhimpuk Francella; 2019-02-28; This paper documents the development and implementation of a Murrinhpatha levelled reader series at OLSH Thamarrurr Catholic College at Wadeye in Australia’s Northern Territory. We present the collaborative processes of producing and implementing the reader series between linguists, book designers, teachers, assistant teachers, school leadership and the students themselves. (session 3.2.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44830. Wood, Megan Forshaw, William Bunduck, Deminhimpuk Francella 2019-03-03 This paper documents the development and implementation of a Murrinhpatha levelled reader series at OLSH Thamarrurr Catholic College at Wadeye in Australia’s Northern Territory. We present the collaborative processes of producing and implementing the reader series between linguists, book designers, teachers, assistant teachers, school leadership and the students themselves. (session 3.2.6) http://hdl.handle.net/10125/44830 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The development and implementation of Murrinhpatha levelled reading at OLSH Thamarrurr Catholic College Text oai:scholarspace.manoa.hawaii.edu:10125/44767 2024-08-21 col_10125_62932 44767.mp3 44767.pdf Sande, Hannah, Oakley, Madeleine; 2019-02-28; We advocate for inclusion of phonetic production and perception experiments in language documentation projects, and we propose concrete solutions to challenges associated with running phonetic experiments in fieldwork situations. Specifically, we discuss the use of computers and other technological devices in phonetic data collection in communities lacking access to new technologies. (session 1.2.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44767. Sande, Hannah Oakley, Madeleine 2019-03-03 We advocate for inclusion of phonetic production and perception experiments in language documentation projects, and we propose concrete solutions to challenges associated with running phonetic experiments in fieldwork situations. Specifically, we discuss the use of computers and other technological devices in phonetic data collection in communities lacking access to new technologies. (session 1.2.6) http://hdl.handle.net/10125/44767 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Learning from experiment experience: How to run phonetic experiments in the field Text oai:scholarspace.manoa.hawaii.edu:10125/44815 2019-06-25 col_10125_62932 44815.mp3 Schrieber, Nathan; 2019-02-28; This presentation reports findings of my school- and community-based research project at Yarrabah (a small community in Queensland, Australia) where we have begun to revitalise our heritage language, Gunggay. It compares the effectiveness of teaching ‘on Country’ with ‘in classroom’ for acquisition of vocabulary items and language structures by students in two high school classes. (session 2.6.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44815. Schrieber, Nathan 2019-03-03 This presentation reports findings of my school- and community-based research project at Yarrabah (a small community in Queensland, Australia) where we have begun to revitalise our heritage language, Gunggay. It compares the effectiveness of teaching ‘on Country’ with ‘in classroom’ for acquisition of vocabulary items and language structures by students in two high school classes. (session 2.6.2) http://hdl.handle.net/10125/44815 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported My Country is My Classroom Text oai:scholarspace.manoa.hawaii.edu:10125/44827 2019-06-25 col_10125_62932 44827.mp3 Bell, Lucy, Rea, Amelia; 2019-02-28; An elder, a mother and her teenaged daughter worked together to revitalize their endangered language isolate, creating a Haida language app of over 3000 phrases. Learn about the healing impact the project had on them and intergenerational language community it created. (session 3.2.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44827. Bell, Lucy Rea, Amelia 2019-03-03 An elder, a mother and her teenaged daughter worked together to revitalize their endangered language isolate, creating a Haida language app of over 3000 phrases. Learn about the healing impact the project had on them and intergenerational language community it created. (session 3.2.2) http://hdl.handle.net/10125/44827 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Iitl aa Xaad Kil tla’aandaang - The Haida language is taking care of us Text oai:scholarspace.manoa.hawaii.edu:10125/44774 2019-06-25 col_10125_62932 44774.mp3 Czaykowska-Higgins, Ewa, Holmes, Martin, Kell, Sarah; 2019-02-28; Recent decades have seen an increase in digital projects, including dictionaries, for language documentation and reclamation. A challenge for digital language projects is how to end and preserve them for years of use. We address this challenge by reporting on solutions for ending and preserving the Nxaʔamxčín Salish digital dictionary. (session 1.4.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44774. Czaykowska-Higgins, Ewa Holmes, Martin Kell, Sarah 2019-03-03 Recent decades have seen an increase in digital projects, including dictionaries, for language documentation and reclamation. A challenge for digital language projects is how to end and preserve them for years of use. We address this challenge by reporting on solutions for ending and preserving the Nxaʔamxčín Salish digital dictionary. (session 1.4.1) http://hdl.handle.net/10125/44774 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Planning to Stop Before You Start: Ending a Digital Dictionary Project Text oai:scholarspace.manoa.hawaii.edu:10125/44790 2024-08-21 col_10125_62932 44790.mp3 44790.pdf Bliss, Heather, Breaker, Noreen, Ritter, Elizabeth; 2019-02-28; We report on the ongoing development of an online database of Siksika Blackfoot oral stories, and the ways in which we are engaging community members of various ages and linguistic abilities in language revitalization through database creation. (session 2.1.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44790. Bliss, Heather Breaker, Noreen Ritter, Elizabeth 2019-03-03 We report on the ongoing development of an online database of Siksika Blackfoot oral stories, and the ways in which we are engaging community members of various ages and linguistic abilities in language revitalization through database creation. (session 2.1.5) http://hdl.handle.net/10125/44790 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A’tsotsspommootsiiyo’p Niitsitapi’powahsin Text oai:scholarspace.manoa.hawaii.edu:10125/44867 2019-06-25 col_10125_62932 44867.mp3 Lacho, David Dennison, Leon, Aaron; 2019-02-28; We describe the experience of developing Tuwitames, an Augmented Reality (AR) app in Splatsin First Nation’s dialect of Secwepemctsín. We discuss ways in which the app was built with the Splatsin community by outlining community members’ contributions to the app. The app has inspired community members to learn Secwepemctsín. (session 4.2.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44867. Lacho, David Dennison Leon, Aaron 2019-03-03 We describe the experience of developing Tuwitames, an Augmented Reality (AR) app in Splatsin First Nation’s dialect of Secwepemctsín. We discuss ways in which the app was built with the Splatsin community by outlining community members’ contributions to the app. The app has inspired community members to learn Secwepemctsín. (session 4.2.3) http://hdl.handle.net/10125/44867 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Xwexwáytet Re Alálkstes T'n Knucwatwácwes (We Are Working Together to Help Each Other): The Splatsin Community Build an Augmented Reality Storytelling App in Secwepemctsín Text oai:scholarspace.manoa.hawaii.edu:10125/44800 2019-06-25 col_10125_62932 44800.mp3 Longenecker, Ken, Lacho, David, Wagner, John, Schreyer, Christine; 2019-02-28; This presentation discusses the success and challenges of using technology for a language documentation project in remote Kala-speaking villages of Papua New Guinea. We discuss unforeseen issues that arose from using technology with older knowledge experts and we propose solutions to using technology in tropical climates. (session 2.3.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44800. Longenecker, Ken Lacho, David Wagner, John Schreyer, Christine 2019-03-03 This presentation discusses the success and challenges of using technology for a language documentation project in remote Kala-speaking villages of Papua New Guinea. We discuss unforeseen issues that arose from using technology with older knowledge experts and we propose solutions to using technology in tropical climates. (session 2.3.4) http://hdl.handle.net/10125/44800 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Evaluating success and challenges of using technology in remote villages to document the Kala language in Papua New Guinea Text oai:scholarspace.manoa.hawaii.edu:10125/44777 2019-06-25 col_10125_62932 44777.mp3 Grimm, Nadine; 2019-02-28; Variation in language documentation corpora is pervasive, but usually little reflected in annotations or scholarly writing. In this talk, I illustrate different levels of variation—phonetic, lexical, and conceptual—in my corpus of Gyeli, and endangered Bantu language of Cameroon. I further suggest how to code different types of variation in ELAN. (session 1.4.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44777. Grimm, Nadine 2019-03-03 Variation in language documentation corpora is pervasive, but usually little reflected in annotations or scholarly writing. In this talk, I illustrate different levels of variation—phonetic, lexical, and conceptual—in my corpus of Gyeli, and endangered Bantu language of Cameroon. I further suggest how to code different types of variation in ELAN. (session 1.4.4) http://hdl.handle.net/10125/44777 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Capturing variation in a language documentation corpus Text oai:scholarspace.manoa.hawaii.edu:10125/44883 2024-08-22 col_10125_62932 44883.pdf Keegan, Te Taka; 2019-02-28; A number of technologies have been used in the promotion and propagation of te reo Māori in Aotearoa New Zealand. For over 50 years Māori have looked to technology to support te reo Māori, this was even before the age of the Internet! Different strategies and different technologies have been implemented by different groups of people. Some have been successful, some not so. This talk will examine a number of these systems that have been important in shaping the directions and current thinking of Māori language technologists. The discussion will include some early pioneering systems, the importance of keyboards and dictionaries, databases of material with Māori language content, translated/localised interfaces, the support of large international computer companies, the online learning of te reo Māori, the impact of social media and catering for Generation Z. A brief explanation will be given of te reo Māori's current status in technology, what we'd like to see in the future and how we intend to get there.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44883. Keegan, Te Taka 2019-03-03 A number of technologies have been used in the promotion and propagation of te reo Māori in Aotearoa New Zealand. For over 50 years Māori have looked to technology to support te reo Māori, this was even before the age of the Internet! Different strategies and different technologies have been implemented by different groups of people. Some have been successful, some not so. This talk will examine a number of these systems that have been important in shaping the directions and current thinking of Māori language technologists. The discussion will include some early pioneering systems, the importance of keyboards and dictionaries, databases of material with Māori language content, translated/localised interfaces, the support of large international computer companies, the online learning of te reo Māori, the impact of social media and catering for Generation Z. A brief explanation will be given of te reo Māori's current status in technology, what we'd like to see in the future and how we intend to get there. http://hdl.handle.net/10125/44883 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Language Normalisation through Technology: Te Reo Māori Example Text oai:scholarspace.manoa.hawaii.edu:10125/44865 2019-06-25 col_10125_62932 Schuelke, Peter, Tuke, Frank; 2019-02-28; Vivinei Malivi is a genre of speech which Western trained linguists are not likely to be looking for and the sort of valuable cultural practice which can only be documented through careful collaboration with the community. The ongoing Vivinei Malivi documentation project not only acts to preserve and conserve a unique cultural artform, it also stands as a model for documentation practices in collaborative community driven efforts. (session 4.1.7); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44865. Schuelke, Peter Tuke, Frank 2019-03-03 Vivinei Malivi is a genre of speech which Western trained linguists are not likely to be looking for and the sort of valuable cultural practice which can only be documented through careful collaboration with the community. The ongoing Vivinei Malivi documentation project not only acts to preserve and conserve a unique cultural artform, it also stands as a model for documentation practices in collaborative community driven efforts. (session 4.1.7) http://hdl.handle.net/10125/44865 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Vivinei Malivi: Community initiated documentation of a Roviana performance genre Text oai:scholarspace.manoa.hawaii.edu:10125/44862 2019-06-25 col_10125_62932 44862.mp3 Rarrick, Samantha; 2019-02-28; Sinasina Sign Language (SSSL) is a sign language indigenous to Chimbu province. SSSL signers have been recruited and trained in technological skills in the ongoing documentation of this language. We address setbacks and successes in such and argue that there is significant need for further sign language documentation in PNG. (session 4.1.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44862. Rarrick, Samantha 2019-03-03 Sinasina Sign Language (SSSL) is a sign language indigenous to Chimbu province. SSSL signers have been recruited and trained in technological skills in the ongoing documentation of this language. We address setbacks and successes in such and argue that there is significant need for further sign language documentation in PNG. (session 4.1.4) http://hdl.handle.net/10125/44862 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Training Signers to Document Sinasina Sign Language (Papua New Guinea) Text oai:scholarspace.manoa.hawaii.edu:10125/44848 2024-08-23 col_10125_62932 44848.mp3 44848.pdf Kawaiʻaeʻa, Keiki, Kimura, Larry, Berez-Kroeker, Andrea, Stauffer, Bob, Yarbrough, Danielle, Trapp, Kaliko; 2019-02-28; We present Kaniʻāina, the first online repository of spoken L1 ʻŌlelo Hawaiʻi. Kani‘āina will allow interactive access to recordings and transcripts through Ulukau, a bilingual digital library interface that is arguably the most-accessed site for Hawaiian language materials. Kaniʻāina will also implement a procedure for crowdsourced transcription of recordings. (session 3.6.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44848. Kawaiʻaeʻa, Keiki Kimura, Larry Berez-Kroeker, Andrea Stauffer, Bob Yarbrough, Danielle Trapp, Kaliko 2019-03-03 We present Kaniʻāina, the first online repository of spoken L1 ʻŌlelo Hawaiʻi. Kani‘āina will allow interactive access to recordings and transcripts through Ulukau, a bilingual digital library interface that is arguably the most-accessed site for Hawaiian language materials. Kaniʻāina will also implement a procedure for crowdsourced transcription of recordings. (session 3.6.1) http://hdl.handle.net/10125/44848 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Presenting Kaniʻāina, the Spoken Hawaiian Language Repository Text oai:scholarspace.manoa.hawaii.edu:10125/44892 2024-08-24 col_10125_62932 44892.pdf Hauk,Bryn, Rentz,Bradley; 2019-03-03; POSTER; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44892. Hauk,Bryn Rentz,Bradley 2019-03-03 POSTER http://hdl.handle.net/10125/44892 Tsova-Tush language attitudes and use Text oai:scholarspace.manoa.hawaii.edu:10125/44856 2019-06-25 col_10125_62932 44856.mp3 Ingram, Rebekah; 2019-02-28; This paper demonstrates the value of Indigenous place names and advocates for their preservation in the field of documentary linguistics through mapping technologies which can facilitate spatial analysis of linguistic information, as well as preserve linguistic, spatial and cultural through collaborative mapping with Indigenous communities. (session 3.7.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44856. Ingram, Rebekah 2019-03-03 This paper demonstrates the value of Indigenous place names and advocates for their preservation in the field of documentary linguistics through mapping technologies which can facilitate spatial analysis of linguistic information, as well as preserve linguistic, spatial and cultural through collaborative mapping with Indigenous communities. (session 3.7.3) http://hdl.handle.net/10125/44856 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting and Analyzing Indigenous Place Names through Cartography Text oai:scholarspace.manoa.hawaii.edu:10125/44891 2024-08-25 col_10125_62932 44891.pdf Sammons,Olivia, Thompson,Katheryn; 2019-03-03; POSTER; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44891. Sammons,Olivia Thompson,Katheryn 2019-03-03 POSTER http://hdl.handle.net/10125/44891 Developing documentary resources in contexts of critical endangerment Text oai:scholarspace.manoa.hawaii.edu:10125/44770 2019-06-25 col_10125_62932 44770.mp3 Amith, Jonathan; 2019-02-28; Challenges and possibilities of multimedia data portals focused on comparative documentation and analysis of Indigenous ethnobiological knowledge: nomenclature, classification, and use of local flora and fauna will be presented. The replicable portals pioneer innovative technology to support grass-roots documentation of traditional ecological knowledge and facilitate data discovery and annotation. (session 1.3.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44770. Amith, Jonathan 2019-03-03 Challenges and possibilities of multimedia data portals focused on comparative documentation and analysis of Indigenous ethnobiological knowledge: nomenclature, classification, and use of local flora and fauna will be presented. The replicable portals pioneer innovative technology to support grass-roots documentation of traditional ecological knowledge and facilitate data discovery and annotation. (session 1.3.3) http://hdl.handle.net/10125/44770 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported DEMCA (Documenting the Ethnobiology of Mexico and Central America): A Data Portal for Collaborative Work on Traditional Ecological Knowledge Text oai:scholarspace.manoa.hawaii.edu:10125/44802 2019-06-25 col_10125_62932 44802.mp3 Ullah, Inam; 2019-02-28; This paper presents an account of community-owned initiatives of Torwali people of northern Pakistan when some of its members started to explore their oral language by making considerable achievements over the past few decades that lead them towards the standardization, documentation, promotion and eventually revitalization of their mother-tongue. (session 2.3.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44802. Ullah, Inam 2019-03-03 This paper presents an account of community-owned initiatives of Torwali people of northern Pakistan when some of its members started to explore their oral language by making considerable achievements over the past few decades that lead them towards the standardization, documentation, promotion and eventually revitalization of their mother-tongue. (session 2.3.6) http://hdl.handle.net/10125/44802 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Community-owned Initiatives for Language Revitalization: The case of Torwali Text oai:scholarspace.manoa.hawaii.edu:10125/44769 2024-08-26 col_10125_62932 44769.mp3 44769.pdf Hildebrandt, Kristine, Burge-Beckley, Tanner, Sebok, Jacob; 2019-02-28; We describe a unique, and multi-participant-involved, documentation endeavor, involving collection of multiple instances of survivor narratives from speakers across myriad ethnolinguistic communities following a catastrophic earthquake. We provide a comparison of two archives and a web exhibit from this documentation, including their distinct but complementary functions. (session 1.3.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44769. Hildebrandt, Kristine Burge-Beckley, Tanner Sebok, Jacob 2019-03-03 We describe a unique, and multi-participant-involved, documentation endeavor, involving collection of multiple instances of survivor narratives from speakers across myriad ethnolinguistic communities following a catastrophic earthquake. We provide a comparison of two archives and a web exhibit from this documentation, including their distinct but complementary functions. (session 1.3.2) http://hdl.handle.net/10125/44769 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Multilayered Collaboration After a Natural Disaster: Documentation & Archival Construction in the Aftermath of the 2015 Nepal Earthquakes Text oai:scholarspace.manoa.hawaii.edu:10125/44787 2024-08-26 col_10125_62932 44787.mp3 44787.pdf Belew, Anna, Mbipite, Sammy; 2019-02-28; Iyasa Éboo (Iyasa Forward!) is a youth-led project to train young Iyasa speakers in methods & technologies for language documentation, strengthen their language skills, and teach literacy in the new Iyasa writing system; they are now using these skills to produce an Iyasa-language magazine to encourage language maintenance. (session 2.1.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44787. Belew, Anna Mbipite, Sammy 2019-03-03 Iyasa Éboo (Iyasa Forward!) is a youth-led project to train young Iyasa speakers in methods & technologies for language documentation, strengthen their language skills, and teach literacy in the new Iyasa writing system; they are now using these skills to produce an Iyasa-language magazine to encourage language maintenance. (session 2.1.2) http://hdl.handle.net/10125/44787 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Iyasa Éboó: A Youth-Driven Model for Language Documentation and Revitalization Text oai:scholarspace.manoa.hawaii.edu:10125/44817 2019-06-25 col_10125_62932 44817.mp3 Celik, Kenan, Kibe, Nobuko; 2019-02-28; In order to raise awareness of linguistic diversity in Japan, we have built an open access web application that revolves around high quality sound files. It comprises a basic vocabulary database of languages spoken in Japan that is linked to pronunciation sound files, and a collection of audio oral texts. (session 2.6.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44817. Celik, Kenan Kibe, Nobuko 2019-03-03 In order to raise awareness of linguistic diversity in Japan, we have built an open access web application that revolves around high quality sound files. It comprises a basic vocabulary database of languages spoken in Japan that is linked to pronunciation sound files, and a collection of audio oral texts. (session 2.6.4) http://hdl.handle.net/10125/44817 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Raising language diversity awareness in Japan through web-based open access application Text oai:scholarspace.manoa.hawaii.edu:10125/44850 2024-08-27 col_10125_62932 44850.mp3 44850.pdf Hermes, Mary, Engman, Melissa, Roach, Kevin; 2019-02-28; This project documents Elders and youth taking forest walks, using Ojibwe only. Participants wear point of view (POV) cameras, and record data detailing their interaction to each other and the land. This multimodal record is then analyzed using an interactional analysis (Duranti and Goodwin,1992)to understand the moment by moment production of meaning about the natural world and the connection of land and language. (session 3.6.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44850. Hermes, Mary Engman, Melissa Roach, Kevin 2019-03-03 This project documents Elders and youth taking forest walks, using Ojibwe only. Participants wear point of view (POV) cameras, and record data detailing their interaction to each other and the land. This multimodal record is then analyzed using an interactional analysis (Duranti and Goodwin,1992)to understand the moment by moment production of meaning about the natural world and the connection of land and language. (session 3.6.3) http://hdl.handle.net/10125/44850 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Walking the Land: Documenting intergenerational, conversational Ojibwemowin in the Forest Text oai:scholarspace.manoa.hawaii.edu:10125/44820 2024-08-28 col_10125_62932 44820.mp3 44820.pdf López, Román Vidal, Ramírez, Monica de Jesús, Clemens, Lauren, Rodríguez, Jamilläh, Stoop, Michael, Broadwell, George Aaron; 2019-02-28; We describe our collaboration between linguists and Triquis sin Fronteras, an organization for Copala Triquis living in diaspora. The collaboration centers on the creation of a dictionary project to provide lexical resources in a format useful to speakers who want to become literate in their language. (session 3.1.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44820. López, Román Vidal Ramírez, Monica de Jesús Clemens, Lauren Rodríguez, Jamilläh Stoop, Michael Broadwell, George Aaron 2019-03-03 We describe our collaboration between linguists and Triquis sin Fronteras, an organization for Copala Triquis living in diaspora. The collaboration centers on the creation of a dictionary project to provide lexical resources in a format useful to speakers who want to become literate in their language. (session 3.1.1) http://hdl.handle.net/10125/44820 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Dictionary as entry to literacy and language documentation: A Copala Triqui case study Text oai:scholarspace.manoa.hawaii.edu:10125/44896 2024-08-28 col_10125_62932 44896.pdf Zhao,Qinglian, Yang,Cathryn, Yang,Shizhou, He,Zhili; 2019-03-03; POSTER; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44896. Zhao,Qinglian Yang,Cathryn Yang,Shizhou He,Zhili 2019-03-03 POSTER http://hdl.handle.net/10125/44896 Insider perspectives on indigenous social media and the language/culture maintenance: A case study of WeChat use among the Naxi of China Text oai:scholarspace.manoa.hawaii.edu:10125/44814 2024-08-29 col_10125_62932 44814.mp3 44814.pdf Carson, Erica, Jr., Rimdzius, Ethan, Dailey, Brady, Sbordone, James, O'Connor, Catherine; 2019-02-28; Original recordings are key for revitalization efforts in dormant language contexts. But text scarcity requires careful leveraging. Moreover, different learners have different needs. We present an online model of graduated versions of 2 recorded traditional texts, each suited for a different learning goal and audience. (session 2.5.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44814. Carson, Erica, Jr. Rimdzius, Ethan Dailey, Brady Sbordone, James O'Connor, Catherine 2019-03-03 Original recordings are key for revitalization efforts in dormant language contexts. But text scarcity requires careful leveraging. Moreover, different learners have different needs. We present an online model of graduated versions of 2 recorded traditional texts, each suited for a different learning goal and audience. (session 2.5.6) http://hdl.handle.net/10125/44814 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Bear Woman Told Four Times: Leveraging Scarce Resources for Learning Text oai:scholarspace.manoa.hawaii.edu:10125/44826 2024-08-30 col_10125_62932 44826.mp3 44826.pdf Ventayol-Boada, Albert, Martínez, Carmen Hernández, Barrios, John Cano, Campbell, Eric W.; 2019-02-28; In this paper we share a methodology for developing of digital language learning materials for San Martín Duraznos Mixtec (Otomanguean) through gamification. We design recreational learning activities taking a community-based approach and relying on open-access resources that are accessible and require little technical expertise or funding. (session 3.2.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44826. Ventayol-Boada, Albert Martínez, Carmen Hernández Barrios, John Cano Campbell, Eric W. 2019-03-03 In this paper we share a methodology for developing of digital language learning materials for San Martín Duraznos Mixtec (Otomanguean) through gamification. We design recreational learning activities taking a community-based approach and relying on open-access resources that are accessible and require little technical expertise or funding. (session 3.2.1) http://hdl.handle.net/10125/44826 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Developing teaching resources for San Martin Duraznos Mixtec through gamification Text oai:scholarspace.manoa.hawaii.edu:10125/44766 2019-06-25 col_10125_62932 44766.mp3 Taherkhani, Neda; 2019-02-28; This paper focuses on dilemmas in documenting Tati, categorized by UNESCO as a definitely language of Iran. These dilemmas target my roles and contributions in serving the community needs, the ethical considerations about the community, and my role in changing the attitudes of the community members towards their language. (session 1.2.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44766. Taherkhani, Neda 2019-03-03 This paper focuses on dilemmas in documenting Tati, categorized by UNESCO as a definitely language of Iran. These dilemmas target my roles and contributions in serving the community needs, the ethical considerations about the community, and my role in changing the attitudes of the community members towards their language. (session 1.2.5) http://hdl.handle.net/10125/44766 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Dilemmas in Documenting Tati as a Minority and “Definitely” Endangered Language of Iran Text oai:scholarspace.manoa.hawaii.edu:10125/44886 2019-06-25 col_10125_62932 44886.mp3 Coto-Solano, Rolando, Nicholas, Sally Akevai (Ake), Wray, Samantha, Peterson, Tyler; 2019-02-28; Artificial Intelligence can do a lot to help us document and study minority and endangered languages! In this workshop, we will survey the methods available and will provide an interactive demo of forced speech alignment as a way to quickly study the phonetics of an undescribed language. We will introduce software such as FAVE-align, Praat and R to quickly extract phonetic information about your language and describe its vowels.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44886. Coto-Solano, Rolando Nicholas, Sally Akevai (Ake) Wray, Samantha Peterson, Tyler 2019-03-03 Artificial Intelligence can do a lot to help us document and study minority and endangered languages! In this workshop, we will survey the methods available and will provide an interactive demo of forced speech alignment as a way to quickly study the phonetics of an undescribed language. We will introduce software such as FAVE-align, Praat and R to quickly extract phonetic information about your language and describe its vowels. http://hdl.handle.net/10125/44886 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Accelerating the analysis of your audio recordings with Untrained Forced Speech Alignment Text oai:scholarspace.manoa.hawaii.edu:10125/44828 2024-08-31 col_10125_62932 44828.mp3 44828.pdf Lyall, Andrea, Rosenblum, Daisy, Turin, Mark; 2019-02-28; This paper outlines a community-led language documentation and revitalization research project and the cross-disciplinary approach that was used to develop an audio-visual and on-line dictionary of plant names and terminology in the Kwak̓wala language. The paper concludes with structured reflections on how to proceed in community-led, technology-rich collaborative research projects. (session 3.2.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44828. Lyall, Andrea Rosenblum, Daisy Turin, Mark 2019-03-03 This paper outlines a community-led language documentation and revitalization research project and the cross-disciplinary approach that was used to develop an audio-visual and on-line dictionary of plant names and terminology in the Kwak̓wala language. The paper concludes with structured reflections on how to proceed in community-led, technology-rich collaborative research projects. (session 3.2.3) http://hdl.handle.net/10125/44828 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Linking Land with Language: Documenting and Reclaiming Kwaḱwala Plant Names on Canada's West Coast Text oai:scholarspace.manoa.hawaii.edu:10125/44793 2019-06-25 col_10125_62932 44793.mp3 Nicholas, Sally Akevai, Coto-Solano, Rolando; 2019-02-28; We describe a style of language revitalisation activity aimed at encouraging youth participation that uses technology, popular culture and the myriad of matters of modern life. Various technical, pedagogical, cultural and ethical considerations are addressed, as well as some outcomes from language revitalisation communities in the Americas and Polynesia. (session 2.2.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44793. Nicholas, Sally Akevai Coto-Solano, Rolando 2019-03-03 We describe a style of language revitalisation activity aimed at encouraging youth participation that uses technology, popular culture and the myriad of matters of modern life. Various technical, pedagogical, cultural and ethical considerations are addressed, as well as some outcomes from language revitalisation communities in the Americas and Polynesia. (session 2.2.2) http://hdl.handle.net/10125/44793 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Bringing the language to the learners: Engaging young people in language revitalisation using technology, popular culture, digital story telling and their myriad of extant competencies Text oai:scholarspace.manoa.hawaii.edu:10125/44842 2019-06-25 col_10125_62932 44842.mp3 Corbett, Jon; 2019-02-28; This paper introduces the Indigenous Digital Media Toolkit (IDMT), a programming language, with a specialized user interface that uses the Cree language, syllabic writing system, Cree cultural practices and forms of Cree storytelling as programmatic inputs to produce digital representations (as digital artwork) of the story(ies) used for the input. (session 3.4.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44842. Corbett, Jon 2019-03-03 This paper introduces the Indigenous Digital Media Toolkit (IDMT), a programming language, with a specialized user interface that uses the Cree language, syllabic writing system, Cree cultural practices and forms of Cree storytelling as programmatic inputs to produce digital representations (as digital artwork) of the story(ies) used for the input. (session 3.4.6) http://hdl.handle.net/10125/44842 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Indigenous Storytelling: a Computer Programming Language Text oai:scholarspace.manoa.hawaii.edu:10125/44855 2019-06-25 col_10125_62932 44855.mp3 Donlay, Chris; 2019-02-28; The spread of internet access, even in remote areas, is erasing barriers in fieldwork that previously limited or even curtailed documentation projects. In this talk, the benefits and disadvantages of these methods are explored, drawing from the author’s experience as a US-based linguist with ongoing projects in China and Pakistan. (session 3.7.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44855. Donlay, Chris 2019-03-03 The spread of internet access, even in remote areas, is erasing barriers in fieldwork that previously limited or even curtailed documentation projects. In this talk, the benefits and disadvantages of these methods are explored, drawing from the author’s experience as a US-based linguist with ongoing projects in China and Pakistan. (session 3.7.2) http://hdl.handle.net/10125/44855 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Long-Distance Fieldwork Online: Case Studies in China and Pakistan Text oai:scholarspace.manoa.hawaii.edu:10125/44758 2024-09-01 col_10125_62932 44758.mp3 44758.pdf Franjieh, Michael; 2019-02-28; Creating archive deposits of language materials that are usable beyond descriptive linguistics remains a challenge. Using examples from the deposit ‘languages of northern Ambrym (Vanuatu)’, I show how language materials can be multi-layered and that the same language recording can be used by different researchers and for various community outputs. (session 1.1.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44758. Franjieh, Michael 2019-03-03 Creating archive deposits of language materials that are usable beyond descriptive linguistics remains a challenge. Using examples from the deposit ‘languages of northern Ambrym (Vanuatu)’, I show how language materials can be multi-layered and that the same language recording can be used by different researchers and for various community outputs. (session 1.1.3) http://hdl.handle.net/10125/44758 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Creating multi-purpose archive materials Text oai:scholarspace.manoa.hawaii.edu:10125/44860 2024-09-01 col_10125_62932 44860.pdf Garrett, Andrew, Ko, Edwin, Nee, Julia, O'Hagan, Zachary, Sprouse, Ronald; 2019-02-28; Archiving traditionally concludes a research project. The California Language Archive includes a digital repository with the structure and metadata of the CLA, but whose contents are private until otherwise specified. Depositors can thus curate, change, and view their collections throughout an ongoing project prior to final accessioning. (session 4.1.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44860. Garrett, Andrew Ko, Edwin Nee, Julia O'Hagan, Zachary Sprouse, Ronald 2019-03-03 Archiving traditionally concludes a research project. The California Language Archive includes a digital repository with the structure and metadata of the CLA, but whose contents are private until otherwise specified. Depositors can thus curate, change, and view their collections throughout an ongoing project prior to final accessioning. (session 4.1.1) http://hdl.handle.net/10125/44860 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported “Pre-archiving” with the California Language Archive: Incremental Archiving and Early Ongoing Curation Text oai:scholarspace.manoa.hawaii.edu:10125/44756 2024-09-01 col_10125_62932 44756.mp3 44756.pdf Pope, Annalee, Barker, Carolyn, Goodwin, Susan, Poetsch, Susan; 2019-02-28; This presentation showcases the development of a web-based knowledge bank of milestones in the strengthening of Indigenous languages in Australia 1970s–present. Content is presented as a graphic timeline, with links to documentary and audio-visual evidence of challenges faced and achievements made in the areas of policy, education, language centres and resources. (session 1.1.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44756. Pope, Annalee Barker, Carolyn Goodwin, Susan Poetsch, Susan 2019-03-03 This presentation showcases the development of a web-based knowledge bank of milestones in the strengthening of Indigenous languages in Australia 1970s–present. Content is presented as a graphic timeline, with links to documentary and audio-visual evidence of challenges faced and achievements made in the areas of policy, education, language centres and resources. (session 1.1.1) http://hdl.handle.net/10125/44756 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Walking the talk. Our languages journey Text oai:scholarspace.manoa.hawaii.edu:10125/44882 2019-06-25 col_10125_62932 Begay, Jalon, McDonough, Joyce; 2019-02-28; Extensive conjugational paradigms is viewed as incidental to much grammar writing and description. However, paradigms provide essential information about variation and its correlation to grammatical factors like morphosyntactic and semantic relationships, because paradigms document crucial organization patterns among words. We demonstrate an interactive multidimensional online atlas for extensive paradigms. (session 4.4.7); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44882. Begay, Jalon McDonough, Joyce 2019-03-03 Extensive conjugational paradigms is viewed as incidental to much grammar writing and description. However, paradigms provide essential information about variation and its correlation to grammatical factors like morphosyntactic and semantic relationships, because paradigms document crucial organization patterns among words. We demonstrate an interactive multidimensional online atlas for extensive paradigms. (session 4.4.7) http://hdl.handle.net/10125/44882 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Documenting paradigmatic relations in the Navajo verbal complex Text oai:scholarspace.manoa.hawaii.edu:10125/44836 2019-06-25 col_10125_62932 44836.mp3 Raye, Tina; 2019-02-28; This presentation offers an alternative view of Indigenous Australians engaging with literacy in our own languages, for our own purposes. I discuss the language and literacy potential through the creation and development of books where Indigenous people choose their content and the language(s) they are written in. (session 3.3.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44836. Raye, Tina 2019-03-03 This presentation offers an alternative view of Indigenous Australians engaging with literacy in our own languages, for our own purposes. I discuss the language and literacy potential through the creation and development of books where Indigenous people choose their content and the language(s) they are written in. (session 3.3.6) http://hdl.handle.net/10125/44836 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Indigenous Literacy - Our Voices, Our Aspirations Text oai:scholarspace.manoa.hawaii.edu:10125/44821 2024-09-02 col_10125_62932 44821.mp3 44821.pdf Nee, Julia; 2019-02-28; This project examines the development, implementation, and evaluation of a summer language revitalization camp for children in the Zapotec-speaking community of Teotitlán del Valle, Mexico in summer 2018. I analyze evaluation methods (socio-linguistic interviews and naturalistic day-long recordings) for course outcomes and describe effective aspects of the course. (session 3.1.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44821. Nee, Julia 2019-03-03 This project examines the development, implementation, and evaluation of a summer language revitalization camp for children in the Zapotec-speaking community of Teotitlán del Valle, Mexico in summer 2018. I analyze evaluation methods (socio-linguistic interviews and naturalistic day-long recordings) for course outcomes and describe effective aspects of the course. (session 3.1.2) http://hdl.handle.net/10125/44821 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Communication Based Instruction and Evaluation of Language Revitalization Text oai:scholarspace.manoa.hawaii.edu:10125/44884 2019-06-25 col_10125_62932 Sai-Dudoit, Kau‘i; 2019-02-28; ​Hawaiʻi was an independent country with a government, culture and language until openly coercive forces took control of Hawaiʻi at the close of the 19th century. The move from Hawaiian to English as the language of the islands population was one aspect of that more general network of implied consent and compliances. This language shift framed and enabled English discursive power in Hawaiʻi throughout the 20th century. Over 100 Hawaiian language newspapers propagated the Hawaiian landscape for 114 years from 1834-1948 with a fully literate populace yet at the turn of the 21st century only 95% of the population were literate in Hawaiian, the language of Hawaiʻi. This talk will explore the history of these islands and its effect on Hawaiian language and explain the technological efforts of the last 20 years to re-introduce, expose, educate and integrate the new generations with this important historical resource.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44884. Sai-Dudoit, Kau‘i 2019-03-03 ​Hawaiʻi was an independent country with a government, culture and language until openly coercive forces took control of Hawaiʻi at the close of the 19th century. The move from Hawaiian to English as the language of the islands population was one aspect of that more general network of implied consent and compliances. This language shift framed and enabled English discursive power in Hawaiʻi throughout the 20th century. Over 100 Hawaiian language newspapers propagated the Hawaiian landscape for 114 years from 1834-1948 with a fully literate populace yet at the turn of the 21st century only 95% of the population were literate in Hawaiian, the language of Hawaiʻi. This talk will explore the history of these islands and its effect on Hawaiian language and explain the technological efforts of the last 20 years to re-introduce, expose, educate and integrate the new generations with this important historical resource. http://hdl.handle.net/10125/44884 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Nānā I Ke Kumu: Look to the source Text oai:scholarspace.manoa.hawaii.edu:10125/44838 2024-09-03 col_10125_62932 44838.mp3 44838.pdf Simons, Gary, Thomas, Abbey; 2019-02-28; Introduces the Digital Language Support Scale which uses a web harvesting strategy to discover and categorize the level of digital support for every known language. It provides an automated, data-driven method that can be used to monitor the progress endangered languages make toward increased digital support. (session 3.4.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44838. Simons, Gary Thomas, Abbey 2019-03-03 Introduces the Digital Language Support Scale which uses a web harvesting strategy to discover and categorize the level of digital support for every known language. It provides an automated, data-driven method that can be used to monitor the progress endangered languages make toward increased digital support. (session 3.4.2) http://hdl.handle.net/10125/44838 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Assessing digital language support as a factor in language vitality Text oai:scholarspace.manoa.hawaii.edu:10125/44776 2019-06-25 col_10125_62932 44776.mp3 Labrada, Jorge Rosés, Spence, Justin; 2019-02-28; This paper outlines several specific ways in which historical linguistics can inform language revitalization and reclamation efforts. We suggest that the application of historical methods in these domains can be seen as a way of connecting communities: the speech communities of today with those of the past. (session 1.4.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44776. Labrada, Jorge Rosés Spence, Justin 2019-03-03 This paper outlines several specific ways in which historical linguistics can inform language revitalization and reclamation efforts. We suggest that the application of historical methods in these domains can be seen as a way of connecting communities: the speech communities of today with those of the past. (session 1.4.3) http://hdl.handle.net/10125/44776 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Historical Linguistics for Language Revitalization: Connecting Communities Past and Present Text oai:scholarspace.manoa.hawaii.edu:10125/44846 2019-06-25 col_10125_62932 44846.mp3 Wells, Kim Beebe; 2019-02-28; I report on doing weaving domain culture documentation and its effects of revitalizing Natqgu [ntu] language and culture. This suggests that similar results could be gained by doing deep culture documentation in areas of interest to both the researcher and the community—documenting specialized vocabulary in its context and culture. (session 3.5.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44846. Wells, Kim Beebe 2019-03-03 I report on doing weaving domain culture documentation and its effects of revitalizing Natqgu [ntu] language and culture. This suggests that similar results could be gained by doing deep culture documentation in areas of interest to both the researcher and the community—documenting specialized vocabulary in its context and culture. (session 3.5.4) http://hdl.handle.net/10125/44846 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Preserving language through documenting an endangered craft: A weaving case study in Natqgu [ntu], Solomon Islands Text oai:scholarspace.manoa.hawaii.edu:10125/44824 2019-06-25 col_10125_62932 44824.mp3 Wells, Riley, Chinn, Pauline; 2019-02-28; Archived Hawaiian newspaper articles may provide opportunities for transdisciplinary place-based learning. Whether investigated through the Hawaiian language or through English translations, parallels between historically recorded Hawaiian perspectives on changes in health and current academic definitions of scientific processes may be valuable to strengthening connections among academic, scientific, and Hawaiian communities. (session 3.1.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44824. Wells, Riley Chinn, Pauline 2019-03-03 Archived Hawaiian newspaper articles may provide opportunities for transdisciplinary place-based learning. Whether investigated through the Hawaiian language or through English translations, parallels between historically recorded Hawaiian perspectives on changes in health and current academic definitions of scientific processes may be valuable to strengthening connections among academic, scientific, and Hawaiian communities. (session 3.1.5) http://hdl.handle.net/10125/44824 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported No ke Ola o ke Kino: An Investigation of Archived Hawaiian Perspectives on Health and Disease Text oai:scholarspace.manoa.hawaii.edu:10125/44844 2019-06-25 col_10125_62932 44844.mp3 Pankratz, Elizabeth, Lachler, Jordan, Arppe, Antti; 2019-02-28; We review the functionalities in existing online dictionaries for Canadian Indigenous languages, tracing their differences to two types of underlying infrastructure: lexical databases and computational morphological models. We evaluate the merits of these approaches, concluding that dictionaries based on computational models represent the future in electronic lexicography for endangered languages. (session 3.5.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44844. Pankratz, Elizabeth Lachler, Jordan Arppe, Antti 2019-03-03 We review the functionalities in existing online dictionaries for Canadian Indigenous languages, tracing their differences to two types of underlying infrastructure: lexical databases and computational morphological models. We evaluate the merits of these approaches, concluding that dictionaries based on computational models represent the future in electronic lexicography for endangered languages. (session 3.5.2) http://hdl.handle.net/10125/44844 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A Survey of Indigenous Language Tools: The Mergence of Two Lexicographical Approaches among Indigenous Languages of Canada Text oai:scholarspace.manoa.hawaii.edu:10125/44759 2024-09-04 col_10125_62932 44759.mp3 44759.pdf Cox, Christopher, Sammons, Olivia N.; 2019-02-28; While systematic attention to linguistic variation increases the range of possible applications of language documentation, many “mainstream” approaches to variation are difficult to reconcile with the realities of language endangerment. This paper proposes several strategies for bridging this gap, integrating variation more fully into endangered language documentation, analysis, and revitalization. (session 1.1.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44759. Cox, Christopher Sammons, Olivia N. 2019-03-03 While systematic attention to linguistic variation increases the range of possible applications of language documentation, many “mainstream” approaches to variation are difficult to reconcile with the realities of language endangerment. This paper proposes several strategies for bridging this gap, integrating variation more fully into endangered language documentation, analysis, and revitalization. (session 1.1.4) http://hdl.handle.net/10125/44759 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Bridging the gap: Incorporating language variation into documentary and descriptive linguistics Text oai:scholarspace.manoa.hawaii.edu:10125/44805 2019-06-25 col_10125_62932 44805.mp3 Ogawa, Shinji, Yamada, Masahiro, Hayashi, Yuka; 2019-02-28; We will report an ongoing project of developing a unified writing system for all the Ryukyuan languages and a set of digital fonts and its typing system. This is a collaboration project among various Ryukyuan language communities, many field linguists, typographers and system engineers. (session 2.4.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44805. Ogawa, Shinji Yamada, Masahiro Hayashi, Yuka 2019-03-03 We will report an ongoing project of developing a unified writing system for all the Ryukyuan languages and a set of digital fonts and its typing system. This is a collaboration project among various Ryukyuan language communities, many field linguists, typographers and system engineers. (session 2.4.3) http://hdl.handle.net/10125/44805 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Preparing Infrastructure for Writing and Typing with non-Latin Symbols: A Case of Ryukyuan Languages Text oai:scholarspace.manoa.hawaii.edu:10125/44772 2019-06-25 col_10125_62932 44772.mp3 McPherson, Laura; 2019-02-28; Traditional music is often just endangered, if not more so, than the languages in which it is performed. This talk draws on a case study from Burkina Faso illustrating how placing traditional music centrally in language documentation leads to a culturally rich, community-oriented corpus that helps preserve both. (session 1.3.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44772. McPherson, Laura 2019-03-03 Traditional music is often just endangered, if not more so, than the languages in which it is performed. This talk draws on a case study from Burkina Faso illustrating how placing traditional music centrally in language documentation leads to a culturally rich, community-oriented corpus that helps preserve both. (session 1.3.5) http://hdl.handle.net/10125/44772 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Traditional music as a central pillar of language documentation: the case of the Sambla “talking balafon” Text oai:scholarspace.manoa.hawaii.edu:10125/44799 2019-06-25 col_10125_62932 44799.mp3 Fimone, Wilfred; 2019-02-28; The current standard orthography of Rotuman vowels is generally found to be unwieldy and complicated. A more simplified version, without diacritics, is preferred. This paper uses four criteria for an effective orthography to assess both spelling systems, with each criterion representing linguistic, social, educational, and technical aspects of design. (session 2.3.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44799. Fimone, Wilfred 2019-03-03 The current standard orthography of Rotuman vowels is generally found to be unwieldy and complicated. A more simplified version, without diacritics, is preferred. This paper uses four criteria for an effective orthography to assess both spelling systems, with each criterion representing linguistic, social, educational, and technical aspects of design. (session 2.3.3) http://hdl.handle.net/10125/44799 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Do we really need a new spelling system? The case of Rotuman Text oai:scholarspace.manoa.hawaii.edu:10125/44861 2019-06-25 col_10125_62932 44861.mp3 Duncan, Suzanne, Jones, Peter Lucas Kaaka, Jones, Taimania, Mahelona, Keoni Kealoha; 2019-02-28; We demonstrate how innovation in language revitalisation succeeds when an indigenous organisation leads the corpus collection and technology development. We show how this organisation collected more than 300 hours of labeled corpus in ten days, which enabled the creation of an automatic speech recognition tool for te reo Māori. (session 4.1.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44861. Duncan, Suzanne Jones, Peter Lucas Kaaka Jones, Taimania Mahelona, Keoni Kealoha 2019-03-03 We demonstrate how innovation in language revitalisation succeeds when an indigenous organisation leads the corpus collection and technology development. We show how this organisation collected more than 300 hours of labeled corpus in ten days, which enabled the creation of an automatic speech recognition tool for te reo Māori. (session 4.1.3) http://hdl.handle.net/10125/44861 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Kaitiakitanga: Community-led guardianship and automatic speech recognition for te reo Māori Text oai:scholarspace.manoa.hawaii.edu:10125/44764 2019-06-25 col_10125_62932 44764.mp3 Kohlberger, Martin; 2019-02-28; This case study highlights the importance of including knowledge and genre endangerment as critical areas within the scope of language endangerment. It also emphasises the fact that documentary projects can still provide valuable linguistic data even when they are geared at addressing non-linguistic community goals. (session 1.2.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44764. Kohlberger, Martin 2019-03-03 This case study highlights the importance of including knowledge and genre endangerment as critical areas within the scope of language endangerment. It also emphasises the fact that documentary projects can still provide valuable linguistic data even when they are geared at addressing non-linguistic community goals. (session 1.2.3) http://hdl.handle.net/10125/44764 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Addressing the endangerment of knowledge in documentation: lessons from northwest Amazonia Text oai:scholarspace.manoa.hawaii.edu:10125/44761 2024-09-06 col_10125_62932 44761.mp3 44761.pdf Thomas, Guillaume; 2019-02-28; This presentation relates the ongoing construction of a multilayer corpus of Mbyá (Tupi Guarani: Argentina, Brazil, Paraguay). It will discuss (i) corpus composition (ii) ethical, linguistic and technological issues in corpus design and annotation, and (iii) usefulness for leveraging legacy texts in documenting language variation and recent evolution. (session 1.1.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44761. Thomas, Guillaume 2019-03-03 This presentation relates the ongoing construction of a multilayer corpus of Mbyá (Tupi Guarani: Argentina, Brazil, Paraguay). It will discuss (i) corpus composition (ii) ethical, linguistic and technological issues in corpus design and annotation, and (iii) usefulness for leveraging legacy texts in documenting language variation and recent evolution. (session 1.1.6) http://hdl.handle.net/10125/44761 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Building a Mbyá Treebank Text oai:scholarspace.manoa.hawaii.edu:10125/44872 2019-06-25 col_10125_62932 Mann, Douglas; 2019-02-28; Indigenous communities in Australia are embracing technology to preserve, organise and repatriate their digitised media and cultural knowledge. One such example is Keeping Culture KMS, a community archive web application enabling Indigenous organisations to actively maintain a broad spectrum of cultural information, while conforming to cultural protocols and community expectations. (session 4.3.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44872. Mann, Douglas 2019-03-03 Indigenous communities in Australia are embracing technology to preserve, organise and repatriate their digitised media and cultural knowledge. One such example is Keeping Culture KMS, a community archive web application enabling Indigenous organisations to actively maintain a broad spectrum of cultural information, while conforming to cultural protocols and community expectations. (session 4.3.1) http://hdl.handle.net/10125/44872 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Community Archives: Safeguarding Indigenous language and knowledge Text oai:scholarspace.manoa.hawaii.edu:10125/44780 2019-06-25 col_10125_62932 44780.mp3 Linn, Mary; 2019-02-28; A report on interdisciplinary research on minoritized languages of Europe (Galician, Greko/Griko, Irish, Frisian, Occitan, Sorbian). Community-situated teams are building case studies that include local revitalization efforts responses to internal and external social, economic, and political factors, and community responses to new media, domains, and speakers. (session 1.5.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44780. Linn, Mary 2019-03-03 A report on interdisciplinary research on minoritized languages of Europe (Galician, Greko/Griko, Irish, Frisian, Occitan, Sorbian). Community-situated teams are building case studies that include local revitalization efforts responses to internal and external social, economic, and political factors, and community responses to new media, domains, and speakers. (session 1.5.1) http://hdl.handle.net/10125/44780 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Sustaining Minoritized Languages of Europe: Case studies in the assessment of community responses to revitalization Text oai:scholarspace.manoa.hawaii.edu:10125/44868 2019-06-25 col_10125_62932 44868.mp3 Brouse, Hannah; 2019-02-28; The hegemony of American Sign Language (ASL) obscures the variety of sign languages and cultures that exist in North America. This work illuminates the coloniality of ASL and shifts the loci of knowledge to an indigenous signed lingua franca, Plains Indian Sign Language (PISL), creating a decolonial call to arms. (session 4.2.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44868. Brouse, Hannah 2019-03-03 The hegemony of American Sign Language (ASL) obscures the variety of sign languages and cultures that exist in North America. This work illuminates the coloniality of ASL and shifts the loci of knowledge to an indigenous signed lingua franca, Plains Indian Sign Language (PISL), creating a decolonial call to arms. (session 4.2.4) http://hdl.handle.net/10125/44868 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported North American Sign Language and the Colonial Power Matrix Text oai:scholarspace.manoa.hawaii.edu:10125/44806 2024-09-07 col_10125_62932 44806.mp3 44806.pdf Rosborough, Trish, Rorick, Chuutsqa Layla, Urbanczyk, Suzanne; 2019-02-28; This presentation demonstrates an approach to learning and teaching Kwak’wala (Kwakwa̱ka̱’wakw) and ḥiḥiškʷiiʔatḥa (Nuu-chah-nulth) that honors the worldview, literal meanings and metaphors embedded in these related languages. Through consultation with fluent speakers and language teachers, the researchers explore ways to apply this knowledge in culturally relevant ways to support adult learners of their Indigenous language(s). (session 2.4.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44806. Rosborough, Trish Rorick, Chuutsqa Layla Urbanczyk, Suzanne 2019-03-03 This presentation demonstrates an approach to learning and teaching Kwak’wala (Kwakwa̱ka̱’wakw) and ḥiḥiškʷiiʔatḥa (Nuu-chah-nulth) that honors the worldview, literal meanings and metaphors embedded in these related languages. Through consultation with fluent speakers and language teachers, the researchers explore ways to apply this knowledge in culturally relevant ways to support adult learners of their Indigenous language(s). (session 2.4.4) http://hdl.handle.net/10125/44806 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Beautiful Words: Enriching Language Learning through Understandings of Linguistic Structure Text oai:scholarspace.manoa.hawaii.edu:10125/44873 2019-06-25 col_10125_62932 44873.mp3 Rentz, Bradley, Gao, Katie, Waguk, Tulensru, Kephas, Wilson; 2019-02-28; This paper discusses the language planning initiative of the Kosrae Department of Education (KDOE) to develop a language policy for education that will emphasize students’ Kosraean and English language abilities to succeed in K–12, college, careers, and Kosraean ways of knowing in an increasingly globalized environment. (session 4.3.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44873. Rentz, Bradley Gao, Katie Waguk, Tulensru Kephas, Wilson 2019-03-03 This paper discusses the language planning initiative of the Kosrae Department of Education (KDOE) to develop a language policy for education that will emphasize students’ Kosraean and English language abilities to succeed in K–12, college, careers, and Kosraean ways of knowing in an increasingly globalized environment. (session 4.3.4) http://hdl.handle.net/10125/44873 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported A Community-Based Approach to Developing a Language Education Policy on Kosrae in the Federated States of Micronesia Text oai:scholarspace.manoa.hawaii.edu:10125/44837 2019-06-25 col_10125_62932 44837.mp3 Wong, Annette Kuuipolani, Faria, Kahea; 2019-02-28; Ka Leo o Na Kupa: Literacy for Native Speaking Children of Hawaiian is a recent task taken on by Ka Leo O Na Kupa, a committee on language preservation and documentation to preserve and document the colloquial speech of the L1 speaking community of Hawaiian through a series of books. (session 3.4.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44837. Wong, Annette Kuuipolani Faria, Kahea 2019-03-03 Ka Leo o Na Kupa: Literacy for Native Speaking Children of Hawaiian is a recent task taken on by Ka Leo O Na Kupa, a committee on language preservation and documentation to preserve and document the colloquial speech of the L1 speaking community of Hawaiian through a series of books. (session 3.4.1) http://hdl.handle.net/10125/44837 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ka Leo o Na Kupa: Literacy for Native Speaking Children of Hawaiian Text oai:scholarspace.manoa.hawaii.edu:10125/44775 2019-06-25 col_10125_62932 44775.mp3 Walsh, Michael, Zuckermann, Ghil'Ad; 2019-02-28; Many accounts of language reclamation make claims that there are links between language reclamation and health & wellbeing. But these accounts are, by and large, qualitative. In this paper we present preliminary results from a 5-year quantitative study of an Australian language reclamation effort and its effects on health. (session 1.4.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44775. Walsh, Michael Zuckermann, Ghil'Ad 2019-03-03 Many accounts of language reclamation make claims that there are links between language reclamation and health & wellbeing. But these accounts are, by and large, qualitative. In this paper we present preliminary results from a 5-year quantitative study of an Australian language reclamation effort and its effects on health. (session 1.4.2) http://hdl.handle.net/10125/44775 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Measuring up: using quantitative methods in assessing health and wellbeing effects of language reclamation Text oai:scholarspace.manoa.hawaii.edu:10125/44810 2024-09-09 col_10125_62932 44810.mp3 44810.pdf Drude, Sebastian; 2019-02-28; This talk presents a new network aiming at developing better language maps as modern communicative tools, in particular its rationale (showing multilingualism and language domains instead of only dots or polygons), and first concepts discussed in the 2018 FEL conference in Reykjavík. Documentational linguists are invited to join the network. (session 2.5.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44810. Drude, Sebastian 2019-03-03 This talk presents a new network aiming at developing better language maps as modern communicative tools, in particular its rationale (showing multilingualism and language domains instead of only dots or polygons), and first concepts discussed in the 2018 FEL conference in Reykjavík. Documentational linguists are invited to join the network. (session 2.5.2) http://hdl.handle.net/10125/44810 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Towards better language maps Text oai:scholarspace.manoa.hawaii.edu:10125/44765 2024-09-09 col_10125_62932 44765.mp3 44765.pdf Culhane, Kirsten, Edwards, Owen; 2019-02-28; We discuss the role of linguistic analysis in language documentation. We show that analysis is an integral part of data collection, resulting in materials which both communities and linguists can profitably use for any purpose. (session 1.2.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44765. Culhane, Kirsten Edwards, Owen 2019-03-03 We discuss the role of linguistic analysis in language documentation. We show that analysis is an integral part of data collection, resulting in materials which both communities and linguists can profitably use for any purpose. (session 1.2.4) http://hdl.handle.net/10125/44765 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported The Necessity of Analysis in Documentation Text oai:scholarspace.manoa.hawaii.edu:10125/44811 2019-06-25 col_10125_62932 44811.mp3 Elliott, John A.; 2019-02-28; The Enlhet-Enenlhet languages of Paraguay have a rich system of verbal clitics and clitic clusters which speakers of the languages have represented orthographically in a number of different ways. This study surveys these various orthographic approaches to assess their implications for both language description and maintenance/practical use. (session 2.5.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44811. Elliott, John A. 2019-03-03 The Enlhet-Enenlhet languages of Paraguay have a rich system of verbal clitics and clitic clusters which speakers of the languages have represented orthographically in a number of different ways. This study surveys these various orthographic approaches to assess their implications for both language description and maintenance/practical use. (session 2.5.3) http://hdl.handle.net/10125/44811 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Clitics and clitic clusters in Enlhet-Enenlhet orthographies Text oai:scholarspace.manoa.hawaii.edu:10125/44888 2024-09-10 col_10125_62932 44888.mp3 44888-a.pdf 44888-b.pdf 44888-c.pdf 44888-d.pdf 44888-e.pdf 44888-f.pdf 44888-g.pdf 44888-h.pdf 44888-i.pdf Christen, Kimberly, Wynne, Michael, Pollack, Alana; 2019-02-28; Participants will receive hands-on training with the Mukurtu dictionary and other language specific features to incorporate language materials into digital heritage items and collections within Mukurtu. There will be examples of Mukurtu in use in communities, emphasizing the use of cultural protocols and language resources. Participants are encouraged to bring a laptop and digital media to use during the workshop; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44888. Christen, Kimberly Wynne, Michael Pollack, Alana 2019-03-03 Participants will receive hands-on training with the Mukurtu dictionary and other language specific features to incorporate language materials into digital heritage items and collections within Mukurtu. There will be examples of Mukurtu in use in communities, emphasizing the use of cultural protocols and language resources. Participants are encouraged to bring a laptop and digital media to use during the workshop http://hdl.handle.net/10125/44888 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Introduction to Mukurtu CMS: Connecting and Sharing Cultural Collections and Language Materials Text oai:scholarspace.manoa.hawaii.edu:10125/44813 2024-09-11 col_10125_62932 44813.mp3 44813.pdf Henke, Ryan E., Camp, Amber B.; 2019-02-28; This study demonstrates that seeing written representations of Lakota words helps native speakers of English improve their ability to distinguish Lakota vowel contrasts not present in English. These results demonstrate the connections to be made between language documentation and description, methods from experimental linguistics, and applications for teaching indigenous languages. (session 2.5.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44813. Henke, Ryan E. Camp, Amber B. 2019-03-03 This study demonstrates that seeing written representations of Lakota words helps native speakers of English improve their ability to distinguish Lakota vowel contrasts not present in English. These results demonstrate the connections to be made between language documentation and description, methods from experimental linguistics, and applications for teaching indigenous languages. (session 2.5.5) http://hdl.handle.net/10125/44813 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Connecting experimental methods and language teaching: Learner perceptions of oral and nasal vowels in Lakota Text oai:scholarspace.manoa.hawaii.edu:10125/44782 2019-06-25 col_10125_62932 44782.mp3 Ransdell-Green, Margaret; 2019-02-28; In Kala, an endangered Austronesian language of Papua New Guinea, the dual number exists in multiple elements of the grammar, but has been falling out of use due to language shift over time. This paper examines how this shift has been occurring and how the dual is used (or not used) across different generations of speakers. (session 1.5.3); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44782. Ransdell-Green, Margaret 2019-03-03 In Kala, an endangered Austronesian language of Papua New Guinea, the dual number exists in multiple elements of the grammar, but has been falling out of use due to language shift over time. This paper examines how this shift has been occurring and how the dual is used (or not used) across different generations of speakers. (session 1.5.3) http://hdl.handle.net/10125/44782 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Usage and Decline of the Dual Number in Kala Text oai:scholarspace.manoa.hawaii.edu:10125/44847 2019-06-25 col_10125_62932 44847.mp3 Poetsch, Susan, Jarrett, Michael, Angelo, Denise; 2019-02-28; This presentation unpacks the rationale and delivery of a series of workshops designed to support Gumbaynggirr community members teaching their language in schools in NSW, Australia. The strengths of people and resources at the heart of Gumbaynggirr language revival lead to ‘story’ emerging as the basis of the workshops. (session 3.5.6); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44847. Poetsch, Susan Jarrett, Michael Angelo, Denise 2019-03-03 This presentation unpacks the rationale and delivery of a series of workshops designed to support Gumbaynggirr community members teaching their language in schools in NSW, Australia. The strengths of people and resources at the heart of Gumbaynggirr language revival lead to ‘story’ emerging as the basis of the workshops. (session 3.5.6) http://hdl.handle.net/10125/44847 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Learning and teaching Gumbaynggirr through story: Behind the scenes of professional learning workshops for teachers of an Aboriginal language Text oai:scholarspace.manoa.hawaii.edu:10125/44835 2024-09-13 col_10125_62932 44835.mp3 44835.pdf Blokland, Rogier, Fedina, Marina, Partanen, Niko, Rießler, Michael; 2019-02-28; We argue for the multifunctional potential of writing a highly formalized morphological and syntactic description of an endangered language to be implemented in a syntactic dependency parser for corpus tagging as well as language technology to support language production and teaching. (session 3.3.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44835. Blokland, Rogier Fedina, Marina Partanen, Niko Rießler, Michael 2019-03-03 We argue for the multifunctional potential of writing a highly formalized morphological and syntactic description of an endangered language to be implemented in a syntactic dependency parser for corpus tagging as well as language technology to support language production and teaching. (session 3.3.5) http://hdl.handle.net/10125/44835 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported An implemented grammar for the documentation and description of Komi-Zyrian, an endangered language of Northern Russia Text oai:scholarspace.manoa.hawaii.edu:10125/44781 2019-06-25 col_10125_62932 44781.mp3 Di Paolo, Marianna, Tom-Orme, Lillian; 2019-02-28; We explore the relationship between individual-level health, ancestral language use, and traditional food knowledge in Shoshone and Goshute communities as compared to previous findings from First Nations people at the band-level. We discuss a language use, health and lifestyles survey, and then focus on using translated ethnographic foraging narratives. (session 1.5.2); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44781. Di Paolo, Marianna Tom-Orme, Lillian 2019-03-03 We explore the relationship between individual-level health, ancestral language use, and traditional food knowledge in Shoshone and Goshute communities as compared to previous findings from First Nations people at the band-level. We discuss a language use, health and lifestyles survey, and then focus on using translated ethnographic foraging narratives. (session 1.5.2) http://hdl.handle.net/10125/44781 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Ancestral Language Use and Native Food Knowledge and Practice as the Basis for a Diabetes Education Program Text oai:scholarspace.manoa.hawaii.edu:10125/44843 2019-06-25 col_10125_62932 44843.mp3 Hosoda, Kelsea; 2019-02-28; What happens to language artifacts after they have been archived? In this project, I identify and discuss challenges of information retrieval within Hawaiian language text documents from the Hawaiian newspapers corpus. A conceptual framework based on the development of Hawaiian language-specific search algorithms is presented to address the identified challenges. (session 3.5.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44843. Hosoda, Kelsea 2019-03-03 What happens to language artifacts after they have been archived? In this project, I identify and discuss challenges of information retrieval within Hawaiian language text documents from the Hawaiian newspapers corpus. A conceptual framework based on the development of Hawaiian language-specific search algorithms is presented to address the identified challenges. (session 3.5.1) http://hdl.handle.net/10125/44843 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Challenges of Hawaiian Text Information Retrieval Text oai:scholarspace.manoa.hawaii.edu:10125/44789 2024-09-15 col_10125_62932 44789.mp3 44789-a.pdf 44789-b.pdf Hedges, Kate, Hinton, Leanne, Gettleman, Todd; 2019-02-28; Using archival materials collected fifty years ago, three NEH grant team members have created a website to help revitalize the Konkow Maidu language of Central California. A linguist, web master and curriculum developer are combining three disciplines to put these contemporary, applicable tools in the hands of Konkow language learners. (session 2.1.4); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44789. Hedges, Kate Hinton, Leanne Gettleman, Todd 2019-03-03 Using archival materials collected fifty years ago, three NEH grant team members have created a website to help revitalize the Konkow Maidu language of Central California. A linguist, web master and curriculum developer are combining three disciplines to put these contemporary, applicable tools in the hands of Konkow language learners. (session 2.1.4) http://hdl.handle.net/10125/44789 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Organizing Linguistic Data for Language Revitalization: The Konkow Maidu Website and Database Text oai:scholarspace.manoa.hawaii.edu:10125/44885 2024-09-15 col_10125_62932 44885.mp3 44885.pdf Boerger, Brenda, Aviel, Jeremiah; 2019-02-28; Presenters build on experience conducting a 2015 Rapid Word Collection (RWC) workshop to explain using FLEx https://software.sil./fieldworks/ to gather words for a dictionary. Install FLEx before you come. Workshop outline: 1) expected results, 2) roles and logistics, 3) group semantic domain word collection, 4) debrief, Q&A, referrals to lexicography resources.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44885. Boerger, Brenda Aviel, Jeremiah 2019-03-03 Presenters build on experience conducting a 2015 Rapid Word Collection (RWC) workshop to explain using FLEx https://software.sil./fieldworks/ to gather words for a dictionary. Install FLEx before you come. Workshop outline: 1) expected results, 2) roles and logistics, 3) group semantic domain word collection, 4) debrief, Q&A, referrals to lexicography resources. http://hdl.handle.net/10125/44885 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Rapid Word Collection Workshops: Why & how to do them Text oai:scholarspace.manoa.hawaii.edu:10125/44809 2019-06-25 col_10125_62932 44809.mp3 Pappas, Leah, Khairunnisa, Sou, Jennifer, Hakim, Jacob, Blake, A.L., Holton, Gary; 2019-02-28; Members from the University of Hawai‘i Language Documentation Training Center (LDTC) offer a model for conducting a language documentation training workshop. Discussion centers around its strengths and limitations, its influence on the community, and the reproducibility of such a model. (session 2.5.1); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44809. Pappas, Leah Khairunnisa Sou, Jennifer Hakim, Jacob Blake, A.L. Holton, Gary 2019-03-03 Members from the University of Hawai‘i Language Documentation Training Center (LDTC) offer a model for conducting a language documentation training workshop. Discussion centers around its strengths and limitations, its influence on the community, and the reproducibility of such a model. (session 2.5.1) http://hdl.handle.net/10125/44809 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Training communities in documentation and technology: A model for the future? Text oai:scholarspace.manoa.hawaii.edu:10125/44889 2024-09-16 col_10125_62932 44889.pdf 44889.mp3 Hatton, John, Hatton, Suzanne; 2019-02-28; Come see how to easily make books in local languages using the free, award-winning Bloom software (bloomlibrary.org). Learn to adapt from thousands of existing freely-licensed books as well as make original titles. We will produce paper booklets and electronic talking books, plus learn about available print and video training materials.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44889. Hatton, John Hatton, Suzanne 2019-03-03 Come see how to easily make books in local languages using the free, award-winning Bloom software (bloomlibrary.org). Learn to adapt from thousands of existing freely-licensed books as well as make original titles. We will produce paper booklets and electronic talking books, plus learn about available print and video training materials. http://hdl.handle.net/10125/44889 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Bloom: Now Communities Can Create Their Own Books Text oai:scholarspace.manoa.hawaii.edu:10125/44871 2019-06-25 col_10125_62932 Pine, Aidan; 2019-02-28; I will provide an overview of the Gitksan pronominal system and demonstrate a drag-and-drop grammar app that is intended to teach the system and which is able to provide statistics to teachers and instructors. (session 4.2.7); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44871. Pine, Aidan 2019-03-03 I will provide an overview of the Gitksan pronominal system and demonstrate a drag-and-drop grammar app that is intended to teach the system and which is able to provide statistics to teachers and instructors. (session 4.2.7) http://hdl.handle.net/10125/44871 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Digital Kinesthetic Learning and the Gitksan Pronominal Paradigm Text oai:scholarspace.manoa.hawaii.edu:10125/44852 2019-06-25 col_10125_62932 44852.mp3 Herold, Nastasia; 2019-02-28; In Manawan, an Indigenous community in Canada, the presenter has initiated a school project in 2013 to create a Wikipedia in the local language Atikamekw, spoken by 8,000 people. Today, the Wikipedia in Atikamekw has many regular native editors and is used in the Atikamekw schools, the Atikamekw institutions and at home. The aim of this presentation is to communicate the importance of endangered languages existing on the web to be regularly used. (session 3.6.5); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/44852. Herold, Nastasia 2019-03-03 In Manawan, an Indigenous community in Canada, the presenter has initiated a school project in 2013 to create a Wikipedia in the local language Atikamekw, spoken by 8,000 people. Today, the Wikipedia in Atikamekw has many regular native editors and is used in the Atikamekw schools, the Atikamekw institutions and at home. The aim of this presentation is to communicate the importance of endangered languages existing on the web to be regularly used. (session 3.6.5) http://hdl.handle.net/10125/44852 Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported Indigenous language preservation through collaborative open-access attempts: the example of the Wikipedia project of the Atikamekw Nation Text oai:scholarspace.manoa.hawaii.edu:10125/74464 2024-07-28 col_10125_75537 74464.pdf Hidvégi, Zsófia; 2021-03-04; Although the Ryūkyūan languages are not officially recognised by the Japanese government, the community managed to organise themselves and started the reclamation and revitalisation of their language. The initially separated revival actions have grown to complex network of speakers, volunteers, learners and linguists, giving an example of a successful language revitalisation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74464. Hidvégi, Zsófia 2021-03-04 Although the Ryūkyūan languages are not officially recognised by the Japanese government, the community managed to organise themselves and started the reclamation and revitalisation of their language. The initially separated revival actions have grown to complex network of speakers, volunteers, learners and linguists, giving an example of a successful language revitalisation. http://hdl.handle.net/10125/74464 https://youtu.be/Ebb6_MGFMZU Institutional (in)visibility and language revitalisation in Japan – the Ainu and the Ryūkyūan revival movement text image oai:scholarspace.manoa.hawaii.edu:10125/74449 2024-07-29 col_10125_75537 74449.pdf Skilton, Amalia; 2021-03-04; Documenting child language in Indigenous settings is important for both language reclamation and first language acquisition research. I outline methods which researchers can use to integrate child language into general documentation projects, offering my own experience with speakers of Ticuna, an Indigenous Amazonian language, as a case study.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74449. Skilton, Amalia 2021-03-04 Documenting child language in Indigenous settings is important for both language reclamation and first language acquisition research. I outline methods which researchers can use to integrate child language into general documentation projects, offering my own experience with speakers of Ticuna, an Indigenous Amazonian language, as a case study. http://hdl.handle.net/10125/74449 https://youtu.be/WWKKB89lckc Documenting child language in an indigenous Amazonian community text image oai:scholarspace.manoa.hawaii.edu:10125/74484 2024-07-30 col_10125_75537 74484.pdf Taylor, Jennyfer Lawrence, Brereton, Margot, Wujal Wujal Aboriginal Shire Council; 2021-03-04; We present a collaborative tangible technology design project to support everyday Kuku Yalanji language use in the Wujal Wujal community, resulting in the ‘Crocodile Language Friend’. We detail our relationship building process for the project, including the role of tangible artefacts as ‘design non-proposals’ that seeded an iterative co-design process.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74484. Taylor, Jennyfer Lawrence Brereton, Margot Wujal Wujal Aboriginal Shire Council 2021-03-04 We present a collaborative tangible technology design project to support everyday Kuku Yalanji language use in the Wujal Wujal community, resulting in the ‘Crocodile Language Friend’. We detail our relationship building process for the project, including the role of tangible artefacts as ‘design non-proposals’ that seeded an iterative co-design process. http://hdl.handle.net/10125/74484 ‘Design non-proposals’ for relationship building in a tangible technology design project for language revitalisation text image oai:scholarspace.manoa.hawaii.edu:10125/74506 2024-07-31 col_10125_75537 74506.pdf Bowern, Claire, Hanson, Susan, Hayden, George, Smith-Ali, Denise; 2021-03-04; This workshop describes how to run a grammar "boot camp", for intensive sketch grammar writing and academic linguists working with communities at a distance. We cover the rationale, general setup, and sample workflows. This facilitates long distance collaborations and use of archival materials.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74506. Bowern, Claire Hanson, Susan Hayden, George Smith-Ali, Denise 2021-03-07 This workshop describes how to run a grammar "boot camp", for intensive sketch grammar writing and academic linguists working with communities at a distance. We cover the rationale, general setup, and sample workflows. This facilitates long distance collaborations and use of archival materials. http://hdl.handle.net/10125/74506 https://youtu.be/_hffZFm1EKc Revitalization at a distance: Engaging digital archives for language reclamation text image oai:scholarspace.manoa.hawaii.edu:10125/74497 2024-07-31 col_10125_75537 74497.pdf Sullivant, Ryan; 2021-03-07; The Archive of the Indigenous Languages of Latin America recently expanded its digital collections from the Cañar region of Ecuador and the Upper Rio Negro region of Brazil and Colombia. This poster presents the collections and highlights opportunities for reuse and study among the extensive new public materials.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74497. Sullivant, Ryan 2021-03-07 The Archive of the Indigenous Languages of Latin America recently expanded its digital collections from the Cañar region of Ecuador and the Upper Rio Negro region of Brazil and Colombia. This poster presents the collections and highlights opportunities for reuse and study among the extensive new public materials. http://hdl.handle.net/10125/74497 New AILLA collections from two multilingual regions of South America text image oai:scholarspace.manoa.hawaii.edu:10125/74499 2024-08-01 col_10125_75537 74499.pdf Trilsbeek, Paul, Cilissen, Ludy, Geerts, Jeroen, Rowland, Caroline; 2021-03-07; This poster describes the migration to a new repository solution as well as the work that the team at The Language Archive has done over the past two years to enhance the functionality and user experience for users and depositors of the archive.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74499. Trilsbeek, Paul Cilissen, Ludy Geerts, Jeroen Rowland, Caroline 2021-03-07 This poster describes the migration to a new repository solution as well as the work that the team at The Language Archive has done over the past two years to enhance the functionality and user experience for users and depositors of the archive. http://hdl.handle.net/10125/74499 The Language Archive: Latest developments text image oai:scholarspace.manoa.hawaii.edu:10125/74462 2024-08-01 col_10125_75537 74462.pdf Asonye, Emma, Akpan, Aniefon; 2021-03-06; This study investigates if and how much conventional gestures can be found in three indigenous Nigerian sign languages. Data discussed in this study is generated from the Indigenous Nigerian Sign Language Documentation Project of Save the Deaf and Endangered Languages Initiative and the Nigerian National Association of the Deaf.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74462. Asonye, Emma Akpan, Aniefon 2021-03-06 This study investigates if and how much conventional gestures can be found in three indigenous Nigerian sign languages. Data discussed in this study is generated from the Indigenous Nigerian Sign Language Documentation Project of Save the Deaf and Endangered Languages Initiative and the Nigerian National Association of the Deaf. http://hdl.handle.net/10125/74462 https://youtu.be/ECnrCXUXRIE Gesture in numerals in three indigenous Nigerian Sign Languages text image oai:scholarspace.manoa.hawaii.edu:10125/74454 2024-08-01 col_10125_75537 74454.pdf Hauk, Bryn, Singer, Ruth, Hou, Lynn, Chelliah, Shobhana, Earl-Spurr, Duke, Girgirba, Clifton; 2021-03-04; This Talk Story facilitates conversations on the success and challenges of carrying out language projects and maintaining relationships at a distance. Together we build a collaborative written record of lessons learned from the current pandemic, which can serve to guide future language documentation projects where distance is a factor.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74454. Hauk, Bryn Singer, Ruth Hou, Lynn Chelliah, Shobhana Earl-Spurr, Duke Girgirba, Clifton 2021-03-07 This Talk Story facilitates conversations on the success and challenges of carrying out language projects and maintaining relationships at a distance. Together we build a collaborative written record of lessons learned from the current pandemic, which can serve to guide future language documentation projects where distance is a factor. http://hdl.handle.net/10125/74454 Resilient relationships: Lessons from working collaboratively at a distance text image oai:scholarspace.manoa.hawaii.edu:10125/74503 2021-04-27 col_10125_75537 74503.mp4 McDonnell, Bradley, Berez-Kroeker, Andrea, Solomon, Noah Haʻalilio, Yoshioka, Jim, Arnade, Peter, Lyons, Laura E., Kahele, Kaialiʻi, Kimura, Larry; 2021-03-04; The opening remarks from the 7th International Conference on Language Documentation and Conservation, including the Oli (opening Hawaiian chant), words of welcome from the ICLDC Executive Committee, introduction to the virtual conference and its features, announcement of award winners, and welcome remarks from University of Hawai’i at Mānoa officials, Representative Kaialiʻi Kahele, and Larry Kimura.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74503. McDonnell, Bradley Berez-Kroeker, Andrea Solomon, Noah Haʻalilio Yoshioka, Jim Arnade, Peter Lyons, Laura E. Kahele, Kaialiʻi Kimura, Larry 2021-03-04 The opening remarks from the 7th International Conference on Language Documentation and Conservation, including the Oli (opening Hawaiian chant), words of welcome from the ICLDC Executive Committee, introduction to the virtual conference and its features, announcement of award winners, and welcome remarks from University of Hawai’i at Mānoa officials, Representative Kaialiʻi Kahele, and Larry Kimura. http://hdl.handle.net/10125/74503 https://youtu.be/Mie59UqeHAI ICLDC 7 Opening remarks movingimage sound oai:scholarspace.manoa.hawaii.edu:10125/74490 2024-08-03 col_10125_75537 74490.pdf Assembe, Emilie Eliette Caroline Ngo Tjomb, Um, Emmanuel Ngue; 2021-03-07; NLP need data which do not exist for minority languages. A Rule-Based Machine Translation system may help to develop parallel corpora in a first step. The Ewondo-French translation pair in Apertium required a conversion tool between two competing orthographies. The study highlights the need of dialogue between NLP consorsia and minority languages community.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74490. Assembe, Emilie Eliette Caroline Ngo Tjomb Um, Emmanuel Ngue 2021-03-07 NLP need data which do not exist for minority languages. A Rule-Based Machine Translation system may help to develop parallel corpora in a first step. The Ewondo-French translation pair in Apertium required a conversion tool between two competing orthographies. The study highlights the need of dialogue between NLP consorsia and minority languages community. http://hdl.handle.net/10125/74490 How inclusive are NLP technologies for African minority langages ? A case study of Ewondo-French pair development in Apertium text image oai:scholarspace.manoa.hawaii.edu:10125/74492 2024-08-06 col_10125_75537 74492.pdf Ransdell-Green, Margaret; 2021-03-04; This presentation showcases the creation of the Kala dictionary with the WOL (Word Oriented Linguistic Framework) program, which is a lexicography software, developed by Dr. Dan Harvey.. I have worked closely with Dr. Harvey to implement usability improvements to the software while using it to create a dictionary of Kala, an endangered language of Papua New Guinea, adding greater customizability and the capacity to merge dictionary projects from other software into the program.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74492. Ransdell-Green, Margaret 2021-03-04 This presentation showcases the creation of the Kala dictionary with the WOL (Word Oriented Linguistic Framework) program, which is a lexicography software, developed by Dr. Dan Harvey.. I have worked closely with Dr. Harvey to implement usability improvements to the software while using it to create a dictionary of Kala, an endangered language of Papua New Guinea, adding greater customizability and the capacity to merge dictionary projects from other software into the program. http://hdl.handle.net/10125/74492 Kala dictionary making with the WOLF lexicography software: A collaborative effort text image oai:scholarspace.manoa.hawaii.edu:10125/74482 2024-08-06 col_10125_75537 74482.pdf Kuo, Tzu-Yu, Shein, Paichi Pat, Sukinarhimi, Peresang; 2021-03-04; To promote cultural and language revitalization in a Rukai community in Taiwan, we designed a place-based outdoor education program for the local indigenous elementary school students that integrated Rukai language and traditional ecological knowledge. The situated language learning allowed students to develop a deeper sense of place as well as the local indigenous language.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74482. Kuo, Tzu-Yu Shein, Paichi Pat Sukinarhimi, Peresang 2021-03-04 To promote cultural and language revitalization in a Rukai community in Taiwan, we designed a place-based outdoor education program for the local indigenous elementary school students that integrated Rukai language and traditional ecological knowledge. The situated language learning allowed students to develop a deeper sense of place as well as the local indigenous language. http://hdl.handle.net/10125/74482 Situated learning of indigenous language and development of sense of place through place-based outdoor education text image oai:scholarspace.manoa.hawaii.edu:10125/74466 2024-08-07 col_10125_75537 74466.pdf Wendte, Nathan, Mayuex, Oliver; 2021-03-06; The web of relationships encompassed by language revitalization is often simplified according to linear models and binary oppositions. This paper presents the authors’ experiences navigating the nested, multi-party relationships associated with Kouri-Vini (aka “Louisiana Creole”), a French-based creole traditionally spoken in the Gulf South region of the United States.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74466. Wendte, Nathan Mayuex, Oliver 2021-03-06 The web of relationships encompassed by language revitalization is often simplified according to linear models and binary oppositions. This paper presents the authors’ experiences navigating the nested, multi-party relationships associated with Kouri-Vini (aka “Louisiana Creole”), a French-based creole traditionally spoken in the Gulf South region of the United States. http://hdl.handle.net/10125/74466 https://youtu.be/ploHydlSA0I Kou-d-min pou Kouri-Vini: Helping hands for Louisiana Creole text image oai:scholarspace.manoa.hawaii.edu:10125/74472 2024-08-07 col_10125_75537 74472.pdf Turin, Mark, Schreyer, Christine, Schillo, Julia; 2021-03-04; We present preliminary results from an inclusive online survey consisting of questions about numerous aspects of the dictionary-making process. The survey responses will inform an open-access framework and toolkit developed by the larger Relational Lexicography project to fill current information and resource gaps for Indigenous and endangered language dictionary projects.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74472. Turin, Mark Schreyer, Christine Schillo, Julia 2021-03-04 We present preliminary results from an inclusive online survey consisting of questions about numerous aspects of the dictionary-making process. The survey responses will inform an open-access framework and toolkit developed by the larger Relational Lexicography project to fill current information and resource gaps for Indigenous and endangered language dictionary projects. http://hdl.handle.net/10125/74472 https://youtu.be/bU1osWqvtuE Surveying community-based dictionary creators to develop a relational lexicography toolkit and framework text image oai:scholarspace.manoa.hawaii.edu:10125/74507 2024-08-08 col_10125_75537 74507-01.pdf 74507-02.pdf Good, Jeff, Hamre, Clayton; 2021-03-04; This workshop will consider how documentary work can be augmented to include the collection of spatial information about a community so that the relationship between its languages and geographic location can be better understood. It will focus, in particular, on how to achieve this using widely available tools and datasets.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74507. Good, Jeff Hamre, Clayton 2021-03-07 This workshop will consider how documentary work can be augmented to include the collection of spatial information about a community so that the relationship between its languages and geographic location can be better understood. It will focus, in particular, on how to achieve this using widely available tools and datasets. http://hdl.handle.net/10125/74507 https://youtu.be/K1LvzvslRBs https://youtu.be/GSwv5JO8kKA https://storymaps.arcgis.com/stories/187a2dab68f646a38d410a297b911348 Realizing relationships through the collection of spatial data in a documentary project text image oai:scholarspace.manoa.hawaii.edu:10125/74496 2024-08-10 col_10125_75537 74496.pdf Sprouse, Ronald, Ko, Edwin, Garrett, Andrew; 2021-03-04; We report on pglex, a 'pretty good' lexical service designed to support dictionary websites and other applications incorporating lexical data. pglex is an application programming interface (API) that aims to facilitate development of tools similar to how non-experts can create maps by accessing Google Maps data via their API.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74496. Sprouse, Ronald Ko, Edwin Garrett, Andrew 2021-03-04 We report on pglex, a 'pretty good' lexical service designed to support dictionary websites and other applications incorporating lexical data. pglex is an application programming interface (API) that aims to facilitate development of tools similar to how non-experts can create maps by accessing Google Maps data via their API. http://hdl.handle.net/10125/74496 pglex: A 'pretty good' lexical service text image oai:scholarspace.manoa.hawaii.edu:10125/74479 2024-08-11 col_10125_75537 74479.pdf Matter, Florian; 2021-03-07; I present a prototype of a novel tool for digital grammaticography. It integrates the components of language description (grammar, dictionary, texts) and language documentation (recordings, annotations, metadata) in an interactive web app. The linguistic analysis is illustrated with primary language data, straight from the corpus.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74479. Matter, Florian 2021-03-07 I present a prototype of a novel tool for digital grammaticography. It integrates the components of language description (grammar, dictionary, texts) and language documentation (recordings, annotations, metadata) in an interactive web app. The linguistic analysis is illustrated with primary language data, straight from the corpus. http://hdl.handle.net/10125/74479 Combining description and documentation: A digital Boasian trilogy text image oai:scholarspace.manoa.hawaii.edu:10125/74452 2024-08-11 col_10125_75537 74452.pdf Olivier, Agodio Badiba, Begay, Kayla, Dobola, Tinah, Vásquez, Octavio León, Lindsey, Kate, Mantenuto, Iara, Rain, Jerry William, Rain, Katerina, Labrada, Jorge Emilio Rosés, Sande, Hannah, Tuttle, Cheryl; 2021-03-04; In this Talk Story, five international teams of community members and linguists will encourage discussion around collaboration and relationship-building in documentation and revitalization. Attendees will consider how relationship-building informs the types of data collected and outputs produced, how to teach collaboration, and how to center community voices.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74452. Olivier, Agodio Badiba Begay, Kayla Dobola, Tinah Vásquez, Octavio León Lindsey, Kate Mantenuto, Iara Rain, Jerry William Rain, Katerina Labrada, Jorge Emilio Rosés Sande, Hannah Tuttle, Cheryl 2021-03-07 In this Talk Story, five international teams of community members and linguists will encourage discussion around collaboration and relationship-building in documentation and revitalization. Attendees will consider how relationship-building informs the types of data collected and outputs produced, how to teach collaboration, and how to center community voices. http://hdl.handle.net/10125/74452 Collabration, communities, and relationship-building: Pushing the conversation forward text image oai:scholarspace.manoa.hawaii.edu:10125/74455 2024-08-12 col_10125_75537 74455.pdf Running Wolf, Michael, Arista, Noelani, Running Wolf, Caroline, Moses, Caleb, Davison, Joel; 2021-03-04; AI offers useful tools even for low-resourced languages. Using the example of Hua Ki’i, our Hawaiian language image recognition app, we will walk you through the steps to build your own app using open-source AI tools. Participants need an active Google and GitHub account, no machine learning experience required.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74455. Running Wolf, Michael Arista, Noelani Running Wolf, Caroline Moses, Caleb Davison, Joel 2021-03-07 AI offers useful tools even for low-resourced languages. Using the example of Hua Ki’i, our Hawaiian language image recognition app, we will walk you through the steps to build your own app using open-source AI tools. Participants need an active Google and GitHub account, no machine learning experience required. http://hdl.handle.net/10125/74455 https://youtu.be/dKfBo8vNKNs How to build-your-own practical A.I. tools for language maintenance text image oai:scholarspace.manoa.hawaii.edu:10125/74477 2024-08-13 col_10125_75537 74477.pdf Burke, Mary, Khular, Sumshot, Iqbal, Javid, Phillips, Mark; 2021-03-04; Many have called for increased involvement of language communities in the archiving process (Harris et. al, 2019; Huvila, 2008; Ormond-Parker et al., 2013). This presentation discusses our collaborative archiving workflow, including examples and insights from native speaker metadata creators who added appropriate contextual information to language materials in CoRSAL.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74477. Burke, Mary Khular, Sumshot Iqbal, Javid Phillips, Mark 2021-03-04 Many have called for increased involvement of language communities in the archiving process (Harris et. al, 2019; Huvila, 2008; Ormond-Parker et al., 2013). This presentation discusses our collaborative archiving workflow, including examples and insights from native speaker metadata creators who added appropriate contextual information to language materials in CoRSAL. http://hdl.handle.net/10125/74477 Enriching ethnographic metadata with the help of native speakers text image oai:scholarspace.manoa.hawaii.edu:10125/74511 2024-08-13 col_10125_75537 74511.pdf Belew, Anna; 2021-03-06; In many parts of the world, language revitalization practitioners work in isolation, with limited access to information and community. This paper presents the forthcoming ELP Revitalization Helpdesk, an online gathering place for revitalization workers to find helpful information and guidance, and build supportive relationships with other global language communities.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74511. Belew, Anna 2021-03-06 In many parts of the world, language revitalization practitioners work in isolation, with limited access to information and community. This paper presents the forthcoming ELP Revitalization Helpdesk, an online gathering place for revitalization workers to find helpful information and guidance, and build supportive relationships with other global language communities. http://hdl.handle.net/10125/74511 https://youtu.be/zj7I4OiOBOE Towards a revitalization helpdesk: A digital platform for knowledge-sharing and relationship-building text image oai:scholarspace.manoa.hawaii.edu:10125/74487 2024-08-14 col_10125_75537 74487.pdf Talbert, Elizabeth, Lum, Randell, Kaiser, Kathrin, Brisbois, Richard, Zielinski, Andrew; 2021-03-04; This presentation addresses the benefits (and challenges) of developing a story-based language learning adventure as a community project, an approach that might be attractive for language communities who aim to engage youths and self-driven learners with their language in a casual way, as players and as game designers.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74487. Talbert, Elizabeth Lum, Randell Kaiser, Kathrin Brisbois, Richard Zielinski, Andrew 2021-03-04 This presentation addresses the benefits (and challenges) of developing a story-based language learning adventure as a community project, an approach that might be attractive for language communities who aim to engage youths and self-driven learners with their language in a casual way, as players and as game designers. http://hdl.handle.net/10125/74487 The Ktunaxa Interactive Language Adventure: Interactive fiction and story-based games for community language engagement text image oai:scholarspace.manoa.hawaii.edu:10125/74512 2024-08-15 col_10125_75537 74512-01.pdf 74512-02.pdf 74512-03.pdf 74512-04.pdf 74512-05.pdf McDonnell, Bradley, Berez-Kroeker, Andrea, Solomon, Noah Haʻalilio, Yoshioka, Jim; 2021-03-04; The Sched digital program for ICLDC 7. 74512-01 includes the first day of the conference: 03/04/2021. 74512-02 includes the second day: 03/05/2021. 74512-03 includes the third day of the conference: 03/06/2021. 74512-04 includes the final day of the conference: 03/07/2021. 74512-05 includes all days of the conference.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74512. McDonnell, Bradley Berez-Kroeker, Andrea Solomon, Noah Haʻalilio Yoshioka, Jim 2021-03-07 The Sched digital program for ICLDC 7. 74512-01 includes the first day of the conference: 03/04/2021. 74512-02 includes the second day: 03/05/2021. 74512-03 includes the third day of the conference: 03/06/2021. 74512-04 includes the final day of the conference: 03/07/2021. 74512-05 includes all days of the conference. http://hdl.handle.net/10125/74512 7th International Conference on Language Documentation and Conservation program text oai:scholarspace.manoa.hawaii.edu:10125/74476 2024-08-15 col_10125_75537 74476.pdf Avila, Eddie, Panigrahi, Subhashish; 2021-03-07; As we approach the International Decade of Indigenous Languages, building and supporting peer networks of language digital activists can provide mutual support and solidarity, but also for sharing best practices. What are some of the strategies for facilitating these networks? We’ll share our experiences with social media campaigns and exchanges.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74476. Avila, Eddie Panigrahi, Subhashish 2021-03-07 As we approach the International Decade of Indigenous Languages, building and supporting peer networks of language digital activists can provide mutual support and solidarity, but also for sharing best practices. What are some of the strategies for facilitating these networks? We’ll share our experiences with social media campaigns and exchanges. http://hdl.handle.net/10125/74476 Building networks of language digital activists for peer learning and knowledge exchange text image oai:scholarspace.manoa.hawaii.edu:10125/74458 2024-08-17 col_10125_75537 74458.pdf Griscom, Richard, Harvey, Andrew; 2021-03-04; This talk assesses the contributions that community members make towards the comprehensiveness of the documentary record by comparing materials produced by community members and linguists during four community-based documentation projects in northern Tanzania over the past five years.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74458. Griscom, Richard Harvey, Andrew 2021-03-04 This talk assesses the contributions that community members make towards the comprehensiveness of the documentary record by comparing materials produced by community members and linguists during four community-based documentation projects in northern Tanzania over the past five years. http://hdl.handle.net/10125/74458 https://youtu.be/FlgA6-ghP4A Community members make a more comprehensive documentary record text image oai:scholarspace.manoa.hawaii.edu:10125/74504 2024-08-17 col_10125_75537 74504.mp4 74504.pdf Leonard, Wesley Y.; 2021-03-07; Through the broad and explicitly decolonial approach to reversing language shift that I call language reclamation, language documentation and conservation work is engaged with and responsive to community needs and ways of knowing at all stages. With its focus on identifying and addressing the ruptures and power structures that underlie community language shift, language reclamation promotes community wellness and regenerative futures. In this talk, I draw upon my lived experiences as a Miami linguist and myaamia language learner to consider how language documentation and conservation work, when situated within a frame of reclamation, calls for recognizing, drawing from, and building relationships while also privileging additional R-word concepts that ensue from a relational lens, such as respect, responsibility, rights, and reciprocity. Focusing on recurring themes explored and debated at ICLDC, I imagine a future of Indigenous language work where a relational reclamation approach is the norm, and offer thoughts on how this can be brought about.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74504. Leonard, Wesley Y. 2021-03-07 Through the broad and explicitly decolonial approach to reversing language shift that I call language reclamation, language documentation and conservation work is engaged with and responsive to community needs and ways of knowing at all stages. With its focus on identifying and addressing the ruptures and power structures that underlie community language shift, language reclamation promotes community wellness and regenerative futures. In this talk, I draw upon my lived experiences as a Miami linguist and myaamia language learner to consider how language documentation and conservation work, when situated within a frame of reclamation, calls for recognizing, drawing from, and building relationships while also privileging additional R-word concepts that ensue from a relational lens, such as respect, responsibility, rights, and reciprocity. Focusing on recurring themes explored and debated at ICLDC, I imagine a future of Indigenous language work where a relational reclamation approach is the norm, and offer thoughts on how this can be brought about. http://hdl.handle.net/10125/74504 https://www.youtube.com/watch?v=2Oqye0gvCdA Closing plenary: Language reclamation through relational language work movingimage sound oai:scholarspace.manoa.hawaii.edu:10125/74459 2024-08-18 col_10125_75537 74459.pdf Ulrich, Jan, Kupiec, Marek, Thornton, Elliot, Vieira, Peter, Swango, Logan; 2021-03-04; This paper presents an online learning platform for Lakota, a Siouan language native to the U.S. with fewer than 2000 fluent speakers. It was developed in close collaboration with the Lakota people to support revitalization efforts, including reaching younger generations and providing a tool to complement traditional teaching methods.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74459. Ulrich, Jan Kupiec, Marek Thornton, Elliot Vieira, Peter Swango, Logan 2021-03-04 This paper presents an online learning platform for Lakota, a Siouan language native to the U.S. with fewer than 2000 fluent speakers. It was developed in close collaboration with the Lakota people to support revitalization efforts, including reaching younger generations and providing a tool to complement traditional teaching methods. http://hdl.handle.net/10125/74459 https://youtu.be/tUJFT5caz8U Empowering under-resourced language communities through online learning platforms text image oai:scholarspace.manoa.hawaii.edu:10125/74461 2021-04-28 col_10125_75537 74461.pptx Plumlee, Marilyn, Byun, Kang-suk; 2021-03-05; Korean Sign Language was virtually unknown to linguists 20 years ago but recently the Korean Deaf community, energized by and in collaboration with sign language linguists, has emerged on the international stage. All is not rosy, however, and the presentation discusses revitalization and maintenance challenges faced by signing Deaf communities in Korea and around the world.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74461. Plumlee, Marilyn Byun, Kang-suk 2021-03-05 Korean Sign Language was virtually unknown to linguists 20 years ago but recently the Korean Deaf community, energized by and in collaboration with sign language linguists, has emerged on the international stage. All is not rosy, however, and the presentation discusses revitalization and maintenance challenges faced by signing Deaf communities in Korea and around the world. http://hdl.handle.net/10125/74461 https://youtu.be/tLC8v9JKiNw From oblivion to hosts to the world in 20 years: Korean Sign Language and its speakers text image oai:scholarspace.manoa.hawaii.edu:10125/74471 2024-08-19 col_10125_75537 74471.pdf Schreyer, Christine, Longenecker, Ken, Wagner, John; 2021-03-04; This presentation describes our use of three methods for documenting linguistic and environmental knowledge in the context of a community-based study of the Kala language. We discuss how these methods enable broad, complex data sets and improve overall workflow through audio-video syncing, transcription, and the reduction of electronic storage requirements.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74471. Schreyer, Christine Longenecker, Ken Wagner, John 2021-03-04 This presentation describes our use of three methods for documenting linguistic and environmental knowledge in the context of a community-based study of the Kala language. We discuss how these methods enable broad, complex data sets and improve overall workflow through audio-video syncing, transcription, and the reduction of electronic storage requirements. http://hdl.handle.net/10125/74471 https://youtu.be/in-35CGTURQ River walks, reef dives, and rapid word collection workshops: Related and supportive methods to document linguistic and environmental knowledge text image oai:scholarspace.manoa.hawaii.edu:10125/74495 2024-08-19 col_10125_75537 74495.pdf Sloetjes, Han; 2021-03-07; We present new developments in the multimedia annotation tool ELAN, with a focus on the Interlinearization mode, a text oriented interface for parsing and glossing of annotations, assisted by Analyzer software modules and a lexicon component. These features are particularly of interest to users in the field of language documentation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74495. Sloetjes, Han 2021-03-07 We present new developments in the multimedia annotation tool ELAN, with a focus on the Interlinearization mode, a text oriented interface for parsing and glossing of annotations, assisted by Analyzer software modules and a lexicon component. These features are particularly of interest to users in the field of language documentation. http://hdl.handle.net/10125/74495 Interlinearization in ELAN text image oai:scholarspace.manoa.hawaii.edu:10125/74469 2021-04-28 col_10125_75537 74469.pptx Johnson, Sʔímlaʔxʷ Michele, Causton, St̓aʔqʷálqs Hailey, Lindley, Səxʷt̓um̓s Krista; 2021-03-06; N̓syilxčn̓ is critically endangered and calls for radical methods. We formed a full time language domain with adults and children. We teach adults in small groups, following sequenced curriculum. In the nest we learn through play in full immersion. We record Elders. We openly discuss barriers and realistic solutions.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74469. Johnson, Sʔímlaʔxʷ Michele Causton, St̓aʔqʷálqs Hailey Lindley, Səxʷt̓um̓s Krista 2021-03-06 N̓syilxčn̓ is critically endangered and calls for radical methods. We formed a full time language domain with adults and children. We teach adults in small groups, following sequenced curriculum. In the nest we learn through play in full immersion. We record Elders. We openly discuss barriers and realistic solutions. http://hdl.handle.net/10125/74469 https://youtu.be/cnnzLvlxccU Real barriers, real solutions: Grassroots activists creating Nsyilxčn fluency text image oai:scholarspace.manoa.hawaii.edu:10125/74483 2024-08-19 col_10125_75537 74483.pdf Schuelke, Peter, Tuke, Frank; 2021-03-04; This presentation follows up four years of online language conservation of the Roviana language. The movement has now come to include several languages from the Western Province. The social media approach used by these communities stands to act as a model for creating new language domains; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74483. Schuelke, Peter Tuke, Frank 2021-03-04 This presentation follows up four years of online language conservation of the Roviana language. The movement has now come to include several languages from the Western Province. The social media approach used by these communities stands to act as a model for creating new language domains http://hdl.handle.net/10125/74483 Lessons in successful social media language conservation from Roviana and other indigenous language communities of Western Province Solomon Islands text image oai:scholarspace.manoa.hawaii.edu:10125/74510 2024-08-20 col_10125_75537 74510.pdf Rarrick, Samantha; 2021-03-05; SSSL is the only reported sign language in Chimbu province. Despite evidence that it is not closely related to any other language, SSSL probably is not an isolate. Further sign language documentation in PNG is necessary, has potential significance for underserved signers, and could help identify languages related to SSSL.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74510. Rarrick, Samantha 2021-03-05 SSSL is the only reported sign language in Chimbu province. Despite evidence that it is not closely related to any other language, SSSL probably is not an isolate. Further sign language documentation in PNG is necessary, has potential significance for underserved signers, and could help identify languages related to SSSL. http://hdl.handle.net/10125/74510 https://youtu.be/a4s_cI-3EkM Is Sinasina Sign Language an Isolate?: A call for further sign language documentation & description in Papua New Guinea text image oai:scholarspace.manoa.hawaii.edu:10125/74502 2024-08-21 col_10125_75537 74502.mp4 74502.pdf Galla, Candace Kaleimamoowahinekapu; 2021-03-04; Acknowledging that extractive and non-relational language work have occurred and continue, it is imperative to understand that language is more than a system of communication that can be dissected. Language is culture – an embodiment of past histories, current realities, and imagined futures that is not void of people, land, and ancestral wisdom. Throughout the world, Indigenous communities are reasserting their sovereignty, self-determination, and inherent rights to protect their knowledges and languages from further desecration, misuse, exploitation, commodification, and self-promotional gain by academia (e.g., academic publications and recognition, promotion and tenure). When invited into community, it is necessary to approach our invitation with humility, to be fully cognizant of the privilege that allows us, as academics and researchers, to enter a foreign domain of learning. What may seem an insignificant invitation is in fact a relational response that trusts that our actions and engagement with language will be held to the highest standard – a standard that respects the community in which the language resides, along with the knowledges and wisdom, which we, as academics, may in/directly gain. This relational awareness and thinking extends outward from the language to the speaker, community, lifeways, lands, and beings that are present (e.g., mountains, rivers, ocean, animals, rocks). Although this may be unsettling, recognizing and nurturing relationships – connections to the human and the more-than-human – hold us accountable and responsible to all who are present in the work we do. By transforming our practice, we enact relational accountability that provides a pathway for genuine, deep-rooted, and honored relationships that are reciprocated through our ways of knowing, being, and doing.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74502. Galla, Candace Kaleimamoowahinekapu 2021-03-04 Acknowledging that extractive and non-relational language work have occurred and continue, it is imperative to understand that language is more than a system of communication that can be dissected. Language is culture – an embodiment of past histories, current realities, and imagined futures that is not void of people, land, and ancestral wisdom. Throughout the world, Indigenous communities are reasserting their sovereignty, self-determination, and inherent rights to protect their knowledges and languages from further desecration, misuse, exploitation, commodification, and self-promotional gain by academia (e.g., academic publications and recognition, promotion and tenure). When invited into community, it is necessary to approach our invitation with humility, to be fully cognizant of the privilege that allows us, as academics and researchers, to enter a foreign domain of learning. What may seem an insignificant invitation is in fact a relational response that trusts that our actions and engagement with language will be held to the highest standard – a standard that respects the community in which the language resides, along with the knowledges and wisdom, which we, as academics, may in/directly gain. This relational awareness and thinking extends outward from the language to the speaker, community, lifeways, lands, and beings that are present (e.g., mountains, rivers, ocean, animals, rocks). Although this may be unsettling, recognizing and nurturing relationships – connections to the human and the more-than-human – hold us accountable and responsible to all who are present in the work we do. By transforming our practice, we enact relational accountability that provides a pathway for genuine, deep-rooted, and honored relationships that are reciprocated through our ways of knowing, being, and doing. http://hdl.handle.net/10125/74502 https://youtu.be/no9AXSHZiLc Opening plenary: Enacting relational acountability to indigenous languages and their peoples, communities, and lifeways movingimage sound oai:scholarspace.manoa.hawaii.edu:10125/74494 2024-08-21 col_10125_75537 74494.pdf Sallabank, Julia; 2021-03-07; Language revitalisation is gradually gaining acceptance as a field of study in its own right, as social actors and researchers turn their attention to effectiveness, processes and outcomes. This paper looks at processes and outcomes of revitalisation activities – both intended and unintended – and their implications.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74494. Sallabank, Julia 2021-03-07 Language revitalisation is gradually gaining acceptance as a field of study in its own right, as social actors and researchers turn their attention to effectiveness, processes and outcomes. This paper looks at processes and outcomes of revitalisation activities – both intended and unintended – and their implications. http://hdl.handle.net/10125/74494 Models of language revitalization: Processes and outcomes text image oai:scholarspace.manoa.hawaii.edu:10125/74457 2021-04-28 col_10125_75537 74457.pptx Heaton, Raina, O'Hagan, Zachary, Seyfeddinipur, Mandana, Kung, Susan Smythe, Thieberger, Nick, Trilsbeek, Paul; 2021-03-04; Archivists from a number of language archives will discuss the basics of archiving language documentation materials. Participants will learn about preparing their files for archiving and about creating good quality metadata descriptions. The workshop will end with a Q&A session for which participants are encouraged to submit questions in advance.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74457. Heaton, Raina O'Hagan, Zachary Seyfeddinipur, Mandana Kung, Susan Smythe Thieberger, Nick Trilsbeek, Paul 2021-03-07 Archivists from a number of language archives will discuss the basics of archiving language documentation materials. Participants will learn about preparing their files for archiving and about creating good quality metadata descriptions. The workshop will end with a Q&A session for which participants are encouraged to submit questions in advance. http://hdl.handle.net/10125/74457 https://youtu.be/TIAtfHD7goY Relating the past, present & future: Archiving language collections text image oai:scholarspace.manoa.hawaii.edu:10125/74493 2024-08-23 col_10125_75537 74493.pdf Ravn, Kenneth, Frid, Johan, Kruspe, Nicole, Larsson, Jens, Burenhult, Niclas; 2021-03-07; Recording location is an underdeveloped aspect of language documentation, even though such records provide crucial contextualization to documentation efforts and their language data. Our multidisciplinary initiative integrates analogue geodata from a legacy documentation collection in a digital geospatial representation. This new analytical framework enables exploration of collections in spatiotemporal perspective.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74493. Ravn, Kenneth Frid, Johan Kruspe, Nicole Larsson, Jens Burenhult, Niclas 2021-03-07 Recording location is an underdeveloped aspect of language documentation, even though such records provide crucial contextualization to documentation efforts and their language data. Our multidisciplinary initiative integrates analogue geodata from a legacy documentation collection in a digital geospatial representation. This new analytical framework enables exploration of collections in spatiotemporal perspective. http://hdl.handle.net/10125/74493 Spatializing endangered intangible knowledge: Towards systematic integration of "where" in a legacy documentation collection of Southeast Asia text image oai:scholarspace.manoa.hawaii.edu:10125/74451 2024-08-23 col_10125_75537 74451.pdf Krajinović, Ana; 2021-03-04; I discuss empirical methods for studying tense, aspect, and mood in language description. By focusing on TAM categories in Nafsan (Vanuatu, Oceanic), I show that corpus work, storyboards with targeted contexts and translation-based questionnaires accompanied by elicitation offer different kinds of evidence that are all necessary for a successful description.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74451. Krajinović, Ana 2021-03-04 I discuss empirical methods for studying tense, aspect, and mood in language description. By focusing on TAM categories in Nafsan (Vanuatu, Oceanic), I show that corpus work, storyboards with targeted contexts and translation-based questionnaires accompanied by elicitation offer different kinds of evidence that are all necessary for a successful description. http://hdl.handle.net/10125/74451 https://youtu.be/ekFygUz9wbc Empirical methods for describing tense, aspect, and mood: The case study of Nafsan text image oai:scholarspace.manoa.hawaii.edu:10125/74470 2024-08-23 col_10125_75537 74470.pdf Sear, Victoria, Chung, Benjamin, Amos DeLore-Tully, Meryl; 2021-03-06; We discuss the development of a publicly-accessible online knowledgebase relating to existing print and online dictionaries of Indigenous languages across North America. This knowledgebase is part of the larger Relational Lexicography project which fills an existing resource gap through the development of resources for people undertaking community dictionary projects.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74470. Sear, Victoria Chung, Benjamin Amos DeLore-Tully, Meryl 2021-03-06 We discuss the development of a publicly-accessible online knowledgebase relating to existing print and online dictionaries of Indigenous languages across North America. This knowledgebase is part of the larger Relational Lexicography project which fills an existing resource gap through the development of resources for people undertaking community dictionary projects. http://hdl.handle.net/10125/74470 https://youtu.be/A-BD91-TNfE Resources for reclamation: Creating a relational dictionary knowledgebase text image oai:scholarspace.manoa.hawaii.edu:10125/74489 2024-08-23 col_10125_75537 74489.pdf Mus, Nikolett, Metzger, Réka; 2021-03-07; The talk reports (preliminary) results of archiving materials and designing a corpus of Tundra Nenets (a Samoyedic language with 20,000 speakers in the North), that has no unified literary version, nor a unified writing system, and the existing corpora do not provide a representative sample and are not balanced.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74489. Mus, Nikolett Metzger, Réka 2021-03-07 The talk reports (preliminary) results of archiving materials and designing a corpus of Tundra Nenets (a Samoyedic language with 20,000 speakers in the North), that has no unified literary version, nor a unified writing system, and the existing corpora do not provide a representative sample and are not balanced. http://hdl.handle.net/10125/74489 Archiving Tundra Nenets materials: Towards designing a balanced Tundra Nenets corpus text image oai:scholarspace.manoa.hawaii.edu:10125/74447 2024-08-24 col_10125_75537 74447.pdf Lehmann, Nico, Blum, Frederic, Verhoeven, Elisabeth; 2021-03-05; We argue for the necessity of easily accessible, searchable, re-usable and flexible corpus collections for indigenous languages with combined efforts from speakers and researchers. Cocoyum (CCY), a collaborative, cooperative corpus collection of Yucatec Maya, showcases a way to create a holistic, flexible corpus architecture for all types of indigenous language data.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74447. Lehmann, Nico Blum, Frederic Verhoeven, Elisabeth 2021-03-05 We argue for the necessity of easily accessible, searchable, re-usable and flexible corpus collections for indigenous languages with combined efforts from speakers and researchers. Cocoyum (CCY), a collaborative, cooperative corpus collection of Yucatec Maya, showcases a way to create a holistic, flexible corpus architecture for all types of indigenous language data. http://hdl.handle.net/10125/74447 https://youtu.be/ttE1WoexsBg The collaborative Yucatec Maya corpus Cocoyum: A model corpus architecture for indigenous language corpus collections text image oai:scholarspace.manoa.hawaii.edu:10125/74446 2024-08-24 col_10125_75537 74446.pdf Broadwell, George Aaron, Santiago, Janet Chávez, Curiel, Laura, Flores-Marcial, Xóchitl M., Guzmán, Moisés García, Sernas, Rogelio Hernández, Kadlecek, Eloise, Kawan-Hemler, Collin, Lillehaugen, Brook Danielle, Lopez, Felipe H., Matías, Edith, Molina, Yaneth, Plumb, May Helena, Santiago-Marcial, Ignacio, Velasco-Vasquez, Maria; 2021-03-06; Caseidyneën Saën is an open educational resource on Colonial Zapotec created by activists, educators, academics, and students. In this multilingual presentation, we interrogate the relationships within this diverse team and show how collaborative, community-embedded work can serve both pedagogical roles and activist agendas within higher education and transnational Native communities.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74446. Broadwell, George Aaron Santiago, Janet Chávez Curiel, Laura Flores-Marcial, Xóchitl M. Guzmán, Moisés García Sernas, Rogelio Hernández Kadlecek, Eloise Kawan-Hemler, Collin Lillehaugen, Brook Danielle Lopez, Felipe H. Matías, Edith Molina, Yaneth Plumb, May Helena Santiago-Marcial, Ignacio Velasco-Vasquez, Maria 2021-03-06 Caseidyneën Saën is an open educational resource on Colonial Zapotec created by activists, educators, academics, and students. In this multilingual presentation, we interrogate the relationships within this diverse team and show how collaborative, community-embedded work can serve both pedagogical roles and activist agendas within higher education and transnational Native communities. http://hdl.handle.net/10125/74446 https://youtu.be/4AmOX0skxXI Caseidyneën Saën: The collaborative creation of open educational materials as a pedagogical practice and act of resistance text image oai:scholarspace.manoa.hawaii.edu:10125/74501 2024-08-25 col_10125_75537 74501.pdf Weber, Tobias; 2021-03-07; Working with legacy materials does not fall clearly into the traditional fields of either Language Documentation or Conservation. This work often involves knowledge of both fields applied to generate new value, thus opening a the chance for meta-scientific reflection. In the presentation, this independent field is outlined as curation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74501. Weber, Tobias 2021-03-07 Working with legacy materials does not fall clearly into the traditional fields of either Language Documentation or Conservation. This work often involves knowledge of both fields applied to generate new value, thus opening a the chance for meta-scientific reflection. In the presentation, this independent field is outlined as curation. http://hdl.handle.net/10125/74501 Curation as a distinct academic activity – a perspective from working with legacy materials text image oai:scholarspace.manoa.hawaii.edu:10125/74498 2024-08-29 col_10125_75537 74498.pdf Stone, Johanna; 2021-03-07; Teach language and grammar through speaking the target language in a comprehensible way. Tap into the innate way we all learn languages, at any age, through moʻolelo and vocabulary. See the nature of, and specific sequencing of each class, progression of questioning, answering and stating, explicit and inexplicit grammar learning.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74498. Stone, Johanna 2021-03-07 Teach language and grammar through speaking the target language in a comprehensible way. Tap into the innate way we all learn languages, at any age, through moʻolelo and vocabulary. See the nature of, and specific sequencing of each class, progression of questioning, answering and stating, explicit and inexplicit grammar learning. http://hdl.handle.net/10125/74498 Teaching grammar through language in our comprehensible input-based Hawaiian class text image oai:scholarspace.manoa.hawaii.edu:10125/74505 2021-04-27 col_10125_75537 74505.mp4 Berez-Kroeker, Andrea, Baldwin, Daryl, Leonard, Wesley Y., McDonnell, Bradley, Yoshioka, Jim, Solomon, Noah Haʻalilio; 2021-03-07; The closing remarks from the 7th International Conference on Language Documentation and Conservation, including introductions from Daryl Baldwin, the Q&A session, recognition of the student steering committee, and farewell.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74505. Berez-Kroeker, Andrea Baldwin, Daryl Leonard, Wesley Y. McDonnell, Bradley Yoshioka, Jim Solomon, Noah Haʻalilio 2021-03-07 The closing remarks from the 7th International Conference on Language Documentation and Conservation, including introductions from Daryl Baldwin, the Q&A session, recognition of the student steering committee, and farewell. http://hdl.handle.net/10125/74505 https://www.youtube.com/watch?v=zGD2gWTrAKY ICLDC 7 Closing remarks movingimage sound oai:scholarspace.manoa.hawaii.edu:10125/74478 2025-08-15 col_10125_75537 74478.pdf Cruz, Jiezl Victorianne; 2021-03-07; This study aims to provide an approach on how to assess the vitality status of Kapampangan by means of a survey, from which the domains of use and the language attitudes of its speakers were analyzed using the FAMED conditions of the Sustainable Use Model from the EGIDS framework.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74478. Cruz, Jiezl Victorianne 2021-03-07 This study aims to provide an approach on how to assess the vitality status of Kapampangan by means of a survey, from which the domains of use and the language attitudes of its speakers were analyzed using the FAMED conditions of the Sustainable Use Model from the EGIDS framework. http://hdl.handle.net/10125/74478 Towards an assessment of Kapampangan language vitality text image oai:scholarspace.manoa.hawaii.edu:10125/74491 2024-08-30 col_10125_75537 74491.pdf Chen, Chun-Mei; 2021-03-04; This paper examines social practices of language use and identity construction in the era of covid-19 in indigenous Paiwan and Budai Rukai communities. It contributes to the understanding of the essence of linguistic practices and social interactions in pandemic prevention, identity construction, and solidarity in the indigenous communities.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74491. Chen, Chun-Mei 2021-03-04 This paper examines social practices of language use and identity construction in the era of covid-19 in indigenous Paiwan and Budai Rukai communities. It contributes to the understanding of the essence of linguistic practices and social interactions in pandemic prevention, identity construction, and solidarity in the indigenous communities. http://hdl.handle.net/10125/74491 Languages of covid-19 prevention, identity, and solidarity in Paiwan and Rukai Communities text image oai:scholarspace.manoa.hawaii.edu:10125/74460 2021-04-28 col_10125_75537 74460.pptx Pandey, Anu; 2021-03-04; This paper outlines a successful model for language documentation in the covid-19 era. A methodology for remote fieldwork via mobile interviewing was devised and utilized for data collection of Kanauji language. The entire process, results and challenges faced along with advantages are discussed in detail.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74460. Pandey, Anu 2021-03-04 This paper outlines a successful model for language documentation in the covid-19 era. A methodology for remote fieldwork via mobile interviewing was devised and utilized for data collection of Kanauji language. The entire process, results and challenges faced along with advantages are discussed in detail. http://hdl.handle.net/10125/74460 https://youtu.be/FZzkmHRCdWs Fieldwork via mobile interviewing during Covid-19 : A case study of Kanauji text image oai:scholarspace.manoa.hawaii.edu:10125/74445 2024-08-31 col_10125_75537 74445.pdf Schwartz, Lane, Chen, Emily, Park, Hayley Hyunji, Jahn, Edward, Schreiner, Sylvia L.R.; 2021-03-07; This work presents the first publicly available digital corpus of written texts in St. Lawrence Island Yupik (Inuit-Yupik, ISO 639-3: ess). The public release of this corpus has been coordinated with various stakeholders in the St. Lawrence Island community. The corpus of digitized texts is available on GitHub under a Creative Commons Attribution No-Commercial 4.0 International License.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74445. Schwartz, Lane Chen, Emily Park, Hayley Hyunji Jahn, Edward Schreiner, Sylvia L.R. 2021-03-07 This work presents the first publicly available digital corpus of written texts in St. Lawrence Island Yupik (Inuit-Yupik, ISO 639-3: ess). The public release of this corpus has been coordinated with various stakeholders in the St. Lawrence Island community. The corpus of digitized texts is available on GitHub under a Creative Commons Attribution No-Commercial 4.0 International License. http://hdl.handle.net/10125/74445 A digital corpus of St. Lawrence Island Yupik for the Yupik Community text image oai:scholarspace.manoa.hawaii.edu:10125/74453 2021-04-28 col_10125_75537 74453.pptx Li, Haoyi, Kaiser, Kathrin; 2021-03-04; What should a language tool look like? In this session, we invite participants to reflect on the cultural implications of user-interface design and the impact of visual conventions on language learning. We will work with a toolkit which facilitates collaboration between communities and external stakeholders to co-develop visually enriched resources.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74453. Li, Haoyi Kaiser, Kathrin 2021-03-07 What should a language tool look like? In this session, we invite participants to reflect on the cultural implications of user-interface design and the impact of visual conventions on language learning. We will work with a toolkit which facilitates collaboration between communities and external stakeholders to co-develop visually enriched resources. http://hdl.handle.net/10125/74453 Reflection and collaboration for culturally responsive visual design in language resources text image oai:scholarspace.manoa.hawaii.edu:10125/74481 2021-04-28 col_10125_75537 74481.pdf Sukinarhimi, Peresang, Kuo, Tzu-Yu, Shein, Paichi Pat; 2021-03-04; This study aimed to create a semester-long and weekly place-based education that integrated science, technology, engineering, mathematics and arts (language and myths) around the investigation of river ecology and traditional practice of water use, and also to explore how the place-based indigenous STEAM education affects culture identity of indigenous students.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74481. Sukinarhimi, Peresang Kuo, Tzu-Yu Shein, Paichi Pat 2021-03-04 This study aimed to create a semester-long and weekly place-based education that integrated science, technology, engineering, mathematics and arts (language and myths) around the investigation of river ecology and traditional practice of water use, and also to explore how the place-based indigenous STEAM education affects culture identity of indigenous students. http://hdl.handle.net/10125/74481 Language revitalization through place-based indigenous STEAM education on river ecology and mythology and its effects on indigenous students’ cultural identity text image oai:scholarspace.manoa.hawaii.edu:10125/74480 2024-09-04 col_10125_75537 74480.pdf Hussain, Qandeel; 2021-03-07; Dawoodi is a severely endangered Indo-Aryan language spoken by less than 500 speakers in Hunza valley, Gilgit, Northern Pakistan. The present study presents the first detailed acoustic-phonetic description of the rich laryngeal and place contrasts of Dawoodi using Linear Discriminant Analysis.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74480. Hussain, Qandeel 2021-03-07 Dawoodi is a severely endangered Indo-Aryan language spoken by less than 500 speakers in Hunza valley, Gilgit, Northern Pakistan. The present study presents the first detailed acoustic-phonetic description of the rich laryngeal and place contrasts of Dawoodi using Linear Discriminant Analysis. http://hdl.handle.net/10125/74480 Phonetic description of stop laryngeal contrasts of endangered Dawoodi (Indo-Aryan) text image oai:scholarspace.manoa.hawaii.edu:10125/74513 2024-09-04 col_10125_75537 74513.pdf Panigrahi, Subhashish; 2021-03-04; Aadhaar, India's biometric based national digital ID enrollment mandates a wide range of personal data collection. Based on empirical research, I will share how lack of critical information in indigenous and other native languages raises ethical issues of personal data collection.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74513. Panigrahi, Subhashish 2021-03-04 Aadhaar, India's biometric based national digital ID enrollment mandates a wide range of personal data collection. Based on empirical research, I will share how lack of critical information in indigenous and other native languages raises ethical issues of personal data collection. http://hdl.handle.net/10125/74513 https://youtu.be/wqa9_0pzBII An account of how critical information about privacy is missing in indigneous languages of India and ways to avoid it text oai:scholarspace.manoa.hawaii.edu:10125/74473 2024-09-05 col_10125_75537 74473.pdf Zhong, Yarjis Xueqing; 2021-03-04; Western and Eastern Yugur are endangered languages in north-west China. The Yugur people are supporting school maintenance. Some efforts have failed, however a local organisation, Yugur Education Academy, has spearheaded relationships with the local government, schools, teachers, parents and academics to help preserve the Yugur languages, with some success.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74473. Zhong, Yarjis Xueqing 2021-03-04 Western and Eastern Yugur are endangered languages in north-west China. The Yugur people are supporting school maintenance. Some efforts have failed, however a local organisation, Yugur Education Academy, has spearheaded relationships with the local government, schools, teachers, parents and academics to help preserve the Yugur languages, with some success. http://hdl.handle.net/10125/74473 An ethnic community local organisation with multifaceted networks to help save an endangered language in North-West of China text image oai:scholarspace.manoa.hawaii.edu:10125/74456 2021-04-28 col_10125_75537 74456.pptx Kimura, Larry, Fischer, Bruce Torres; 2021-03-04; The Hawaiian language is the medium for new formal education conventions, growing new speakers. Among some differing viewpoints regarding L2 speakers are new Hawaiian words. Since 1987 the Hawaiian Lexicon Committee of the College of Hawaiian Language at UH Hilo continues to share over 6,000 new Hawaiian entries online.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74456. Kimura, Larry Fischer, Bruce Torres 2021-03-07 The Hawaiian language is the medium for new formal education conventions, growing new speakers. Among some differing viewpoints regarding L2 speakers are new Hawaiian words. Since 1987 the Hawaiian Lexicon Committee of the College of Hawaiian Language at UH Hilo continues to share over 6,000 new Hawaiian entries online. http://hdl.handle.net/10125/74456 https://youtu.be/3LVqcpS6UvU Regenerating Hawaiian speakers: Recognizing relationships and challenges text image oai:scholarspace.manoa.hawaii.edu:10125/74488 2024-09-08 col_10125_75537 74488.pdf Le Ferrand, Eric, Bettinson, Mat, Bird, Steven, Besacier, Laurent; 2021-03-04; We present here the first deployment of a semi automatic and collaborative transcription pipeline in two remote communities in the Australian Northern Territory. This first attempt reports the challenges involved with collaborative transcription methods design in remote Australian Aboriginal communities; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74488. Le Ferrand, Eric Bettinson, Mat Bird, Steven Besacier, Laurent 2021-03-04 We present here the first deployment of a semi automatic and collaborative transcription pipeline in two remote communities in the Australian Northern Territory. This first attempt reports the challenges involved with collaborative transcription methods design in remote Australian Aboriginal communities http://hdl.handle.net/10125/74488 Collaborative transcription in Australian Aboriginal communities text image oai:scholarspace.manoa.hawaii.edu:10125/74474 2024-09-08 col_10125_75537 74474.pdf Tsutsui, Martha, Yokoyama, Akiko, Hammine, Madoka, Zlazli, Miho; 2021-03-04; Ideologies regarding gender roles affect both the researcher, the community’s view of the researcher, and the participants and the way in which they can (or cannot) participate in language revitalization and documentation. This poster will explore the relationship between gender roles and indigenous language revitalization/documentation in the Ryukyuan context.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74474. Tsutsui, Martha Yokoyama, Akiko Hammine, Madoka Zlazli, Miho 2021-03-04 Ideologies regarding gender roles affect both the researcher, the community’s view of the researcher, and the participants and the way in which they can (or cannot) participate in language revitalization and documentation. This poster will explore the relationship between gender roles and indigenous language revitalization/documentation in the Ryukyuan context. http://hdl.handle.net/10125/74474 Effects of gender on language revitalisation & documentation in the Ryukyus text image oai:scholarspace.manoa.hawaii.edu:10125/74485 2024-09-08 col_10125_75537 74485.pdf Verheye, Gabrielle; 2021-03-04; Sustainable tourism is a strong driver to restore, protect and promote indigenous cultures, including languages. This research explores the contributions of indigenous tourism initiatives to language documentation and conservation and introduces key concepts of the Larrakia Declaration, which can be applied to the linguistic field.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74485. Verheye, Gabrielle 2021-03-04 Sustainable tourism is a strong driver to restore, protect and promote indigenous cultures, including languages. This research explores the contributions of indigenous tourism initiatives to language documentation and conservation and introduces key concepts of the Larrakia Declaration, which can be applied to the linguistic field. http://hdl.handle.net/10125/74485 Strengthening partnerships: The role of indigenous tourism in language documentation text image oai:scholarspace.manoa.hawaii.edu:10125/74450 2024-09-10 col_10125_75537 74450-01.pdf 74450-02.pdf Nee, Julia, Lorenzo, Rosita Jiménez; 2021-03-04; We describe how a visit to a Zapotec heritage site was leveraged to promote positivity and multilingualism among Zapotec language learners in Teotitlán del Valle. Students created “identity texts” drawing on their Spanish and Zapotec language skills to showcase their emergent multilingual identities and sense of community as language learners.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74450. Nee, Julia Lorenzo, Rosita Jiménez 2021-03-04 We describe how a visit to a Zapotec heritage site was leveraged to promote positivity and multilingualism among Zapotec language learners in Teotitlán del Valle. Students created “identity texts” drawing on their Spanish and Zapotec language skills to showcase their emergent multilingual identities and sense of community as language learners. http://hdl.handle.net/10125/74450 https://youtu.be/636Ejbit6Ro Emergent multilingual identities among children learning Zapotec text image oai:scholarspace.manoa.hawaii.edu:10125/74465 2024-09-11 col_10125_75537 74465.pdf Bliss, Heather, Breaker, Ikino'Motstaan Noreen, Breaker, Natoopii Lee, Ireland, Leeanne; 2021-03-05; We describe a collaborative project to develop a graphic novel with an augmented reality interface for Blackfoot youth. The novel integrates culturally relevant Blackfoot vocabulary into English phrases. Creating this code-mixed text required combining the knowledge of a proficient Blackfoot speaker, a learner, an Indigenous youth advocate, and a linguist.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74465. Bliss, Heather Breaker, Ikino'Motstaan Noreen Breaker, Natoopii Lee Ireland, Leeanne 2021-03-05 We describe a collaborative project to develop a graphic novel with an augmented reality interface for Blackfoot youth. The novel integrates culturally relevant Blackfoot vocabulary into English phrases. Creating this code-mixed text required combining the knowledge of a proficient Blackfoot speaker, a learner, an Indigenous youth advocate, and a linguist. http://hdl.handle.net/10125/74465 Itohtsissitapitsi’pi Ihpapiiyistsiyo’pi: Sharing our knowledge to create a Blackfoot learning resource text image oai:scholarspace.manoa.hawaii.edu:10125/74475 2024-09-12 col_10125_75537 74475.pdf Anderson, Alyssa N., Chinn, Pauline W.U., Akioka, W. Kalae, Koga, Lalepa; 2021-03-07; To engage Hawai'i students in Earth Sciences, the repository of 1834-1948 Hawaiian language newspapers is utilized to create STEM content that is relevant and relatable to student and teacher needs and interests. Educators, translators, and scientists together develop lessons from Hawaiian newspaper accounts of Earth processes that were observed locally.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74475. Anderson, Alyssa N. Chinn, Pauline W.U. Akioka, W. Kalae Koga, Lalepa 2021-03-07 To engage Hawai'i students in Earth Sciences, the repository of 1834-1948 Hawaiian language newspapers is utilized to create STEM content that is relevant and relatable to student and teacher needs and interests. Educators, translators, and scientists together develop lessons from Hawaiian newspaper accounts of Earth processes that were observed locally. http://hdl.handle.net/10125/74475 Utilizing Hawaiian language newspapers for place- and culture-based geoscience education text image oai:scholarspace.manoa.hawaii.edu:10125/74486 2024-09-12 col_10125_75537 74486-01.pdf 74486-02.pdf 74486-03.pdf Pepion, Millicent; 2021-03-04; Kin Haal'á Álchíní translates to "City Kids" in the Navajo language. A critical challenge to learning the Navajo language is immersion. This 3-6 day language camp would work with local school districts and community members to provide students a gradual Navajo language immersion experience. Recognizing relationships with Urban Indian students is challenging, this camp proposes a way for students to be immersed in the Navajo language without leaving the city.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74486. Pepion, Millicent 2021-03-04 Kin Haal'á Álchíní translates to "City Kids" in the Navajo language. A critical challenge to learning the Navajo language is immersion. This 3-6 day language camp would work with local school districts and community members to provide students a gradual Navajo language immersion experience. Recognizing relationships with Urban Indian students is challenging, this camp proposes a way for students to be immersed in the Navajo language without leaving the city. http://hdl.handle.net/10125/74486 Kin Haal'á Álchíní: Navajo immersion camp for urban Indians text image oai:scholarspace.manoa.hawaii.edu:10125/74500 2024-09-14 col_10125_75537 74500.pdf Vita,Vasiliki; 2021-03-07; This presentation aims to inform and encourage an interdisciplinary (linguists, anthropologists, developmentalists, IT and health specialists, community members) discussion on how the virALLanguages project has potentially created a transitional environment in Cameroon, according to Chetley (2006), necessary for when introducing ICT for health information to developing and indigenous language contexts.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74500. Vita,Vasiliki 2021-03-07 This presentation aims to inform and encourage an interdisciplinary (linguists, anthropologists, developmentalists, IT and health specialists, community members) discussion on how the virALLanguages project has potentially created a transitional environment in Cameroon, according to Chetley (2006), necessary for when introducing ICT for health information to developing and indigenous language contexts. http://hdl.handle.net/10125/74500 virALLanguages bridging new and traditional media in Cameroon for the fight against Covid-19 text image oai:scholarspace.manoa.hawaii.edu:10125/74467 2021-04-28 col_10125_75537 74467.pptx Broadwell, George Aaron, Santiago, Janet Chávez, Curiel, Laura, Flores-Marcial, Xóchitl M., Guzmán, Moisés García, Juárez, Noél Alejandro García, Sernas, Rogelio Hernández, Kadlecek,Eloise, Kawan-Hemler, Collin, Lillehaugen, Brook Danielle, Lopez, Felipe H., Matías, Edith, Molina, Yaneth, Plumb, May Helena, Gomes, Aurora Sanches, Santiago, Ignacio, Sernas, Sandra, Velasco-Vasquez, Maria; 2021-03-06; This paper details how our immersion program has edited and tailored transcriptions of traditional Lakota stories from the pre-reservation era for use as learning materials by new generations of Lakota learners. Furthermore, this can be a model for such adaptation in other language regions.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74467. Broadwell, George Aaron Santiago, Janet Chávez Curiel, Laura Flores-Marcial, Xóchitl M. Guzmán, Moisés García Juárez, Noél Alejandro García Sernas, Rogelio Hernández Kadlecek,Eloise Kawan-Hemler, Collin Lillehaugen, Brook Danielle Lopez, Felipe H. Matías, Edith Molina, Yaneth Plumb, May Helena Gomes, Aurora Sanches Santiago, Ignacio Sernas, Sandra Velasco-Vasquez, Maria 2021-03-06 This paper details how our immersion program has edited and tailored transcriptions of traditional Lakota stories from the pre-reservation era for use as learning materials by new generations of Lakota learners. Furthermore, this can be a model for such adaptation in other language regions. http://hdl.handle.net/10125/74467 https://youtu.be/xfAychzJkHQ Living legends: Adapting centuries-old Lakota stories for use in contemporary educational settings text image oai:scholarspace.manoa.hawaii.edu:10125/74509 2024-09-15 col_10125_75537 74509.pdf Day, Christopher, Jarrett, Michael, Radley, Rhonda, Seymour, Jasmine, Angelo, Denise, Poetsch, Susan; 2021-03-05; This paper will be of interest to teachers looking for another strategy suitable for their second language learning students. It presents co-constructed co-signed gestures (CoCos) for teaching vocabulary and grammar in highly inflected languages. Through presentation, demonstration and practice, four Aboriginal teachers will share how they have implemented CoCos with preschool through to adult learners in their communities in Australia.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74509. Day, Christopher Jarrett, Michael Radley, Rhonda Seymour, Jasmine Angelo, Denise Poetsch, Susan 2021-03-05 This paper will be of interest to teachers looking for another strategy suitable for their second language learning students. It presents co-constructed co-signed gestures (CoCos) for teaching vocabulary and grammar in highly inflected languages. Through presentation, demonstration and practice, four Aboriginal teachers will share how they have implemented CoCos with preschool through to adult learners in their communities in Australia. http://hdl.handle.net/10125/74509 https://youtu.be/0BZ-ylc33GY Co-constructed, co-signed gestures (CoCos). Engaging language learners in unpacking and internalising lexical and grammatical meanings text image oai:scholarspace.manoa.hawaii.edu:10125/74468 2024-09-15 col_10125_75537 74468.pdf Kettig, Thomas; 2021-03-04; Archival recordings play a key role in ʻōlelo Hawaiʻi revitalization. Learners are encouraged to use the voices of kūpuna as pronunciation models. Through analyzing these voices from the past, this project illustrates how linguistic research can support community-based revitalization efforts by looking to the source – nānā i ke kumu.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74468. Kettig, Thomas 2021-03-04 Archival recordings play a key role in ʻōlelo Hawaiʻi revitalization. Learners are encouraged to use the voices of kūpuna as pronunciation models. Through analyzing these voices from the past, this project illustrates how linguistic research can support community-based revitalization efforts by looking to the source – nānā i ke kumu. http://hdl.handle.net/10125/74468 https://youtu.be/PdPxQGXSX64 Nānā i ke kumu: Acoustic phonetic research on archival recordings of ʻōlelo Hawaiʻi text image oai:scholarspace.manoa.hawaii.edu:10125/74508 2024-09-16 col_10125_75537 74508-01.pdf 74508-02.pdf Di Carlo, Pierpaolo, Diba, Rachel Ayuk Ojong; 2021-03-04; Competence in multiple languages spoken in neighboring communities is a widespread feature among speakers of endangered languages. Small-scale multilingual practices can be revealing of relationships that a monolingual approach to language documentation would obscure. This workshop will provide both theoretical grounding and practical suggestions for the documentation of such practices.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74508. Di Carlo, Pierpaolo Diba, Rachel Ayuk Ojong 2021-03-07 Competence in multiple languages spoken in neighboring communities is a widespread feature among speakers of endangered languages. Small-scale multilingual practices can be revealing of relationships that a monolingual approach to language documentation would obscure. This workshop will provide both theoretical grounding and practical suggestions for the documentation of such practices. http://hdl.handle.net/10125/74508 https://youtu.be/EY8H5IAgV54 How to document small-scale multilingualism? Theory and practice of an emerging approach to language documentation text image oai:scholarspace.manoa.hawaii.edu:10125/74463 2024-09-17 col_10125_75537 74463.pdf Pappas, Leah, Lay, Leonardo Lede, Thomas, Naomi Mare; 2021-03-04; As video documentation becomes standard, language documenters should consider how to efficiently capture visual communication, such as gesture. Using examples from Hawu, an Eastern Indonesian language this paper discusses what kind of information gesture contributes to a communicative event and how this may influence approaches to video documentation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74463. Pappas, Leah Lay, Leonardo Lede Thomas, Naomi Mare 2021-03-04 As video documentation becomes standard, language documenters should consider how to efficiently capture visual communication, such as gesture. Using examples from Hawu, an Eastern Indonesian language this paper discusses what kind of information gesture contributes to a communicative event and how this may influence approaches to video documentation. http://hdl.handle.net/10125/74463 https://youtu.be/KJdw_VKgyg0 Gesture in video language documentation text image oai:scholarspace.manoa.hawaii.edu:10125/74448 2024-09-17 col_10125_75537 74448.pdf Rice, Alexander, Dagua Toquetón, Bélgica; 2021-03-06; We present a remote corpus-building workflow, which relies on YouTube as the primary platform for transcription/translation, of our Amazonian Kichwa documentation project. We discuss—from the researcher’s and the community member’s viewpoints—important considerations around YouTube and reflect on how the workflow facilitates capacity building, community engagement, and relationship building.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/74448. Rice, Alexander Dagua Toquetón, Bélgica 2021-03-06 We present a remote corpus-building workflow, which relies on YouTube as the primary platform for transcription/translation, of our Amazonian Kichwa documentation project. We discuss—from the researcher’s and the community member’s viewpoints—important considerations around YouTube and reflect on how the workflow facilitates capacity building, community engagement, and relationship building. http://hdl.handle.net/10125/74448 https://youtu.be/Jss9TZz8K_Y Collaborative corpus work at a distance: Building a remote workflow around YouTube text image oai:scholarspace.manoa.hawaii.edu:10125/104855 2024-07-27 col_10125_104800 ICLDC8-40.pdf Gandarillas, Marc; 2023-03-05; My presentation will focus on the variety of Catalan spoken in San Pedro, Argentina. Three research questions were formulated to measure endangerment status (RQ #1), provide first-hand documentation of the variety by eliciting relevant sociolinguistic and anthropological emergent categories (RQ #2), and establish a course of action in terms of revitalization efforts (RQ #3).; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104855. Gandarillas, Marc 2023-03-05 My presentation will focus on the variety of Catalan spoken in San Pedro, Argentina. Three research questions were formulated to measure endangerment status (RQ #1), provide first-hand documentation of the variety by eliciting relevant sociolinguistic and anthropological emergent categories (RQ #2), and establish a course of action in terms of revitalization efforts (RQ #3). https://hdl.handle.net/10125/104855 ICLDC8-40 “My grandparents would speak the language between themselves, but not with their children:” Documenting and revitalizing Catalan as a heritage language in Argentina Image Text oai:scholarspace.manoa.hawaii.edu:10125/104843 2024-07-30 col_10125_104800 ICLDC8-28.pdf Pierson, Sofia, Skilton, Amalia, Ananthanarayan, Sunkulp, Bowern, Claire; 2023-03-05; Fieldworks Language Explorer, a popular database tool for language documentation, has many advantages. However, it also makes erroneous assumptions about the user and the structure and content of language records, thereby stunting language work. Here we hope to engage the field in a conversation about how FLEx undermines our research.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104843. Pierson, Sofia Skilton, Amalia Ananthanarayan, Sunkulp Bowern, Claire 2023-03-05 Fieldworks Language Explorer, a popular database tool for language documentation, has many advantages. However, it also makes erroneous assumptions about the user and the structure and content of language records, thereby stunting language work. Here we hope to engage the field in a conversation about how FLEx undermines our research. https://hdl.handle.net/10125/104843 ICLDC8-28 Where FLEx falls flat: A reflection on built-in assumptions of documentation software and their consequences for language work Image Text oai:scholarspace.manoa.hawaii.edu:10125/104847 2024-07-31 col_10125_104800 ICLDC8-32.pdf Rabinovitch, Jack Isaac; 2023-03-05; This presentation discusses the planning and implementation of a client-side powered web-based application for advanced searches of linguistic corpora for aid in language documentation, I discuss the organization of the file format, the structure of the query language, and how it can be used with FLEx, LaTeX, and plaintext corpora.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104847. Rabinovitch, Jack Isaac 2023-03-05 This presentation discusses the planning and implementation of a client-side powered web-based application for advanced searches of linguistic corpora for aid in language documentation, I discuss the organization of the file format, the structure of the query language, and how it can be used with FLEx, LaTeX, and plaintext corpora. https://hdl.handle.net/10125/104847 ICLDC8-32 A Client-Side Web Application for Advanced Searching of Linguistic Corpora Image Text oai:scholarspace.manoa.hawaii.edu:10125/104835 2024-07-31 col_10125_104800 ICLDC8-20.pdf Martin, Akwiratékha, Demson, Deirdre, Brinklow, Thanyehténhas Nathan, Kazantseva, Anna; 2023-03-05; In this poster we describe creation of the first written corpus in Kanien'kéha (Mohawk). We will talk about motivation for this work, the challenges we encountered, and future applications.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104835. Martin, Akwiratékha Demson, Deirdre Brinklow, Thanyehténhas Nathan Kazantseva, Anna 2023-03-05 In this poster we describe creation of the first written corpus in Kanien'kéha (Mohawk). We will talk about motivation for this work, the challenges we encountered, and future applications. https://hdl.handle.net/10125/104835 ICLDC8-20 Creating a Corpus in Kanien’kéha Image Text oai:scholarspace.manoa.hawaii.edu:10125/104842 2024-08-02 col_10125_104800 ICLDC8-27.pdf McCartney, Erin, Wivell, Grace, Mbete, Fransiskus X; 2023-03-05; This work presents a project using trained Optical Character Recognition technology to digitize photos of printed language data, a faster alternative to manual transcription. It addresses the challenges and benefits of using this technology, and we offer tutorials of our solutions, to aid community members interested in doing similar work.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104842. McCartney, Erin Wivell, Grace Mbete, Fransiskus X 2023-03-05 This work presents a project using trained Optical Character Recognition technology to digitize photos of printed language data, a faster alternative to manual transcription. It addresses the challenges and benefits of using this technology, and we offer tutorials of our solutions, to aid community members interested in doing similar work. https://hdl.handle.net/10125/104842 ICLDC8-27 Working with Optical Character Recognition to Document an Understudied Language: Challenges and Opportunities Image Text oai:scholarspace.manoa.hawaii.edu:10125/104846 2024-08-02 col_10125_104800 ICLDC8-31.pdf Qian, Baoqing, Rabinovitch, Jack Isaac; 2023-03-05; In this presentation, we discuss methods of adaptation used by heritage Mandarin teachers within and around Boston, Massachusetts, particularly relating to material development, topic choice and order, and class design, and suggest ways in which these methods of adaptation may apply to the adaptation of pedagogical materials in the pursuit of language reclamation.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104846. Qian, Baoqing Rabinovitch, Jack Isaac 2023-03-05 In this presentation, we discuss methods of adaptation used by heritage Mandarin teachers within and around Boston, Massachusetts, particularly relating to material development, topic choice and order, and class design, and suggest ways in which these methods of adaptation may apply to the adaptation of pedagogical materials in the pursuit of language reclamation. https://hdl.handle.net/10125/104846 ICLDC8-31 Applying Adaptations in Pedagogical Materials for Heritage Language Teaching to Language Reclamation Image Text oai:scholarspace.manoa.hawaii.edu:10125/104854 2024-08-03 col_10125_104800 ICLDC8-39.pdf Bahloul, Maher, Abdellatif Soumaya; 2023-03-05; The presenter will share the results of an initial study of a new growing Middle Eastern Pidgin (MEP), a language used by local natives and immigrants from various Indian and South Asian regions.The results show complexity at various socio-linguistic and human rights aspects.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104854. Bahloul, Maher Abdellatif Soumaya 2023-03-05 The presenter will share the results of an initial study of a new growing Middle Eastern Pidgin (MEP), a language used by local natives and immigrants from various Indian and South Asian regions.The results show complexity at various socio-linguistic and human rights aspects. https://hdl.handle.net/10125/104854 ICLDC8-39 Emerging Oral Languages: The Middle Eastern Pidgin Case Image Text oai:scholarspace.manoa.hawaii.edu:10125/104822 2024-08-06 col_10125_104800 ICLDC8-07.pdf Tang, Alexander; 2023-03-02; The purpose of this poster is to explore how literacy has influenced the successes and failures of the Cantonese language programs in the United States. This session will inform participants educational policies and follow-up steps with bicultural and biliteracy learning in Cantonese-English immersion programs.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104822. Tang, Alexander 2023-03-02 The purpose of this poster is to explore how literacy has influenced the successes and failures of the Cantonese language programs in the United States. This session will inform participants educational policies and follow-up steps with bicultural and biliteracy learning in Cantonese-English immersion programs. https://hdl.handle.net/10125/104822 ICLDC8-07 Examining bicultural and biliteracy development: an analysis on Cantonese-English bilingualism Image Text oai:scholarspace.manoa.hawaii.edu:10125/104850 2024-08-06 col_10125_104800 ICLDC8-35.pdf Mazzitelli, Lidia Federica; 2023-03-05; I elaborate on the challenges of balancing the linguists’ and the language community’s wishes in writing a grammar of Lakurumau (Oceanic; Papua New Guinea); in particular, I focus on the ethical challenges in representing contact-induced language change in younger and occasional speakers.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104850. Mazzitelli, Lidia Federica 2023-03-05 I elaborate on the challenges of balancing the linguists’ and the language community’s wishes in writing a grammar of Lakurumau (Oceanic; Papua New Guinea); in particular, I focus on the ethical challenges in representing contact-induced language change in younger and occasional speakers. https://hdl.handle.net/10125/104850 ICLDC8-35 Describing contact-induced language changes: how to avoid stigmatising speakers? Image Text oai:scholarspace.manoa.hawaii.edu:10125/104852 2024-08-07 col_10125_104800 ICLDC8-37.pdf Zhang, Yuanyuan; 2023-03-05; This poster is going to take a close look at the residents in Lianyungang, Jiangsu Province, China. The research method is to conduct research on how the younger generations view their local dialects and what their corresponding language attitudes are.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104852. Zhang, Yuanyuan 2023-03-05 This poster is going to take a close look at the residents in Lianyungang, Jiangsu Province, China. The research method is to conduct research on how the younger generations view their local dialects and what their corresponding language attitudes are. https://hdl.handle.net/10125/104852 ICLDC8-37 Language ideology and attitude on Chinese dialects: Evidence from Lianyungang Dialect Image Text oai:scholarspace.manoa.hawaii.edu:10125/104820 2024-08-08 col_10125_104800 ICLDC8-05.pdf Gabber, Shirley, Vondiziano, Gregory; 2023-03-02; This poster presents a methodology for teaching field methods remotely and explores its potential future applications.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104820. Gabber, Shirley Vondiziano, Gregory 2023-03-02 This poster presents a methodology for teaching field methods remotely and explores its potential future applications. https://hdl.handle.net/10125/104820 ICLDC8-05 Field methods beyond the classroom: For every door closed, a Zoom window opens Image Text oai:scholarspace.manoa.hawaii.edu:10125/104816 2024-08-10 col_10125_104800 ICLDC8-01.pdf Hansen Edwards, Jette; 2023-03-02; This presentation details a project to create the first digital archive documenting the linguistic diversity and endangered languages of Hong Kong. The aim of the project is to create an easily accessible database of language data that can be used both by researchers as well as by teachers to explore a range of linguistic issues including linguistic diversity, language endangerment, language use, language discrimination, and language awareness.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104816. Hansen Edwards, Jette 2023-03-02 This presentation details a project to create the first digital archive documenting the linguistic diversity and endangered languages of Hong Kong. The aim of the project is to create an easily accessible database of language data that can be used both by researchers as well as by teachers to explore a range of linguistic issues including linguistic diversity, language endangerment, language use, language discrimination, and language awareness. https://hdl.handle.net/10125/104816 ICLDC8-01 Telling stories: A digital humanities approach to documenting linguistic diversity in Hong Kong Image Text oai:scholarspace.manoa.hawaii.edu:10125/104834 2024-08-10 col_10125_104800 ICLDC8-19.pdf Blum, Mirella; 2023-03-05; Given COVID and its devastating effect on both indigenous and minority communities, linguists must avoid bringing further harm to language communities in conducting documentary and descriptive fieldwork. This presentation explores methodological approaches for remote fieldwork, with a case study of Dinka, a West Nilotic language spoken in South Sudan.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104834. Blum, Mirella 2023-03-05 Given COVID and its devastating effect on both indigenous and minority communities, linguists must avoid bringing further harm to language communities in conducting documentary and descriptive fieldwork. This presentation explores methodological approaches for remote fieldwork, with a case study of Dinka, a West Nilotic language spoken in South Sudan. https://hdl.handle.net/10125/104834 ICLDC8-19 Fieldwork methodology during a pandemic: case study of West Nilotic Image Text oai:scholarspace.manoa.hawaii.edu:10125/104830 2024-08-12 col_10125_104800 ICLDC8-15.pdf Asonye, Emmanuel, Labisi, Sinmi; 2023-03-02; Indigenous signing systems are part and parcel of our communicative and linguistic heritage. Through our study, our focus has been on the more neglected signing systems; languages that have been insufficiently documented, indigenous languages that have been excluded from the local and national educational system being at risk of extinction.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104830. Asonye, Emmanuel Labisi, Sinmi 2023-03-02 Indigenous signing systems are part and parcel of our communicative and linguistic heritage. Through our study, our focus has been on the more neglected signing systems; languages that have been insufficiently documented, indigenous languages that have been excluded from the local and national educational system being at risk of extinction. https://hdl.handle.net/10125/104830 ICLDC8-15 Indigenous Hands Sign App for Deaf Literacy in Africa and Beyond Image Text oai:scholarspace.manoa.hawaii.edu:10125/104831 2024-08-13 col_10125_104800 ICLDC8-16.pdf Tang, Erli, Lai, Li-Fang, Pelzl, Eric; 2023-03-02; Shanghainese, a once-dominant language spoken in Shanghai, China, has been facing rapid language loss since the designation of Mandarin Chinese as the national language in 1956. Subsequently, language use has shifted towards Mandarin on most occasions and this study aims to investigate the contact-induced segmental variation in Shanghainese.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104831. Tang, Erli Lai, Li-Fang Pelzl, Eric 2023-03-02 Shanghainese, a once-dominant language spoken in Shanghai, China, has been facing rapid language loss since the designation of Mandarin Chinese as the national language in 1956. Subsequently, language use has shifted towards Mandarin on most occasions and this study aims to investigate the contact-induced segmental variation in Shanghainese. https://hdl.handle.net/10125/104831 ICLDC8-16 Mandarin influence on Shanghainese fricatives Image Text oai:scholarspace.manoa.hawaii.edu:10125/104819 2024-08-13 col_10125_104800 ICLDC8-04.pdf Martens Wong, Kevin; 2023-03-02; This presentation distills key principles and considerations for intergenerational youth-led language revitalization, based on a case study of the ongoing Kodrah Kristang initiative in Singapore (abbreviated as ‘Kodrah’) for the critically endangered Kristang language, offering an analysis of the key strategies that have allowed Kodrah to rapidly develop a so-called “flowering of interest” in Kristang among young people in Singapore; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104819. Martens Wong, Kevin 2023-03-02 This presentation distills key principles and considerations for intergenerational youth-led language revitalization, based on a case study of the ongoing Kodrah Kristang initiative in Singapore (abbreviated as ‘Kodrah’) for the critically endangered Kristang language, offering an analysis of the key strategies that have allowed Kodrah to rapidly develop a so-called “flowering of interest” in Kristang among young people in Singapore https://hdl.handle.net/10125/104819 ICLDC8-04 Ardansa sa futura: Strategies and principles for youth leadership and empowerment from the Kodrah Kristang model of language revitalization Image Text oai:scholarspace.manoa.hawaii.edu:10125/104848 2024-08-13 col_10125_104800 ICLDC8-33.pdf Hallett, Jill; 2023-03-05; This talk presents a class project in which linguistics students edited Wikipedia entries on endangered and underdocumented languages. Intentionally focused on social justice and student engagement, the instructor documents student struggles with unfamiliar languages, technologies, and content while critically examining language documentation, knowledge access, naming conventions, and resource allocation.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104848. Hallett, Jill 2023-03-05 This talk presents a class project in which linguistics students edited Wikipedia entries on endangered and underdocumented languages. Intentionally focused on social justice and student engagement, the instructor documents student struggles with unfamiliar languages, technologies, and content while critically examining language documentation, knowledge access, naming conventions, and resource allocation. https://hdl.handle.net/10125/104848 ICLDC8-33 Centering access equity and social justice in the linguistics classroom: Editing Wikipedia articles on endangered and underdocumented languages Image Text oai:scholarspace.manoa.hawaii.edu:10125/104815 2024-08-16 col_10125_104800 ICLDC8-00.pdf Berez-Kroeker, Andrea, Easterday, Shelece, Solomon, Noah Haʻalilio, Yoshioka, Jim; 2023-03-02; The Sched digital program of ICLDC8; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104815. Berez-Kroeker, Andrea Easterday, Shelece Solomon, Noah Haʻalilio Yoshioka, Jim 2023-03-02 The Sched digital program of ICLDC8 https://hdl.handle.net/10125/104815 ICLDC8-00 8th International Conference on Language Documentation and Conservation Program Image Text oai:scholarspace.manoa.hawaii.edu:10125/104839 2024-08-16 col_10125_104800 ICLDC8-24.pdf Dailey, Brady; 2023-03-05; This poster discusses the development of a Python based web-application designed to increase the accessibility of a corpus containing text and audio data; as well as, how such an application may be integrated into the workflow of an active documentation and revitalization project.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104839. Dailey, Brady 2023-03-05 This poster discusses the development of a Python based web-application designed to increase the accessibility of a corpus containing text and audio data; as well as, how such an application may be integrated into the workflow of an active documentation and revitalization project. https://hdl.handle.net/10125/104839 ICLDC8-24 Northern Pomo Searcher App: Accessing corpora through web-based applications Image Text oai:scholarspace.manoa.hawaii.edu:10125/104836 2024-08-17 col_10125_104800 ICLDC8-21.pdf Burq, Shahzadi Laibah, Scarpete Walters, Gina; 2023-03-05; Piipaash, part of the Yuman, is reported as one of the seriously endangered languages in the two reservations in Arizona. The present study was approved to receive a mini-grant to create bilingual teaching materials for Piipaash preschoolers (ages 4-6) of the Salt River Pima-Maricopa Indian Community.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104836. Burq, Shahzadi Laibah Scarpete Walters, Gina 2023-03-05 Piipaash, part of the Yuman, is reported as one of the seriously endangered languages in the two reservations in Arizona. The present study was approved to receive a mini-grant to create bilingual teaching materials for Piipaash preschoolers (ages 4-6) of the Salt River Pima-Maricopa Indian Community. https://hdl.handle.net/10125/104836 ICLDC8-21 An explorative study to develop culturally appropriate and contextually relevant Piipaash teaching materials for preschoolers Image Text oai:scholarspace.manoa.hawaii.edu:10125/104849 2024-08-18 col_10125_104800 ICLDC8-34.pdf Khezri, Shabboo; 2023-03-05; This chapter argues that local languages such as Kurdish, even if they are considered as minority, have instrumental values similar to Persian as the official and majority language of Iran.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104849. Khezri, Shabboo 2023-03-05 This chapter argues that local languages such as Kurdish, even if they are considered as minority, have instrumental values similar to Persian as the official and majority language of Iran. https://hdl.handle.net/10125/104849 ICLDC8-34 Kurdish as a Local Language and It's Underestimated Communicative Value in Theories of Linguistic Justice Image Text oai:scholarspace.manoa.hawaii.edu:10125/104818 2024-08-22 col_10125_104800 ICLDC8-03.pdf 2023-03-02; Endangered and indigenous sign languages are often underrepresented in language documentation efforts, partly due to the relative difficulty of transcribing visual signs. In this proof-of-concept study, we leverage burgeoning technologies in artificial intelligence and image processing to automatically transcribe one of the five Stokoe notation parameters for a given lexeme.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104818. 2023-03-02 Endangered and indigenous sign languages are often underrepresented in language documentation efforts, partly due to the relative difficulty of transcribing visual signs. In this proof-of-concept study, we leverage burgeoning technologies in artificial intelligence and image processing to automatically transcribe one of the five Stokoe notation parameters for a given lexeme. https://hdl.handle.net/10125/104818 ICLDC8-03 Auto-Transcription of Endangered Sign Languages Using Convolutional Neural Networks Image Text oai:scholarspace.manoa.hawaii.edu:10125/104825 2024-08-28 col_10125_104800 ICLDC8-10.pdf Yu Kuo, Tzu, Pat Shein, Paichi; 2023-03-02; The research aims to improve teachers' understanding of local culture and related teaching practices in Indigenous Schools. The sessions including introduce the website that consolidates Rukai knowledge and teaching materials and four outdoor sessions exploring the Rukai community.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104825. Yu Kuo, Tzu Pat Shein, Paichi 2023-03-02 The research aims to improve teachers' understanding of local culture and related teaching practices in Indigenous Schools. The sessions including introduce the website that consolidates Rukai knowledge and teaching materials and four outdoor sessions exploring the Rukai community. https://hdl.handle.net/10125/104825 ICLDC8-10 Preparing Teachers in an Indigenous School for Culturally Responsive Teaching Practices through Virtual, Indoor, and Outdoor Professional Development Image Text oai:scholarspace.manoa.hawaii.edu:10125/104827 2024-08-29 col_10125_104800 ICLDC8-12.pdf Eaglespeaker, Shayleen; 2023-03-02; This project demonstrates how Indigenous methodologies can contribute significantly to linguistics and revitalization research. This project aims to demonstrate the study of the sociolinguistic context based on Indigenous methodology to the field of Linguistics, while simultaneously providing to the language community rich cultural and biographical data from historical linguistic documents.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104827. Eaglespeaker, Shayleen 2023-03-02 This project demonstrates how Indigenous methodologies can contribute significantly to linguistics and revitalization research. This project aims to demonstrate the study of the sociolinguistic context based on Indigenous methodology to the field of Linguistics, while simultaneously providing to the language community rich cultural and biographical data from historical linguistic documents. https://hdl.handle.net/10125/104827 ICLDC8-12 Indigenous-led inquiry in linguistics: Recentering language authorities as experts and exploring sociolinguistic themes in historical language documents Image Text oai:scholarspace.manoa.hawaii.edu:10125/104833 2024-08-30 col_10125_104800 ICLDC8-18.pdf Slayton, Aliya; 2023-03-02; This poster outlines a remote documentation project of Woleaian place names on Eauripik, an atoll in Micronesia. Lacking maps or quality satellite images, accessible digital resources were leveraged as reference images. Requiring no technological skills beyond internet searching, the methodology represents a medium between analog and high-tech approaches, making it useful even in situ.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104833. Slayton, Aliya 2023-03-02 This poster outlines a remote documentation project of Woleaian place names on Eauripik, an atoll in Micronesia. Lacking maps or quality satellite images, accessible digital resources were leveraged as reference images. Requiring no technological skills beyond internet searching, the methodology represents a medium between analog and high-tech approaches, making it useful even in situ. https://hdl.handle.net/10125/104833 ICLDC8-18 Remote Documentation Of Place Names With A Low Digital Barrier Image Text oai:scholarspace.manoa.hawaii.edu:10125/104821 2024-08-30 col_10125_104800 ICLDC8-06.pdf Osborne, Henry; 2023-03-02; This poster describes an application of the Man and Tree Task spatial reference elicitation tool in Kubulau Fijian and addresses the challenges encountered running that task as well as potential solutions. It also presents some of the preliminary elicitation data from the task.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104821. Osborne, Henry 2023-03-02 This poster describes an application of the Man and Tree Task spatial reference elicitation tool in Kubulau Fijian and addresses the challenges encountered running that task as well as potential solutions. It also presents some of the preliminary elicitation data from the task. https://hdl.handle.net/10125/104821 ICLDC8-06 Challenges documenting spatial reference in Kubulau Fijian Image Text oai:scholarspace.manoa.hawaii.edu:10125/104832 2024-09-01 col_10125_104800 ICLDC8-17.pdf Kaiser, Kathrin, Moran, Gulwanyang, Lum, Randell, Richards, Mark, Bock, Sarah, Nguyen, James; 2023-03-02; A team of Gathang and Ktunaxa language educators, and non-Indigenous language instruction designers and software developers co-designs and develops a new tool to support learners and teachers in their language communities with collecting, managing, and exchanging language content. The team shares insights from the prototype, the co-design process and methodology.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104832. Kaiser, Kathrin Moran, Gulwanyang Lum, Randell Richards, Mark Bock, Sarah Nguyen, James 2023-03-02 A team of Gathang and Ktunaxa language educators, and non-Indigenous language instruction designers and software developers co-designs and develops a new tool to support learners and teachers in their language communities with collecting, managing, and exchanging language content. The team shares insights from the prototype, the co-design process and methodology. https://hdl.handle.net/10125/104832 ICLDC8-17 Bigalgu-Na’hik: The Language Basket. A collaborative application to support the learner-oriented collection, management, and exchange of language content for Gathang and Ktunaxa Image Text oai:scholarspace.manoa.hawaii.edu:10125/104853 2024-09-02 col_10125_104800 ICLDC8-38.pdf Wai See Ong, Teresa; 2023-03-05; Subjective well-being refers to a person’s cognitive and affective evaluations of his/her life, including both emotional reactions and cognitive judgements of satisfaction. Using the Bidayuh indigenous community in Sarawak, Malaysia as a case study, this poster examines the relationship between speaking/learning mother tongue and the community’s subjective well-being.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104853. Wai See Ong, Teresa 2023-03-05 Subjective well-being refers to a person’s cognitive and affective evaluations of his/her life, including both emotional reactions and cognitive judgements of satisfaction. Using the Bidayuh indigenous community in Sarawak, Malaysia as a case study, this poster examines the relationship between speaking/learning mother tongue and the community’s subjective well-being. https://hdl.handle.net/10125/104853 ICLDC8-38 Examining the Relationship between Language and Community’s Subjective Well-being: A Case Study of the Bidayuhs in Sarawak, Malaysia Image Text oai:scholarspace.manoa.hawaii.edu:10125/104823 2024-09-03 col_10125_104800 ICLDC8-08.pdf Aier, Wapanginla, Mishra, Anushree; 2023-03-02; A study that attempts to continue the discourse on language death and revitalization, and some of the socio-cultural grounds that led to marked differences in the linguistic stature of the different languages group – Poetic Mongsen, Mongsen, Jungli, and Changki, spoken by a common tribal community, the Aos of Nagaland, India.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104823. Aier, Wapanginla Mishra, Anushree 2023-03-02 A study that attempts to continue the discourse on language death and revitalization, and some of the socio-cultural grounds that led to marked differences in the linguistic stature of the different languages group – Poetic Mongsen, Mongsen, Jungli, and Changki, spoken by a common tribal community, the Aos of Nagaland, India. https://hdl.handle.net/10125/104823 ICLDC8-08 The Divergent Statuses and Revitalization Efforts among the Ao Linguistic Group Image Text oai:scholarspace.manoa.hawaii.edu:10125/104851 2024-09-03 col_10125_104800 ICLDC8-36.pdf Ferrin, Lee; 2023-03-05; Jicarilla Apache language documentation and revitalization has been benefitted by their connection to their ancestral homelands as a result of building a mutually beneficial relationship with Philmont Scout Ranch, whose management team and board are the current stewards of the Jicarilla homelands.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104851. Ferrin, Lee 2023-03-05 Jicarilla Apache language documentation and revitalization has been benefitted by their connection to their ancestral homelands as a result of building a mutually beneficial relationship with Philmont Scout Ranch, whose management team and board are the current stewards of the Jicarilla homelands. https://hdl.handle.net/10125/104851 ICLDC8-36 “Aspen-covered hills, country that I love:” Shared stewardship of Jicarilla Apache land and language Image Text oai:scholarspace.manoa.hawaii.edu:10125/104826 2024-09-06 col_10125_104800 ICLDC8-11.pdf Sukinarhimi, Peresang, Pat Shein, Paichi; 2023-03-02; For the sustainable development of land and sea within the national territory, the government of Taiwan has enacted The Spatial Planning Act 2020 (Taiwan) “in response to climate change, to ensure national security, conserve the natural environment and cultural assets, promote the rational allocation of resources and industries, strengthen the management mechanism for land integration, restore environmentally sensitive and land-destroying areas, and pursue sustainable national development”. However, land use is not only an issue of "sustainability" but also of "justice", as Indigenous groups who have long suffered from land injustice have a different concept of "land" from the mainstream. This Act was brought into the community. Rukai elders led the community members in translating the keywords in the Act, such as "land", "land type", and "activities on land", and also compared the similarities and differences in the meanings of these words between these two languages.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104826. Sukinarhimi, Peresang Pat Shein, Paichi 2023-03-02 For the sustainable development of land and sea within the national territory, the government of Taiwan has enacted The Spatial Planning Act 2020 (Taiwan) “in response to climate change, to ensure national security, conserve the natural environment and cultural assets, promote the rational allocation of resources and industries, strengthen the management mechanism for land integration, restore environmentally sensitive and land-destroying areas, and pursue sustainable national development”. However, land use is not only an issue of "sustainability" but also of "justice", as Indigenous groups who have long suffered from land injustice have a different concept of "land" from the mainstream. This Act was brought into the community. Rukai elders led the community members in translating the keywords in the Act, such as "land", "land type", and "activities on land", and also compared the similarities and differences in the meanings of these words between these two languages. https://hdl.handle.net/10125/104826 ICLDC8-11 The Voice of Land: Spatial Planning Act in the Words of the Rukai Language Image Text oai:scholarspace.manoa.hawaii.edu:10125/104829 2024-09-06 col_10125_104800 ICLDC8-14.pdf Joe, Martina, Peter, Randeana, Seymour, Elaine, Kwan, Boey, McClay, Elise, Bird, Sonya; 2023-03-02; In our talk, we report on a study of the developmental trajectory of hul’q’umi’num’ (Salish) child pronunciation. We worked as a team to analyze recordings of children 3-7 years old, and found that overlapping sounds with English and ones occurring more often in children’s input are acquired earlier.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104829. Joe, Martina Peter, Randeana Seymour, Elaine Kwan, Boey McClay, Elise Bird, Sonya 2023-03-02 In our talk, we report on a study of the developmental trajectory of hul’q’umi’num’ (Salish) child pronunciation. We worked as a team to analyze recordings of children 3-7 years old, and found that overlapping sounds with English and ones occurring more often in children’s input are acquired earlier. https://hdl.handle.net/10125/104829 ICLDC8-14 ‘iyus mumun’lh: What we are learning about our kids’ pronunciation as we teach them hul’q’umi’num’ Image Text oai:scholarspace.manoa.hawaii.edu:10125/104828 2024-09-08 col_10125_104800 ICLDC8-13.pdf Gerdts, Donna; 2023-03-02; For the last decade, Hul’q’umi’num’ elders and language teachers have been partnered with linguists from Simon Fraser University to deliver community-based degrees. Our poster details how we have managed to create an academic program that draws on Coast Salish ways of learning and cultural traditions.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104828. Gerdts, Donna 2023-03-02 For the last decade, Hul’q’umi’num’ elders and language teachers have been partnered with linguists from Simon Fraser University to deliver community-based degrees. Our poster details how we have managed to create an academic program that draws on Coast Salish ways of learning and cultural traditions. https://hdl.handle.net/10125/104828 ICLDC8-13 Lessons learned at the Hul'q'umi'num' Language Academy, A community-based postsecondary program Image Text oai:scholarspace.manoa.hawaii.edu:10125/104817 2024-09-09 col_10125_104800 ICLDC8-02.pdf Wai See Ong, Teresa, Ben Said, Selim; 2023-03-02; This poster explores community-based language planning (CBLP) for Bidayuh language and cultural revitalization in Malaysia. Specifically, it takes a closer look at how the Bidayuh community is working to reclaim and sustain their language and culture so that a framework of CBLP can be built.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104817. Wai See Ong, Teresa Ben Said, Selim 2023-03-02 This poster explores community-based language planning (CBLP) for Bidayuh language and cultural revitalization in Malaysia. Specifically, it takes a closer look at how the Bidayuh community is working to reclaim and sustain their language and culture so that a framework of CBLP can be built. https://hdl.handle.net/10125/104817 ICLDC8-02 Building a Framework for Language and Cultural Revitalisation: Lessons Learnt from the Bidayuh Indigenous Community in Sarawak, Malaysia Image Text oai:scholarspace.manoa.hawaii.edu:10125/104841 2024-09-10 col_10125_104800 ICLDC8-26.pdf Weber, Tobias; 2023-03-05; Language work within the household often remains invisible to society and research. By employing economic approaches used to investigate hidden economies, it is possible to describe and estimate the value generated in this sector. This can inform policymaking and language activism to increase visibility and recognition for language work.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104841. Weber, Tobias 2023-03-05 Language work within the household often remains invisible to society and research. By employing economic approaches used to investigate hidden economies, it is possible to describe and estimate the value generated in this sector. This can inform policymaking and language activism to increase visibility and recognition for language work. https://hdl.handle.net/10125/104841 ICLDC8-26 Making language work visible by learning from hidden economies Image Text oai:scholarspace.manoa.hawaii.edu:10125/104824 2024-09-10 col_10125_104800 ICLDC8-09.pdf Miyagawa So, Carlino, Salvatore; 2023-03-02; The Database of Okinawan Writing Systems has been collecting the existing various writing systems for Okinawan, from classical to modern-day spelling variants. Based on the data, we normalized the spelling, which is well used nowadays and easy to type on computers, and added the spelling to the Okinawan Dictionary Online.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104824. Miyagawa So Carlino, Salvatore 2023-03-02 The Database of Okinawan Writing Systems has been collecting the existing various writing systems for Okinawan, from classical to modern-day spelling variants. Based on the data, we normalized the spelling, which is well used nowadays and easy to type on computers, and added the spelling to the Okinawan Dictionary Online. https://hdl.handle.net/10125/104824 ICLDC8-09 A Database of Okinawan Writing Systems for Digital Lexicography and Language Revitalization Image Text oai:scholarspace.manoa.hawaii.edu:10125/104844 2024-09-11 col_10125_104800 ICLDC8-29.pdf Brinston, Allyson; 2023-03-05; This study examines how indigenous ways of knowing are implemented within community-based language teaching programming within Edmonton. Some Indigenous languages are still learned at home from birth, and in others, daycare and schools play a larger role in introducing the language to children; here, through a local case study, this project investigates how Indigenous languages are being taught to adults in community programs in urban Edmonton. Through interviews with participants who teach Indigenous languages (e.g, Plains Cree, Nakoda) to adults, I present methods and strategies for revitalizing their language and teaching language within urban settings such as Edmonton.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104844. Brinston, Allyson 2023-03-05 This study examines how indigenous ways of knowing are implemented within community-based language teaching programming within Edmonton. Some Indigenous languages are still learned at home from birth, and in others, daycare and schools play a larger role in introducing the language to children; here, through a local case study, this project investigates how Indigenous languages are being taught to adults in community programs in urban Edmonton. Through interviews with participants who teach Indigenous languages (e.g, Plains Cree, Nakoda) to adults, I present methods and strategies for revitalizing their language and teaching language within urban settings such as Edmonton. https://hdl.handle.net/10125/104844 ICLDC8-29 Conversations about Urban Indigenous Language Revitalization Image Text oai:scholarspace.manoa.hawaii.edu:10125/104845 2024-09-14 col_10125_104800 ICLDC8-30.pdf Garcia, Joe; 2023-03-05; New Mexican Spanish, unique from other Latin American varieties, experienced severe decline in the last century after centuries of stability. Despite its ties to the state, access to learning the variety appears nonexistent. I aim to speak with New Mexican residents and educators to assess the possibility of its preservation.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104845. Garcia, Joe 2023-03-05 New Mexican Spanish, unique from other Latin American varieties, experienced severe decline in the last century after centuries of stability. Despite its ties to the state, access to learning the variety appears nonexistent. I aim to speak with New Mexican residents and educators to assess the possibility of its preservation. https://hdl.handle.net/10125/104845 ICLDC8-30 New Mexican Spanish: Gauging Attitudes and Possibilities of Dialect Restoration Image Text oai:scholarspace.manoa.hawaii.edu:10125/104838 2024-09-15 col_10125_104800 ICLDC8-23.pdf Dhungana, Gita; 2023-03-05; This poster reports a case study showcasing the process of deepening engagement with a language community to find out near-term language tools that support the community's language revitalization efforts. The findings can be generalized to other endangered as well as non-endangered local languages that are not represented in the field of natural language processing.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104838. Dhungana, Gita 2023-03-05 This poster reports a case study showcasing the process of deepening engagement with a language community to find out near-term language tools that support the community's language revitalization efforts. The findings can be generalized to other endangered as well as non-endangered local languages that are not represented in the field of natural language processing. https://hdl.handle.net/10125/104838 ICLDC8-23 Using NLP tools to support language revitalization work of Yakkha community: A case study of collaborating with an endangered language community to find out suitable language technology Image Text oai:scholarspace.manoa.hawaii.edu:10125/104840 2024-09-16 col_10125_104800 ICLDC8-25.pdf Hall, Lauren; 2023-03-05; Language documentation, while primarily linguistic in motive, is a multidisciplinary endeavor to preserve speakers’ language, culture, and worldview. Within this is ethnobotanical knowledge which has many suggestions for documentation, but the execution of which is lacking. This poster aims to show that there is room to improve in this area.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104840. Hall, Lauren 2023-03-05 Language documentation, while primarily linguistic in motive, is a multidisciplinary endeavor to preserve speakers’ language, culture, and worldview. Within this is ethnobotanical knowledge which has many suggestions for documentation, but the execution of which is lacking. This poster aims to show that there is room to improve in this area. https://hdl.handle.net/10125/104840 ICLDC8-25 Is Ethnobotanical Information Regularly Included in Linguistic Documentation Dictionaries? Image Text oai:scholarspace.manoa.hawaii.edu:10125/104837 2024-09-17 col_10125_104800 ICLDC8-22.pdf Spencer, Jasmine; 2023-03-05; In this poster, I define narrative restoration and narrative variation as they relate to archival activism and to narrative revitalization (Spencer 2022), as a means for language revitalization in literature classes, where I teach multiple literacies—linguistic/literary, cultural, archival, technological—to create and document access to archival texts for students.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/104837. Spencer, Jasmine 2023-03-05 In this poster, I define narrative restoration and narrative variation as they relate to archival activism and to narrative revitalization (Spencer 2022), as a means for language revitalization in literature classes, where I teach multiple literacies—linguistic/literary, cultural, archival, technological—to create and document access to archival texts for students. https://hdl.handle.net/10125/104837 ICLDC8-22 Narrative restoration and variation in archives Image Text oai:scholarspace.manoa.hawaii.edu:10125/75176 2026-05-01 col_10125_113233 75176.wav Czaykowska-Higgins, Ewa, McIvor, Onowa, Hill, Callie; 2025-03-06; NILLA (NEȾOLṈEW̱ Indigenous Language Learning Atlas) is an online sharing space connecting Indigenous communities. NILLA features a resource repository to support sharing of curriculum outlines, resources and other pedagogical tools. The unique and innovative portal is space where communities can share and find language strategies and solutions from across Canada.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75176. Czaykowska-Higgins, Ewa McIvor, Onowa Hill, Callie 2025-03-06 NILLA (NEȾOLṈEW̱ Indigenous Language Learning Atlas) is an online sharing space connecting Indigenous communities. NILLA features a resource repository to support sharing of curriculum outlines, resources and other pedagogical tools. The unique and innovative portal is space where communities can share and find language strategies and solutions from across Canada. https://hdl.handle.net/10125/75176 NEȾOLṈEW̱ Indigenous Language Learning Atlas (NILLA): A Digital Networking Hub for Community and Diaspora Engagement oai:scholarspace.manoa.hawaii.edu:10125/75210 2026-05-01 col_10125_113233 75210.wav Taguchi, Chihiro, Liebl, J. Elizabeth, Anastasopoulos, Antonios, Chiang, David, Walther, Géraldine; 2025-03-07; Language documentation involving diaspora communities presents a combination of challenges and opportunities for approaches leveraging large data collection and assisted transcription and annotation. Demonstrating our projects on Kichwa, Mapudungun, Kulung, and Sorani, we present a suite of computational tools we designed to effectively work with diaspora communities for language documentation.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75210. Taguchi, Chihiro Liebl, J. Elizabeth Anastasopoulos, Antonios Chiang, David Walther, Géraldine 2025-03-07 Language documentation involving diaspora communities presents a combination of challenges and opportunities for approaches leveraging large data collection and assisted transcription and annotation. Demonstrating our projects on Kichwa, Mapudungun, Kulung, and Sorani, we present a suite of computational tools we designed to effectively work with diaspora communities for language documentation. https://hdl.handle.net/10125/75210 Digital Documentation for Diasporic Data: challenges, opportunities, and solutions for working with Diaspora Communities oai:scholarspace.manoa.hawaii.edu:10125/75278 2026-05-01 col_10125_113233 75278.wav Larkin, Rickey, Cuilan, Jhordan; 2025-03-09; We present the preliminary findings of an ongoing language survey conducted at Benguet State University, located in the Cordilleras region of the Philippines. A diverse amount of language communities will be discussed, including: Ibaloi, Kankanaey, Karao, Kalanguya, Tagalog, English, and Ilokano. Results aim to inform language work at the university.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75278. Larkin, Rickey Cuilan, Jhordan 2025-03-09 We present the preliminary findings of an ongoing language survey conducted at Benguet State University, located in the Cordilleras region of the Philippines. A diverse amount of language communities will be discussed, including: Ibaloi, Kankanaey, Karao, Kalanguya, Tagalog, English, and Ilokano. Results aim to inform language work at the university. https://hdl.handle.net/10125/75278 Language surveying a university in the Cordillera Administrative Region of the Philippines oai:scholarspace.manoa.hawaii.edu:10125/75202 2026-05-01 col_10125_113233 75202.wav McIvor, Onowa, Czaykowska-Higgins, Ewa, Swallow, Tye, Hill, Callie, Gesner, Suzanne, Michel, Kathryn; 2025-03-07; NEȾOLṈEW̱ is a national partnership of scholars and Indigenous community leaders focused on Indigenous language revitalization (ILR) in Canada. This panel shares research outcomes ranging from: language learning assessment; language program evaluation; creating learning resources from archival materials and immersion teacher’s professional development programs striving to reach ‘advanced’ speaking levels.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75202. McIvor, Onowa Czaykowska-Higgins, Ewa Swallow, Tye Hill, Callie Gesner, Suzanne Michel, Kathryn 2025-03-07 NEȾOLṈEW̱ is a national partnership of scholars and Indigenous community leaders focused on Indigenous language revitalization (ILR) in Canada. This panel shares research outcomes ranging from: language learning assessment; language program evaluation; creating learning resources from archival materials and immersion teacher’s professional development programs striving to reach ‘advanced’ speaking levels. https://hdl.handle.net/10125/75202 NEȾOLṈEW̱ Partnership and Community-Based ILR Research: A Collective Story oai:scholarspace.manoa.hawaii.edu:10125/75234 2026-05-02 col_10125_113233 75234.pdf 75234.wav Hatun, Alexia; 2025-03-08; This presentation explores the "creative literacy" approach to heritage language instruction as a resource for language acquisition and revitalization within diasporan and ethnolinguistic minority communities. Building upon applications of creative literacy methods in the case of Western Armenian, the presentation makes claims for heritage and non-dominant languages more broadly.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75234. Hatun, Alexia 2025-03-08 This presentation explores the "creative literacy" approach to heritage language instruction as a resource for language acquisition and revitalization within diasporan and ethnolinguistic minority communities. Building upon applications of creative literacy methods in the case of Western Armenian, the presentation makes claims for heritage and non-dominant languages more broadly. https://hdl.handle.net/10125/75234 The “Creative Literacy” Approach to Heritage Language Instruction and Revitalization oai:scholarspace.manoa.hawaii.edu:10125/75274 2026-05-01 col_10125_113233 75274.wav Montano-Ramirez, Cynthia; 2025-03-09; This presentation discusses the development of an online micro-community of learning to support Chinantec language revitalization among diaspora members, involving family members in the U.S. and a linguist. It explores challenges in adapting legacy language resources, bridging generational and geographical gaps, and addressing challenges to support cultural identity preservation.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75274. Montano-Ramirez, Cynthia 2025-03-09 This presentation discusses the development of an online micro-community of learning to support Chinantec language revitalization among diaspora members, involving family members in the U.S. and a linguist. It explores challenges in adapting legacy language resources, bridging generational and geographical gaps, and addressing challenges to support cultural identity preservation. https://hdl.handle.net/10125/75274 Developing an online micro-community of learning in a diaspora context: the case of Chinanteco in Los Angeles oai:scholarspace.manoa.hawaii.edu:10125/75181 2026-05-01 col_10125_113233 75181.wav DeMontigny, Verna, Cenerini, Chantale, DeMontigny, Elvis, DeMontigny, Steven; 2025-03-07; This presentation explores issues and strategies surrounding language reclamation within diaspora in the context of the Michif people in Canada. We share initiatives amongst various communities to rebuild ‘pockets’ of Michif-learning communities within urban centres and bring fluent speakers together again with the common goal of celebrating Michif culture.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75181. DeMontigny, Verna Cenerini, Chantale DeMontigny, Elvis DeMontigny, Steven 2025-03-07 This presentation explores issues and strategies surrounding language reclamation within diaspora in the context of the Michif people in Canada. We share initiatives amongst various communities to rebuild ‘pockets’ of Michif-learning communities within urban centres and bring fluent speakers together again with the common goal of celebrating Michif culture. https://hdl.handle.net/10125/75181 Building "pockets": speaker and learner Michif community rebuilding amidst displacement and dispersion oai:scholarspace.manoa.hawaii.edu:10125/75211 2026-05-01 col_10125_113233 75211.wav Moessmer, Martin; 2025-03-07; This paper presents non-traditional methods developed for maximizing speakers’ and rememberers’ language documentation contributions in moribund languages. By helping to ‘activate’ speakers’ memory through recollections of their youth and dormant cultural practices, speakers more easily accessed their linguistic and cultural knowledge of the Xri language.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75211. Moessmer, Martin 2025-03-07 This paper presents non-traditional methods developed for maximizing speakers’ and rememberers’ language documentation contributions in moribund languages. By helping to ‘activate’ speakers’ memory through recollections of their youth and dormant cultural practices, speakers more easily accessed their linguistic and cultural knowledge of the Xri language. https://hdl.handle.net/10125/75211 Let’s Talk About ‘Watersnakes’ in Xri: Non-traditional elicitation methods for documenting critically endangered languages oai:scholarspace.manoa.hawaii.edu:10125/75226 2026-05-01 col_10125_113233 75226.mp4 75226.wav Thieberger, Nick, Seyfeddinipur, Mandana; 2025-03-08; The Open Language Archives Community (OLAC) has, for more than 20 years, provided a service of gathering metadata from participating archives and creating a single page directory for each of the languages that have an ISO-639-3 code. We report on updates to OLAC currently underway.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75226. Thieberger, Nick Seyfeddinipur, Mandana 2025-03-08 The Open Language Archives Community (OLAC) has, for more than 20 years, provided a service of gathering metadata from participating archives and creating a single page directory for each of the languages that have an ISO-639-3 code. We report on updates to OLAC currently underway. https://hdl.handle.net/10125/75226 Discovery of and access to language resources: OLAC 2.0 oai:scholarspace.manoa.hawaii.edu:10125/75158 2026-05-01 col_10125_113233 75158.wav Te Aika, Lynne; 2025-03-06; This presentation will examine indigenous led Māori Language Teacher Education in Te Waipounamu, the South Island of Aotearoa, New Zealand. Strategies employed by our local tribal group Ngāi Tahu will be presented and discussed and how we have incorporated indigenous ways of knowing into our bi lingual and immersion programs.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75158. Te Aika, Lynne 2025-03-06 This presentation will examine indigenous led Māori Language Teacher Education in Te Waipounamu, the South Island of Aotearoa, New Zealand. Strategies employed by our local tribal group Ngāi Tahu will be presented and discussed and how we have incorporated indigenous ways of knowing into our bi lingual and immersion programs. https://hdl.handle.net/10125/75158 Indigenous-led Teacher Māori Language Programs in the Te Waipounamu, South Island of New Zealand oai:scholarspace.manoa.hawaii.edu:10125/75141 2026-05-01 col_10125_113233 75141.mp4 75141.wav Holton, Gary, Solomon, N., McDonnell, Bradley, Yoshioka, Jim; 2025-03-06; ICLDC 9 welcoming remarks.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75141. Holton, Gary Solomon, N. McDonnell, Bradley Yoshioka, Jim 2025-03-06 ICLDC 9 welcoming remarks. https://hdl.handle.net/10125/75141 Welcome oai:scholarspace.manoa.hawaii.edu:10125/75154 2026-05-01 col_10125_113233 75154.wav De Busser, Rik, Henke, Konstantin, Hsien Ko, Chia; 2025-03-06; This talk investigates the standardization of Palauan, an Austronesian language spoken on Palau. It describes how this process creates orthographic conventions, influences the interpretation of Palauan phonology and morphosyntax. It discusses the political and social consequences of standardization decisions and examines the influence of academic language description on the process.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75154. De Busser, Rik Henke, Konstantin Hsien Ko, Chia 2025-03-06 This talk investigates the standardization of Palauan, an Austronesian language spoken on Palau. It describes how this process creates orthographic conventions, influences the interpretation of Palauan phonology and morphosyntax. It discusses the political and social consequences of standardization decisions and examines the influence of academic language description on the process. https://hdl.handle.net/10125/75154 The influence of language description on the standardization of the Palauan orthography oai:scholarspace.manoa.hawaii.edu:10125/75200 2026-05-01 col_10125_113233 75200.wav Geng, Mengzhe, Kuhn, Roland, Tessier, Marc, Larkin, Samuel, Kazantseva, Anna; 2025-03-07; This study explores using Automatic Speech Recognition (ASR) to facilitate documenting Canadian Indigenous languages. By leveraging speech foundation models, cross-lingual transfer learning, and synthetic speech from text resources, we aim to enhance transcription efficiency, overcoming challenges posed by limited language-specific data and polysynthetic structures.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75200. Geng, Mengzhe Kuhn, Roland Tessier, Marc Larkin, Samuel Kazantseva, Anna 2025-03-07 This study explores using Automatic Speech Recognition (ASR) to facilitate documenting Canadian Indigenous languages. By leveraging speech foundation models, cross-lingual transfer learning, and synthetic speech from text resources, we aim to enhance transcription efficiency, overcoming challenges posed by limited language-specific data and polysynthetic structures. https://hdl.handle.net/10125/75200 Exploring Automatic Speech Recognition to Facilitate the Documentation of Canadian Indigenous Languages oai:scholarspace.manoa.hawaii.edu:10125/75282 2026-05-02 col_10125_113233 75282.pdf 75282.wav Mahlmann, Jack, Griffin, Laura, Craioveanu, Radu, Mateo Pedro, Pedro; 2025-03-09; This study examines the realization of phonemic vowel length in educational materials for Itza', a critically endangered Mayan language. This research presents a phonetic description of learning materials available to L2 learners, providing insights on the input required to maintain vowel length contrasts with limited resources outside of immersion schools.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75282. Mahlmann, Jack Griffin, Laura Craioveanu, Radu Mateo Pedro, Pedro 2025-03-09 This study examines the realization of phonemic vowel length in educational materials for Itza', a critically endangered Mayan language. This research presents a phonetic description of learning materials available to L2 learners, providing insights on the input required to maintain vowel length contrasts with limited resources outside of immersion schools. https://hdl.handle.net/10125/75282 Investigation of Vowel Length Contrast in Online Learning Materials: The Case of Itza' Revitalization oai:scholarspace.manoa.hawaii.edu:10125/75283 2026-05-01 col_10125_113233 75283.wav Lee-Wynant, Tyler; 2025-03-09; I present the process of creating an online course for Northern Pomo, a reawakening Indigenous language. I discuss the ease that online platforms allow to create a course in the language dormancy context as well as the challenges in course development including lack of L1 speakers and gaps in documentation.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75283. Lee-Wynant, Tyler 2025-03-09 I present the process of creating an online course for Northern Pomo, a reawakening Indigenous language. I discuss the ease that online platforms allow to create a course in the language dormancy context as well as the challenges in course development including lack of L1 speakers and gaps in documentation. https://hdl.handle.net/10125/75283 Set-up of an open-access and community-independent online language course for a reawakening language: the case of Northern Pomo oai:scholarspace.manoa.hawaii.edu:10125/75153 2026-05-02 col_10125_113233 75153.pdf 75153.wav Billings, Blaine, Hakim, Jacob, Safri, Johan, Sahrozi, Wawan, McDonnell, Bradley, Yanti; 2025-03-06; Training and capacity building efforts in Indonesia are far too superficial and suffer from a lack of long-term support. To establish a robust community of Indonesian language workers and linguists, we argue that a long-term investment in infrastructure is needed to meet the needs of Indonesia’s diverse language communities.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75153. Billings, Blaine Hakim, Jacob Safri, Johan Sahrozi, Wawan McDonnell, Bradley Yanti 2025-03-06 Training and capacity building efforts in Indonesia are far too superficial and suffer from a lack of long-term support. To establish a robust community of Indonesian language workers and linguists, we argue that a long-term investment in infrastructure is needed to meet the needs of Indonesia’s diverse language communities. https://hdl.handle.net/10125/75153 Collaborative Documentation as a Catalyst for Language Maintenance oai:scholarspace.manoa.hawaii.edu:10125/75224 2026-05-01 col_10125_113233 75224.wav Langston, Keith, Renwick, Margaret, Vrzić, Zvjezdana, Hale, John, Jones, Austin, Lorenzo, Agustin, Daul, Massimo; 2025-03-07; This paper discusses the selection, adaptation, and creation of open-source tools and workflows for building a searchable, multilingual spoken corpus of endangered language varieties in the Istria-Kvarner region of Croatia. The ELIC corpus will consist of 60 hours of interview data from four endangered varieties, with time-aligned transcriptions and annotations.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75224. Langston, Keith Renwick, Margaret Vrzić, Zvjezdana Hale, John Jones, Austin Lorenzo, Agustin Daul, Massimo 2025-03-07 This paper discusses the selection, adaptation, and creation of open-source tools and workflows for building a searchable, multilingual spoken corpus of endangered language varieties in the Istria-Kvarner region of Croatia. The ELIC corpus will consist of 60 hours of interview data from four endangered varieties, with time-aligned transcriptions and annotations. https://hdl.handle.net/10125/75224 Creating a multilingual spoken corpus for language documentation and research: Tools and workflows for low-resource languages oai:scholarspace.manoa.hawaii.edu:10125/75190 2026-05-01 col_10125_113233 75190.wav Chun-Lum, J. Kainehe, Wong, A. Kuuipolani; 2025-03-07; He wahi hoiteite teia no "E Kuke Me Ka Manaleo," he papahana wikio hou i hootumu ia i mea e tatoo ai i ta poe a pau e hoopunana ana i ta olelo Kanaka ma loko o to lakou mau home lai.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75190. Chun-Lum, J. Kainehe Wong, A. Kuuipolani 2025-03-07 He wahi hoiteite teia no "E Kuke Me Ka Manaleo," he papahana wikio hou i hootumu ia i mea e tatoo ai i ta poe a pau e hoopunana ana i ta olelo Kanaka ma loko o to lakou mau home lai. https://hdl.handle.net/10125/75190 E Kuke Me Ka Mānaleo: Fostering ʻŌlelo Hawaiʻi Beyond the Classroom oai:scholarspace.manoa.hawaii.edu:10125/75258 2026-05-02 col_10125_113233 75258.pdf 75258.wav Moeller, Sarah, Liu, Zoey; 2025-03-08; State-of-the-art AI requires massive amounts of data. We calculate how many annotated tokens result in optimal performance by evaluating various initial sizes on morpheme segmentation, morpheme glossing, joint segmentation and glossing, and morphological inflection across six languages. We then simulate AI-assisted annotation with a machine-in-the-loop strategy of various sizes.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75258. Moeller, Sarah Liu, Zoey 2025-03-08 State-of-the-art AI requires massive amounts of data. We calculate how many annotated tokens result in optimal performance by evaluating various initial sizes on morpheme segmentation, morpheme glossing, joint segmentation and glossing, and morphological inflection across six languages. We then simulate AI-assisted annotation with a machine-in-the-loop strategy of various sizes. https://hdl.handle.net/10125/75258 Leveraging AI for Language Documentation: How much data? oai:scholarspace.manoa.hawaii.edu:10125/75255 2026-05-01 col_10125_113233 75255.wav Ignace, Marianne, Ignace, Julienne, Ignace, Elizabeth; 2025-03-08; In this presentation, we will reflect on the challenges and successes of enabling Secwepemc language intergenerational transmission in the family, but also beyond that, mobilizing community, and learning venues in institutional settings, like university immersion programs, and linguistic training as we are now moving into the next (grandchild) generation.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75255. Ignace, Marianne Ignace, Julienne Ignace, Elizabeth 2025-03-08 In this presentation, we will reflect on the challenges and successes of enabling Secwepemc language intergenerational transmission in the family, but also beyond that, mobilizing community, and learning venues in institutional settings, like university immersion programs, and linguistic training as we are now moving into the next (grandchild) generation. https://hdl.handle.net/10125/75255 Secwepemctsín as Home Language: Challenges and Glimpses of Hope across three Generations oai:scholarspace.manoa.hawaii.edu:10125/75222 2026-05-01 col_10125_113233 75222.wav Blake, Linda; 2025-03-07; Present the toolkit that promotes self-determination and sustainability by providing a structured approach to program evaluation. Developed through research on digital language tools, it includes common themes and reflective questions, supporting communities in effectively planning, developing, and evaluating language projects.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75222. Blake, Linda 2025-03-07 Present the toolkit that promotes self-determination and sustainability by providing a structured approach to program evaluation. Developed through research on digital language tools, it includes common themes and reflective questions, supporting communities in effectively planning, developing, and evaluating language projects. https://hdl.handle.net/10125/75222 Murrayarra Evaluation Toolkit: Empowering Self-Determination and Sustainability in Language Projects oai:scholarspace.manoa.hawaii.edu:10125/75219 2026-05-02 col_10125_113233 75219.pdf 75219.wav Molina Gómez, Armando; 2025-03-07; This study analyzes newspaper letters from the 1990s from a thematic corpus on Hawaiian language policy. From a narrative analysis lens, it highlights contrasting stances from a bilingual to a no-translation policy, offering insights on the divisive role of translation in contexts where an Indigenous language is being renormalized.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75219. Molina Gómez, Armando 2025-03-07 This study analyzes newspaper letters from the 1990s from a thematic corpus on Hawaiian language policy. From a narrative analysis lens, it highlights contrasting stances from a bilingual to a no-translation policy, offering insights on the divisive role of translation in contexts where an Indigenous language is being renormalized. https://hdl.handle.net/10125/75219 Defining a Translation Policy: Ideologies and Narratives in Ka Leo O Hawaiʻi oai:scholarspace.manoa.hawaii.edu:10125/75230 2026-05-02 col_10125_113233 75230.pdf 75230.wav Brockway, Catherine, Camp, Amber, Flynn, Connor; 2025-03-08; Language documentation and revitalization projects for diaspora communities benefit from high-quality data about how many people speak the target language and where they are located, which can be challenging to find and access. The LanguageFinder app is designed to make American Community Survey language data easily accessible.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75230. Brockway, Catherine Camp, Amber Flynn, Connor 2025-03-08 Language documentation and revitalization projects for diaspora communities benefit from high-quality data about how many people speak the target language and where they are located, which can be challenging to find and access. The LanguageFinder app is designed to make American Community Survey language data easily accessible. https://hdl.handle.net/10125/75230 LanguageFinder for Languages in Diaspora: Mapping Communities and Estimated Speaker Numbers Across the United States oai:scholarspace.manoa.hawaii.edu:10125/75244 2026-05-01 col_10125_113233 75244.wav Turner, Julie; 2025-03-08; A poster presentation explores a poignant narrative from a diasporic language environment. A father fluent in Wakka Wakka language, chose not to teach his children the language. His decision was influenced by historical trauma linked to a barbaric post-colonial oppression; an experience shared by many Indigenous peoples confronting similar difficulties.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75244. Turner, Julie 2025-03-08 A poster presentation explores a poignant narrative from a diasporic language environment. A father fluent in Wakka Wakka language, chose not to teach his children the language. His decision was influenced by historical trauma linked to a barbaric post-colonial oppression; an experience shared by many Indigenous peoples confronting similar difficulties. https://hdl.handle.net/10125/75244 Speaking Wakka Wakka: Language Reclamation and Revitalization in a Diasporic Environment oai:scholarspace.manoa.hawaii.edu:10125/75165 2026-05-01 col_10125_113233 75165.wav Li, Yu, Ruan, Guijun; 2025-03-06; Following the practice of community-centered documentation and conservation, several documentation activities will be reviewed in both the original Tu’e region and the diaspora communities of Zauzou. Those activities include: 1. documentation of cultural practices: ritual, singing and dancing 2. collaborative dictionary-making 3. institutionalization of language conservation; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75165. Li, Yu Ruan, Guijun 2025-03-06 Following the practice of community-centered documentation and conservation, several documentation activities will be reviewed in both the original Tu’e region and the diaspora communities of Zauzou. Those activities include: 1. documentation of cultural practices: ritual, singing and dancing 2. collaborative dictionary-making 3. institutionalization of language conservation https://hdl.handle.net/10125/75165 Documenting multilingualism in the diaspora communities of Zauzou oai:scholarspace.manoa.hawaii.edu:10125/75207 2026-05-01 col_10125_113233 75207.wav Cox, Christopher; 2025-03-07; This paper addresses the challenge of managing sensitive information in documentary linguistics, particularly in documenting spontaneous language use. Through a case study involving the documentation of conversational language use, it explores strategies and presents new, open-source tools for identifying and removing sensitive content from recordings, ensuring accessibility while protecting privacy.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75207. Cox, Christopher 2025-03-07 This paper addresses the challenge of managing sensitive information in documentary linguistics, particularly in documenting spontaneous language use. Through a case study involving the documentation of conversational language use, it explores strategies and presents new, open-source tools for identifying and removing sensitive content from recordings, ensuring accessibility while protecting privacy. https://hdl.handle.net/10125/75207 Preserving Privacy: Approaches to Sensitive Information in Language Documentation oai:scholarspace.manoa.hawaii.edu:10125/75206 2026-05-01 col_10125_113233 75206.wav Morgan, Laura; 2025-03-07; Ethnobotany and Tunica (an isolate of the Lower Mississippi Valley) revitalization have a symbiotic relationship. I am collaborating with the Tunica-Biloxi Tribe of Louisiana on the Tunica Ethnobotany Guidebook, a community-guided project to compile names, descriptions, and traditional uses of plants that have been significant to the Tribe.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75206. Morgan, Laura 2025-03-07 Ethnobotany and Tunica (an isolate of the Lower Mississippi Valley) revitalization have a symbiotic relationship. I am collaborating with the Tunica-Biloxi Tribe of Louisiana on the Tunica Ethnobotany Guidebook, a community-guided project to compile names, descriptions, and traditional uses of plants that have been significant to the Tribe. https://hdl.handle.net/10125/75206 Rooted in Language: Ethnobotany as Cultivar for Tunica Language Revitalization oai:scholarspace.manoa.hawaii.edu:10125/75186 2026-05-02 col_10125_113233 75186.pdf 75186.wav Bliss, Heather, Fox, Naato'Ipiski Kendrick, Fox-Bruised Head, Naato'Saaki Annette, Healy, Sakoi'Spisttoi Kristen; 2025-03-07; In this talk, we share stories of our team’s work to develop resources, curriculum, and activities that engage urban Blackfoot families to support and celebrate their language journeys. Our work is rooted in traditional Blackfoot ways of knowing and being while also honouring the perspectives and experiences of urban communities.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75186. Bliss, Heather Fox, Naato'Ipiski Kendrick Fox-Bruised Head, Naato'Saaki Annette Healy, Sakoi'Spisttoi Kristen 2025-03-07 In this talk, we share stories of our team’s work to develop resources, curriculum, and activities that engage urban Blackfoot families to support and celebrate their language journeys. Our work is rooted in traditional Blackfoot ways of knowing and being while also honouring the perspectives and experiences of urban communities. https://hdl.handle.net/10125/75186 Ainna’kotsiiysinni: Taking Care of Each Other Through Blackfoot Language Learning in Urban Contexts oai:scholarspace.manoa.hawaii.edu:10125/75233 2026-05-01 col_10125_113233 75233.wav Condori Arias, Noemy; 2025-03-08; Yuyayninchikta yachaninallapuni manaraq chinkapushaqtin (“Sharing our knowledge before it’s too late”). This project began in the city of Cochabamba, within the communities of Vacas, We document folk stories, legends about the creation of animals and nature, horror stories, traditions, and the history of the town.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75233. Condori Arias, Noemy 2025-03-08 Yuyayninchikta yachaninallapuni manaraq chinkapushaqtin (“Sharing our knowledge before it’s too late”). This project began in the city of Cochabamba, within the communities of Vacas, We document folk stories, legends about the creation of animals and nature, horror stories, traditions, and the history of the town. https://hdl.handle.net/10125/75233 Community-based literature documentation Project in Quechua communities to revitalize and maintain the language oai:scholarspace.manoa.hawaii.edu:10125/75277 2026-05-01 col_10125_113233 75277.wav Kamigaki-Baron, Michelle, Souza, V. Pauahi; 2025-03-09; Kānaka Maoli living in the diaspora are a growing population which face hurdles in access to ʻōlelo Hawaiʻi education and Hawaiian identity. Through the use of surveys, we explore the unique challenges faced in accessing ‘ōlelo Hawaiʻi education for Kānaka Maoli living in the diaspora.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75277. Kamigaki-Baron, Michelle Souza, V. Pauahi 2025-03-09 Kānaka Maoli living in the diaspora are a growing population which face hurdles in access to ʻōlelo Hawaiʻi education and Hawaiian identity. Through the use of surveys, we explore the unique challenges faced in accessing ‘ōlelo Hawaiʻi education for Kānaka Maoli living in the diaspora. https://hdl.handle.net/10125/75277 Access to ʻōlelo Hawaiʻi education for Kānaka Maoli living in the diaspora- challenges and impacts based on mental Health and linguistic evidence oai:scholarspace.manoa.hawaii.edu:10125/75173 2026-05-01 col_10125_113233 75173.wav Schwartz, Lane; 2025-03-06; This work presents multi-use language technology for use in Alaska Native language education, revitalization, and preservation: a multi-platform offline-capable mobile presentation technology for convenient electronic distribution of pre-primers, primers, and digitized legacy books directly from archival XML files, explicitly designed to support a diverse range of language and educational environments.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75173. Schwartz, Lane 2025-03-06 This work presents multi-use language technology for use in Alaska Native language education, revitalization, and preservation: a multi-platform offline-capable mobile presentation technology for convenient electronic distribution of pre-primers, primers, and digitized legacy books directly from archival XML files, explicitly designed to support a diverse range of language and educational environments. https://hdl.handle.net/10125/75173 Adaptive multi-use language technology for Alaska Native language preservation and education oai:scholarspace.manoa.hawaii.edu:10125/75150 2026-05-01 col_10125_113233 75150.wav Tan, Tamisha L., Balukh, Jermy I.; 2025-03-06; We present the results of a transnational language documentation/description workshop series, bringing together burgeoning linguists and community members from Indonesia and Singapore to explore new ways to increase documentary data collection/processing efficiency, integrate language description training in revitalisation efforts, and improve the sustainability and synergy of regional collaboration.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75150. Tan, Tamisha L. Balukh, Jermy I. 2025-03-06 We present the results of a transnational language documentation/description workshop series, bringing together burgeoning linguists and community members from Indonesia and Singapore to explore new ways to increase documentary data collection/processing efficiency, integrate language description training in revitalisation efforts, and improve the sustainability and synergy of regional collaboration. https://hdl.handle.net/10125/75150 New Approaches to Collaborative Language Documentation in East Indonesia: Transnational Network- and Capacity-Building oai:scholarspace.manoa.hawaii.edu:10125/75183 2026-05-01 col_10125_113233 75183.wav Ignace, Ronald, Keays, Ashley; 2025-03-07; Remarks from the Office of the Commissioner of Indigenous Languages of Canada.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75183. Ignace, Ronald Keays, Ashley 2025-03-07 Remarks from the Office of the Commissioner of Indigenous Languages of Canada. https://hdl.handle.net/10125/75183 United and Strong: Efforts of the Office of the Commissioner of Indigenous Languages oai:scholarspace.manoa.hawaii.edu:10125/75185 2026-05-01 col_10125_113233 75185.wav Nesmith, Keao; 2025-03-07; Members of the Niihau community have maintained their unique language without interruption since the Hawaiian Islands were first settled. The situation for these speakers is practically the same as for immigrants to Hawaii who have limited proficiency in English. Public services and live interpretation in Niihau language are therefore necessary.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75185. Nesmith, Keao 2025-03-07 Members of the Niihau community have maintained their unique language without interruption since the Hawaiian Islands were first settled. The situation for these speakers is practically the same as for immigrants to Hawaii who have limited proficiency in English. Public services and live interpretation in Niihau language are therefore necessary. https://hdl.handle.net/10125/75185 Niihau language in public and social services domains oai:scholarspace.manoa.hawaii.edu:10125/75257 2026-05-02 col_10125_113233 75257.pdf 75257.wav Siegman, Carolyn, Kim, Joonhee, Nishikawa, Tomomi, Jocson, Ces Ann, Grüter, Theres; 2025-03-08; We present a new online version of the HALA task for researchers and language communities to use. The HALA task is a lexical retrieval task designed to assess a bilingual’s relative language strength between their two languages. We additionally present pilot data using this new version of the task.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75257. Siegman, Carolyn Kim, Joonhee Nishikawa, Tomomi Jocson, Ces Ann Grüter, Theres 2025-03-08 We present a new online version of the HALA task for researchers and language communities to use. The HALA task is a lexical retrieval task designed to assess a bilingual’s relative language strength between their two languages. We additionally present pilot data using this new version of the task. https://hdl.handle.net/10125/75257 The HALA Online: An updated and more accessible tool for assessing relative language strength oai:scholarspace.manoa.hawaii.edu:10125/75145 2026-05-01 col_10125_113233 75145.wav Jansen, Joana, Elliott, Robert; 2025-03-06; At our university institute, we offer professional development for Indigenous language revitalization practitioners. This paper discusses an interactive and hybrid offering that seeks to build relationships between online and in-person audiences. We will offer theoretical and practical suggestions for implementing programming in situations where participants are physically separate.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75145. Jansen, Joana Elliott, Robert 2025-03-06 At our university institute, we offer professional development for Indigenous language revitalization practitioners. This paper discusses an interactive and hybrid offering that seeks to build relationships between online and in-person audiences. We will offer theoretical and practical suggestions for implementing programming in situations where participants are physically separate. https://hdl.handle.net/10125/75145 Merging Online and Face-to-Face Participants in a Language Revitalization Summer Institute oai:scholarspace.manoa.hawaii.edu:10125/75267 2026-05-02 col_10125_113233 75267.pdf 75267.wav Hashimoto, Erin, Pascua, Maria; 2025-03-08; The Makah Tribe’s archives and language classes are available in the remote community of Neah Bay; however, many tribal members now live elsewhere. This project creates shareable digital formats of a Makah story and suggests ways for learners/teachers anywhere to adapt similar storywork to suit their goals, interests, and backgrounds.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75267. Hashimoto, Erin Pascua, Maria 2025-03-08 The Makah Tribe’s archives and language classes are available in the remote community of Neah Bay; however, many tribal members now live elsewhere. This project creates shareable digital formats of a Makah story and suggests ways for learners/teachers anywhere to adapt similar storywork to suit their goals, interests, and backgrounds. https://hdl.handle.net/10125/75267 Reconsidering “access” and learning from Qʷi·qʷi·diččaq (Makah) story oai:scholarspace.manoa.hawaii.edu:10125/75216 2026-05-01 col_10125_113233 75216.wav Hakim, Jacob; 2025-03-07; In this talk I present an updated methodological framework for prosodic fieldwork with examples from analysis of Nasal, an endangered Sumatran language of Indonesia, and argue for the inclusion of prosodic description in efforts to document endangered languages.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75216. Hakim, Jacob 2025-03-07 In this talk I present an updated methodological framework for prosodic fieldwork with examples from analysis of Nasal, an endangered Sumatran language of Indonesia, and argue for the inclusion of prosodic description in efforts to document endangered languages. https://hdl.handle.net/10125/75216 The end of the song: Making the case for prosodic documentation oai:scholarspace.manoa.hawaii.edu:10125/75164 2026-05-01 col_10125_113233 75164.wav Rodriguez, Stanley, Handley, Desiree; 2025-03-06; Stan Rodriguez shares the resistance and resilience of Kumeyaay language speakers despite policies of erasure and assimilation. Strategies of language immersion are considered in the context of the international border dividing Kumeyaay territory. Co-authored by Stan Rodriguez, an Indigenous educator and advocate, and Desiree Handley, a linguistics PhD student.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75164. Rodriguez, Stanley Handley, Desiree 2025-03-06 Stan Rodriguez shares the resistance and resilience of Kumeyaay language speakers despite policies of erasure and assimilation. Strategies of language immersion are considered in the context of the international border dividing Kumeyaay territory. Co-authored by Stan Rodriguez, an Indigenous educator and advocate, and Desiree Handley, a linguistics PhD student. https://hdl.handle.net/10125/75164 Kumeyaay Language Revitalization across an International Border oai:scholarspace.manoa.hawaii.edu:10125/75253 2026-05-01 col_10125_113233 75253.wav Griffin, Erin; 2025-03-08; Dakota Wowicohan, the Dakota way of Life, is critical to the development of new Dakota language speakers and domains. Through this lens, the components needed for Dakota language speaker development and domain building, how it can look in practice, and what has been learned from its application will be discussed.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75253. Griffin, Erin 2025-03-08 Dakota Wowicohan, the Dakota way of Life, is critical to the development of new Dakota language speakers and domains. Through this lens, the components needed for Dakota language speaker development and domain building, how it can look in practice, and what has been learned from its application will be discussed. https://hdl.handle.net/10125/75253 Dakota Wowicohan: Nurturing the Dakota language through Dakota Culture oai:scholarspace.manoa.hawaii.edu:10125/75242 2026-05-01 col_10125_113233 75242.wav Waring, Olivia; 2025-03-08; Indigenous-language radio programs and podcasts have the capacity to increase the volume and richness of linguistic input while also inspiring, unifying, and elevating a language community, even in diaspora. This presentation draws upon interviews with worldwide experts to share insights and best practices for audio-based language revitalization.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75242. Waring, Olivia 2025-03-08 Indigenous-language radio programs and podcasts have the capacity to increase the volume and richness of linguistic input while also inspiring, unifying, and elevating a language community, even in diaspora. This presentation draws upon interviews with worldwide experts to share insights and best practices for audio-based language revitalization. https://hdl.handle.net/10125/75242 Audio Media for Language Revitalization oai:scholarspace.manoa.hawaii.edu:10125/75188 2026-05-01 col_10125_113233 75188.wav Bedard, Jaskwaan (Amanda); 2025-03-07; This presentation documents my X̱aad Kíl (Masset Haida langauge) learning journey with my late mentor, Haida Elder Primrose Adams. For three years, Primrose and I undertook First Peoples' Cultural Council Mentor-Apprentice Program (FPCC MAP). Primrose and I worked together for four additional years, guided by Haida ways of being.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75188. Bedard, Jaskwaan (Amanda) 2025-03-07 This presentation documents my X̱aad Kíl (Masset Haida langauge) learning journey with my late mentor, Haida Elder Primrose Adams. For three years, Primrose and I undertook First Peoples' Cultural Council Mentor-Apprentice Program (FPCC MAP). Primrose and I worked together for four additional years, guided by Haida ways of being. https://hdl.handle.net/10125/75188 Gasanuu Xaad Kihlga Hl Sk'adgan How I learned the Haida langauge: Mentor Apprentice Method and Haida Ways of Being oai:scholarspace.manoa.hawaii.edu:10125/75256 2026-05-01 col_10125_113233 75256.wav Ludlow, Sydney, Reddy, Anupama, Deen, Kamil, Andi, Jefferson; 2025-03-08; TITA is a tool consisting of six measures of children’s language acquisition which estimate the likelihood of intergenerational transmission. This is a study of TITA in Quichua by one linguist and one community member. Both parties share the strengths and weaknesses of working with the communities while collecting TITA measures.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75256. Ludlow, Sydney Reddy, Anupama Deen, Kamil Andi, Jefferson 2025-03-08 TITA is a tool consisting of six measures of children’s language acquisition which estimate the likelihood of intergenerational transmission. This is a study of TITA in Quichua by one linguist and one community member. Both parties share the strengths and weaknesses of working with the communities while collecting TITA measures. https://hdl.handle.net/10125/75256 TITA in Ecuador: A case study on assessing IGT in two Quichua dialects oai:scholarspace.manoa.hawaii.edu:10125/75245 2026-05-01 col_10125_113233 75245.wav Nicholas, Ake, Coto Solano, Rolando, Peterson, Tyler, Wallbank, Angela, Napa, Courtney, Tangatakino-McIntyre, Antonia, Griffith, Rebecca, Punua, June, Nimerota, Mii; 2025-03-08; Diaspora speakers of Cook Islands Māori, with their various proficiencies, are poorly represented in corpora and NLP tools. To ameliorate this we (1) Conducted NLP workshops with Cook Islanders, and (2) conducted documentation workshops with L1 and diaspora heritage speakers. Here we propose methods for including diaspora speakers in documentation.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75245. Nicholas, Ake Coto Solano, Rolando Peterson, Tyler Wallbank, Angela Napa, Courtney Tangatakino-McIntyre, Antonia Griffith, Rebecca Punua, June Nimerota, Mii 2025-03-08 Diaspora speakers of Cook Islands Māori, with their various proficiencies, are poorly represented in corpora and NLP tools. To ameliorate this we (1) Conducted NLP workshops with Cook Islanders, and (2) conducted documentation workshops with L1 and diaspora heritage speakers. Here we propose methods for including diaspora speakers in documentation. https://hdl.handle.net/10125/75245 “Why did it take me going to America to start speaking Māori?” Diaspora Participation in Language Documentation in the Cook Islands oai:scholarspace.manoa.hawaii.edu:10125/75159 2026-05-01 col_10125_113233 75159.wav Maracle, Owennatekha Brian; 2025-03-06; This presentation will give an in-depth explanation of the process utilized at Onkwawenna Kentyohkwa to create fluent, adult speakers of Kanyen'kéha through intensive immersion over 2 school years. It will include the curriculum, teaching methodologies, infrastructure, impact, and also the how to replicate the program in other Indigenous languages.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75159. Maracle, Owennatekha Brian 2025-03-06 This presentation will give an in-depth explanation of the process utilized at Onkwawenna Kentyohkwa to create fluent, adult speakers of Kanyen'kéha through intensive immersion over 2 school years. It will include the curriculum, teaching methodologies, infrastructure, impact, and also the how to replicate the program in other Indigenous languages. https://hdl.handle.net/10125/75159 Novice to Advanced: Adult Immersion in Kanien'kéha Revitalization oai:scholarspace.manoa.hawaii.edu:10125/75205 2026-05-01 col_10125_113233 75205.wav Moses, Caleb, Arista, Noelani; 2025-03-07; In this work, we argue that the connection between Indigenous language and land undermines narratives of language loss, and present perspectives that make language reclamation an imminent and achievable goal. By advocating for relations with land, sea, sky and other Indigenous nations we present a vision of a post-reclamation world.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75205. Moses, Caleb Arista, Noelani 2025-03-07 In this work, we argue that the connection between Indigenous language and land undermines narratives of language loss, and present perspectives that make language reclamation an imminent and achievable goal. By advocating for relations with land, sea, sky and other Indigenous nations we present a vision of a post-reclamation world. https://hdl.handle.net/10125/75205 The leaky bucket of language loss: Reframing the issue of language reclamation with relation to land, sea and sky oai:scholarspace.manoa.hawaii.edu:10125/75155 2026-05-01 col_10125_113233 75155.wav Sapién, Racquel-María, Galla, Candace, Bischoff, Shannon; 2025-03-06; Academic publishing presents unique challenges and opportunities for non-dominant and Indigenous scholars, as well as for those working in collaboration with members of Indigenous and non-dominant communities. This workshop aims to address these challenges by providing an overview of the academic publishing process, tailored to the needs and perspectives of these scholars, leveraging the facilitators’ insider knowledge of academic publishing. More specifically, an introduction to “Indigenous Language Rights and Realities” will offer participants a glimpse of how this new publishing space will center and amplify the voices of non-dominant and Indigenous scholars, their languages, and their priorities.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75155. Sapién, Racquel-María Galla, Candace Bischoff, Shannon 2025-03-06 Academic publishing presents unique challenges and opportunities for non-dominant and Indigenous scholars, as well as for those working in collaboration with members of Indigenous and non-dominant communities. This workshop aims to address these challenges by providing an overview of the academic publishing process, tailored to the needs and perspectives of these scholars, leveraging the facilitators’ insider knowledge of academic publishing. More specifically, an introduction to “Indigenous Language Rights and Realities” will offer participants a glimpse of how this new publishing space will center and amplify the voices of non-dominant and Indigenous scholars, their languages, and their priorities. https://hdl.handle.net/10125/75155 Workshop 5: Empowering Non-Dominant, Indigenous, and Emerging Scholars in Academic Publishing oai:scholarspace.manoa.hawaii.edu:10125/75175 2026-05-02 col_10125_113233 75175.pptx 75175.wav Lausell, Laura, Estevez, Jorge; 2025-03-06; Revitalization of Taíno, a long-extinct Caribbean language, faces what we label as 'retroactive purism'--claims about the original language that attempt to delegitimize current efforts. Retroactive purism voiced by ethnically affiliated individuals critiques the creative processes necessary for revitalization in a context severely lacking documentation.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75175. Lausell, Laura Estevez, Jorge 2025-03-06 Revitalization of Taíno, a long-extinct Caribbean language, faces what we label as 'retroactive purism'--claims about the original language that attempt to delegitimize current efforts. Retroactive purism voiced by ethnically affiliated individuals critiques the creative processes necessary for revitalization in a context severely lacking documentation. https://hdl.handle.net/10125/75175 Retroactive Purism vs. Re-Creation: The Case of Taíno oai:scholarspace.manoa.hawaii.edu:10125/75161 2026-05-01 col_10125_113233 75161.wav Brandon, Kamalei, Allen-Garibaldi, Jessi; 2025-03-06; This workshop explores Indigenous Home Visiting as a sustainable way to support Indigenous families in the revitalization of their languages, despite the barriers that diaspora brings. Participants will learn language revitalization practices that are used by Home Visitors and Educators with families of young children in an urban Indigenous setting.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75161. Brandon, Kamalei Allen-Garibaldi, Jessi 2025-03-06 This workshop explores Indigenous Home Visiting as a sustainable way to support Indigenous families in the revitalization of their languages, despite the barriers that diaspora brings. Participants will learn language revitalization practices that are used by Home Visitors and Educators with families of young children in an urban Indigenous setting. https://hdl.handle.net/10125/75161 Workshop 3: Indigenous Home Visiting: A Sustainable Approach to Indigenous Language Reclamation for Families in the Diaspora oai:scholarspace.manoa.hawaii.edu:10125/75254 2026-05-01 col_10125_113233 75254.wav Reddy, Anupama, Deen, Kamil, Im, Seongah, Sou, Jenny, Nussartlet, Anongnard; 2025-03-08; One obstacle to assessing language vitality is the lack of an assessment tool to measure intergeneartional transmission (IGT). In this talk, we introduce the Tool for Intergenerational Transmission's (TITA) structure, measurement focus, and present a quantitative validation using factor analysis to demonstrate its effectiveness in assessing IGT in three communities.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75254. Reddy, Anupama Deen, Kamil Im, Seongah Sou, Jenny Nussartlet, Anongnard 2025-03-08 One obstacle to assessing language vitality is the lack of an assessment tool to measure intergeneartional transmission (IGT). In this talk, we introduce the Tool for Intergenerational Transmission's (TITA) structure, measurement focus, and present a quantitative validation using factor analysis to demonstrate its effectiveness in assessing IGT in three communities. https://hdl.handle.net/10125/75254 Validating a Tool for Intergenerational Transmission (TITA): Quantitative Analysis in Fieldwork oai:scholarspace.manoa.hawaii.edu:10125/75142 2026-05-01 col_10125_113233 75142.mp4 75142.wav Perlin, Ross, Gurung, Rasmina; 2025-03-06; Contemporary New York City—part of Lenapehoking, the land of the Lenape people—is now a last improbable refuge for hundreds of minoritized, Indigenous, and primarily oral languages from all over the world. Never before have cities been so linguistically various, and they may never be again given mounting threats, but so far the new urban linguistic diversity has hardly been recognized, understood, or supported. The non-profit Endangered Language Alliance (ELA) was founded in 2010 with a mission to document endangered languages and support linguistic diversity in New York and beyond. Over the last 15 years, as described in ELA co-director Ross Perlin’s new book Language City: The FIght to Preserve Endangered Mother Tongues in New York, ELA has forged a new form of public linguistics, bringing together linguists, language activists, students, and ordinary New Yorkers to collaborate in long-term partnership on a range of language projects. Among them is the documentation and description of Seke, a Trans-Himalayan (Tamangic) language with approximately 700 speakers from five villages of northern Nepal, over a quarter of whom have now come to New York and are clustered in a few of the city’s vertical villages. Recording elders across the Seke world and creating core materials for the language have been priorities for Rasmina Gurung, one of the youngest speakers, while also acknowledging and grappling with multilingualism, mixing, translocalism, mobility, and rapid cultural shift — all central concerns of the new urban linguistics. (Presented in partnership with Daniel Kaufman and Bikas Gurung.); Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75142. Perlin, Ross Gurung, Rasmina 2025-03-06 Contemporary New York City—part of Lenapehoking, the land of the Lenape people—is now a last improbable refuge for hundreds of minoritized, Indigenous, and primarily oral languages from all over the world. Never before have cities been so linguistically various, and they may never be again given mounting threats, but so far the new urban linguistic diversity has hardly been recognized, understood, or supported. The non-profit Endangered Language Alliance (ELA) was founded in 2010 with a mission to document endangered languages and support linguistic diversity in New York and beyond. Over the last 15 years, as described in ELA co-director Ross Perlin’s new book Language City: The FIght to Preserve Endangered Mother Tongues in New York, ELA has forged a new form of public linguistics, bringing together linguists, language activists, students, and ordinary New Yorkers to collaborate in long-term partnership on a range of language projects. Among them is the documentation and description of Seke, a Trans-Himalayan (Tamangic) language with approximately 700 speakers from five villages of northern Nepal, over a quarter of whom have now come to New York and are clustered in a few of the city’s vertical villages. Recording elders across the Seke world and creating core materials for the language have been priorities for Rasmina Gurung, one of the youngest speakers, while also acknowledging and grappling with multilingualism, mixing, translocalism, mobility, and rapid cultural shift — all central concerns of the new urban linguistics. (Presented in partnership with Daniel Kaufman and Bikas Gurung.) https://hdl.handle.net/10125/75142 Opening Plenary From Yul, Shöyul, and Phayul to the Vertical Village: Documenting and Developing Languages in the Urban Diaspora oai:scholarspace.manoa.hawaii.edu:10125/75152 2026-05-01 col_10125_113233 75152.wav Pappas, Leah; 2025-03-06; I advocate for the use of narrative documentation to understand speakers' embodied relationship to place and environment in eastern Indonesia. Drawing on narratives from Hawu and Saparua, I demonstrate how language and gesture are simultaneously employed to embed the story in the environment. These multimodal cues demonstrate speakers' temporal and physical relationships with the land and raise questions as to how language may change given increased migration and growing diasporic populations in Eastern Indonesia.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75152. Pappas, Leah 2025-03-06 I advocate for the use of narrative documentation to understand speakers' embodied relationship to place and environment in eastern Indonesia. Drawing on narratives from Hawu and Saparua, I demonstrate how language and gesture are simultaneously employed to embed the story in the environment. These multimodal cues demonstrate speakers' temporal and physical relationships with the land and raise questions as to how language may change given increased migration and growing diasporic populations in Eastern Indonesia. https://hdl.handle.net/10125/75152 Sea, land and sky: culture and place in eastern Indonesian narratives oai:scholarspace.manoa.hawaii.edu:10125/75177 2026-05-02 col_10125_113233 75177.pdf 75177.wav Bliss, Heather, Craig, Carmen Wiigwaas; 2025-03-06; This paper centers community perspectives on Indigenous language standardization. We present the outcomes of a series of sharing circles which connect community language practitioners to share stories around standardization and its impacts. We highlight a rich and nuanced discourse that highlights the diversity and unity inherent to diasporic language communities.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75177. Bliss, Heather Craig, Carmen Wiigwaas 2025-03-06 This paper centers community perspectives on Indigenous language standardization. We present the outcomes of a series of sharing circles which connect community language practitioners to share stories around standardization and its impacts. We highlight a rich and nuanced discourse that highlights the diversity and unity inherent to diasporic language communities. https://hdl.handle.net/10125/75177 Shared Wisdom: Community Conversations about Dialect Standardization oai:scholarspace.manoa.hawaii.edu:10125/75201 2026-05-01 col_10125_113233 75201.wav Gonzalez, Ivette; 2025-03-07; The presentation examines collaborative efforts to revitalize the Pa Ipai language, spoken by about 50 elders. It highlights three key projects from 2022-2024, combining traditional arts and language learning, emphasizing community-driven methods. Results show strengthened cultural identity, intergenerational connections, and significant impacts on younger generations in Santa Catarina.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75201. Gonzalez, Ivette 2025-03-07 The presentation examines collaborative efforts to revitalize the Pa Ipai language, spoken by about 50 elders. It highlights three key projects from 2022-2024, combining traditional arts and language learning, emphasizing community-driven methods. Results show strengthened cultural identity, intergenerational connections, and significant impacts on younger generations in Santa Catarina. https://hdl.handle.net/10125/75201 Collaborative Efforts in Language Revitalization: A Study of Three Pa Ipai Summer Projects oai:scholarspace.manoa.hawaii.edu:10125/75146 2026-05-02 col_10125_113233 75146.pdf 75146.wav Hildebrandt, Kristine; 2025-03-06; This presentation charts efforts from a two-year convergence initiative between language documentation scholars and stakeholders. This initiative aims to define, exemplify, and promote meaningful cross-disciplinary language documentation scholarship informed by the positions, frameworks, and methodologies central to other fields and communities beyond the “WEIRD” canon (Western, Educated, Industrialized, Rich, Democratic).; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75146. Hildebrandt, Kristine 2025-03-06 This presentation charts efforts from a two-year convergence initiative between language documentation scholars and stakeholders. This initiative aims to define, exemplify, and promote meaningful cross-disciplinary language documentation scholarship informed by the positions, frameworks, and methodologies central to other fields and communities beyond the “WEIRD” canon (Western, Educated, Industrialized, Rich, Democratic). https://hdl.handle.net/10125/75146 Building a Community of Scholarship in Language Documentation oai:scholarspace.manoa.hawaii.edu:10125/75247 2026-05-01 col_10125_113233 75247.wav Zhornik, Daria; 2025-03-08; In my talk, I would like to present an overview of the Northern Mansi (< Mansi < Ob-Ugric < Finno-Ugric < Uralic) revitalization efforts in the past years and analyze them to determine factors that influence motivation to preserve and promote the language.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75247. Zhornik, Daria 2025-03-08 In my talk, I would like to present an overview of the Northern Mansi (< Mansi < Ob-Ugric < Finno-Ugric < Uralic) revitalization efforts in the past years and analyze them to determine factors that influence motivation to preserve and promote the language. https://hdl.handle.net/10125/75247 Northern Mansi revitalization efforts: a case study in language motivation oai:scholarspace.manoa.hawaii.edu:10125/75179 2026-05-01 col_10125_113233 75179.wav Benedicto, Elena, Salomón, Elizabeth, Melendez, Lourdes; 2025-03-07; This presentation analyzes the variables of successive diasporic waves affecting the Mayangna communities of Nicaragua, identifying the linguistic hierarchies of the host/receiving communities as one key component in language maintenance or shift.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75179. Benedicto, Elena Salomón, Elizabeth Melendez, Lourdes 2025-03-07 This presentation analyzes the variables of successive diasporic waves affecting the Mayangna communities of Nicaragua, identifying the linguistic hierarchies of the host/receiving communities as one key component in language maintenance or shift. https://hdl.handle.net/10125/75179 Diaspora waves and their effects in language maintenance oai:scholarspace.manoa.hawaii.edu:10125/75168 2026-05-01 col_10125_113233 75168.wav Brennan, Sophie, McKenny, Daryn; 2025-03-06; Presenting the Awabakal Seasonal Calendar as a guide for communities to reconnect with Country, document local knowledge, and preserve cultural language and practices. This session will showcase our interactive calendar and provide step-by-step guidance on how communities can create their own version, fostering cultural conservation and engagement.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75168. Brennan, Sophie McKenny, Daryn 2025-03-06 Presenting the Awabakal Seasonal Calendar as a guide for communities to reconnect with Country, document local knowledge, and preserve cultural language and practices. This session will showcase our interactive calendar and provide step-by-step guidance on how communities can create their own version, fostering cultural conservation and engagement. https://hdl.handle.net/10125/75168 “Miromaa Pulli Piriraal” – Keeping language strong through cultural survival oai:scholarspace.manoa.hawaii.edu:10125/75163 2026-05-01 col_10125_113233 75163.wav Ward, Shannon, Sangmo, Tenzin; 2025-03-06; This presentation examines issues of standardization in language revitalization among Tibetan refugees from Arunachal Pradesh, India, who resettled in Canada. We examine formal instruction at a heritage language school in Vancouver alongside families' everyday language practices, to provide nuanced perspectives on the competing values of diversity and standardization in diaspora.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75163. Ward, Shannon Sangmo, Tenzin 2025-03-06 This presentation examines issues of standardization in language revitalization among Tibetan refugees from Arunachal Pradesh, India, who resettled in Canada. We examine formal instruction at a heritage language school in Vancouver alongside families' everyday language practices, to provide nuanced perspectives on the competing values of diversity and standardization in diaspora. https://hdl.handle.net/10125/75163 Language Revitalization throughout Resettlement: Tibetan Heritage Language Learning between Canada and India oai:scholarspace.manoa.hawaii.edu:10125/75167 2026-05-01 col_10125_113233 75167.wav Yamada, Masahiro, Yokoyama, Akiko, Slevin, Trevor; 2025-03-06; We will explain a collaborative dictionary project for Okinoerabu-Ryukyuan (Japonic) and the path we came through to it. A shift of the aims and the targeted stakeholders was crucial: from "get everyone familialized with" to "let those who highly motivated be equipped with knowledege and skills for" the language.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75167. Yamada, Masahiro Yokoyama, Akiko Slevin, Trevor 2025-03-06 We will explain a collaborative dictionary project for Okinoerabu-Ryukyuan (Japonic) and the path we came through to it. A shift of the aims and the targeted stakeholders was crucial: from "get everyone familialized with" to "let those who highly motivated be equipped with knowledege and skills for" the language. https://hdl.handle.net/10125/75167 Raising and Working with Citizen Scientists oai:scholarspace.manoa.hawaii.edu:10125/75184 2026-05-01 col_10125_113233 75184.wav Lewis, Melissa, Sierra, Kathy, Sixkiller, Phyllis; 2025-03-07; Indigenous languages are in decline and this loss threatens the balance and well-being of Indigenous communities. This project sought to learn about the health experiences of Indigenous adults who participate in the Little Cherokee Seeds language immersion program. Project results demonstrate improvements in health and well-being of participants.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75184. Lewis, Melissa Sierra, Kathy Sixkiller, Phyllis 2025-03-07 Indigenous languages are in decline and this loss threatens the balance and well-being of Indigenous communities. This project sought to learn about the health experiences of Indigenous adults who participate in the Little Cherokee Seeds language immersion program. Project results demonstrate improvements in health and well-being of participants. https://hdl.handle.net/10125/75184 Little Cherokee Seeds: Health effects of an Indigenous language immersion program oai:scholarspace.manoa.hawaii.edu:10125/75196 2026-05-02 col_10125_113233 75196.pdf 75196.wav Murasugi, Kumiko; 2025-03-07; We present the value, opportunities and implications of encouraging researchers from non-linguistic disciplines (e.g. archaeology, health) working with endangered language communities to help document those languages. While the breadth and depth of the documentation might be compromised, the benefit is more sources of documentation and greater awareness of language endangerment.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75196. Murasugi, Kumiko 2025-03-07 We present the value, opportunities and implications of encouraging researchers from non-linguistic disciplines (e.g. archaeology, health) working with endangered language communities to help document those languages. While the breadth and depth of the documentation might be compromised, the benefit is more sources of documentation and greater awareness of language endangerment. https://hdl.handle.net/10125/75196 All hands on deck: Language documentation across research disciplines oai:scholarspace.manoa.hawaii.edu:10125/75263 2026-05-01 col_10125_113233 75263.wav Rahman, Murshida; 2025-03-08; This is an attempt to explore how linguistic hegemony affects the status of the Marma language and what factors are responsible for to shift from their indigenous language to Bangla. To conduct this study qualitative method has been used, data was collected through a questionnaire survey and focus group discussion.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75263. Rahman, Murshida 2025-03-08 This is an attempt to explore how linguistic hegemony affects the status of the Marma language and what factors are responsible for to shift from their indigenous language to Bangla. To conduct this study qualitative method has been used, data was collected through a questionnaire survey and focus group discussion. https://hdl.handle.net/10125/75263 Navigating Linguistic Hegemony: Language Shift and Ethnic Identity Among Third Generation Marma Community oai:scholarspace.manoa.hawaii.edu:10125/75264 2026-05-01 col_10125_113233 75264.wav Ravindranath Abtahian, Maya, Namboodiripad, Savithry, Rajendran Schmura, Suganya; 2025-03-08; Our paper focuses on diasporic identity and the role language plays in its construction. The Malayalee community in the United States provides a case study for considering diaspora communities, language practices, and the construction of ethnic identity.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75264. Ravindranath Abtahian, Maya Namboodiripad, Savithry Rajendran Schmura, Suganya 2025-03-08 Our paper focuses on diasporic identity and the role language plays in its construction. The Malayalee community in the United States provides a case study for considering diaspora communities, language practices, and the construction of ethnic identity. https://hdl.handle.net/10125/75264 From polyglossia to ethnic identity: language and identity in the Malayalee diaspora oai:scholarspace.manoa.hawaii.edu:10125/75228 2026-05-01 col_10125_113233 75228.wav Kung, Susan; 2025-03-08; In this presentation, I demonstrate the latest version of the Archive of the Indigenous Language of Latin America and explain improvements that make AILLA more useful and engaging for its Latin American user base, including Indigenous Peoples whose languages are represented in the repository.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75228. Kung, Susan 2025-03-08 In this presentation, I demonstrate the latest version of the Archive of the Indigenous Language of Latin America and explain improvements that make AILLA more useful and engaging for its Latin American user base, including Indigenous Peoples whose languages are represented in the repository. https://hdl.handle.net/10125/75228 AILLA 3: Overview and Demo oai:scholarspace.manoa.hawaii.edu:10125/75268 2026-05-01 col_10125_113233 75268.wav Duhaylonsod, Dietrix Jon Ulukoa, Higgins, Christina, Mizukami, Micah, Kahapea, Gisella; 2025-03-08; We report on the early stages of documenting the state of Pidgin (Hawaiʻi Creole) in Honokai Hale, a small community on the Leeward coast of Oʻahu, Hawaiʻi. We discuss our oral history approach which invites residents to share their memories and to talk story with one another in Pidgin.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75268. Duhaylonsod, Dietrix Jon Ulukoa Higgins, Christina Mizukami, Micah Kahapea, Gisella 2025-03-08 We report on the early stages of documenting the state of Pidgin (Hawaiʻi Creole) in Honokai Hale, a small community on the Leeward coast of Oʻahu, Hawaiʻi. We discuss our oral history approach which invites residents to share their memories and to talk story with one another in Pidgin. https://hdl.handle.net/10125/75268 Documenting Hawaiʻi Creole (Pidgin) through Honokai Hale Stories: An Oral History Approach oai:scholarspace.manoa.hawaii.edu:10125/75250 2026-05-01 col_10125_113233 75250.wav Zhornik, Daria, Budyanskaya, Elena, Kornev, Timofey, Pavlova, Olga; 2025-03-08; In our talk, we will present our project on documentation of Naukan Yupik.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75250. Zhornik, Daria Budyanskaya, Elena Kornev, Timofey Pavlova, Olga 2025-03-08 In our talk, we will present our project on documentation of Naukan Yupik. https://hdl.handle.net/10125/75250 Documentation of Naukan Yupik and its impact on the community’s well being oai:scholarspace.manoa.hawaii.edu:10125/75187 2026-05-01 col_10125_113233 75187.wav Ross, Charlotte, Thunder, Senapan, Waddell, Kevin, Bird, Bev; 2025-03-07; We will share our remarkable experience about navigating federal grants, creating a language committee, and learning how to use technology to document our language. The tremendous healing through laughter while revitalizing our language has been incredible. Our language keepers’ voices are preserved on the Lifespark app and on www.wicihsok.com.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75187. Ross, Charlotte Thunder, Senapan Waddell, Kevin Bird, Bev 2025-03-07 We will share our remarkable experience about navigating federal grants, creating a language committee, and learning how to use technology to document our language. The tremendous healing through laughter while revitalizing our language has been incredible. Our language keepers’ voices are preserved on the Lifespark app and on www.wicihsok.com. https://hdl.handle.net/10125/75187 Montreal Lake Cree Nation: A language reclamation journey oai:scholarspace.manoa.hawaii.edu:10125/75195 2026-05-01 col_10125_113233 75195.wav Brinklow, Nathan$Hill, Callie; 2025-03-07; This presentation describes an Indigenous community-university partnership to develop and deliver intensive Kanyen’kéha (Mohawk) language programming. Offering 100+ contact hours per term, programming moved online learning during the pandemic and now uses a hybrid model. The program has grown significantly. Challenges and opportunities along with student feedback will be shared.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75195. Brinklow, Nathan$Hill, Callie 2025-03-07 This presentation describes an Indigenous community-university partnership to develop and deliver intensive Kanyen’kéha (Mohawk) language programming. Offering 100+ contact hours per term, programming moved online learning during the pandemic and now uses a hybrid model. The program has grown significantly. Challenges and opportunities along with student feedback will be shared. https://hdl.handle.net/10125/75195 Community-campus partnership for Indigenous language programming oai:scholarspace.manoa.hawaii.edu:10125/75215 2026-05-01 col_10125_113233 75215.wav Kaufman, Daniel, Bulalang, Sharon; 2025-03-07; We present one of the first instrumental studies of prosody among the indigenous languages of Mindanao (Philippines), focusing on Western Subanon and Iranon, both of which have lost the historical two-way accentual distinction found in most other Philippine languages and which have developed patterns that elude easy categorization.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75215. Kaufman, Daniel Bulalang, Sharon 2025-03-07 We present one of the first instrumental studies of prosody among the indigenous languages of Mindanao (Philippines), focusing on Western Subanon and Iranon, both of which have lost the historical two-way accentual distinction found in most other Philippine languages and which have developed patterns that elude easy categorization. https://hdl.handle.net/10125/75215 Documenting and Describing the Prosody of Indigenous Mindanoan Languages oai:scholarspace.manoa.hawaii.edu:10125/75249 2026-05-01 col_10125_113233 75249.wav Tsikewa, Adrienne; 2025-03-08; This talk will present one part of a larger study that addresses the language disruption currently being experienced by A:shiwi, or Zuni people living within the Zuni Pueblo reservation. The analysis highlights the importance of the concept of linguistic responsibility in Indigenous language regeneration, revitalization and reclamation contexts.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75249. Tsikewa, Adrienne 2025-03-08 This talk will present one part of a larger study that addresses the language disruption currently being experienced by A:shiwi, or Zuni people living within the Zuni Pueblo reservation. The analysis highlights the importance of the concept of linguistic responsibility in Indigenous language regeneration, revitalization and reclamation contexts. https://hdl.handle.net/10125/75249 Centering community perspectives on language vitality: An example from Shiwi’ma (Zuni) oai:scholarspace.manoa.hawaii.edu:10125/75227 2026-05-02 col_10125_113233 75227.pdf 75227.wav Heaton, Raina, Hooshiar, Kavon; 2025-03-08; An NEH-funded project at the University of Oklahoma's Sam Noble Museum is making the Native American Languages collection accessible online. The archive’s website is built as a customization of an open-source repository management application, which provides tools for co-curation and collaboration, and can also be run independently from the archive.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75227. Heaton, Raina Hooshiar, Kavon 2025-03-08 An NEH-funded project at the University of Oklahoma's Sam Noble Museum is making the Native American Languages collection accessible online. The archive’s website is built as a customization of an open-source repository management application, which provides tools for co-curation and collaboration, and can also be run independently from the archive. https://hdl.handle.net/10125/75227 New tools in digital archiving: Supporting access and co-curation oai:scholarspace.manoa.hawaii.edu:10125/75272 2026-05-01 col_10125_113233 75272.wav Nagy, Naomi, Kasstan, Jonathan, Dunoyer, Christiane; 2025-03-09; #FPGlobal encourages multimodal messaging among speakers/learners of Francoprovençal, a small non-standardized language. WhatsApp and a website (www.fpglobal.ca/) connect dialect groups across the Atlantic, encouraging communication that connects younger speakers with stronger technical skills to older speakers with stronger linguo-cultural knowledge, bringing Francoprovençal into domains where younger community members are active.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75272. Nagy, Naomi Kasstan, Jonathan Dunoyer, Christiane 2025-03-09 #FPGlobal encourages multimodal messaging among speakers/learners of Francoprovençal, a small non-standardized language. WhatsApp and a website (www.fpglobal.ca/) connect dialect groups across the Atlantic, encouraging communication that connects younger speakers with stronger technical skills to older speakers with stronger linguo-cultural knowledge, bringing Francoprovençal into domains where younger community members are active. https://hdl.handle.net/10125/75272 Navigating digital realities in diaspora: #FPGlobal bridges Homeland and Heritage Francoprovençal oai:scholarspace.manoa.hawaii.edu:10125/75174 2026-05-01 col_10125_113233 75174.wav Jimerson, Robert, Jimerson, Alex; 2025-03-06; We will present on Semantic Organization of an Onödowa’ga:’ learning curriculum. We will detail how we collect and organize the different datasets, train the model and use it to cluster closely related words into what will become learning units.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75174. Jimerson, Robert Jimerson, Alex 2025-03-06 We will present on Semantic Organization of an Onödowa’ga:’ learning curriculum. We will detail how we collect and organize the different datasets, train the model and use it to cluster closely related words into what will become learning units. https://hdl.handle.net/10125/75174 Semantic Organization of an Onödowa’ga:’ (Seneca) Language Learning Curriculum Using Word2Vec oai:scholarspace.manoa.hawaii.edu:10125/75251 2026-05-01 col_10125_113233 75251.wav Haider, Amir; 2025-03-08; With 12 years of experience documenting northern Pakistan's languages, I'll share insights on the alarming endangerment levels and strategic documentation approaches. Fifteen languages, including vulnerable ones like Shina, Balti, and Khowar, have been documented through recorded hours, lexicons, and grammar, engaging local communities in preservation efforts.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75251. Haider, Amir 2025-03-08 With 12 years of experience documenting northern Pakistan's languages, I'll share insights on the alarming endangerment levels and strategic documentation approaches. Fifteen languages, including vulnerable ones like Shina, Balti, and Khowar, have been documented through recorded hours, lexicons, and grammar, engaging local communities in preservation efforts. https://hdl.handle.net/10125/75251 Documenting and Revitalizing the Linguistic Heritage of Northern Pakistan: Challenges, Approaches, and Future Directions oai:scholarspace.manoa.hawaii.edu:10125/75149 2026-05-02 col_10125_113233 75149.pdf 75149.wav Campbell, Eric W., Ávila, Salustia, Belmar, Guillem, García, Javier, Hernández, Abigail, Mendoza, José, Salazar, Jeremías; 2025-03-06; This workshop shares motivations, methods, experiences, and initial results of an interdisciplinary research and community action project emerging from the COVID-19 crisis and involving Mixtec interpreters, university linguists, and medical students. We highlight challenges and strategies in defining “community,” adapting emergent technical language, and dealing with linguistic diversity in interpretation.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75149. Campbell, Eric W. Ávila, Salustia Belmar, Guillem García, Javier Hernández, Abigail Mendoza, José Salazar, Jeremías 2025-03-06 This workshop shares motivations, methods, experiences, and initial results of an interdisciplinary research and community action project emerging from the COVID-19 crisis and involving Mixtec interpreters, university linguists, and medical students. We highlight challenges and strategies in defining “community,” adapting emergent technical language, and dealing with linguistic diversity in interpretation. https://hdl.handle.net/10125/75149 Workshop 2: Language access and social justice in diaspora: Language work and interpretation in Coastal California oai:scholarspace.manoa.hawaii.edu:10125/75178 2026-05-01 col_10125_113233 75178.wav Ingram, Rebekah, Haire, Wenonah, Foxx, Cheyenne, George-Warren, Delesslin, Garris, Beckee; 2025-03-06; The Catawba language, dormant since 1959, is reawakening through community-led efforts by the Catawba Language Working Group. Codification involved standardizing the writing system, respecting linguistic history and community preferences. The forthcoming Catawba Nation dictionary exemplifies revitalization lexicography, supporting language learners and curriculum development with standardized grammar and spellings.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75178. Ingram, Rebekah Haire, Wenonah Foxx, Cheyenne George-Warren, Delesslin Garris, Beckee 2025-03-06 The Catawba language, dormant since 1959, is reawakening through community-led efforts by the Catawba Language Working Group. Codification involved standardizing the writing system, respecting linguistic history and community preferences. The forthcoming Catawba Nation dictionary exemplifies revitalization lexicography, supporting language learners and curriculum development with standardized grammar and spellings. https://hdl.handle.net/10125/75178 Restoring the Catawba Language: A Community Approach to Codification oai:scholarspace.manoa.hawaii.edu:10125/75279 2026-05-01 col_10125_113233 75279.wav Li, Sin Yee Melody; 2025-03-09; Spoken by the Atayal people in Taiwan, Yilan Creole is the only known Japanese-based contact variety with Austronesian influences. Based on my fieldwork, this presentation discusses the past and current sociolinguistic situations in Taiwan and how they have contributed to the endangerment of Yilan Creole.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75279. Li, Sin Yee Melody 2025-03-09 Spoken by the Atayal people in Taiwan, Yilan Creole is the only known Japanese-based contact variety with Austronesian influences. Based on my fieldwork, this presentation discusses the past and current sociolinguistic situations in Taiwan and how they have contributed to the endangerment of Yilan Creole. https://hdl.handle.net/10125/75279 The language endangerment of Yilan Creole in the postcolonial Atayal community of Taiwan oai:scholarspace.manoa.hawaii.edu:10125/75218 2026-05-02 col_10125_113233 75218.pdf 75218.wav Mow, Nilima, Schreiner, Sylvia; 2025-03-07; This study presents the findings from a pilot survey designed to assess the status of Akuzipik (St. Lawrence Island Yupik), an endangered Alaska Native language. The survey was conducted in coordination with the Sivuqaq language revitalization committee, language learning group, and tribal council.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75218. Mow, Nilima Schreiner, Sylvia 2025-03-07 This study presents the findings from a pilot survey designed to assess the status of Akuzipik (St. Lawrence Island Yupik), an endangered Alaska Native language. The survey was conducted in coordination with the Sivuqaq language revitalization committee, language learning group, and tribal council. https://hdl.handle.net/10125/75218 Challenges and Insights: Surveying Language Attitudes in an Endangered Indigenous Language Community oai:scholarspace.manoa.hawaii.edu:10125/75287 2026-05-02 col_10125_113233 75287.pdf 75287.wav Passmore, Ellie, Sayers, Addie; 2025-03-09; This paper presents an examination of how anti-DEI policies impact language revitalization and proposes ways of resisting those constraints when collaborating with public institutions. We discuss four general categories for working around anti-DEI policies: going federal, community engagement models, medical and mental health approaches, and exploiting liminality.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75287. Passmore, Ellie Sayers, Addie 2025-03-09 This paper presents an examination of how anti-DEI policies impact language revitalization and proposes ways of resisting those constraints when collaborating with public institutions. We discuss four general categories for working around anti-DEI policies: going federal, community engagement models, medical and mental health approaches, and exploiting liminality. https://hdl.handle.net/10125/75287 When the Rug Is Pulled Out: Language Revitalization Under Anti-DEI Legislation oai:scholarspace.manoa.hawaii.edu:10125/75192 2026-05-01 col_10125_113233 75192.wav Souter, Heather, al-Bataineh, Anke, Provost, Amanda; 2025-03-07; Underscoring the importance of decolonized learning models for effectively reclaiming and revitalizing Indigenous languages and reinforcing community connections, three endangered language communities collaboratively developed a culturally-sustaining online language learning approach. Innovations in scheduling, student-centered instruction, online immersion, and project-based curriculum significantly enhanced proficiency and engagement among learners will be shared.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75192. Souter, Heather al-Bataineh, Anke Provost, Amanda 2025-03-07 Underscoring the importance of decolonized learning models for effectively reclaiming and revitalizing Indigenous languages and reinforcing community connections, three endangered language communities collaboratively developed a culturally-sustaining online language learning approach. Innovations in scheduling, student-centered instruction, online immersion, and project-based curriculum significantly enhanced proficiency and engagement among learners will be shared. https://hdl.handle.net/10125/75192 Online Project-Based Immersion Courses: An Effective Method for Urban/Diaspora Language Reclamation oai:scholarspace.manoa.hawaii.edu:10125/75166 2026-05-01 col_10125_113233 75166.wav Lee, Nala; 2025-03-06; This talk addresses the challenges and prospects of teaching language documentation to undergraduates who are mostly of diasporic backgrounds. Specifically, in undertaking a mini language documentation project, these students grapple with issues concerning a lack of motivation to work on their home language, a perceived lack of resources, and "authenticity".; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75166. Lee, Nala 2025-03-06 This talk addresses the challenges and prospects of teaching language documentation to undergraduates who are mostly of diasporic backgrounds. Specifically, in undertaking a mini language documentation project, these students grapple with issues concerning a lack of motivation to work on their home language, a perceived lack of resources, and "authenticity". https://hdl.handle.net/10125/75166 Teaching language documentation in diasporic communities oai:scholarspace.manoa.hawaii.edu:10125/75208 2026-05-02 col_10125_113233 75208.pdf 75208.wav Billings, Blaine; 2025-03-07; This presentation discusses the need for the conception of documentary lexicography in its own right, drawing together two fields that, to the detriment of language communities and linguists alike, have all too often been divided.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75208. Billings, Blaine 2025-03-07 This presentation discusses the need for the conception of documentary lexicography in its own right, drawing together two fields that, to the detriment of language communities and linguists alike, have all too often been divided. https://hdl.handle.net/10125/75208 Documentary lexicography: The need for a field oai:scholarspace.manoa.hawaii.edu:10125/75191 2026-05-01 col_10125_113233 75191.wav Poolaw, Dane; 2025-03-07; This presentation highlights the traditional use of Plains Indian Sign Language (PISL) in the Kiowa Language courses at the University of Oklahoma and will discuss the order of instruction, supplemental materials and assignments, along with how PISL is utilized during real-time Kiowa conversations in class.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75191. Poolaw, Dane 2025-03-07 This presentation highlights the traditional use of Plains Indian Sign Language (PISL) in the Kiowa Language courses at the University of Oklahoma and will discuss the order of instruction, supplemental materials and assignments, along with how PISL is utilized during real-time Kiowa conversations in class. https://hdl.handle.net/10125/75191 Learning to Speak Orally through Sign Language: Utilizing Plains Indian Sign Language in Kiowa Language Instruction oai:scholarspace.manoa.hawaii.edu:10125/75180 2026-05-01 col_10125_113233 75180.wav Peters, Simon, Bucholtz, Mary, Campbell, Eric W.; 2025-03-07; We delineate the emerging subfield of diaspora linguistics and advocate for interdisciplinary and community-centered approaches to language work in diasporic settings. We outline five research areas that contribute to the subfield and, drawing from our research experiences, highlight sociolinguistic characteristics particular to Indigenous diaspora contexts that require a tailored approach.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75180. Peters, Simon Bucholtz, Mary Campbell, Eric W. 2025-03-07 We delineate the emerging subfield of diaspora linguistics and advocate for interdisciplinary and community-centered approaches to language work in diasporic settings. We outline five research areas that contribute to the subfield and, drawing from our research experiences, highlight sociolinguistic characteristics particular to Indigenous diaspora contexts that require a tailored approach. https://hdl.handle.net/10125/75180 Toward a diaspora linguistics: Community-centered collaborative language maintenance work in an Indigenous diasporic setting in California oai:scholarspace.manoa.hawaii.edu:10125/75212 2026-05-01 col_10125_113233 75212.wav Frick, Tobias, Strickler, Leonie, Grüter, Theres, Seiler, Guido; 2025-03-07; This presentation showcases the challenges (e.g. no voice recordings) and opportunities (e.g. strong bond to Swiss heritage) of working with linguistically isolated Amish communities in northern Indiana, USA. These diaspora communities have successfully maintained their Germanic heritage languages since their ancestors left Europe in the early 1800s.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75212. Frick, Tobias Strickler, Leonie Grüter, Theres Seiler, Guido 2025-03-07 This presentation showcases the challenges (e.g. no voice recordings) and opportunities (e.g. strong bond to Swiss heritage) of working with linguistically isolated Amish communities in northern Indiana, USA. These diaspora communities have successfully maintained their Germanic heritage languages since their ancestors left Europe in the early 1800s. https://hdl.handle.net/10125/75212 Challenges and Opportunities in Linguistic Fieldwork with the Swiss Amish in Indiana oai:scholarspace.manoa.hawaii.edu:10125/75151 2026-05-02 col_10125_113233 75151.pdf 75151.wav Blake, A.L., Delpada, Benidiktus; 2025-03-06; We report on Traditional Knowledge (TK) encoded in local fish- and bird- names in Abui (Timor-Alor-Pantar, Indonesia). We categorize speakers’ explanations of the meanings behind faunal names by type of TK such as physical appearance, habitat, and human use. Lastly, we assess what speaker variation might imply for knowledge loss.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75151. Blake, A.L. Delpada, Benidiktus 2025-03-06 We report on Traditional Knowledge (TK) encoded in local fish- and bird- names in Abui (Timor-Alor-Pantar, Indonesia). We categorize speakers’ explanations of the meanings behind faunal names by type of TK such as physical appearance, habitat, and human use. Lastly, we assess what speaker variation might imply for knowledge loss. https://hdl.handle.net/10125/75151 Traditional Knowledge (TK) encoded in Abui (ISO 639-3 abz) fish and bird names oai:scholarspace.manoa.hawaii.edu:10125/75265 2026-05-01 col_10125_113233 75265.wav Baldwin, Jarrid, Hirata-Edds, Tracy; 2025-03-08; The Miami Tribe of Oklahoma's language revitalization is part of a broader community renewal effort. Despite being dispersed across the US, they focus on strengthening kinship ties and cultural knowledge. Their archive-based approach emphasizes community building, contextualizing language within cultural domains, and adapting to the diaspora community's needs.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75265. Baldwin, Jarrid Hirata-Edds, Tracy 2025-03-08 The Miami Tribe of Oklahoma's language revitalization is part of a broader community renewal effort. Despite being dispersed across the US, they focus on strengthening kinship ties and cultural knowledge. Their archive-based approach emphasizes community building, contextualizing language within cultural domains, and adapting to the diaspora community's needs. https://hdl.handle.net/10125/75265 meenapiyankwi (we are a community): myaamia revitalization in diaspora oai:scholarspace.manoa.hawaii.edu:10125/75193 2026-05-01 col_10125_113233 75193.wav Underwood, Penáć G.D., Caldecott, Marion, Robert Louis, Ȼeƚȼelánew, Czaykowska-Higgins, Ewa, Swallow, Tye; 2025-03-07; This presentation explores how we have adapted Oral Proficiency Interviews (OPIs) into Oral Proficiency Conversations (OPCs) to better support suits the goals of the community and teaching program. We discuss how we are incorporating them as an assessment tool in the B.A. in Indigenous Language Proficiency in SENĆOŦEN.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75193. Underwood, Penáć G.D. Caldecott, Marion Robert Louis, Ȼeƚȼelánew Czaykowska-Higgins, Ewa Swallow, Tye 2025-03-07 This presentation explores how we have adapted Oral Proficiency Interviews (OPIs) into Oral Proficiency Conversations (OPCs) to better support suits the goals of the community and teaching program. We discuss how we are incorporating them as an assessment tool in the B.A. in Indigenous Language Proficiency in SENĆOŦEN. https://hdl.handle.net/10125/75193 Oral Proficiency Conversations: Combining Mentoring and Assessment as Part of a Proficiency-building Strategy oai:scholarspace.manoa.hawaii.edu:10125/75147 2026-05-01 col_10125_113233 75147.wav Barragan, Luis, Prins, Samantha, Tsikewa, Adrienne, Peterson, Tyler; 2025-03-06; This presentation will provide perspectives as co-hosts, co-conveners, organizers and attendees on the challenges and successes of CoLang. We will consider possibilities for ensuring the sustainability of CoLang going forward such that it can continue to deliver on its original vision to support access, capacity building, and collaborative language work.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75147. Barragan, Luis Prins, Samantha Tsikewa, Adrienne Peterson, Tyler 2025-03-06 This presentation will provide perspectives as co-hosts, co-conveners, organizers and attendees on the challenges and successes of CoLang. We will consider possibilities for ensuring the sustainability of CoLang going forward such that it can continue to deliver on its original vision to support access, capacity building, and collaborative language work. https://hdl.handle.net/10125/75147 Perspectives on the sustainability of the Institute on Collaborative Language Research (CoLang) oai:scholarspace.manoa.hawaii.edu:10125/75238 2026-05-02 col_10125_113233 75238.pdf 75238.wav Gilbert, Gabriel; 2025-03-08; This talk explains how the attested variation within archival Hawaiian language documentary materials can empower variationist inquiry. Investigating a heretofore undescribed dialect of ʻŌlelo Hawaiʻi spoken by elders with genealogical ties to Maui, this talk explores how understanding linguistic variation is a prerequisite for restoring it within revitalization era pedagogy.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75238. Gilbert, Gabriel 2025-03-08 This talk explains how the attested variation within archival Hawaiian language documentary materials can empower variationist inquiry. Investigating a heretofore undescribed dialect of ʻŌlelo Hawaiʻi spoken by elders with genealogical ties to Maui, this talk explores how understanding linguistic variation is a prerequisite for restoring it within revitalization era pedagogy. https://hdl.handle.net/10125/75238 Restoring Linguistic Variation: Investigating a Maui Variety of ʻŌlelo Hawaiʻi oai:scholarspace.manoa.hawaii.edu:10125/75203 2026-05-01 col_10125_113233 75203.wav Lycan, Bethany, Chee, Melvatha; 2025-03-07; There will be two of us who will present our current work with a newly established language nest in Albuquerque, New Mexico. We will share our data processing work especially the challenges we overcame, working with our community partner, and data results from the first two years of data collection.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75203. Lycan, Bethany Chee, Melvatha 2025-03-07 There will be two of us who will present our current work with a newly established language nest in Albuquerque, New Mexico. We will share our data processing work especially the challenges we overcame, working with our community partner, and data results from the first two years of data collection. https://hdl.handle.net/10125/75203 Collaboratively creating pathways for Indigenous child language documentation oai:scholarspace.manoa.hawaii.edu:10125/75269 2026-05-02 col_10125_113233 75269.pdf 75269.wav Hashimoto, Erin, Pascua, Maria; 2025-03-08; Based around a Makah story, this research model develops a linguistic analysis that reflects the research participants’ combined knowledges. We present the steps involved, possible variations for different communities, the benefits of collaboration for our learning as researchers and improved final materials, and outcomes for linguistic research and language learning/teaching.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75269. Hashimoto, Erin Pascua, Maria 2025-03-08 Based around a Makah story, this research model develops a linguistic analysis that reflects the research participants’ combined knowledges. We present the steps involved, possible variations for different communities, the benefits of collaboration for our learning as researchers and improved final materials, and outcomes for linguistic research and language learning/teaching. https://hdl.handle.net/10125/75269 Collaborative Analytical Storywork: Story analysis in a revitalization context oai:scholarspace.manoa.hawaii.edu:10125/75262 2026-05-01 col_10125_113233 75262.wav Simpson, Logan; 2025-03-08; This presentation explores the challenges Indigenous communities face in submitting script proposals to Unicode. By drawing on discussions with experienced proposal authors, it identifies critical steps, from evaluating linguistic fit to addressing political dynamics and resource needs, aiming to bridge resource gaps and provide guidance for future Unicode proposals.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75262. Simpson, Logan 2025-03-08 This presentation explores the challenges Indigenous communities face in submitting script proposals to Unicode. By drawing on discussions with experienced proposal authors, it identifies critical steps, from evaluating linguistic fit to addressing political dynamics and resource needs, aiming to bridge resource gaps and provide guidance for future Unicode proposals. https://hdl.handle.net/10125/75262 Behind the Scenes of Unicode: Navigating the Proposal Process for Indigenous Scripts oai:scholarspace.manoa.hawaii.edu:10125/75217 2026-05-01 col_10125_113233 75217.wav Grimm, Nadine, Blasi, Damian; 2025-03-07; We combine cognitive-experimental and documentary approaches by presenting the color systems in the Gyeli community of “Pygmy” hunter-gatherers and neighboring Bantu famers in Cameroon. We show that all display a high degree of variability. We explain this through factors in language ecology: multilingualism, mobility, language contact, education, and language change.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75217. Grimm, Nadine Blasi, Damian 2025-03-07 We combine cognitive-experimental and documentary approaches by presenting the color systems in the Gyeli community of “Pygmy” hunter-gatherers and neighboring Bantu famers in Cameroon. We show that all display a high degree of variability. We explain this through factors in language ecology: multilingualism, mobility, language contact, education, and language change. https://hdl.handle.net/10125/75217 Experimental fieldwork in language documentation: Studying color systems in Bantu languages of Cameroon oai:scholarspace.manoa.hawaii.edu:10125/75284 2026-05-01 col_10125_113233 75284.wav Quinn, Conor; 2025-03-09; Centering around hyper-brief "lessonlets", the Minimal Course is a teaching-learning methodology optimal for diasporic/under-resourced language reclamation efforts. We report on its use in peer-teaching ("TeachItForward"), in ASR-powered self-study apps (FLAIR), in serving spatially dispersed learners and learner groups, and now also as a heuristic for language documentation.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75284. Quinn, Conor 2025-03-09 Centering around hyper-brief "lessonlets", the Minimal Course is a teaching-learning methodology optimal for diasporic/under-resourced language reclamation efforts. We report on its use in peer-teaching ("TeachItForward"), in ASR-powered self-study apps (FLAIR), in serving spatially dispersed learners and learner groups, and now also as a heuristic for language documentation. https://hdl.handle.net/10125/75284 The Minimal Course: a decentralized teaching+learning approach for diasporic and other under-resourced language reclamation/maintenance efforts oai:scholarspace.manoa.hawaii.edu:10125/75172 2026-05-01 col_10125_113233 75172.wav Hammerly, Christopher, Parkhill, Scott, Goodyear, Laura, Silfverberg, Miikka, Quinn, Chad, Parkhill, Mike; 2025-03-06; This presentation describes the process of building an automatic verb conjugation tool for Ojibwe language education. With a general audience in mind, we describe the technical engine behind the tool, how we use this engine to generate conjugations with a runtime API, and our user interface design.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75172. Hammerly, Christopher Parkhill, Scott Goodyear, Laura Silfverberg, Miikka Quinn, Chad Parkhill, Mike 2025-03-06 This presentation describes the process of building an automatic verb conjugation tool for Ojibwe language education. With a general audience in mind, we describe the technical engine behind the tool, how we use this engine to generate conjugations with a runtime API, and our user interface design. https://hdl.handle.net/10125/75172 An Automatic Verb Conjugation Tool for Ojibwe oai:scholarspace.manoa.hawaii.edu:10125/75143 2026-05-02 col_10125_113233 75143.pdf 75143.wav Kaiser, Katherin; 2025-03-06; In this hands-on workshop, dive into creating your very own digital, story-based language adventure game! Using a browser-friendly template, you’ll build interactive game pages, add images and audio, and weave in language content meaningfully. Walk away with a 3-page prototype and the know-how to keep building. Don’t forget your laptop!; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75143. Kaiser, Katherin 2025-03-06 In this hands-on workshop, dive into creating your very own digital, story-based language adventure game! Using a browser-friendly template, you’ll build interactive game pages, add images and audio, and weave in language content meaningfully. Walk away with a 3-page prototype and the know-how to keep building. Don’t forget your laptop! https://hdl.handle.net/10125/75143 Workshop 4: Make your own language learning adventure: Learn to develop digital story-based games to create language materials for independent learners oai:scholarspace.manoa.hawaii.edu:10125/75266 2026-05-01 col_10125_113233 75266.wav Kasper, Corinne, Purcell-Corkins, Rhonda, Collins, Carla, Bodwewadmimwat, Ethe; 2025-03-08; This paper focuses on the recent history of Potawatomi language preservation and the manner in which intertribal collaboration has led to increased grammatical proficiency and allowed speakers to rebuild a sense of regional or band-specific identity as tied to language.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75266. Kasper, Corinne Purcell-Corkins, Rhonda Collins, Carla Bodwewadmimwat, Ethe 2025-03-08 This paper focuses on the recent history of Potawatomi language preservation and the manner in which intertribal collaboration has led to increased grammatical proficiency and allowed speakers to rebuild a sense of regional or band-specific identity as tied to language. https://hdl.handle.net/10125/75266 Preservation, Collaboration, and Local Identity in the Potawatomi Diaspora oai:scholarspace.manoa.hawaii.edu:10125/75235 2026-05-02 col_10125_113233 75235.pdf 75235.wav Joanis, Eric, Huggins-Daines, David, Littell, Patrick, Pine, Aidan, Tessier, Marc, Torkornoo, Delasie; 2025-03-08; At ICLDC8, we presented the ReadAlong Studio for making interactive "read-along" audiobooks. The software has since been widely used and we have received valuable feedback from users and educators. This talk focuses on how user feedback has guided recent improvements to ReadAlong Studio and charted a direction for future development.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75235. Joanis, Eric Huggins-Daines, David Littell, Patrick Pine, Aidan Tessier, Marc Torkornoo, Delasie 2025-03-08 At ICLDC8, we presented the ReadAlong Studio for making interactive "read-along" audiobooks. The software has since been widely used and we have received valuable feedback from users and educators. This talk focuses on how user feedback has guided recent improvements to ReadAlong Studio and charted a direction for future development. https://hdl.handle.net/10125/75235 Revisiting ReadAlongs: user and community feedback in action oai:scholarspace.manoa.hawaii.edu:10125/75236 2026-05-01 col_10125_113233 75236.wav Belmar Viernes, Guillem, Saucedo, Christopher, Salazar, Jeremías; 2025-03-08; This talk analyzes speakers’ metalinguistic reflections on intelligibility between two different Mixtec varieties (or languages) currently spoken in the Central Coast of California. Expanding on the multilingual repertoires and translanguaging practices of the speakers, we argue that hybridization serves as an accommodation strategy to facilitate intercomprehension or repair miscommunication.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75236. Belmar Viernes, Guillem Saucedo, Christopher Salazar, Jeremías 2025-03-08 This talk analyzes speakers’ metalinguistic reflections on intelligibility between two different Mixtec varieties (or languages) currently spoken in the Central Coast of California. Expanding on the multilingual repertoires and translanguaging practices of the speakers, we argue that hybridization serves as an accommodation strategy to facilitate intercomprehension or repair miscommunication. https://hdl.handle.net/10125/75236 Intelligibility in the diaspora: hybridization as an accommodation strategy in interaction across two Mixtec languages oai:scholarspace.manoa.hawaii.edu:10125/75271 2026-05-01 col_10125_113233 75271.wav Starlight, Bruce, Crane-Starlight, Janelle, Big Crow, Hanna, Arppe, Antti, Cox, Christopher; 2025-03-08; We consider the benefits of attending to language teams' unique needs, resources, and workflows when aiming to address the transcription bottleneck. We share related experiences from a community-university partnership to develop a multimedia dictionary, making available open-source software that has significantly improved our segmentation of multi-speaker recordings.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75271. Starlight, Bruce Crane-Starlight, Janelle Big Crow, Hanna Arppe, Antti Cox, Christopher 2025-03-08 We consider the benefits of attending to language teams' unique needs, resources, and workflows when aiming to address the transcription bottleneck. We share related experiences from a community-university partnership to develop a multimedia dictionary, making available open-source software that has significantly improved our segmentation of multi-speaker recordings. https://hdl.handle.net/10125/75271 Breaking down the transcription bottleneck: Contextualizing the choice of annotation techniques in language work oai:scholarspace.manoa.hawaii.edu:10125/75182 2026-05-01 col_10125_113233 75182.wav Mateo Pedro, Pedro, Esquivel Moreno, Lucero Itzel, Meléndez Guadarrama, Lucero, Santiago Rosa, Rubisel, Takhtaganova, Nadia; 2025-03-07; This workshop examines online Indigenous pedagogical grammars (case studies of Mayan languages), with highlights: 1) How to gauge learning needs of an online linguistic diaspora 2) How to connect home and diasporic language communities through virtual linguistic and cultural practices 3) How grammars diffuse community knowledge while respecting human rights; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75182. Mateo Pedro, Pedro Esquivel Moreno, Lucero Itzel Meléndez Guadarrama, Lucero Santiago Rosa, Rubisel Takhtaganova, Nadia 2025-03-07 This workshop examines online Indigenous pedagogical grammars (case studies of Mayan languages), with highlights: 1) How to gauge learning needs of an online linguistic diaspora 2) How to connect home and diasporic language communities through virtual linguistic and cultural practices 3) How grammars diffuse community knowledge while respecting human rights https://hdl.handle.net/10125/75182 Workshop 1: Engaging Heritage Speakers in Diaspora: Virtual Language Maintenance and Diffusion through Publication of Online Grammars oai:scholarspace.manoa.hawaii.edu:10125/75144 2026-05-01 col_10125_113233 75144.wav Galla, Candace, Sapién, Racquel-María, Bischoff, Shannon; 2025-03-06; We introduce Indigenous Languages Rights & Realities (ILR&R), a new section of LD&C. ILR&R is an academic publishing space led, driven, and administered by Indigenous and non-dominant scholars. It prioritizes and centers the work of Indigenous and non-dominant individuals. ILR&R seeks to foreground work, from diverse traditions and practices.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75144. Galla, Candace Sapién, Racquel-María Bischoff, Shannon 2025-03-06 We introduce Indigenous Languages Rights & Realities (ILR&R), a new section of LD&C. ILR&R is an academic publishing space led, driven, and administered by Indigenous and non-dominant scholars. It prioritizes and centers the work of Indigenous and non-dominant individuals. ILR&R seeks to foreground work, from diverse traditions and practices. https://hdl.handle.net/10125/75144 Indigenous Language Rights & Realities: A new kind of publication oai:scholarspace.manoa.hawaii.edu:10125/75239 2026-05-02 col_10125_113233 75239.pdf 75239.wav Balabanian, George; 2025-03-08; A comprehensive examination of all Western Armenian dialects in the post-genocide context, discussion and analysis of strategies that have worked or could work given the pluricentric and diasporic nature of the language. It's study in heritage language conversation as well.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75239. Balabanian, George 2025-03-08 A comprehensive examination of all Western Armenian dialects in the post-genocide context, discussion and analysis of strategies that have worked or could work given the pluricentric and diasporic nature of the language. It's study in heritage language conversation as well. https://hdl.handle.net/10125/75239 Dialect Decimation in Diaspora: The Western Armenian Dialects oai:scholarspace.manoa.hawaii.edu:10125/75171 2026-05-01 col_10125_113233 75171.wav Miller, Michol, Ratt, Tammy; 2025-03-06; We discuss our experiences as diasporic teacher-learners of nēhiyawēwin and ʻōlelo Hawaiʻi working to incorporate ancestral onto-epistemologies into our teaching practices to help overcome the numerous challenges we face in the diaspora. Teacher-learners should be empowered to experience positive emotions in language reclamation, with healing and well-being as primary goals.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75171. Miller, Michol Ratt, Tammy 2025-03-06 We discuss our experiences as diasporic teacher-learners of nēhiyawēwin and ʻōlelo Hawaiʻi working to incorporate ancestral onto-epistemologies into our teaching practices to help overcome the numerous challenges we face in the diaspora. Teacher-learners should be empowered to experience positive emotions in language reclamation, with healing and well-being as primary goals. https://hdl.handle.net/10125/75171 Looking to Indigenous Onto-epistemologies: Empowering Indigenous Teacher-Learners in the Diaspora oai:scholarspace.manoa.hawaii.edu:10125/75170 2026-05-01 col_10125_113233 75170.wav Topelian, Annika, Breslow, Emma, Solomon, N.; 2025-03-06; This talk explores diaspora and its relationship to language through the experiences of researchers and community members in three diasporic contexts: Armenian, Yiddish, and ʻōlelo Hawaiʻi. We highlight shared and unique experiences, strengths, and challenges of these communities to emphasize the importance of continued language work and research in diaspora.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75170. Topelian, Annika Breslow, Emma Solomon, N. 2025-03-06 This talk explores diaspora and its relationship to language through the experiences of researchers and community members in three diasporic contexts: Armenian, Yiddish, and ʻōlelo Hawaiʻi. We highlight shared and unique experiences, strengths, and challenges of these communities to emphasize the importance of continued language work and research in diaspora. https://hdl.handle.net/10125/75170 Diasporas in Dialogue: Exploring What it Means to Live and Work in Diasporic Language Contexts oai:scholarspace.manoa.hawaii.edu:10125/75252 2026-05-01 col_10125_113233 75252.wav Yeh, Marie, Kaybaybaw, Ya'Aw; 2025-03-08; This study highlights the collaboration between a university and the Saisiyat community to revise indigenous educational materials and develop a curriculum that integrates language and culture. The curriculum incorporates the traditional knowledge system of the Saisiyat people, an indigenous group residing in the mountainous regions of northwest Taiwan.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75252. Yeh, Marie Kaybaybaw, Ya'Aw 2025-03-08 This study highlights the collaboration between a university and the Saisiyat community to revise indigenous educational materials and develop a curriculum that integrates language and culture. The curriculum incorporates the traditional knowledge system of the Saisiyat people, an indigenous group residing in the mountainous regions of northwest Taiwan. https://hdl.handle.net/10125/75252 Place-based curriculum for indigenous education: a case study on Saisiyat oai:scholarspace.manoa.hawaii.edu:10125/75223 2026-05-01 col_10125_113233 75223.wav Griffin, Laura, Jararuse, Suzanna, Nochasak, Christine, Bejar, Susana, Johns, Alana, Antono, Greg, Kiss, Angelika, Meanwell, Lucy, Quick, Calvin; 2025-03-07; We discuss outcomes and extensions of an ELAN-centered collaborative documentation workshop with speakers of Labrador Inuttitut. Integrating tools like ELAN with transcription of traditional stories and current-day songs provides a path towards future workshops combining documentation and revitalization efforts, contributing to goals of community ownership, archival longevity, and language learning.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75223. Griffin, Laura Jararuse, Suzanna Nochasak, Christine Bejar, Susana Johns, Alana Antono, Greg Kiss, Angelika Meanwell, Lucy Quick, Calvin 2025-03-07 We discuss outcomes and extensions of an ELAN-centered collaborative documentation workshop with speakers of Labrador Inuttitut. Integrating tools like ELAN with transcription of traditional stories and current-day songs provides a path towards future workshops combining documentation and revitalization efforts, contributing to goals of community ownership, archival longevity, and language learning. https://hdl.handle.net/10125/75223 Towards a community-centered Labrador Inuttitut corpus: Capacity Building with ELAN oai:scholarspace.manoa.hawaii.edu:10125/75221 2026-05-01 col_10125_113233 75221.wav Breslow, Emma; 2025-03-07; This paper explores the complex emic perceptions of language endangerment in a minority language diasporic community. Through responses to language vitality questions from primarily Yiddish-language interviews with 30 secular Yiddish speakers and learners across northeastern North America, I examine the varied conceptions and experiences of language endangerment within one community.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75221. Breslow, Emma 2025-03-07 This paper explores the complex emic perceptions of language endangerment in a minority language diasporic community. Through responses to language vitality questions from primarily Yiddish-language interviews with 30 secular Yiddish speakers and learners across northeastern North America, I examine the varied conceptions and experiences of language endangerment within one community. https://hdl.handle.net/10125/75221 Emic Perceptions of Language Endangerment in Yiddish oai:scholarspace.manoa.hawaii.edu:10125/75285 2026-05-01 col_10125_113233 75285.wav Hovsepian, Setrag; 2025-03-09; The Armenian diaspora in the Arab World faces challenges of preserving Western Armenian, an endangered language due to displacement and host countries’ limited cultural protections. Additionally, regional political conflicts, economic downturns, and school closures threaten the language's survival, emphasizing the need for preservation efforts and policy changes.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75285. Hovsepian, Setrag 2025-03-09 The Armenian diaspora in the Arab World faces challenges of preserving Western Armenian, an endangered language due to displacement and host countries’ limited cultural protections. Additionally, regional political conflicts, economic downturns, and school closures threaten the language's survival, emphasizing the need for preservation efforts and policy changes. https://hdl.handle.net/10125/75285 Western Armenian(s) in the Arab World, an Endangered Language and Unrest Spaces oai:scholarspace.manoa.hawaii.edu:10125/75232 2026-05-01 col_10125_113233 75232.wav Kamigaki-Baron, Michelle; 2025-03-08; Previous studies report that ambient exposure to Māori allows adults from Aotearoa who cannot speak Māori to build a proto-lexicon of Māori. The proto-lexicon is understood as a first step for language acquisition. The current study examines the ‘ōlelo Hawaiʻi proto-lexicon for Pidgin speakers who do not (yet) ‘ōlelo Hawaiʻi.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75232. Kamigaki-Baron, Michelle 2025-03-08 Previous studies report that ambient exposure to Māori allows adults from Aotearoa who cannot speak Māori to build a proto-lexicon of Māori. The proto-lexicon is understood as a first step for language acquisition. The current study examines the ‘ōlelo Hawaiʻi proto-lexicon for Pidgin speakers who do not (yet) ‘ōlelo Hawaiʻi. https://hdl.handle.net/10125/75232 Proto-lexical advantage for ‘ōlelo Hawaiʻi acquisition for Pidgin speakers in Hawaiʻi and in the diaspora oai:scholarspace.manoa.hawaii.edu:10125/75197 2026-05-01 col_10125_113233 75197.wav Yee, James; 2025-03-07; ’alapkaswa’ (Barbareño Chumash) of southern California is a dormant language. Complexity of orthographic transcriptions in documentation materials greatly increases underutilization. This study describes interpreting and linking the complex orthography to the present-day simplified orthography and known sounds in the language. The results are increased materials access and enhanced language revitalization.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75197. Yee, James 2025-03-07 ’alapkaswa’ (Barbareño Chumash) of southern California is a dormant language. Complexity of orthographic transcriptions in documentation materials greatly increases underutilization. This study describes interpreting and linking the complex orthography to the present-day simplified orthography and known sounds in the language. The results are increased materials access and enhanced language revitalization. https://hdl.handle.net/10125/75197 Orthographic interpretation of ’alapkaswa’ Beeler archival materials oai:scholarspace.manoa.hawaii.edu:10125/75240 2026-05-01 col_10125_113233 75240.wav Bar-el, Leora, Wood, Rebecca, Sandoval, Milani; 2025-03-08; This presentation reports on a Séliš-Ql'ispé language resources workshop held in August 2024, which revealed that (i) language programs across the community have different needs and face different types of challenges, and (ii) convening language warriors together to discuss their needs and share their knowledge with each other is essential.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75240. Bar-el, Leora Wood, Rebecca Sandoval, Milani 2025-03-08 This presentation reports on a Séliš-Ql'ispé language resources workshop held in August 2024, which revealed that (i) language programs across the community have different needs and face different types of challenges, and (ii) convening language warriors together to discuss their needs and share their knowledge with each other is essential. https://hdl.handle.net/10125/75240 Rethinking language resources oai:scholarspace.manoa.hawaii.edu:10125/75214 2026-05-01 col_10125_113233 75214.wav Dunlap, Alexandrine; 2025-03-07; Documenting a moribund language poses unique methodological challenges such as limited opportunities to capture communicative events, few speakers, and language change. This talk discusses the tension between these challenges and the goals of language documentation based on the collection of the corpus for Gweno, a highly endangered Bantu language.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75214. Dunlap, Alexandrine 2025-03-07 Documenting a moribund language poses unique methodological challenges such as limited opportunities to capture communicative events, few speakers, and language change. This talk discusses the tension between these challenges and the goals of language documentation based on the collection of the corpus for Gweno, a highly endangered Bantu language. https://hdl.handle.net/10125/75214 Reflections on Language Documentation Methodology of Moribund Languages oai:scholarspace.manoa.hawaii.edu:10125/75273 2026-05-01 col_10125_113233 75273.wav Ignace, Marianne Gulkiihlgad, Bedard, Jaskwaan (Amanda), Young, K'Uyaang Benjamin, Tolson, Marita; 2025-03-09; In the near absence of birth speakers but also given modern technologies, we have created new ways of connecting with “diaspora” learners of X̱aad Kíl. As a result, our community of learners has grown and flourished, while we answer the challenges of maintaining living connections to and on Haida Gwaii.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75273. Ignace, Marianne Gulkiihlgad Bedard, Jaskwaan (Amanda) Young, K'Uyaang Benjamin Tolson, Marita 2025-03-09 In the near absence of birth speakers but also given modern technologies, we have created new ways of connecting with “diaspora” learners of X̱aad Kíl. As a result, our community of learners has grown and flourished, while we answer the challenges of maintaining living connections to and on Haida Gwaii. https://hdl.handle.net/10125/75273 Revitalizing X̱aad Kíl (Northern Haida) across communities, virtually and face-to-face on Haida Gwaii oai:scholarspace.manoa.hawaii.edu:10125/75189 2026-05-01 col_10125_113233 75189.wav Bell, Lucy Sdahl K'awaas, Carty, Simon Yaahl Naas; 2025-03-07; Our Haida language (X̱aad kil) app features 6,000 everyday phrases by the late Lawrence Bell and  hundreds of fun and traditional images. We will speak about the App development process, collaboration with SFU and X̱aad Kil Née, and intergenerational language transmission through technology and art.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75189. Bell, Lucy Sdahl K'awaas Carty, Simon Yaahl Naas 2025-03-07 Our Haida language (X̱aad kil) app features 6,000 everyday phrases by the late Lawrence Bell and  hundreds of fun and traditional images. We will speak about the App development process, collaboration with SFU and X̱aad Kil Née, and intergenerational language transmission through technology and art. https://hdl.handle.net/10125/75189 Ancestral Ties: Reconnect Language Speakers and Learners through Technology and Art oai:scholarspace.manoa.hawaii.edu:10125/75270 2026-05-01 col_10125_113233 75270.wav Michos, Vasileios, Batchelder-Schwab, André; 2025-03-08; We visited the local whistling Greek diasporic community, impacted by wind generators and migration. Environmental noise and disruption of the natural environment challenge this register's vitality. Questions about adapting language vitality metrics and the role of extra-linguistic factors (e.g., population decline, aging, migration) are raised and discussed.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75270. Michos, Vasileios Batchelder-Schwab, André 2025-03-08 We visited the local whistling Greek diasporic community, impacted by wind generators and migration. Environmental noise and disruption of the natural environment challenge this register's vitality. Questions about adapting language vitality metrics and the role of extra-linguistic factors (e.g., population decline, aging, migration) are raised and discussed. https://hdl.handle.net/10125/75270 Green energy threatens a language’s vitality; the case study of whistled Greek oai:scholarspace.manoa.hawaii.edu:10125/75261 2026-05-01 col_10125_113233 75261.wav Worawongwasu, Areerat; 2025-03-08; This paper envisions the reclamation of the Mon language within the diasporic Mon community in Thailand. As a diasporic Mon, I share personal experiences of learning the Mon language through online lessons with a diasporic Mon teacher. I will also present my work-in-progress of creating a digital font for Mon.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75261. Worawongwasu, Areerat 2025-03-08 This paper envisions the reclamation of the Mon language within the diasporic Mon community in Thailand. As a diasporic Mon, I share personal experiences of learning the Mon language through online lessons with a diasporic Mon teacher. I will also present my work-in-progress of creating a digital font for Mon. https://hdl.handle.net/10125/75261 Digital Strategies For Mon Language Reclamation In The Diaspora: Toward The Creation Of A Digital Font For The Mon Script oai:scholarspace.manoa.hawaii.edu:10125/75157 2026-05-01 col_10125_113233 75157.wav Benson, Nicki, Antone, Myia, George, Charlene; 2025-03-06; This presentation shares strategies that worked for a group of Sḵwx̱wú7mesh sníchim learners working on reaching advanced language proficiency in a context with no remaining first language speakers. The group met primarily online, and we offer concrete and creative solutions for self-directed Indigenous language learning both in person and online.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75157. Benson, Nicki Antone, Myia George, Charlene 2025-03-06 This presentation shares strategies that worked for a group of Sḵwx̱wú7mesh sníchim learners working on reaching advanced language proficiency in a context with no remaining first language speakers. The group met primarily online, and we offer concrete and creative solutions for self-directed Indigenous language learning both in person and online. https://hdl.handle.net/10125/75157 Learning to speak, speaking to learn: Strategies for advanced Sḵwx̱wú7mesh Sníchim proficiency building oai:scholarspace.manoa.hawaii.edu:10125/75199 2026-05-02 col_10125_113233 75199.pdf 75199.wav Paterson, Hugh, Coronado, Sergio; 2025-03-07; How are digital resources arranged in language archives? Does their arrangement impact presentation clarity in citation and referencing? The Work-Expression-Manifestation-Item model is used in library records and metadata. We present how WEMI applies to: a legacy audio recording which has been digitized and an audio/video recording with an accompanying transcript.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75199. Paterson, Hugh Coronado, Sergio 2025-03-07 How are digital resources arranged in language archives? Does their arrangement impact presentation clarity in citation and referencing? The Work-Expression-Manifestation-Item model is used in library records and metadata. We present how WEMI applies to: a legacy audio recording which has been digitized and an audio/video recording with an accompanying transcript. https://hdl.handle.net/10125/75199 Applying Library Science Models To The Arrangement of Language Collections oai:scholarspace.manoa.hawaii.edu:10125/75209 2026-05-01 col_10125_113233 75209.wav Anderson, Patricia; 2025-03-07; This talk discusses the technology selection process surrounding the New Tunica Dictionary. It traces the journey of technological trial-and-error, and it shows how a focus on data structure, maintainability and reusability have driven language initiatives far beyond the dictionary, enabling projects that were once unfathomable to the Tunica revitalization effort.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75209. Anderson, Patricia 2025-03-07 This talk discusses the technology selection process surrounding the New Tunica Dictionary. It traces the journey of technological trial-and-error, and it shows how a focus on data structure, maintainability and reusability have driven language initiatives far beyond the dictionary, enabling projects that were once unfathomable to the Tunica revitalization effort. https://hdl.handle.net/10125/75209 Centering Language Data in Technology Choices: The Case of the New Tunica Dictionary oai:scholarspace.manoa.hawaii.edu:10125/75220 2026-05-01 col_10125_113233 75220.wav Lachler, Jordan, Flavelle, Darren; 2025-03-07; ILS Skills Training as a sub-field of linguistics is under-theorized. To address this, we took cues from multi-disciplinary viewpoints to create a Toolkit for the Advancement of Intergenerational Language Sustainability Skills or TAILSS. This helps identify areas of improvement for endangered language communities to increase their own capacity for ILS.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75220. Lachler, Jordan Flavelle, Darren 2025-03-07 ILS Skills Training as a sub-field of linguistics is under-theorized. To address this, we took cues from multi-disciplinary viewpoints to create a Toolkit for the Advancement of Intergenerational Language Sustainability Skills or TAILSS. This helps identify areas of improvement for endangered language communities to increase their own capacity for ILS. https://hdl.handle.net/10125/75220 Skills Planning for Community-Led Intergenerational Language Sustainability oai:scholarspace.manoa.hawaii.edu:10125/75275 2026-05-01 col_10125_113233 75275.wav McCullough, Rachel; 2025-03-09; Ladino, a Spanish language spoken by Sephardi Jews, is undergoing a revitalization effort online facilitated by language activists. The publicly-available Digital Home-Lands Corpus (DHLC) is designed to represent the community's revitalization work and allows speakers and learners to search through texts representative of online non-conversational Ladino use in the 2020s.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75275. McCullough, Rachel 2025-03-09 Ladino, a Spanish language spoken by Sephardi Jews, is undergoing a revitalization effort online facilitated by language activists. The publicly-available Digital Home-Lands Corpus (DHLC) is designed to represent the community's revitalization work and allows speakers and learners to search through texts representative of online non-conversational Ladino use in the 2020s. https://hdl.handle.net/10125/75275 Documenting the Digital Home-Land in Ladino oai:scholarspace.manoa.hawaii.edu:10125/75213 2026-05-01 col_10125_113233 75213.wav Linn, Mary, Sims, Nathaniel, Xun, Xiang, Vodgsal Atshogs, Yeshes; 2025-03-07; The Sino-Tibetan Linguistic Research Methodology Workshop 2016 – 2024 brings together students from Tibetan regions at Nankai University, China. Survey data shows impact on education, funding, documentation, research, learning products, and language attitude. Such evaluation of all training illuminates successes in language revitalization beyond the immediate creation of new speakers.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75213. Linn, Mary Sims, Nathaniel Xun, Xiang Vodgsal Atshogs, Yeshes 2025-03-07 The Sino-Tibetan Linguistic Research Methodology Workshop 2016 – 2024 brings together students from Tibetan regions at Nankai University, China. Survey data shows impact on education, funding, documentation, research, learning products, and language attitude. Such evaluation of all training illuminates successes in language revitalization beyond the immediate creation of new speakers. https://hdl.handle.net/10125/75213 Many Successes: The Sino-Tibetan Linguistic Research Methodology Workshop and its Impact oai:scholarspace.manoa.hawaii.edu:10125/75243 2026-05-01 col_10125_113233 75243.wav Saft, Scott, Lalagos, Natalie; 2025-03-08; This presentation describes an academic program termed “Transformative Translation” that endeavors to strengthen the linguistic abilities of high school students in Hawaiʻi who speak, among other languages, those typically placed in the “Micronesian” category. The program is intended to promote languages like Marshallese and Kosraean in diasporic communities in Hawaiʻi.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75243. Saft, Scott Lalagos, Natalie 2025-03-08 This presentation describes an academic program termed “Transformative Translation” that endeavors to strengthen the linguistic abilities of high school students in Hawaiʻi who speak, among other languages, those typically placed in the “Micronesian” category. The program is intended to promote languages like Marshallese and Kosraean in diasporic communities in Hawaiʻi. https://hdl.handle.net/10125/75243 Transformative Translation: A Program to Support the Home Languages of "Micronesian" Students in Hawaiʻi oai:scholarspace.manoa.hawaii.edu:10125/75162 2026-05-02 col_10125_113233 75162.pdf 75162.wav Kopris, Craig, Wright, Beci, Hicks, Mari, Allred, Darcy, Dixon, Natalie; 2025-03-06; Currently waking up, Waⁿdat is the heritage language of the Wyandot(te) diaspora. Faced with few opportunities to practice speaking in person, learners gravitated to online solutions. Conceived in 2013, modified by students and claimed by community, Šarǫkaʔ Waⁿdat? plays a crucial role in language reclamation by the modern Wyandot(te) communities.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75162. Kopris, Craig Wright, Beci Hicks, Mari Allred, Darcy Dixon, Natalie 2025-03-06 Currently waking up, Waⁿdat is the heritage language of the Wyandot(te) diaspora. Faced with few opportunities to practice speaking in person, learners gravitated to online solutions. Conceived in 2013, modified by students and claimed by community, Šarǫkaʔ Waⁿdat? plays a crucial role in language reclamation by the modern Wyandot(te) communities. https://hdl.handle.net/10125/75162 Language Revival in the Wyandot(te) Diaspora oai:scholarspace.manoa.hawaii.edu:10125/75160 2026-05-01 col_10125_113233 75160.wav Wood, Sarah, Pangowish, Ninaatig Staats, Hare, Patreen, Wilker, Marcus; 2025-03-06; This presentation explores the role of adult second language learners in Anishinaabemowin immersion and language reclamation. Reflecting on our experiences as learner-teachers, we examine how facilitating immersion days fosters collaboration, co-learning, and intergenerational language transmission, demonstrating the unique contributions adult learners make to Anishinaabemowin revitalization in diverse community settings.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75160. Wood, Sarah Pangowish, Ninaatig Staats Hare, Patreen Wilker, Marcus 2025-03-06 This presentation explores the role of adult second language learners in Anishinaabemowin immersion and language reclamation. Reflecting on our experiences as learner-teachers, we examine how facilitating immersion days fosters collaboration, co-learning, and intergenerational language transmission, demonstrating the unique contributions adult learners make to Anishinaabemowin revitalization in diverse community settings. https://hdl.handle.net/10125/75160 Facilitating Anishinaabemowin Immersion for Adults as Intermediate Second Language Learners oai:scholarspace.manoa.hawaii.edu:10125/75169 2026-05-01 col_10125_113233 75169.wav Murphy, Josiah, Taruwemai, Dominic Jr; 2025-03-06; This presentation reviews collaboration between a linguist and a Woleaian language consultant documenting watercraft and marine ecology in Eauripik, FSM and Hawai’i. Discussion includes documentation procedures, data governance, cultural differences, capabilities, and pressures. Recommendations consider community-focused documentation of linguistic and material culture for future application by diaspora heritage speakers.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75169. Murphy, Josiah Taruwemai, Dominic Jr 2025-03-06 This presentation reviews collaboration between a linguist and a Woleaian language consultant documenting watercraft and marine ecology in Eauripik, FSM and Hawai’i. Discussion includes documentation procedures, data governance, cultural differences, capabilities, and pressures. Recommendations consider community-focused documentation of linguistic and material culture for future application by diaspora heritage speakers. https://hdl.handle.net/10125/75169 Linguist and language consultant collaboration in language documentation oai:scholarspace.manoa.hawaii.edu:10125/75248 2026-05-01 col_10125_113233 75248.wav O'Connor, Catherine, Lee-Wynant, Tyler, Campbell Schmidt, Buffie, Dailey, Brady; 2025-03-08; Northern Pomo currently lacks fluent speakers. Designing a high school language curriculum presents a common revitalization challenge: complex morphological and syntactic constructions central to the language may prove challenging and discouraging for learners. Focusing on complex case-marking alternations, we explore ideological/attitudinal positions held by students, the teacher, and involved linguists.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75248. O'Connor, Catherine Lee-Wynant, Tyler Campbell Schmidt, Buffie Dailey, Brady 2025-03-08 Northern Pomo currently lacks fluent speakers. Designing a high school language curriculum presents a common revitalization challenge: complex morphological and syntactic constructions central to the language may prove challenging and discouraging for learners. Focusing on complex case-marking alternations, we explore ideological/attitudinal positions held by students, the teacher, and involved linguists. https://hdl.handle.net/10125/75248 Language ideologies and language attitudes in a Northern Pomo high school class oai:scholarspace.manoa.hawaii.edu:10125/75281 2026-05-01 col_10125_113233 75281.wav Ludlow, Sydney; 2025-03-09; This talk discusses results of child language proficiency testing in two languages across three Quichua communities. It aims to quantitatively link endangerment with parental and societal language usage. All participants are Quichua heritage with at least one Quichua speaking parent, however have very distinct experiences with language in their society.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75281. Ludlow, Sydney 2025-03-09 This talk discusses results of child language proficiency testing in two languages across three Quichua communities. It aims to quantitatively link endangerment with parental and societal language usage. All participants are Quichua heritage with at least one Quichua speaking parent, however have very distinct experiences with language in their society. https://hdl.handle.net/10125/75281 Evaluating Pastaza Quichua Vitality in Three Different Communities oai:scholarspace.manoa.hawaii.edu:10125/75259 2026-05-02 col_10125_113233 75259.pdf 75259.wav Reed, Lauren, Mount, Alison, Radhakrishnan, Mahesh, Smith, Rhonda, Marley, Alexandra, Lodewikus, Kaitlyn, Smith, Grace, Chong, Jason, Gibbs, John; 2025-03-08; The Australian Institute of Aboriginal and Torres Strait Islander Studies is carrying out its fourth National Indigenous Languages Survey (NILS4), which tracks the health and strength of Australian Aboriginal and Torres Strait Islander languages. We report on emerging outcomes of the NILS4 co-design stage, sharing knowledge with international Indigenous communities.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75259. Reed, Lauren Mount, Alison Radhakrishnan, Mahesh Smith, Rhonda Marley, Alexandra Lodewikus, Kaitlyn Smith, Grace Chong, Jason Gibbs, John 2025-03-08 The Australian Institute of Aboriginal and Torres Strait Islander Studies is carrying out its fourth National Indigenous Languages Survey (NILS4), which tracks the health and strength of Australian Aboriginal and Torres Strait Islander languages. We report on emerging outcomes of the NILS4 co-design stage, sharing knowledge with international Indigenous communities. https://hdl.handle.net/10125/75259 Australia’s National Indigenous Languages Survey: Assessing the health and strength of Australia’s Indigenous languages oai:scholarspace.manoa.hawaii.edu:10125/75286 2026-05-01 col_10125_113233 75286.wav Batchelder-Schwab, André; 2025-03-09; In many communities around the world, people can hold conversations through whistling. This paper presents what these whistled languages look like in Africa, as well as a structured approach to documenting the phonology and intelligibility of these registers. Finally, whistled languages might be useful for teaching lexical tone.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75286. Batchelder-Schwab, André 2025-03-09 In many communities around the world, people can hold conversations through whistling. This paper presents what these whistled languages look like in Africa, as well as a structured approach to documenting the phonology and intelligibility of these registers. Finally, whistled languages might be useful for teaching lexical tone. https://hdl.handle.net/10125/75286 Documenting Language Surrogates: How and Why oai:scholarspace.manoa.hawaii.edu:10125/75280 2026-05-01 col_10125_113233 75280.wav Sato, Hiroko; 2025-03-09; This paper focuses on the language proficiency of Bebeli spoken in Papua New Guinea. It examines speakers’ perceptions of their own language proficiency with the results of the self-assessment, and then discuss the issue of what it means for a community to “speak” the language.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75280. Sato, Hiroko 2025-03-09 This paper focuses on the language proficiency of Bebeli spoken in Papua New Guinea. It examines speakers’ perceptions of their own language proficiency with the results of the self-assessment, and then discuss the issue of what it means for a community to “speak” the language. https://hdl.handle.net/10125/75280 Assessing the language vitality of Bebeli, Papua New Guinea oai:scholarspace.manoa.hawaii.edu:10125/75260 2026-05-01 col_10125_113233 75260.wav Romero Moreno, Brenn Timoteo; 2025-03-08; In this presentation, I suggest a set of guidelines and orthographic approaches to represent the sounds and phonotactic patterns of Muysca, a language from Colombia. To benefit from Spanish literacy, I analyze how Muysca sounds may be confused with other Spanish sounds or what sounds may be challening for learners.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75260. Romero Moreno, Brenn Timoteo 2025-03-08 In this presentation, I suggest a set of guidelines and orthographic approaches to represent the sounds and phonotactic patterns of Muysca, a language from Colombia. To benefit from Spanish literacy, I analyze how Muysca sounds may be confused with other Spanish sounds or what sounds may be challening for learners. https://hdl.handle.net/10125/75260 New contributions for developing an orthography for the Muysca Language of Suba, Colombia oai:scholarspace.manoa.hawaii.edu:10125/75204 2026-05-01 col_10125_113233 75204.wav Grimm, Scott, Aceves Rodríguez, Constanza, Rangelov, Tihomir, Seyfeddinipur, Mandana; 2025-03-07; This talk presents mobile phone app technology, MobileLinguist, developed to support remote fieldwork and community-based language description, documentation, and online presentation. We discuss the software’s interacting components (the mobile app for submitting text, voice, photos and/or videos and a dashboard to assign tasks/present data) and results from several pilot projects.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75204. Grimm, Scott Aceves Rodríguez, Constanza Rangelov, Tihomir Seyfeddinipur, Mandana 2025-03-07 This talk presents mobile phone app technology, MobileLinguist, developed to support remote fieldwork and community-based language description, documentation, and online presentation. We discuss the software’s interacting components (the mobile app for submitting text, voice, photos and/or videos and a dashboard to assign tasks/present data) and results from several pilot projects. https://hdl.handle.net/10125/75204 Conducting fieldwork using MobileLinguist: A mobile app for data collection and language resource development oai:scholarspace.manoa.hawaii.edu:10125/75246 2026-05-02 col_10125_113233 75246.pdf 75246.wav Miyashita, Mizuki, Chen, Min, Fish, Naatosi, Randall, James; 2025-03-08; MeTILDA is an online application that helps Blackfoot language educators teach pronunciation focusing on prosody. It creates a visual aid (Pitch Art) for learning correct pitch movements, which are distinct from English. We are now working to add a feature to assist instructors in teaching the “rhythm” of the language.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75246. Miyashita, Mizuki Chen, Min Fish, Naatosi Randall, James 2025-03-08 MeTILDA is an online application that helps Blackfoot language educators teach pronunciation focusing on prosody. It creates a visual aid (Pitch Art) for learning correct pitch movements, which are distinct from English. We are now working to add a feature to assist instructors in teaching the “rhythm” of the language. https://hdl.handle.net/10125/75246 Word Rhythm Extraction in MeTILDA for Teaching Blackfoot Pronunciation oai:scholarspace.manoa.hawaii.edu:10125/75148 2026-05-02 col_10125_113233 75148.pdf 75148.wav Schreiner, Sylvia L.R., Saleh, Arash; 2025-03-06; This paper describes a community-centered and speaker- focused graduate field methods curriculum developed to train graduate students to undertake fieldwork with speakers’ and community interests at the fore. This course is currently in its second iteration, working with the same speaker (Author 2) of a variety of Hawrami Kurdish.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75148. Schreiner, Sylvia L.R. Saleh, Arash 2025-03-06 This paper describes a community-centered and speaker- focused graduate field methods curriculum developed to train graduate students to undertake fieldwork with speakers’ and community interests at the fore. This course is currently in its second iteration, working with the same speaker (Author 2) of a variety of Hawrami Kurdish. https://hdl.handle.net/10125/75148 A community- and speaker-centered field methods curriculum oai:scholarspace.manoa.hawaii.edu:10125/75241 2026-05-01 col_10125_113233 75241.wav Jeannette, Kayleigh, Casarez, Lisa, Martin, Lorena, Ndegwa, Kelvin; 2025-03-08; This presentation explores practical methods for using online resources to support Indigenous and minoritized diaspora communities in language revitalization. Case studies from a fellowship program highlight strategies to address challenges like displacement and cultural erosion. Emphasis is placed on culturally responsive design and accessible technology for community-centered language learning.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75241. Jeannette, Kayleigh Casarez, Lisa Martin, Lorena Ndegwa, Kelvin 2025-03-08 This presentation explores practical methods for using online resources to support Indigenous and minoritized diaspora communities in language revitalization. Case studies from a fellowship program highlight strategies to address challenges like displacement and cultural erosion. Emphasis is placed on culturally responsive design and accessible technology for community-centered language learning. https://hdl.handle.net/10125/75241 Bridging Diaspora Communities Through Online Language Learning Resources oai:scholarspace.manoa.hawaii.edu:10125/75194 2026-05-01 col_10125_113233 75194.wav Mantenuto, Iara, Léon Vázquez, Octavio; 2025-03-07; We present our interdisciplinary projects with two Mixtec communities. We propose that by expanding our idea of what fieldwork collaboration looks like and how to interact, what kind of priorities we have and how to discuss them, we can make our work able to reach the majority of the community.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75194. Mantenuto, Iara Léon Vázquez, Octavio 2025-03-07 We present our interdisciplinary projects with two Mixtec communities. We propose that by expanding our idea of what fieldwork collaboration looks like and how to interact, what kind of priorities we have and how to discuss them, we can make our work able to reach the majority of the community. https://hdl.handle.net/10125/75194 Community-led Research through Interdisciplinarity oai:scholarspace.manoa.hawaii.edu:10125/75156 2026-05-01 col_10125_113233 75156.wav Allen, Terri, George, Lawrence, Gerdts, Donna, Page, Kenda Ann; 2025-03-06; We will demonstrate various games created in the Hul'q'umi'num' Language program that foster mastery of counting and numeral classifiers. We show how we braid together language immersion and ethno-mathmatics by learning about geometry, measurements, and designs while doing Cowichan knitting, cedar weaving, canoe building, along with math games.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75156. Allen, Terri George, Lawrence Gerdts, Donna Page, Kenda Ann 2025-03-06 We will demonstrate various games created in the Hul'q'umi'num' Language program that foster mastery of counting and numeral classifiers. We show how we braid together language immersion and ethno-mathmatics by learning about geometry, measurements, and designs while doing Cowichan knitting, cedar weaving, canoe building, along with math games. https://hdl.handle.net/10125/75156 Hul’q’umi’num’ numeracy immersion style oai:scholarspace.manoa.hawaii.edu:10125/75237 2026-05-01 col_10125_113233 75237.wav Nesmith, Keao, Wong, Ku'uipolani, O'Grady, William, McDonnell, Bradley; 2025-03-08; Our presentation will report on an ongoing study of the differences between ‘Olelo Niihau and other varieties of Hawaiian. The results of our study promise to clarify the extent and nature of the linguistic diversity manifested on the Hawaiian Islands and the importance of acknowledging and maintaining that diversity.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75237. Nesmith, Keao Wong, Ku'uipolani O'Grady, William McDonnell, Bradley 2025-03-08 Our presentation will report on an ongoing study of the differences between ‘Olelo Niihau and other varieties of Hawaiian. The results of our study promise to clarify the extent and nature of the linguistic diversity manifested on the Hawaiian Islands and the importance of acknowledging and maintaining that diversity. https://hdl.handle.net/10125/75237 Linguistic Diversity in the Hawaiian Archipelago oai:scholarspace.manoa.hawaii.edu:10125/75198 2026-05-01 col_10125_113233 75198.wav Foley, Ben, Williams, Beau; 2025-03-07; Managing language collections for community access can be challenging. What are the best approaches to ensure the data is accessible and findable in the long term? This presentation describes work with significant Indigenous language collections in Australia, from small app revival projects to the ongoing support of large databases.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75198. Foley, Ben Williams, Beau 2025-03-07 Managing language collections for community access can be challenging. What are the best approaches to ensure the data is accessible and findable in the long term? This presentation describes work with significant Indigenous language collections in Australia, from small app revival projects to the ongoing support of large databases. https://hdl.handle.net/10125/75198 Language Collection Management oai:scholarspace.manoa.hawaii.edu:10125/75225 2026-05-01 col_10125_113233 75225.wav Maddox, Matthew; 2025-03-07; I discuss how to use the ʻōlelo Hawaiʻi Bible translation as a corpus for linguistic analysis and I present two case studies. One is on the subject marker ʻo and the other on sentential negation via ʻaʻole and mai. I also examine the pros and cons of this approach.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75225. Maddox, Matthew 2025-03-07 I discuss how to use the ʻōlelo Hawaiʻi Bible translation as a corpus for linguistic analysis and I present two case studies. One is on the subject marker ʻo and the other on sentential negation via ʻaʻole and mai. I also examine the pros and cons of this approach. https://hdl.handle.net/10125/75225 Ka Baibala Hemolele: Advantages and disadvantages of using a Bible translation for analysis of ʻōlelo Hawaiʻi morphosyntax oai:scholarspace.manoa.hawaii.edu:10125/75229 2026-05-01 col_10125_113233 75229.wav Vita, Vasiliki; 2025-03-08; Task-based learning and master-apprentice programs have been effective in teaching endangered languages. The performance approach, a learner-centred model incorporating storytelling and theatrical expression, enhances language learning, entertainment, and community engagement. This paper explores using the approach in Sonsorolese revitalisation through storytelling apprenticeships and hybrid cultural events.; Kaipuleohone University of Hawai'i Digital Language Archive;https://hdl.handle.net/10125/75229. Vita, Vasiliki 2025-03-08 Task-based learning and master-apprentice programs have been effective in teaching endangered languages. The performance approach, a learner-centred model incorporating storytelling and theatrical expression, enhances language learning, entertainment, and community engagement. This paper explores using the approach in Sonsorolese revitalisation through storytelling apprenticeships and hybrid cultural events. https://hdl.handle.net/10125/75229 Performing Sonsorolese oai:scholarspace.manoa.hawaii.edu:10125/1729 2024-08-03 col_10125_313 1ldclogo.jpg bowern.html bowern.jpg bowern.pdf bowernoriginal.html bowernoriginal.jpg cclogo2.gif favicon.ico ldclogo2.gif printer.gif Bowern, Claire; 2007-06-27; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1729. Bowern, Claire 2007-06-27 National Foreign Language Resource Center http://hdl.handle.net/10125/1729 Bowern, Claire. 2007. Review of TshwaneLex dictionary compilation software. Language Documentation & Conservation 1(1):94–99. 1934-5275 University of Hawai'i Press review TshwaneLex TshwaneDJe Human Language Technology dictionary compilation Review of TshwaneLex Dictionary Compilation Software Text Article oai:scholarspace.manoa.hawaii.edu:10125/1737 2024-08-04 col_10125_313 submissions.pdf Language Documentation & Conservation; 2007-06-27; Submission Guidelines for the June 2007 issue (Volume 1, Number 1) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1737. Language Documentation & Conservation 2007-06-27 Submission Guidelines for the June 2007 issue (Volume 1, Number 1) of Language Documentation & Conservation. National Foreign Language Resource Center http://hdl.handle.net/10125/1737 Submission Guidelines, Language Documentation & Conservation, Volume 1, Number 1 (June 2007) 1934-5275 University of Hawai'i Press Submission Guidelines Language Documentation & Conservation LD&C Vol. 1, No. 1 1(1) Submission Guidelines, 1(1) Text Other oai:scholarspace.manoa.hawaii.edu:10125/1728 2024-08-07 col_10125_313 1ldclogo.jpg cclogo2.gif favicon.ico ldclogo2.gif printer.gif weber.html weber.pdf weber1.jpg weber2.jpg weber3.gif weber4.jpg weber5.jpg Weber, Diana Dahlin, Wroge, Diane, Yoder, Joan Bomberger; 2007-06-27; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1728. Weber, Diana Dahlin Wroge, Diane Yoder, Joan Bomberger 2007-06-27 This paper discusses how writers’ workshops can be used to develop writers from indigenous language groups. It considers how such workshops fit into the greater context of a community literacy program, and describes both the practical and instructional components of workshop design. Of particular importance is the principle of teaching writing as a process. Examples from Papua New Guinea demonstrate the role writers’ workshops play in developing indigenous orthographies and materials that contribute to culturally relevant educational curricula. Finally, the merits and weaknesses of such training are discussed, and questions for further research are raised. National Foreign Language Resource Center http://hdl.handle.net/10125/1728 Weber, Diana Dahlin, Diane Wroge, and Joan Bomberger Yoder. 2007. Writers’ workshops: A strategy for developing indigenous writers. Language Documentation & Conservation 1(1):77–93. 1934-5275 University of Hawai'i Press writers' workshop literacy orthography Papua New Guinea Writers’ Workshops: A Strategy for Developing Indigenous Writers Text Article oai:scholarspace.manoa.hawaii.edu:10125/1736 2024-08-10 col_10125_313 editorialboard.pdf Language Documentation & Conservation; 2007-06-27; Editorial Board for the June 2007 issue (Volume 1, Number 1) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1736. Language Documentation & Conservation 2007-06-27 Editorial Board for the June 2007 issue (Volume 1, Number 1) of Language Documentation & Conservation. National Foreign Language Resource Center http://hdl.handle.net/10125/1736 Editorial Board, Language Documentation & Conservation, Volume 1, Number 1 (June 2007) 1934-5275 University of Hawai'i Press Editorial Board Language Documentation & Conservation LD&C Vol. 1, No. 1 Editorial Board, 1(1) Text Other oai:scholarspace.manoa.hawaii.edu:10125/1727 2024-08-13 col_10125_313 1ldclogo.jpg cclogo2.gif favicon.ico ldclogo2.gif printer.gif warner.html warner.pdf warnernotes.html Warner, Natasha, Luna, Quirina, Butler, Lynnika; 2007-06-27; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1727. Warner, Natasha Luna, Quirina Butler, Lynnika 2007-06-27 Language revitalization (either increasing the use of an endangered language or bringing back a language with no speakers) brings up many ethical issues, beginning with whether it is even legitimate to attempt such revitalization. Language communities and linguists must address these issues if revitalization is to succeed in any of its goals. In this paper, we discuss the ethical issues we have encountered and the choices we have made about them during revitalization work with the Mutsun language (a dormant Costanoan language of California). We argue that language revitalization is a useful and legitimate application of linguistic knowledge. National Foreign Language Resource Center http://hdl.handle.net/10125/1727 Warner, Natasha, Quirina Luna, and Lynnika Butler. 2007. Ethics and revitalization of Dormant languages: The Mutsun language. Language Documentation & Conservation 1(1):58–76. 1934-5275 University of Hawai'i Press ethics language revitalization Dormant languages Mutsun Ethics and Revitalization of Dormant Languages: The Mutsun Language Text Article oai:scholarspace.manoa.hawaii.edu:10125/1732 2024-08-13 col_10125_313 1ldclogo.jpg cclogo2.gif favicon.ico ldclogo2.gif meakins.html meakins.jpg meakins.pdf meakinsnotes.html meakinsoriginal.html meakinsoriginal.jpg printer.gif Meakins, Felicity; 2007-06-27; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1732. Meakins, Felicity 2007-06-27 National Foreign Language Resource Center http://hdl.handle.net/10125/1732 Meakins, Felicity. 2007. Review of Computerized Language Analysis (CLAN). Language Documentation & Conservation 1(1):107–111. 1934-5275 University of Hawai'i Press review Computerized Language Analysis CLAN CHILDES Review of Computerized Language Analysis (CLAN) Text Article oai:scholarspace.manoa.hawaii.edu:10125/1735 2024-08-20 col_10125_313 contents.pdf Language Documentation & Conservation; 2007-06-27; Table of Contents for the June 2007 issue (Volume 1, Number 1) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1735. Language Documentation & Conservation 2007-06-27 Table of Contents for the June 2007 issue (Volume 1, Number 1) of Language Documentation & Conservation. National Foreign Language Resource Center http://hdl.handle.net/10125/1735 Table of Contents, Language Documentation & Conservation, Volume 1, Number 1 (June 2007) 1934-5275 University of Hawai'i Press Table of contents Language Documentation & Conservation LD&C Vol.1, No.1 1(1) June 2007 Table of Contents, 1(1) Text Other oai:scholarspace.manoa.hawaii.edu:10125/1724 2024-08-24 col_10125_313 1ldclogo.jpg cclogo2.gif favicon.ico ldclogo2.gif newman.html newman.pdf printer.gif Newman, Paul; 2007-06-27; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1724. Newman, Paul 2007-06-27 This paper addresses copyright issues that linguists confront in their capacity as users and creators of scholarly work. It is organized in a simple question-answer format. Questions 1–3 present the basics of U.S. copyright law, including the fundamental nature of copyright as a bundle of intellectual property rights and the role of registration. Questions 4–5 treat issues of copyright notice. Questions 6–8 explain licenses, especially Creative Commons licenses, and the function of an Author’s Addendum. Questions 9–10 look at copyright in the context of online open access publishing. Question 11 discusses the concept of Fair Use. Question 12 analyzes the problem of what are called Orphan Works. Questions 13–19 explore issues of copyright ownership, including Work for Hire, joint authorship, and attribution. Questions 20–22 deal with copyright with specific reference to fieldwork situations and indigenous rights. The paper concludes with a brief presentation of key sources for further study and clarification. National Foreign Language Resource Center http://hdl.handle.net/10125/1724 Newman, Paul. 2007. Copyright essentials for linguists. Language Documentation & Conservation 1(1):28–43. 1934-5275 University of Hawai'i Press copyright Creative Commons online open access publishing Fair Use Orphan Works Work for Hire joint authorship attribution Copyright Essentials for Linguists Text Article oai:scholarspace.manoa.hawaii.edu:10125/1734 2024-08-28 col_10125_313 1ldclogo.jpg cclogo2.gif favicon.ico gibson.html gibson.pdf ldclogo2.gif printer.gif Gibson, Robert E.; 2007-06-27; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1734. Gibson, Robert E. 2007-06-27 National Foreign Language Resource Center http://hdl.handle.net/10125/1734 Gibson, Robert E. 2007. Review of Kerresel a klechibelau: Tekoi er a Belau me a omesodel: Palauan language lexicon. Language Documentation & Conservation 1(1):123–125. 1934-5275 University of Hawai'i Press review Kerresel a klechibelau: Tekoi er a Belau me a omesodel: Palauan language lexicon Agusta and Temael (2000) Review of Kerresel a klechibelau: Tekoi er a Belau me a omesodel: Palauan language lexicon Text Article oai:scholarspace.manoa.hawaii.edu:10125/1722 2024-09-03 col_10125_313 1ldclogo.jpg cclogo2.gif favicon.ico honeyman.html honeyman.pdf honeyman1.jpg honeyman2.jpg honeyman3.jpg honeyman4.jpg honeyman5.jpg honeymanglossary.html honeymannotes.html ldclogo2.gif printer.gif Honeyman, Tom, Robinson, Laura C.; 2007-06-27; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1722. Honeyman, Tom Robinson, Laura C. 2007-06-27 This article discusses the technical aspects of a solar power setup for remote field situations. It guides the reader through estimating power consumption and setting up a basic solar kit. The authors address picking a solar panel, using a charge regulator, and choosing a battery based on estimated power consumption and availability. They discuss two different types of power adaptors, how to connect the equipment, and the benefits and drawbacks of using multi-meters. They address the use of rechargeable batteries and finally, caution against too heavy a reliance on solar power. National Foreign Language Resource Center http://hdl.handle.net/10125/1722 Honeyman, Tom and Laura C. Robinson. 2007. Solar power for the digital fieldworker. Language Documentation & Conservation 1(1):17–27. 1934-5275 University of Hawai'i Press solar power solar panel charge regulator battery power adaptor Solar Power for the Digital Fieldworker Text Article oai:scholarspace.manoa.hawaii.edu:10125/1721 2024-09-04 col_10125_313 1ldclogo.jpg blevins.html blevins.pdf blevinsnotes.html cclogo2.gif favicon.ico ldclogo2.gif printer.gif Blevins, Juliette; 2007-06-27; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1721. Blevins, Juliette 2007-06-27 In this essay, I highlight the important role of endangered language documentation and description in the study of sound patterns. Three different perspectives are presented: a long view of phonology, from ancient to modern traditions; an areal and genetic view of sound patterns, and their relation to theory and description; and a practical perspective on the importance of research on endangered sound patterns. All perspectives converge on a common theme: the most lasting and influential contributions to the field are those with seamless boundaries between description and analysis. National Foreign Language Resource Center http://hdl.handle.net/10125/1721 Blevins, Juliette. 2007. Endangered sound patterns: Three perspectives on theory and description. Language Documentation & Conservation 1(1):1-16. 1934-5275 University of Hawai'i Press endangered sound patterns Endangered Sound Patterns: Three Perspectives on Theory and Description Text Article oai:scholarspace.manoa.hawaii.edu:10125/1733 2024-09-09 col_10125_313 1ldclogo.jpg cclogo2.gif early.html early.pdf favicon.ico ldclogo2.gif printer.gif tildem.jpg tildemi.jpg tildep.jpg tildepi.jpg unreleased.jpg Early, Robert; 2007-06-27; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1733. Early, Robert 2007-06-27 National Foreign Language Resource Center http://hdl.handle.net/10125/1733 Early, Robert. 2007. Review of A Grammar of South Efate: An Oceanic Language of Vanuatu. Language Documentation & Conservation 1(1):112–122. 1934-5275 University of Hawai'i Press review A Grammar of South Efate: An Oceanic Language of Vanuatu Thieberger (2006) Review of A Grammar of South Efate: An Oceanic Language of Vanuatu Text Article oai:scholarspace.manoa.hawaii.edu:10125/1730 2024-09-13 col_10125_313 1ldclogo.jpg butler.html butler.pdf butler1.jpg butler1original.html butler1original.jpg butler2.jpg butler2original.html butler2original.jpg butler3.jpg butler3original.html butler3original.jpg butler4.jpg butler5.jpg butler5original.html butler5original.jpg cclogo2.gif favicon.ico ldclogo2.gif printer.gif Butler, Lynnika, van Volkinburg, Heather; 2007-06-27; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1730. Butler, Lynnika van Volkinburg, Heather 2007-06-27 National Foreign Language Resource Center http://hdl.handle.net/10125/1730 Butler, Lynnika and Heather van Volkinburg. 2007. Review of Fieldworks Language Explorer (FLEx). Language Documentation & Conservation 1(1):100–106. 1934-5275 University of Hawai'i Press review Fieldworks Language Explorer FLEx SIL International Review of Fieldworks Language Explorer (FLEx) Text Article oai:scholarspace.manoa.hawaii.edu:10125/1725 2024-09-15 col_10125_313 1ldclogo.jpg cclogo2.gif favicon.ico ldclogo2.gif notes.html printer.gif robinson.html robinson.pdf robinson1.jpg robinson1original.html robinson1original.jpg robinson2.jpg robinson3.jpg robinson4.jpg robinson5.jpg robinson6.jpg robinson7.jpg robinson7original.html robinson7original.jpg robinson8.jpg robinson8original.html robinson8original.jpg robinson9.html robinson9.jpg Robinson, Stuart, Aumann, Greg, Bird, Steven; 2007-06-27; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1725. Robinson, Stuart Aumann, Greg Bird, Steven 2007-06-27 This paper shows how fieldwork data can be managed using the program Toolbox together with the Natural Language Toolkit (NLTK) for the Python programming language. It provides background information about Toolbox and describes how it can be downloaded and installed. The basic functionality of the program for lexicons and texts is described, and its strengths and weaknesses are reviewed. Its underlying data format is briefly discussed, and Toolbox processing capabilities of NLTK are introduced, showing ways in which it can be used to extend the functionality of Toolbox. This is illustrated with a few simple scripts that demonstrate basic data management tasks relevant to language documentation, such as printing out the contents of a lexicon as HTML. National Foreign Language Resource Center http://hdl.handle.net/10125/1725 Robinson, Stuart, Greg Aumann, and Steven Bird. 2007. Managing fieldwork data with Toolbox and the Natural Language Toolkit. Language Documentation & Conservation 1(1):44–57. 1934-5275 University of Hawai'i Press Toolbox Natural Language Toolkit NLTK data management Managing Fieldwork Data with Toolbox and the Natural Language Toolkit Text Article oai:scholarspace.manoa.hawaii.edu:10125/1738 2024-07-28 col_10125_859 contents.pdf Language Documentation & Conservation; 2007-12-17; Table of Contents for the December 2007 issue (Volume 1, Number 2) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1738. Language Documentation & Conservation 2007-12-17 Table of Contents for the December 2007 issue (Volume 1, Number 2) of Language Documentation & Conservation. National Foreign Language Resource Center http://hdl.handle.net/10125/1738 Table of Contents, Language Documentation & Conservation, Volume 1, Number 2 (December 2007) 1934-5275 University of Hawai'i Press Table of contents Language Documentation & Conservation LD&C Vol. 1 No. 2 1(2) December 2007 Table of Contents, 1(2) Text Other oai:scholarspace.manoa.hawaii.edu:10125/1731 2024-08-02 col_10125_859 1ldclogo.gif cclogo2.gif favicon.ico ldclogo2.gif printer.gif rice.html rice.pdf Rice, Keren; 2007-12-17; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1731. Rice, Keren 2007-12-17 National Foreign Language Resource Center http://hdl.handle.net/10125/1731 Rice, Keren. 2007. Review of When Languages Die. Language Documentation & Conservation 1(2): 317–321. 1934-5275 University of Hawai'i Press Review When Languages Die Harrison (2007) Review of When Languages Die Text Article oai:scholarspace.manoa.hawaii.edu:10125/1720 2024-08-12 col_10125_859 1ldclogo.gif cclogo2.gif favicon.ico guerin.html guerin.jpg guerin.pdf guerinoriginal.html guerinsmall.jpg ldclogo2.gif printer.gif guerinnotes.html Guérin, Valérie, Lacrampe, Sébastien; 2007-12-17; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1720. Guérin, Valérie Lacrampe, Sébastien 2007-12-17 National Foreign Language Resource Center http://hdl.handle.net/10125/1720 Guérin, Valérie and Sébastien Lacrampe. 2007. Review of LexiquePro. Language Documentation & Conservation 1(2): 293–300. 1934-5275 University of Hawai'i Press Review LexiquePro SIL Mali Review of LexiquePro Text Article oai:scholarspace.manoa.hawaii.edu:10125/1773 2024-08-14 col_10125_859 1ldclogo.jpg barredi.gif barrediitalic.gif cclogo2.gif favicon.ico ldclogo2.gif lindstrom.html lindstrom.pdf lindstromnotes.html printer.gif Lindstrom, Lamont; 2007-12-17; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1773. Lindstrom, Lamont 2007-12-17 People throughout Vanuatu frequently mix Bislama (that country’s national Pidgin) into their vernaculars. Extensive code-mixing is an obvious indicator, and sometime cause, of language change or even language replacement. This paper discusses several sorts of Bislama code-mixing on Tanna among speakers of that island’s Kwamera language. It assesses levels and kinds of Bislama use in four village debates, tape-recorded in 1982 and 1983. Among other uses, Kwamera speakers mix Bislama when interjecting, reiterating, reporting speech, neutralizing marked vernacular terms, and qualifying what they say. The paper concludes with some remarks on the phonological, morphological/syntactic, and lexical/semantic consequences of recurrent language mixing—on how Islanders’ insertions of Bislama into their oratorical and everyday talk may or may not be effecting linguistic change in Kwamera. Bislama, so far at least, has enriched more than it has impoverished Tanna’s linguistic ecology. Speakers’ frequent Bislama mixes have not yet seriously undermined their vernacular. National Foreign Language Resource Center http://hdl.handle.net/10125/1773 Lindstrom, Lamont. 2007. Bislama into Kwamera: Code-mixing and language change on Tanna (Vanuatu). Language Documentation & Conservation 1(2):216–239. 1934-5275 University of Hawai'i Press Vanuatu Tanna Bislama Kwamera code-mixing language change Bislama into Kwamera: Code-mixing and Language Change on Tanna (Vanuatu) Text Article oai:scholarspace.manoa.hawaii.edu:10125/1713 2024-08-22 col_10125_859 1ldclogo.gif barrdi.gif barrediitalic.gif cclogo2.gif curledn.gif ding.html ding.pdf ding1.gif ding2.gif ding3.gif ding4.gif ding8a.gif ding8b.gif ding8c.gif ding8d.gif ding8e.gif dingmap1.jpg dingnotes.html dingtable1.gif dingtable2.gif dingtable3.gif dingtable4.gif dingtable5.gif dingtable5original.html dingtable5small.gif dingtable6.gif dingtable7.gif dingtable8.gif dingtable9.gif dingtable10.gif epsilon.gif esh.gif ezh.gif favicon.ico ldclogo2.gif leftbracket.gif printer.gif reversedipsilon.gif rightbracket.gif righttaild.gif righttails.gif righttailt.gif righttailz.gif scripta.gif shwa.gif slashedo.gif tideepsilon.gif tideo.gif tildei.gif tildeiitalic.gif tildeshwa.gif tildeturneda.gif tildeturnedaitalic.gif turnedr.gif turnedrsmall.gif Ding, Picus Sizhi; 2007-12-17; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1713. Ding, Picus Sizhi 2007-12-17 Contrary to previous description based on the Mandarin model of syllable-tone system, Xinyingpan, a dialect of Prinmi (a Tibeto-Burman language of China), has been discovered to possess a melody-tone system (or “pitch-accent” system) akin to that of Japanese. Targeting the crux of the unusual characteristics of this melody-tone system, where neutralization of two tonal categories in citation form is possible, this study uses perception tests to explore (dis)similarities among the tonal system of Xinyingpan Prinmi and those of other dialects. The perception tests consist of several minimal pairs of words contrasting solely by tone in a sentence frame. Results from more than twenty native speakers of fifteen Prinmi dialects from Ninglang, Lanping, and Yulong counties in Yunnan show that at least three minimal pairs of words in other dialects use the same tonal patterns for contrast in connected speech as in Xinyingpan. Evidence for the contrastive status of the pairs of words was attained directly from speakers who helped to prepare materials for the perception tests. This paper will also discuss some effects of language shift, such as linguistic attrition, observed in the empirical study. National Foreign Language Resource Center http://hdl.handle.net/10125/1713 Ding, Picus Sizhi. 2007. The use of perception tests in studying the tonal system of Prinmi dialects: A speaker-centered approach to descriptive linguistics. Language Documentation & Conservation 1(2): 154–181. 1934-5275 University of Hawai'i Press Mandarin model of syllable-tone system Prinmi Tonal system melody-tone system perception tests language shift The Use of Perception Tests in Studying the Tonal System of Prinmi Dialects: A Speaker-centered Approach to Descriptive Linguistics Text Article oai:scholarspace.manoa.hawaii.edu:10125/1719 2024-08-23 col_10125_859 1ldclogo.gif brotchie.html brotchie.jpg brotchie.pdf brotchieoriginal.html brotchiesmall.jpg cclogo2.gif favicon.ico ldclogo2.gif printer.gif Brotchie, Amanda; 2007-12-17; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1719. Brotchie, Amanda 2007-12-17 National Foreign Language Resource Center http://hdl.handle.net/10125/1719 1934-5275 University of Hawai'i Press Review Audiamus 2.3 Nicholas Thieberger Review of Audiamus 2.3 Text Article oai:scholarspace.manoa.hawaii.edu:10125/1718 2024-08-23 col_10125_859 1ldclogo.gif berez.html berez.pdf berez1.jpg berez1original.html berez1small.jpg berez2.jpg berez2original.html berez2small.jpg berez3.jpg berez3original.html berez3small.jpg bereznotes.html cclogo2.gif favicon.ico ldclogo2.gif printer.gif Berez, Andrea L.; 2007-12-17; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1718. Berez, Andrea L. 2007-12-17 National Foreign Language Resource Center http://hdl.handle.net/10125/1718 Berez, Andrea L. 2007. Review of EUDICO Linguistic Annotator (ELAN). Language Documentation & Conservation 1(2): 283–289. 1934-5275 University of Hawai'i Press Review EUDICO Linguistic Annotator ELAN Max Planck Institute for Psycholinguistics Review of EUDICO Linguistic Annotator (ELAN) Text Article oai:scholarspace.manoa.hawaii.edu:10125/1601 2024-08-28 col_10125_859 1ldclogo.gif alveopalatalaffricate.gif barredu.gif boerger.html boerger.pdf boerger1.jpg boerger2.jpg boerger3.jpg boergermap1.jpg boergermap1original.html boergermap1small.jpg boergermap2.jpg boergermap2original.html boergermap2small.jpg boergernotes.html cclogo2.gif closereversedepsilon.gif favicon.ico ldclogo2.gif openo.gif printer.gif Boerger, Brenda H.; 2007-12-17; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1601. Boerger, Brenda H. 2007-12-17 This article is a field report on the results of the Santa Cruz, Solomon Islands, Natqgu Language Project that encourages the Natqgu-speaking community to begin using the written vernacular in three domains where English and/or Solomon Islands Pijin were already well established: church, school, and home, and where written Natqgu had rarely been used. Ten factors contributed to recovering significant portions of these domains for written Natqgu over a twenty year period: a new orthography, literacy courses led by a national, sufficient vernacular literacy materials, vernacular literacy classes in two primary schools, a desire to learn song lyrics, later island-wide involvement of teachers and the distribution of literacy materials to their schools, the addressing of perceived language inferiority, promoters of written Natqgu in spheres of influence, computer technology, and friendly competition to gain reading fluency. A model incorporating analogous factors could contribute to language conservation efforts elsewhere in the world. The use of written Natqgu can be expected to continue on the island, since the domains that have been established for its use represent three major arenas of Santa Cruz society. It is also expected that increased use of written Natqgu will undergird spoken Natqgu and contribute to its long-term stability and vitality. National Foreign Language Resource Center http://hdl.handle.net/10125/1601 Boerger, Brenda H. 2007. Natqgu literacy: Capturing three domains for written language use. Language Documentation & Conservation 1(2): 126–153. 1934-5275 University of Hawai'i Press Natqgu Language Project Solomon Islands Santa Cruz Solomon Islands Pijin orthography literacy Natqgu Literacy: Capturing Three Domains for Written Language Use Text Article oai:scholarspace.manoa.hawaii.edu:10125/1714 2024-08-30 col_10125_859 1ldclogo.gif cclogo2.gif favicon.ico kluge.html kluge.pdf kluge1.gif kluge1original.html kluge1small.gif kluge2.gif kluge3.gif kluge4.gif kluge5.gif kluge6.gif kluge7.gif kluge8.gif kluge9.gif kluge10.gif kluge11.gif kluge12.gif kluge13.gif kluge14.gif kluge14original.html kluge14small.gif klugenotes.html klugetable4.gif klugetable4original.html klugetable4small.gif klugetable5a.gif klugetable5a.jpg klugetable5aoriginal.gif klugetable5b.gif klugetable5b.jpg klugetable5boriginal.gif ldclogo2.gif printer.gif Kluge, Angela; 2007-12-17; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1714. Kluge, Angela 2007-12-17 For large language continua, such as Gbe of West Africa, a major challenge stakeholders concerned with language planning issues are facing is the question of the extensibility of written materials. To adequately inform language development program decisions in terms of literature extensibility, ideally, in-depth sociolinguistic studies would be conducted in all of the varieties involved, an undertaking that proves rather unfeasible for large continua.This paper proposes that when applying a multifaceted approach to linguistic data interpretation, such in-depth sociolinguistic studies may be unnecessary. This paper compares the findings of synchronic analyses of lexical and grammatical features elicited among 49 Gbe varieties to the outcomes of more recent Rapid Appraisal sociolinguistic surveys, and the findings of two diachronic studies. In considering the different approaches as complementing rather than contradicting each other, the proposed multifaceted approach exemplifies how different outcomes from various studies may be used to inform focused in-depth sociolinguistic research. Such research would in turn directly influence language program development decisions as to the extensibility of already existing literature to the remaining speech communities of the continuum. National Foreign Language Resource Center http://hdl.handle.net/10125/1714 Kluge, Angela. 2007. The Gbe language continuum of West Africa: A synchronic typological approach to prioritizing in-depth sociolinguistic research on literature extensibility. Language Documentation & Conservation 1(2): 182–215. 1934-5275 University of Hawai'i Press Gbe West Africa literature extensibility synchronic typological approach Rapid Appraisal sociolinguistic surveys diachronic studies The Gbe Language Continuum of West Africa: A Synchronic Typological Approach to Prioritizing In-depth Sociolinguistic Research on Literature Extensibility Text Article oai:scholarspace.manoa.hawaii.edu:10125/1716 2024-09-01 col_10125_859 1ldclogo.gif cclogo2.gif favicon.ico ldclogo2.gif otsuka.html otsuka.pdf otsukanotes.html printer.gif Otsuka, Yuko, Wong, Andrew; 2007-12-17; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1716. Otsuka, Yuko Wong, Andrew 2007-12-17 This paper discusses our involvement in the language revitalization project initiated by the Tokelauan community in Central O‘ahu, Hawai‘i. Nearly 1,000 people of Tokelauan descent live in Hawai‘i. Several elders have observed that a language shift from Tokelauan (Polynesian) to English and/or Hawai‘i Creole English is taking place in the community. Our involvement in the project illustrates several fundamental issues about language revitalization: (1) the need for collaboration not only between linguists and community members, but also among linguists with different areas of expertise, (2) the significance of balancing the needs of the community with those of researchers, (3) the importance of publicizing our research, and (4) the question of who is responsible for protecting the language right of immigrant populations. National Foreign Language Resource Center http://hdl.handle.net/10125/1716 Otsuka, Yuko and Andrew Wong. 2007. Fostering the growth of budding community initiatives: The role of linguists in Tokelauan maintenance in Hawai‘i. Language Documentation & Conservation 1(2): 240–256. 1934-5275 University of Hawai'i Press language revitalization Tokelauan O‘ahu Hawai‘i Creole English Fostering the Growth of Budding Community Initiatives: The Role of Linguists in Tokelauan Maintenance in Hawai‘i Text Article oai:scholarspace.manoa.hawaii.edu:10125/1723 2024-09-09 col_10125_859 accentatail.gif accentetail.gif accentitail.gif accentn.gif accentotail.gif accentutail.gif atail.gif barredl.gif cclogo2.gif etail.gif favicon.ico itail.gif kalish.html kalish.pdf kalish1.jpg kalish2.jpg kalish3.jpg kalish4.jpg ldclogo2.gif otail.gif printer.gif utail.gif Kalish, Mia; 2007-12-17; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1723. Kalish, Mia 2007-12-17 National Foreign Language Resource Center http://hdl.handle.net/10125/1723 Kalish, Mia. 2007. Review of Fontographer. Language Documentation & Conservation 1(2): 301–311. 1934-5275 University of Hawai'i Press Review Fontographer FontLab, Ltd. Review of Fontographer Text Article oai:scholarspace.manoa.hawaii.edu:10125/1740 2024-09-11 col_10125_859 submissions.pdf Language Documentation & Conservation; 2007-12-17; Submission Guidelines for the December 2007 issue (Volume 1, Number 2) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1740. Language Documentation & Conservation 2007-12-17 Submission Guidelines for the December 2007 issue (Volume 1, Number 2) of Language Documentation & Conservation. National Foreign Language Resource Center http://hdl.handle.net/10125/1740 Submission Guidelines, Language Documentation & Conservation, Volume 1, Number 2 (December 2007) 1934-5275 University of Hawai'i Press Submission Guidelines Language Documentation & Conservation LD&C Vol. 1 No. 2 1(2) December 2007 Submission Guidelines, 1(2) Text Other oai:scholarspace.manoa.hawaii.edu:10125/1739 2024-09-14 col_10125_859 editorialboard.pdf Language Documentation & Conservation; 2007-12-17; Editorial Board for the December 2007 issue (Volume 1, Number 2) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1739. Language Documentation & Conservation 2007-12-17 Editorial Board for the December 2007 issue (Volume 1, Number 2) of Language Documentation & Conservation. National Foreign Language Resource Center http://hdl.handle.net/10125/1739 Editorial Board, Language Documentation & Conservation, Volume 1, Number 2 (December 2007) 1934-5275 University of Hawai'i Press Editorial Board Language Documentation & Conservation LD&C Vol. 1 No. 2 1(2) December 2007 Editorial Board, 1(2) Text Other oai:scholarspace.manoa.hawaii.edu:10125/1726 2024-09-15 col_10125_859 1ldclogo.gif cclogo2.gif circumflexbara.gif favicon.ico gravebara.gif gravebararegular.gif gravebararegularbolded.gif gravebare.gif gravebari.gif gravebaro.gif gravebaroregular.gif hooktopb.gif hooktopk.gif ldclogo2.gif leben.html leben.pdf lebennotes.html printer.gif tilder.gif Leben, William R.; 2007-12-17; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1726. Leben, William R. 2007-12-17 National Foreign Language Resource Center http://hdl.handle.net/10125/1726 Leben, William R. 2007. Review of A Hausa-English Dictionary. Language Documentation & Conservation 1(2): 312–316. 1934-5275 University of Hawai'i Press Review A Hausa-English Dictionary Newman (2007) Review of A Hausa-English Dictionary Text Article oai:scholarspace.manoa.hawaii.edu:10125/1717 2024-09-17 col_10125_859 1ldclogo.gif cclogo2.gif favicon.ico ldclogo2.gif printer.gif yamada.html yamada.jpg yamada.pdf yamadanotes.html Yamada, Racquel-Maria; 2007-12-17; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1717. Yamada, Racquel-Maria 2007-12-17 Academic linguists working to document and describe minoritized and endangered languages share with speech community members a devotion to the language of study. For the academic, language provides a window into cognition and the capacity of the human mind. For the speech community member, language represents cultural heritage and, for many, a tie to place and a sense of identity. Both parties have a vested interest in the documentation, description, and preservation of lesser-spoken languages as a way to perpetuate global linguistic and cultural diversity and maintain ties to heritage. Many who conduct linguistic fieldwork with endangered languages have noted that the needs and desires of the speech community are often subordinated in favor of those of the academic linguist. Some academics fear that time spent meeting community needs diminishes the field-worker’s academic productivity. This paper describes several collaborative, community-based projects that address the needs of both academics and the speech community, using case-study examples from the author’s own fieldwork with a Kari’nja community in Suriname. In discussing each project, emphasis is given to practical methods of meeting needs of both the academic and speech communities, and to how this ensures more balanced participation of each in the linguistic fieldwork endeavor. National Foreign Language Resource Center http://hdl.handle.net/10125/1717 Yamada, Racquel-Maria. 2007. Collaborative linguistic fieldwork: Practical application of the empowerment model. Language Documentation & Conservation 1(2): 257–282. 1934-5275 University of Hawai'i Press Kari’nja Suriname empowerment model collaborative linguistic fieldwork Collaborative Linguistic Fieldwork: Practical Application of the Empowerment Model Text Article oai:scholarspace.manoa.hawaii.edu:10125/1775 2024-07-27 col_10125_1521 seifart.pdf seifartsmall.pdf Seifart, Frank, Drude, Sebastian, Franchetto, Bruna, Gasché, Jürg, Golluscio, Lucía, Manrique, Elizabeth; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1775. Seifart, Frank Drude, Sebastian Franchetto, Bruna Gasché, Jürg Golluscio, Lucía Manrique, Elizabeth 2008-06 This paper addresses a set of issues related to language documentation that are not often explicitly dealt with in academic publications, yet are highly important for the development and success of this new discipline. These issues include embedding language documentation in the socio-political context not only at the community level but also at the national level, the ethical and technical challenges of digital language archives, and the importance of regional and international cooperation among documentation activities. These issues play a major role in the initiative to set up a network of regional language archives in three South American countries, which this paper reports on. Local archives for data on endangered languages have recently been set up in Iquitos (Peru), Buenos Aires (Argentina), and in various locations in Brazil. An important feature of these is that they provide fast and secure access to linguistic and cultural data for local researchers and the language communities. They also make data safer by allowing for regular update procedures within the network. National Foreign Language Resource Center http://hdl.handle.net/10125/1775 Seifart, Frank, Sebastian Drude, Bruna Franchetto, Jürg Gasché, Lucía Golluscio, and Elizabeth Manrique. 2008. Language documentation and archives in South America. Language Documentation & Conservation 2(1):130-140. 1934-5275 University of Hawai'i Press South America Iquitos Peru Brazil Buenos Aires Argentina socio-political context digital language archive regional and international cooperation Language Documentation and Archives in South America Text Article oai:scholarspace.manoa.hawaii.edu:10125/1802 2024-07-28 col_10125_1521 muzale.pdf muzalesmall.pdf Muzale, Henry R.T., Rugemalira, Josephat M.; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1802. Muzale, Henry R.T. Rugemalira, Josephat M. 2008-06 This paper describes the challenges that researchers have encountered during six years of implementing a research and documentation project for the languages of Tanzania. It discusses the methods evolved by the project researchers for the production of a language atlas for Tanzania and presents preliminary results from the research. The results show that the language with the most native speakers, Sukuma, has twice as many as its closest rival, Kiswahili. The paper also presents an account of the research for documenting the grammasr and vocabularies of the languages of Tanzania. The expected impact of this particular form of documentation, as well as the limits, are discussed. It is argued that a language needs to be unchained from politically imposed shackles in order for a society to reap the full benefits of its cultural resources. National Foreign Language Resource Center http://hdl.handle.net/10125/1802 Muzale, Henry R. T. and Josephat M. Rugemalira. 2008. Researching and documenting the languages of Tanzania. Language Documentation & Conservation 2(1):68–108. 1934-5275 University of Hawai'i Press Tanzania Sukuma Kiswahili Researching and Documenting the Languages of Tanzania Text Article oai:scholarspace.manoa.hawaii.edu:10125/1803 2024-07-31 col_10125_1521 schmidt.pdf schmidtsmall.pdf Schmidt, Thomas, Bennöhr, Jasmine; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1803. Schmidt, Thomas Bennöhr, Jasmine 2008-06 This paper discusses issues that arise in the transformation of electronic language data from outdated to modern, sustainable formats. We first describe the problem and then present four different cases in which corpora of spoken language were converted from legacy formats to an XML-based representation. For each of the four cases, we describe the conversion workflow and discuss the difficulties that we had to overcome. Based on this experience, we formulate some more general observations about transforming legacy data and conclude with a set of best practice recommendations for a more sustainable handling of language corpora. National Foreign Language Resource Center http://hdl.handle.net/10125/1803 Schmidt, Thomas and Jasmine Bennöhr. 2008. Rescuing Legacy Data. Language Documentation & Conservation 2(1):109–129. 1934-5275 University of Hawai'i Press electronic language data XML legacy data corpus Rescuing Legacy Data Text Article oai:scholarspace.manoa.hawaii.edu:10125/1805 2024-08-01 col_10125_1521 bartelson.pdf bartelsonsmall.pdf Bartelson, Emily; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1805. Bartelson, Emily 2008-06 National Foreign Language Resource Center http://hdl.handle.net/10125/1805 Bartelson, Emily. 2008. Book Notice: Naman: A vanishing language of Malakula (Vanuatu). Language Documentation & Conservation 2(1):182–182. 1934-5275 University of Hawai'i Press book notice Naman: A Vanishing Language of Malakula (Vanuatu) Crowley (2006) Book Notice: Naman: A Vanishing Language of Malakula (Vanuatu) Text Article oai:scholarspace.manoa.hawaii.edu:10125/1795 2024-08-02 col_10125_1521 dimock.pdf dimocksmall.pdf Dimock, Laura; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1795. Dimock, Laura 2008-06 National Foreign Language Resource Center http://hdl.handle.net/10125/1795 Dimock, Laura. 2008. Review of FR-2LE digital audio recorder. Language Documentation & Conservation 2(1):157–159. 1934-5275 University of Hawai'i Press review FR-2LE digital audio recorder Fostex Review of FR-2LE Digital Audio Recorder Text Article oai:scholarspace.manoa.hawaii.edu:10125/1848 2024-08-04 col_10125_1521 brunelle.pdf brunellesmall.pdf Brunelle, Marc; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1848. Brunelle, Marc 2008-06 Eastern Cham is an Austronesian language spoken in south-central Vietnam. The sociolinguistic situation of Eastern Cham communities is characterized by a combination of diglossia and widespread Cham-Vietnamese bilingualism. These factors have had an important impact on the effectiveness of recent and controversial attempts to standardize and revitalize the traditional Cham script, akhăr thrah. The spelling reforms and first language programs currently implemented are described, and the reactions from the community are discussed. Various possible paths for the development of literacy in Eastern Cham are proposed and the impact of language attitudes and ideology on their chances of success are briefly reviewed. National Foreign Language Resource Center http://hdl.handle.net/10125/1848 Brunelle, Marc. 2008. Diglossia, bilingualism, and the revitalization of written Eastern Cham. Language Documentation & Conservation 2(1):28–46. 1934-5275 University of Hawai'i Press Eastern Cham Austronesian Vietnam diglossia bilingualism orthography akhăr thrah Diglossia, Bilingualism, and the Revitalization of Written Eastern Cham Text Article oai:scholarspace.manoa.hawaii.edu:10125/1772 2024-08-08 col_10125_1521 1ldclogo.gif audio.gif eng.gif ethlowered.gif glottalstop.gif kml_metadata.html kml_recording_47_575.wav kml_recording_51_950.wav kml_recording_56_375.wav kml_recording_61_025.wav kml_recording_67_675.wav kml_recording_76_250.wav kml_recording_82_050.wav kml_recording_86_200.wav kml_recording_90_275.wav kml_recording_94_425.wav kml_recording_98_950.wav kml_recording_103_275.wav kml_recording_107_100.wav kml_recording_111_400.wav kml_recording_115_950.wav kml_recording_120_400.wav kml_recording_124_625.wav kml_recording_133_250.wav kml_recording_140_275.wav kml_recording_145_600.wav kml_recording_148_975.wav kml_recording_153_125.wav kml_recording_157_400.wav 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kml_recording_700_650.wav kml_recording_704_925.wav kml_recording_709_950.wav kml_recording_714_900.wav kml_recording_720_175.wav kml_recording_724_725.wav kml_recording_729_275.wav kml_recording_733_525.wav kml_recording_738_350.wav kml_recording_744_325.wav kml_recording_749_025.wav kml_recording_753_725.wav kml_recording_759_300.wav kml_recording_764_700.wav kml_recording_769_700.wav kml_recording_775_975.wav kml_recording_781_750.wav kml_recording_786_400.wav kml_recording_792_375.wav kml_recording_796_725.wav kml_recording_800_975.wav kml_recording_805_100.wav kml_recording_809_625.wav kml_recording_813_925.wav kml_recording_818_175.wav kml_recording_822_425.wav kml_recording_827_075.wav kml_recording_831_875.wav kml_recording_835_900.wav kml_recording_840_300.wav kml_recording_845_000.wav kml_recording_849_600.wav kml_recording_854_800.wav kml_recording_859_650.wav kml_recording_864_000.wav kml_recording_868_075.wav kml_recording_872_575.wav kml_recording_877_225.wav kml_recording_881_300.wav kml_recording_885_125.wav kml_recording_889_150.wav kml_recording_893_100.wav kml_recording_905_925.wav kml_recording_910_450.wav kml_recording_914_725.wav kml_recording_919_175.wav kml_recording_923_350.wav kml_recording_927_225.wav kml_recording_931_125.wav kml_recording_934_750.wav kml_recording_939_025.wav kml_recording_943_125.wav kml_recording_950_450.wav kml_recording_954_975.wav kml_recording_960_375.wav kml_recording_965_250.wav kml_recording_969_575.wav kml_recording_981_800.wav kml_recording_981_800.wav kml_recording_986_925.wav kml_recording_990_750.wav kml_recording_994_650.wav kml_recording_998_425.wav kml_recording_1002_800.wav kml_recording_1008_250.wav kml_recording_1013_275.wav kml_recording_1017_825.wav kml_recording_1022_525.wav kml_recording_1027_150.wav kml_recording_1032_500.wav kml_recording_1037_600.wav kml_recording_1041_725.wav kml_recording_1045_975.wav kml_recording_1049_825.wav kml_recording_1054_850.wav kml_recording_1059_300.wav kml_recording_1064_200.wav kml_recording_1066_925.wav kml_recording_1071_400.wav kml_recording_1074_375.wav kml_recording_1074_575.wav kml_recording_1079_900.wav kml_recording_1083_200.wav kml_recording_1086_550.wav kml_recording_1089_500.wav kml_recording_1093_575.wav kml_recording_1097_400.wav kml_recording_1108_250.wav stress.gif stress2.gif olsonnotes.html cclogo2.gif favicon.ico ldclogo2.gif printer.gif olsonwordlist.html olson.html olson.pdf olsonEmbedded.pdf Olson, Kenneth S., Machlan, Glenn, Amangao, Nelson; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1772. Olson, Kenneth S. Machlan, Glenn Amangao, Nelson 2008-06 This paper presents a 207-item digital wordlist of Minangali, an Austronesian language spoken in the Philippines. The wordlist includes orthographic and broad phonetic transcriptions of each word, an English gloss, an individual WAV recording of each item, and metadata for resource discovery. An archival form of the wordlist was deposited into an institutional archive (the SIL Language and Culture Archives) and includes the original WAV digital recording, the original RTF wordlist form, descriptive markup encoding of the wordlist in XML employing Unicode transcription, and the metadata record. The presentation form was then generated directly from the archival form. National Foreign Language Resource Center University of Hawai‘i Press http://hdl.handle.net/10125/1772 1934-5275 Minangali Philippines wordlist sound files SIL Language and Culture Archives Minangali (Kalinga) Digital Wordlist: Presentation Form Text Article oai:scholarspace.manoa.hawaii.edu:10125/1794 2024-08-13 col_10125_1521 bradshaw.pdf bradshawsmall.pdf Bradshaw, Joel; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1794. Bradshaw, Joel 2008-06 National Foreign Language Resource Center http://hdl.handle.net/10125/1794 Bradshaw, Joel. 2008. Review of English on the Bonin (Ogasawara) Islands. Language Documentation & Conservation 2(1):176–178. 1934-5275 University of Hawai'i Press review English on the Bonin (Ogasawara) Islands Long (2007) Review of English on the Bonin (Ogasawara) Islands Text Article oai:scholarspace.manoa.hawaii.edu:10125/1808 2024-08-15 col_10125_1521 anderson.pdf andersonsmall.pdf Anderson, Victoria B.; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1808. Anderson, Victoria B. 2008-06 This article describes how to do static palatography, a way to collect articulatory records about speech sounds that can be used either in the field or in the laboratory. Palatography creates records of the contact pattern of the tongue on the roof of the mouth during an utterance, and when the actual dimensions of the palate are known, can be a rich source of data about articulatory strategies. This paper (1) instructs the reader about the tools and methods needed to collect palatograms (records of contact on the roof of the mouth) and linguograms (records of contact on the tongue); (2) shows how to collect three-dimensional information about the size and shape of a speaker’s hard palate; (3) illustrates how to incorporate these three types of records into life-size, anatomically accurate midsagittal diagrams of speakers’ articulations; and (4) demonstrates how palatograms can be measured (and how linguograms can be categorized) in order to statistically compare articulatory strategies across speech sounds and/or across speakers. National Foreign Language Resource Center http://hdl.handle.net/10125/1808 Anderson, Victoria B. 2008. Static palatography for language fieldwork. Language Documentation & Conservation 2(1):1–27. 1934-5275 University of Hawai'i Press static palatography palatograms linguistic fieldwork articulatory record articulatory strategies Static Palatography for Language Fieldwork Text Article oai:scholarspace.manoa.hawaii.edu:10125/1798 2024-08-15 col_10125_1521 shipman.pdf shipmansmall.pdf Shipman, Trisha; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1798. Shipman, Trisha 2008-06 National Foreign Language Resource Center http://hdl.handle.net/10125/1798 Shipman, Trisha. 2008. Book notice: Language planning and policy in the Pacific. Vol. 1: Fiji, the Philippines, and Vanuatu. Language Documentation & Conservation 2(1):183–184. 1934-5275 University of Hawai'i Press book notice Language Planning and Policy in the Pacific. Vol. 1: Fiji, the Philippines, and Vanuatu Baldauf and Kaplan (2006) Book Notice: Language Planning and Policy in the Pacific. Vol. 1: Fiji, the Philippines, and Vanuatu Text Article oai:scholarspace.manoa.hawaii.edu:10125/1806 2024-08-25 col_10125_1521 contents.pdf contentssmall.pdf Language Documentation & Conservation; 2008-06; Table of Contents for the June 2008 issue (Volume 2, Number 1) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1806. Language Documentation & Conservation 2008-06 Table of Contents for the June 2008 issue (Volume 2, Number 1) of Language Documentation & Conservation. National Foreign Language Resource Center http://hdl.handle.net/10125/1806 Table of Contents, Language Documentation & Conservation, Volume 2, Number 1 (June 2008) 1934-5275 University of Hawai'i Press Table of contents Language Documentation & Conservation LD&C Vol.2 No.1 2(1) June 2008 Table of Contents, 2(1) Text Other oai:scholarspace.manoa.hawaii.edu:10125/1792 2024-08-25 col_10125_1521 editorialboard.pdf editorialboardsmall.pdf Language Documentation & Conservation; 2008-06; Editorial Board for the June 2008 issue (Volume 2, Number 1) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1792. Language Documentation & Conservation 2008-06 Editorial Board for the June 2008 issue (Volume 2, Number 1) of Language Documentation & Conservation. National Foreign Language Resource Center http://hdl.handle.net/10125/1792 Editorial Board, Language Documentation & Conservation, Volume 2, Number 1 (June 2008) 1934-5275 University of Hawai'i Press Editorial Board Language Documentation & Conservation LD&C Vol.2 No.1 2(1) June 2008 Editorial Board, 2(1) Text Article oai:scholarspace.manoa.hawaii.edu:10125/1793 2024-08-28 col_10125_1521 submissions.pdf submissionssmall.pdf Language Documentation & Conservation; 2008-06; Submission Guidelines for the June 2008 issue (Volume 2, Number 1) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1793. Language Documentation & Conservation 2008-06 Submission Guidelines for the June 2008 issue (Volume 2, Number 1) of Language Documentation & Conservation. National Foreign Language Resource Center http://hdl.handle.net/10125/1793 Submission Guidelines, Language Documentation & Conservation, Volume 2, Number 1 (June 2008) 1934-5275 University of Hawai'i Press Submission Guidelines Language Documentation & Conservation LD&C Vol.2 No.1 2(1) June 2008 Submission Guidelines, 2(1) Text Other oai:scholarspace.manoa.hawaii.edu:10125/1804 2024-09-01 col_10125_1521 guerin.pdf guerinsmall.pdf Guérin, Valérie; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1804. Guérin, Valérie 2008-06 This paper reports on Mavea, an Oceanic language spoken in Vanuatu. The state of endangerment of Mavea is first evaluated using UNESCO’s framework for assessing language vitality. The framework’s nine criteria are applied to Mavea, and the results demonstrate that the language is unquestionably endangered. If this language shift is to be reversed, one of the first steps in doing so is to document the language. Materials in and on the language have the potential to restore the language’s prestige, or to restore its usage through vernacular literacy. In the case of Mavea, many community members became eager to see printed versions of the materials I had collected during the documentation process, but the language had no writing system. Thus, this paper additionally describes the Mavea community’s efforts to establish orthographic conventions for their language and their desire to disseminate the resultant written materials throughout the community. This grassroots interest in vernacular literacy is argued to be a beneficial step towards reversing negative language attitudes. National Foreign Language Resource Center http://hdl.handle.net/10125/1804 Guérin, Valérie. 2008. Writing an endangered language. Language Documentation & Conservation 2(1):47–67. 1934-5275 University of Hawai'i Press Mavea Oceanic Vanuatu orthography Writing an Endangered Language Text Article oai:scholarspace.manoa.hawaii.edu:10125/1796 2024-09-09 col_10125_1521 mcelvenny.pdf mcelvennysmall.pdf McElvenny, James; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1796. McElvenny, James 2008-06 National Foreign Language Resource Center http://hdl.handle.net/10125/1796 McElvenny, James. 2008. Review of Kirrkirr. Language Documentation & Conservation 2(1):160–165. 1934-5275 University of Hawai'i Press review Kirrkirr Christopher Manning Review of Kirrkirr Text Article oai:scholarspace.manoa.hawaii.edu:10125/1797 2024-09-10 col_10125_1521 grimes.pdf grimessmall.pdf Grimes, Joseph E.; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1797. Grimes, Joseph E. 2008-06 National Foreign Language Resource Center http://hdl.handle.net/10125/1797 Grimes, Joseph E. 2008. Review of The Tailenders. Language Documentation & Conservation 2(1):179–181. 1934-5275 University of Hawai'i Press review The Tailenders Horn (2005) Review of The Tailenders Text Article oai:scholarspace.manoa.hawaii.edu:10125/1807 2024-09-14 col_10125_1521 williams.pdf williamssmall.pdf Williams, Briony; 2008-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/1807. Williams, Briony 2008-06 National Foreign Language Resource Center http://hdl.handle.net/10125/1807 Williams, Briony. 2008. Review of Emu. Language Documentation & Conservation 2(1):166–175. 1934-5275 University of Hawai'i Press review Emu The Emu Project Review of Emu Text Article oai:scholarspace.manoa.hawaii.edu:10125/4252 2024-07-29 col_10125_3335 editorialboard.pdf Language Documentation & Conservation; 2008-12; Editorial Board for the December 2008 issue (Volume 2, Number 2) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4252. Language Documentation & Conservation 2008-12 Editorial Board for the December 2008 issue (Volume 2, Number 2) of Language Documentation & Conservation. National Foreign Language Resource Center http://hdl.handle.net/10125/4252 Editorial Board, Language Documentation & Conservation, Volume 2, Number 2 (December 2008) 1934-5275 University of Hawai'i Press Editorial Board Language Documentation & Conservation LD&C Vol.2 No.2 2(2) December 2008 Editorial Board, 2(2) Text Other oai:scholarspace.manoa.hawaii.edu:10125/4253 2024-08-01 col_10125_3335 submissions.pdf Language Documentation & Conservation; 2008-12; Submission Guidelines for the December 2008 issue (Volume 2, Number 2) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4253. Language Documentation & Conservation 2008-12 Submission Guidelines for the December 2008 issue (Volume 2, Number 2) of Language Documentation & Conservation. National Foreign Language Resource Center http://hdl.handle.net/10125/4253 Submission Guidelines, Language Documentation & Conservation, Volume 2, Number 2 (December 2008) 1934-5275 University of Hawai'i Press Submission Guidelines Language Documentation & Conservation LD&C Vol.2 No.2 2(2) December 2008 Submission Guidelines, 2(2) Text Other oai:scholarspace.manoa.hawaii.edu:10125/4345 2024-08-04 col_10125_3335 himmelmann.pdf himmelmannEmbedded.pdf 01english-permit-s-w.wav 02english-permit-w-s.wav 03english-stew.wav 04english-salt.wav 05english-john.wav 06english-johnny.wav 07german-stadt.wav 08german-staat.wav 09german-staat-stadt.wav 10chinese-nian-fall.wav 11chinese-nian-rise.wav 12dutch-man.wav 13dutch-maan.wav 14greek-xoros-s-w.wav 15greek-xoros-w-s.wav 16shilluk-a-ngol-lowfall.wav 17shilluk-a-ngol-highfall.wav 18shilluk-a-ngol-latefall.wav 19dinka-a-kol.wav 20dinka-a-kool.wav 21italian-parlo-s-w.wav 22italian-parlo-w-s.wav 23yoruba-igba-200.wav 24yoruba-igba-calabash.wav 25yoruba-igba-tree.wav 26yoruba-igba-time.wav 27finnish-tuli.wav 28finnish-tuuli.wav 29finnish-mato.wav 30finnish-matto.wav 31dinka-kiir-bigriver.wav 32dinka-kiir-thorntree.wav 33english-driver-dollar-w-s.wav 34english-dollar-driver-w-s.wav 35english-driver-dollar-s-w.wav 36english-dollar-driver-s-w.wav 37fig1.wav 38fig2.wav 39english-electrification.wav 40english-extrametricality.wav 41japanese-hasi-hl.wav 42japanese-hasi-lh.wav 43fig3.wav 44fig4.wav 45fig5.wav 46fig6.wav 47english-where-going.wav 48english-where-anderson.wav 49english-where-from.wav 50fig7.wav 51fig8.wav 52fig9.wav Himmelmann, Nikolaus P., Ladd, D. Robert; 2008-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4345. Himmelmann, Nikolaus P. Ladd, D. Robert 2008-12 This article provides an introductory tutorial on prosodic features such as tone and accent for researchers working on little-known languages. It specifically addresses the needs of non-specialists and thus does not presuppose knowledge of the phonetics and phonology of prosodic features. Instead, it intends to introduce the uninitiated reader to a field often shied away from because of its (in part real, but in part also just imagined) complexities. It consists of a concise overview of the basic phonetic phenomena (section 2) and the major categories and problems of their functional and phonological analysis (sections 3 and 4). Section 5 gives practical advice for documenting and analyzing prosodic features in the field. National Foreign Language Resource Center http://hdl.handle.net/10125/4345 Himmelmann, Nikolaus P., and D. Robert Ladd. 2008. Prosodic description: An introduction for fieldworkers. Language Documentation & Conservation 2(2):244–274. 1934-5275 University of Hawai'i Press prosody tone accent fieldwork Prosodic Description: An Introduction for Fieldworkers Text Article oai:scholarspace.manoa.hawaii.edu:10125/4351 2024-08-05 col_10125_3335 everett.pdf Everett, Caleb; 2008-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4351. Everett, Caleb 2008-12 Locus equations are linear regressions based on F2 formant transitions from vowel onsets to vowel midpoints. The F2 value of the onset of a given vowel can be plotted on the y-axis, with the F2 for the vowel’s midpoint plotted on the x-axis. Locus equations are derived from numerous F2 onset-F2 midpoint plots of this type. Each locus equation is associated with a particular consonant, which precedes the particular vowel tokens plotted according to F2 transition. Locus equations provide data on the patterns of CV coarticulation characterizing particular consonants. Studies in laboratory settings have demonstrated the efficacy of locus equation analysis for exploring such coarticulation patterns. However, locus equation analysis has generally not been exploited as a tool for linguistic fieldwork. This study presents an exception, as the author presents various locus equations based on data from Karitiâna, an endangered Amazonian language. These equations, based on acoustic data gathered in the field, reveal language-specific patterns of coarticulation. The results suggest that, even in remote non-laboratory settings, locus equations can be applied in a straightforward manner in order to provide useful insights into a language’s sound system. National Foreign Language Resource Center http://hdl.handle.net/10125/4351 Everett, Caleb. 2008. Locus equation analysis as a tool for linguistic fieldwork. Language Documentation & Conservation 2(2):185–211. 1934-5275 University of Hawai'i Press locus equation CV coarticulation linguistic fieldwork Karitiâna Tupí Locus Equation Analysis as a Tool for Linguistic Fieldwork Text Article oai:scholarspace.manoa.hawaii.edu:10125/4350 2024-08-08 col_10125_3335 dingemanse.pdf Dingemanse, Mark; 2008-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4350. Dingemanse, Mark 2008-12 National Foreign Language Resource Center http://hdl.handle.net/10125/4350 Dingemanse, Mark. 2008. Review of Phonology Assistant 3.0.1. Language Documentation & Conservation 2(2):325–331. 1934-5275 University of Hawai'i Press Review Phonology Assistant 3.0.1 SIL International Review of Phonology Assistant 3.0.1 Text Article oai:scholarspace.manoa.hawaii.edu:10125/4347 2024-08-09 col_10125_3335 henderson.pdf Henderson, John; 2008-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4347. Henderson, John 2008-12 This paper demonstrates how the nature of a source language document, and the broad goals set for the usability of the content, can direct the process of creating digital language documentation from that source. Gerhardt Laves’s handwritten 1931 field notes on Noongar language and culture of southwestern Australia were retranscribed using an XML markup scheme and processed in various ways using XSLT. The central goals were to produce usable resources for community language activities and for linguistic and other scholarly analysis. A specific requirement for a rough facsimile representation, in recognizing that some of the graphic form of the notes was content that should be represented in the markup, contributed significantly to the specification of the markup scheme. Consultation with the Noongar community led to the recognition of Noongar families’ rights in the materials and the recognition of culturally sensitive content, which together led to a requirement for multiple versions with varying content. The general nature of these handwritten notes also raises important issues of reliability and attribution that must be handled in the markup scheme. National Foreign Language Resource Center http://hdl.handle.net/10125/4347 Henderson, John. 2008. Capturing chaos: Rendering handwritten language documents. Language Documentation & Conservation 2(2):212–243. 1934-5275 University of Hawai'i Press handwriting Gerhardt Laves Noongar southwestern Australia XML XSLT Capturing Chaos: Rendering Handwritten Language Documents Text Article oai:scholarspace.manoa.hawaii.edu:10125/4352 2024-08-14 col_10125_3335 nordhoff.pdf Nordhoff, Sebastian; 2008-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4352. Nordhoff, Sebastian 2008-12 Electronic publication offers new possibilities for the creation and exploration of grammatical descriptions. This paper lists values influencing the structure of electronic grammatical descriptions. It then investigates challenges and solutions for a grammar authoring software trying to adhere to these values in the domains of data quality, creation of the description, and exploration of the description. The paper closes by discussing possibilities for the standardization of grammatical descriptions on a macroscopic level, complementing the standardization efforts on a more fine-grained level like GOLD or CRG. National Foreign Language Resource Center http://hdl.handle.net/10125/4352 Nordhoff, Sebastian. 2008. Electronic reference grammars for typology: Challenges and solutions. Language Documentation & Conservation 2(2):296–324. 1934-5275 University of Hawai'i Press electronic reference grammar grammar authoring software macroscopic standardization Electronic Reference Grammars for Typology: Challenges and Solutions Text Article oai:scholarspace.manoa.hawaii.edu:10125/4349 2024-08-22 col_10125_3335 messineo.pdf Messineo, Cristina; 2008-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4349. Messineo, Cristina 2008-12 This paper presents some theoretical and methodological reflections on documenting and analyzing texts gathered from indigenous communities, based on my experiences working with communities in the Gran Chaco region of Argentina. The purpose of this essay is to discuss how the selected fieldwork model, the methods of data collection, the degree of access the researcher has to the material, and the type of relationship that develops between the investigator and the consultants all influence the type and quality of the data. In my experience, a collaborative approach that relates the description of linguistic structures to the study of discourse as verbal art greatly enriches the documentation of endangered languages. National Foreign Language Resource Center http://hdl.handle.net/10125/4349 Messineo, Cristina. 2008. Fieldwork and documentation of speech genres in indigenous communities of Gran Chaco: Theoretical and methodological issues. Language Documentation & Conservation 2(2):275–295. 1934-5275 University of Hawai'i Press speech genre discourse Gran Chaco Argentina Fieldwork and Documentation of Speech Genres in Indigenous Communities of Gran Chaco: Theoretical and Methodological Issues Text Article oai:scholarspace.manoa.hawaii.edu:10125/4355 2024-08-27 col_10125_3335 contents.pdf Language Documentation & Conservation; 2008-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4355. Language Documentation & Conservation 2008-12 National Foreign Language Resource Center http://hdl.handle.net/10125/4355 Table of Contents, Language Documentation & Conservation, Volume 2, Number 2 (December 2008) 1934-5275 University of Hawai'i Press Table of Contents Language Documentation & Conservation LD&C Vol.2 No.2 2(2) December 2008 Table of Contents, 2(2) Text Other oai:scholarspace.manoa.hawaii.edu:10125/4353 2024-08-27 col_10125_3335 evans.pdf Evans, Nicholas; 2008-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4353. Evans, Nicholas 2008-12 National Foreign Language Resource Center http://hdl.handle.net/10125/4353 Evans, Nicholas. 2008. Review of Essentials of language documentation. Language Documentation & Conservation 2(2):340–350. 1934-5275 University of Hawai'i Press Review Essentials of language documentation Gippert, Himmelmann, and Mosel (2006) Review of Essentials of Language Documentation Text Article oai:scholarspace.manoa.hawaii.edu:10125/4348 2024-08-31 col_10125_3335 fox.pdf Fox, Sue; 2008-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4348. Fox, Sue 2008-12 National Foreign Language Resource Center http://hdl.handle.net/10125/4348 Fox, Sue. 2008. Review of An introduction to contact linguistics. Language Documentation & Conservation 2(2):351–354 1934-5275 University of Hawai'i Press Review An introduction to contact linguistics Donald (2003) Review of An Introduction to Contact Linguistics Text Article oai:scholarspace.manoa.hawaii.edu:10125/4346 2024-09-11 col_10125_3335 lowery.pdf Lowery, Kirk E.; 2008-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4346. Lowery, Kirk E. 2008-12 National Foreign Language Resource Center http://hdl.handle.net/10125/4346 Lowery, Kirk E. 2008. Review of Emdros: The database engine for analyzed or annotated text. Language Documentation & Conservation 2(2):332–339. 1934-5275 University of Hawai'i Press Review Emdros Ulrik Sandborg-Petersen Review of Emdros: The Database Engine for Analyzed or Annotated Text Text Article oai:scholarspace.manoa.hawaii.edu:10125/4427 2024-07-27 col_10125_8084 ogrady.pdf O'Grady, William, Schafer, Amy J., Perla, Jawee, Lee, On-Soon, Wieting, Julia; 2009-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4427. O'Grady, William Schafer, Amy J. Perla, Jawee Lee, On-Soon Wieting, Julia 2009-06 A major obstacle to the early diagnosis of language loss and to the assessment of language maintenance efforts is the absence of an easy-to-use psycholinguistic measure of language strength. In this paper, we describe and discuss a body-part naming task being developed as part of the Hawai‘i Assessment of Language Access (HALA) project. This task, like the others in the HALA inventory, exploits the fact that the speed with which bilingual speakers access lexical items and structure-building operations in their two languages offers a sensitive measure of relative language strength. In a pilot study conducted with Korean-English bilinguals, we were able to establish a strong correlation between language strength and naming times even in highly fluent bilingual speakers, in support of the central assumption underlying the HALA tests. We discuss the implications of this finding for the broader study of language strength as well as for the practical problems associated with work on language loss, maintenance, and revitalization. National Foreign Language Resource Center 13 pages http://hdl.handle.net/10125/4427 O'Grady, William, Amy J. Schafer, Jawee Perla, On-Soon Lee, and Julia Wieting. 2009. A Psycholinguistic Tool for the Assessment of Language Loss: The HALA Project. Language Documentation & Conservation 3(1):100-112. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License language loss attrition psycholinguistic assessment A Psycholinguistic Tool for the Assessment of Language Loss: The HALA Project Text Article oai:scholarspace.manoa.hawaii.edu:10125/4422 2024-07-28 col_10125_8084 albarillo.pdf Albarillo, Emily E., Thieberger, Nick; 2009-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4422. Albarillo, Emily E. Thieberger, Nick 2009-06 The University of Hawai‘i’s Kaipuleohone Digital Ethnographic Archive was created in 2008 as part of the ongoing language documentation initiative of the Department of Linguistics. The archive is a repository for linguistic and ethnographic data gathered by linguists, anthropologists, ethnomusicologists, and others. Over the past year, the archive has grown from idea to reality, due to the hard work of faculty and students, as well as support from inside and outside the Department. This paper will outline the context for digital archiving and provide an overview of the development of Kaipuleohone, examining both concrete and theoretical issues that have been addressed along the way. The creation of the archive has not been problem-free and the archive itself is an ongoing process rather than a finished product. We hope that this paper will be useful to scholars and language workers in other areas who are considering setting up their own digital archive. National Foreign Language Resource Center 14 pages http://hdl.handle.net/10125/4422 Albarillo, Emily E. and Nick Thieberger. 2009. Kaipuleohone, the University of Hawai'i's Ethnographic Archive. Language Documentation & Conservation 3(1):1-14 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License archive digital Hawai'i Kaipuleohone, the University of Hawai'i's Ethnographic Archive Text Article oai:scholarspace.manoa.hawaii.edu:10125/4433 2024-07-30 col_10125_8084 contents.pdf Language Documentation & Conservation; 2009-06; Table of Contents for Language Documentation & Conservation, Vol. 3, No. 1 (June 2009); Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4433. Language Documentation & Conservation 2009-06 Table of Contents for Language Documentation & Conservation, Vol. 3, No. 1 (June 2009) National Foreign Language Resource Center 1 pages http://hdl.handle.net/10125/4433 Table of Contents, Language Documentation & Conservation, Volume 3, Number 1 (June 2009). 1934-5275 University of Hawai'i Press Table of Contents Language Documentation & Conservation LD&C Vol. 3 No. 1 3(1) June 2009 Table of Contents, 3(1) Text Other oai:scholarspace.manoa.hawaii.edu:10125/4434 2024-08-09 col_10125_8084 editorialboard.pdf Language Documentation & Conservation; 2009-06; Editorial Board for the June 2009 issue (Volume 3, Number 1) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4434. Language Documentation & Conservation 2009-06 Editorial Board for the June 2009 issue (Volume 3, Number 1) of Language Documentation & Conservation. National Foreign Language Resource Center 1 pages http://hdl.handle.net/10125/4434 Editorial Board, Language Documentation & Conservation, Volume 3, Number 1 (June 2009) 1934-5275 University of Hawai'i Press Editorial Board Language Documentation & Conservation LD&C Vol. 3 No. 1 3(1) June 2009 Editorial Board, 3(1) Text Article oai:scholarspace.manoa.hawaii.edu:10125/4435 2024-08-15 col_10125_8084 submissions.pdf Language Documentation & Conservation; 2009-07; Submission Guidelines for the June 2009 issue (Volume 3, Number 1) of Language Documentation & Conservation.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4435. Language Documentation & Conservation 2009-07 Submission Guidelines for the June 2009 issue (Volume 3, Number 1) of Language Documentation & Conservation. National Foreign Language Resource Center 4 pages http://hdl.handle.net/10125/4435 Submission Guidelines, Language Documentation & Conservation Volume 3, Number 1 (June 2009) 1934-5275 University of Hawai'i Press Submission Guidelines Language Documentation & Conservation LD&C Vol. 3 No. 1 3(1) June 2009 Submission Guidelines, 3(1) Text Article oai:scholarspace.manoa.hawaii.edu:10125/4432 2024-08-15 col_10125_8084 terrill.pdf Terrill, Angela; 2009-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4432. Terrill, Angela 2009-06 National Foreign Language Resource Center 6 pages http://hdl.handle.net/10125/4432 Terrill, Angela. 2009. Review of Catching language: The standing challenge of grammar writing. Language Documentation & Conservation 3(1):131-136. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Review Catching language Ameka, Dench, and Evans (2006) Review of Catching language: The standing challenge of grammar writing Text Article oai:scholarspace.manoa.hawaii.edu:10125/4428 2024-08-29 col_10125_8084 newman.pdf Newman, Paul; 2009-06; Reprint from California Linguistic Notes 23(2):1,3-8 (1992).; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4428. Newman, Paul 2009-06 Reprint from California Linguistic Notes 23(2):1,3-8 (1992). National Foreign Language Resource Center 13 pages http://hdl.handle.net/10125/4428 Newman, Paul. 2009. Fieldwork and Field Methods in Linguistics. Language Documentation & Conservation 3(1):112-124. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Reprint fieldwork field methods Fieldwork and Field Methods in Linguistics Text Article oai:scholarspace.manoa.hawaii.edu:10125/4430 2024-09-09 col_10125_8084 meakins.pdf Meakins, Felicity; 2009-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4430. Meakins, Felicity 2009-06 National Foreign Language Resource Center 6 pages http://hdl.handle.net/10125/4430 Meakins, Felicity. 2009. Review of Final Cut Pro. Language Documentation & Conservation 3(1):125-130. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Review Final Cut Pro Review of Final Cut Pro Text Article oai:scholarspace.manoa.hawaii.edu:10125/4425 2024-09-15 col_10125_8084 Example14.wav Example15.wav Example16.wav Example17.wav Example18.wav margettsanna-links.pdf margettsanna-embeddedsound.pdf Margetts, Anna; 2009-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4425. Margetts, Anna 2009-06 The Saliba-Logea documentation project has been working toward a web-based text database with text-audio linkage and searchable annotations. In this article, I discuss the impact that the nature of data processing can have on linguistic analysis, and I demonstrate this on the basis of two research topics: the positioning of Postpositional Phrases and the distribution of plural markers. Saliba-Logea PPs can be ambiguous as to whether they belong to the preceding or following clause. To investigate whether there is a correlation between a PP’s position and its semantic role, text-only transcriptions turn out to be insufficient. The second question relates to the Saliba-Logea plural suffix, which originally occurred only on nouns with human referents. However, some speakers use it in novel contexts, and in order to investigate these extended uses and who drives them, access to metadata about the speakers is required. I show that text-audio linkage can be a prerequisite for analyzing syntactic constructions and that access to metadata can have a direct effect on the linguistic analysis. National Foreign Language Resource Center 13 pages http://hdl.handle.net/10125/4425 Margetts, Anna. 2009. Data Processing and its Impact on Linguistic Analysis. Language Documentation & Conservation 3(1):87-99 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License data processing Saliba-Logea text-audio link postpositional phrase plural marker Data Processing and its Impact on Linguistic Analysis Text Article oai:scholarspace.manoa.hawaii.edu:10125/4423 2024-09-15 col_10125_8084 czaykowskahiggins.pdf Czaykowska-Higgins, Ewa; 2009-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4423. Czaykowska-Higgins, Ewa 2009-06 This paper reflects on different research models in linguistic fieldwork and on different levels of engagement in and with language-speaking communities, focusing on the Canadian context. I begin by examining a linguist-focused model of research: this is language research conducted by linguists, for linguists; the language-speaking community’s participation is limited mostly to being the source of fluent speakers, and the level of engagement in the community by a linguist is relatively small. I then consider models that involve more engaged and collaborative research, and define the Community-Based Language Research model which allows for the production of knowledge on a language that is constructed for, with, and by community members, and that is therefore not primarily for or by linguists. In CBLR, linguists are actively engaged partners working collaboratively with language communities. Collaborative models of research seem to be closest in spirit to models advocated by Indigenous groups in Canada and elsewhere. I reflect here on (1) why one might choose to work within a collaborative research model, and (2) what some of the challenges are that linguists face when they conduct research collaboratively. In a broad sense the purpose of this paper is to think through some questions that an “outsider” linguist might face when undertaking linguistic research in an Indigenous community today. National Foreign Language Resource Center 37 pages http://hdl.handle.net/10125/4423 Czaykowska-Higgins, Ewa. 2009. Research Models, Community Engagement, and Linguistic Fieldwork: Reflections on Working within Canadian Indigenous Communities. Language Documentation & Conservation 3(1):15-50 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives collaboration fieldwork community-based research model Research Models, Community Engagement, and Linguistic Fieldwork: Reflections on Working within Canadian Indigenous Communities Text Article oai:scholarspace.manoa.hawaii.edu:10125/4426 2024-09-17 col_10125_8084 margettsandrew.pdf Margetts, Andrew; 2009-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4426. Margetts, Andrew 2009-06 This article focuses on our documentation project’s use of Toolbox with media files, i.e., the source audio/video material that our transcripts are based on: why we set things up the way we do, and how. The process begins with an appropriate media file. This is marked up in Transcriber to produce a series of time-aligned annotations containing transcripts and speaker names, which correspond to intonation units in the recording. The resulting file is converted to a text format that can be used natively in Toolbox and easily imported into ELAN. The article also covers techniques for managing and querying the resulting data, both within Toolbox and with spreadsheets and relational databases. Further, it discusses some other language-oriented programs (especially Transcriber and ELAN) insofar as they affect our use of Toolbox. When Toolbox is used in close conjunction with source media files, it becomes particularly powerful. Some common tasks become easier, and new types of enquiry are possible. This is largely the result of Toolbox’s ability to play discrete segments from a sound file. There is no single established methodology for creating such a conjunction, and there are a multitude of possibilities for using the results. This paper offers one account. National Foreign Language Resource Center 36 pages http://hdl.handle.net/10125/4426 Margetts, Andrew. 2009. Using Toolbox with Media Files. Language Documentation & Conservation 3(1):51-86. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Toolbox media files ELAN time-aligned transcription Transcriber Using Toolbox with Media Files Text Article oai:scholarspace.manoa.hawaii.edu:10125/4424 2024-08-04 col_10125_14450 holton.pdf Holton, Gary; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4424. Holton, Gary 2009 Just as there is no single model for community-based research, ethical standards for community engagement are not universal. Drawing from personal experiences with language documentation among threatened communities in two very different parts of the world, this paper examines the challenges of applying universal ethical guidelines for linguistic fieldwork. National Foreign Language Resource Center 15 pages http://hdl.handle.net/10125/4424 Holton, Gary. 2009. Relatively Ethical: A Comparison of Linguistic Research Paradigms in Alaska and Indonesia. Language Documentation & Conservation 3(2): 161-175. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License linguistic fieldwork Alaska eastern Indonesia ethical guidelines Relatively Ethical: A Comparison of Linguistic Research Paradigms in Alaska and Indonesia Text Article oai:scholarspace.manoa.hawaii.edu:10125/4445 2024-08-04 col_10125_14450 contents.pdf Language Documentation & Conservation; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4445. Language Documentation & Conservation 2009 National Foreign Language Resource Center 2 pages http://hdl.handle.net/10125/4445 Table of Contents, Language Documentation & Conservation, Volume 3, Number 2 (December 2009) 1934-5275 University of Hawai'i Press Table of contents Language Documentation & Conservation LD&C Vol. 3 No. 2 3(2) December 2009 Table of Contents, 3(2) Text Article oai:scholarspace.manoa.hawaii.edu:10125/4438 2024-08-09 col_10125_14450 francis.pdf Francis, Norbert, Gómez, Pablo Rogelio Navarrete; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4438. Francis, Norbert Gómez, Pablo Rogelio Navarrete 2009 In the indigenous communities of the Malintzin volcano highlands in Mexico, in the border region of the states of Puebla and Tlaxcala, speakers of Nahuatl have responded variously to the displacement of their language. In a few localities, evidence of a significant erosion appears to have sparked increased interest in both documentation (e.g., preserving a record of extant traditional narrative) and second language learning of the indigenous language by first language speakers of Spanish, and by speakers of Spanish who were once fluent speakers of Nahuatl. Modest interest has been expressed in bilingual instructional models for public schooling for children who are first language speakers of Nahuatl. Even though a small number of towns in this region have maintained high levels of Nahuatl language proficiency across the population (approaching ninety percent in two cases) continued and most likely accelerated erosion in the coming years appears to be inevitable. All demographic and sociolinguistic indicators point in this direction. We report on advances that have been made in a project that seeks to combine the tasks of Documentation and Language Learning. The following argument is presented for wider discussion: that in fact there are no inherent conflicts of interest between scientists (internal and external to the speech community) and indigenous communities as a whole regarding the goals of language maintenance, language use, and research projects related to recording and preserving an archive of the language and its various discourse forms. National Foreign Language Resource Center 16 pages http://hdl.handle.net/10125/4438 Francis, Norbert and Pablo Rogelio Navarrete Gómez. 2009. Documentation and Language Learning: Separate Agendas or Complementary Tasks? Language Documentation & Conservation 3(2):176-191. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License language documentation language learning Mexico Nahuatl Documentation and Language Learning: Separate Agendas or Complementary Tasks? Text Article oai:scholarspace.manoa.hawaii.edu:10125/4437 2024-08-09 col_10125_14450 glenn.pdf Glenn, Akiemi; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4437. Glenn, Akiemi 2009 In the literature on best practices of language documentation, “collaboration” has emerged as an important concept. While collaboration between scholars is not usually the norm in linguistics, a theory of language documentation must grapple with its theoretical orientation to collaboration. By reviewing the practices of researchers in other disciplines, this paper identifies five aspects of academic collaboration-coordination, distribution of labor, standards for interoperation, authorship and authority, and feedback—that have special bearing on the enterprise of language documentation. I investigate these as a starting point for linguists and our collaborators to consider critically what documentation project and for the discipline of linguistics. National Foreign Language Resource Center 12 pages http://hdl.handle.net/10125/4437 Glenn, Akiemi. 2009. Five Dimensions of Collaboration: Toward a Critical Theory of Coordination and Interoperability in Language Documentation. Language Documentation & Conservation 3(2):149-160. 1934-5275 University of Hawai'i Press Creative Commons Non-Commercial No Derivatives License collaboration language documentation linguistics Five Dimensions of Collaboration: Toward a Critical Theory of Coordination and Interoperability in Language Documentation Text Article oai:scholarspace.manoa.hawaii.edu:10125/4446 2024-08-09 col_10125_14450 editorialboard.pdf Language Documentation & Conservation; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4446. Language Documentation & Conservation 2009 National Foreign Language Resource Center 1 pages http://hdl.handle.net/10125/4446 Editorial Board, Language Documentation & Conservation, Volume 3, Number 2 (December 2009) 1934-5275 University of Hawai'i Press editorial board Language Documentation & Conservation LD&C Volume 3 Number 2 3(2) December 2009 Editorial Board, 3(2) Text Article oai:scholarspace.manoa.hawaii.edu:10125/4444 2024-08-13 col_10125_14450 stenzel.pdf Stenzel, Kristine; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4444. Stenzel, Kristine 2009 National Foreign Language Resource Center 7 pages http://hdl.handle.net/10125/4444 Stenzel, Kristine. 2009. Review of The writing revolution: Cuneiform to the internet. Language Documentation & Conservation 3(2):253-259. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivative License review The writing revolution: Cuneiform to the internet Gnandesikan (2009) Review of The writing revolution: Cuneiform to the internet Text Article oai:scholarspace.manoa.hawaii.edu:10125/4443 2024-08-26 col_10125_14450 ottenheimer.pdf Ottenheimer, Harriet Joseph; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4443. Ottenheimer, Harriet Joseph 2009 National Foreign Language Resource Center 6 pages http://hdl.handle.net/10125/4443 Ottenheimer, Harriet Joseph. 2009. Review of Spelling and society: The culture and politics of orthography around the world. Language Documentation & Conservation 3(2):247-252. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivative License review Spelling and society: The culture and politics of orthography around the world Sebba (2007) Review of Spelling and society: The culture and politics of orthography around the world Text Article oai:scholarspace.manoa.hawaii.edu:10125/4429 2024-08-28 col_10125_14450 barwick.pdf Barwick, Linda; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4429. Barwick, Linda 2009 National Foreign Language Resource Center 5 pages http://hdl.handle.net/10125/4429 Barwick, Linda. 2009. Review of Transcribe! Language Documentation & Conservation 3(2):236-240. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivative License review Transcribe! Seventh String Software Review of Transcribe! Text Article oai:scholarspace.manoa.hawaii.edu:10125/4440 2024-09-01 col_10125_14450 bhk-wordlist-207.wav bhk-wordlist-206.wav bhk-wordlist-205.wav bhk-wordlist-204.wav bhk-wordlist-203.wav bhk-wordlist-202.wav bhk-wordlist-201.wav bhk-wordlist-200.wav bhk-wordlist-199.wav bhk-wordlist-198.wav bhk-wordlist-197.wav bhk-wordlist-196.wav bhk-wordlist-195.wav bhk-wordlist-194.wav bhk-wordlist-193.wav bhk-wordlist-192.wav bhk-wordlist-191.wav bhk-wordlist-190.wav bhk-wordlist-189.wav bhk-wordlist-188.wav bhk-wordlist-187.wav bhk-wordlist-186.wav bhk-wordlist-185.wav bhk-wordlist-184.wav bhk-wordlist-183.wav bhk-wordlist-182.wav bhk-wordlist-181.wav bhk-wordlist-180.wav bhk-wordlist-179.wav bhk-wordlist-178.wav bhk-wordlist-177.wav bhk-wordlist-176.wav bhk-wordlist-175.wav bhk-wordlist-174.wav bhk-wordlist-173.wav bhk-wordlist-172.wav bhk-wordlist-171.wav bhk-wordlist-170.wav bhk-wordlist-169.wav bhk-wordlist-168.wav bhk-wordlist-167.wav bhk-wordlist-166.wav bhk-wordlist-165.wav bhk-wordlist-164.wav bhk-wordlist-163.wav bhk-wordlist-162.wav bhk-wordlist-161.wav bhk-wordlist-160.wav bhk-wordlist-159.wav bhk-wordlist-158.wav bhk-wordlist-157.wav bhk-wordlist-156.wav bhk-wordlist-155.wav bhk-wordlist-154.wav bhk-wordlist-153.wav bhk-wordlist-152.wav bhk-wordlist-151.wav bhk-wordlist-150.wav bhk-wordlist-149.wav bhk-wordlist-148.wav bhk-wordlist-147.wav bhk-wordlist-146.wav bhk-wordlist-145.wav bhk-wordlist-144.wav bhk-wordlist-143.wav bhk-wordlist-142.wav bhk-wordlist-141.wav bhk-wordlist-140.wav bhk-wordlist-139.wav bhk-wordlist-138.wav bhk-wordlist-137.wav bhk-wordlist-136.wav bhk-wordlist-135.wav bhk-wordlist-134.wav bhk-wordlist-133.wav bhk-wordlist-132.wav bhk-wordlist-131.wav bhk-wordlist-130.wav bhk-wordlist-129.wav bhk-wordlist-128.wav bhk-wordlist-127.wav bhk-wordlist-126.wav bhk-wordlist-125.wav bhk-wordlist-124.wav bhk-wordlist-123.wav bhk-wordlist-122.wav bhk-wordlist-121.wav bhk-wordlist-120.wav bhk-wordlist-119.wav bhk-wordlist-118.wav bhk-wordlist-117.wav bhk-wordlist-116.wav bhk-wordlist-115.wav bhk-wordlist-114.wav bhk-wordlist-113.wav bhk-wordlist-112.wav bhk-wordlist-111.wav bhk-wordlist-110.wav bhk-wordlist-109.wav bhk-wordlist-108.wav bhk-wordlist-107.wav bhk-wordlist-106.wav bhk-wordlist-105.wav bhk-wordlist-104.wav bhk-wordlist-103.wav bhk-wordlist-102.wav bhk-wordlist-101.wav bhk-wordlist-100.wav bhk-wordlist-099.wav bhk-wordlist-098.wav bhk-wordlist-097.wav bhk-wordlist-096.wav bhk-wordlist-095.wav bhk-wordlist-094.wav bhk-wordlist-093.wav bhk-wordlist-092.wav bhk-wordlist-091.wav bhk-wordlist-090.wav bhk-wordlist-089.wav bhk-wordlist-088.wav bhk-wordlist-087.wav bhk-wordlist-086.wav bhk-wordlist-085.wav bhk-wordlist-084.wav bhk-wordlist-083.wav bhk-wordlist-082.wav bhk-wordlist-081.wav bhk-wordlist-080.wav bhk-wordlist-079.wav bhk-wordlist-078.wav bhk-wordlist-077.wav bhk-wordlist-076.wav bhk-wordlist-075.wav bhk-wordlist-074.wav bhk-wordlist-073.wav bhk-wordlist-072.wav bhk-wordlist-071.wav bhk-wordlist-070.wav bhk-wordlist-069.wav bhk-wordlist-068.wav bhk-wordlist-067.wav bhk-wordlist-066.wav bhk-wordlist-065.wav bhk-wordlist-064.wav bhk-wordlist-063.wav bhk-wordlist-062.wav bhk-wordlist-061.wav bhk-wordlist-060.wav bhk-wordlist-059.wav bhk-wordlist-058.wav bhk-wordlist-057.wav bhk-wordlist-056.wav bhk-wordlist-055.wav bhk-wordlist-054.wav bhk-wordlist-053.wav bhk-wordlist-052.wav bhk-wordlist-051.wav bhk-wordlist-050.wav bhk-wordlist-049.wav bhk-wordlist-048.wav bhk-wordlist-047.wav bhk-wordlist-046.wav bhk-wordlist-045.wav bhk-wordlist-044.wav bhk-wordlist-043.wav bhk-wordlist-042.wav bhk-wordlist-041.wav bhk-wordlist-040.wav bhk-wordlist-039.wav bhk-wordlist-038.wav bhk-wordlist-037.wav bhk-wordlist-036.wav bhk-wordlist-035.wav bhk-wordlist-034.wav bhk-wordlist-033.wav bhk-wordlist-032.wav bhk-wordlist-031.wav bhk-wordlist-030.wav bhk-wordlist-029.wav bhk-wordlist-028.wav bhk-wordlist-027.wav bhk-wordlist-026.wav bhk-wordlist-025.wav bhk-wordlist-024.wav bhk-wordlist-023.wav bhk-wordlist-022.wav bhk-wordlist-021.wav bhk-wordlist-020.wav bhk-wordlist-019.wav bhk-wordlist-018.wav bhk-wordlist-017.wav bhk-wordlist-016.wav bhk-wordlist-015.wav bhk-wordlist-014.wav bhk-wordlist-013.wav bhk-wordlist-012.wav bhk-wordlist-011.wav bhk-wordlist-010.wav bhk-wordlist-009.wav bhk-wordlist-008.wav bhk-wordlist-007.wav bhk-wordlist-006.wav bhk-wordlist-005.wav bhk-wordlist-004.wav bhk-wordlist-003.wav bhk-wordlist-002.wav bhk-wordlist-001.wav olson09-embeddedsound.pdf olson09-link.pdf Olson, Kenneth S., Ballenas, Emy T., Borromeo, Nilo M.; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4440. Olson, Kenneth S. Ballenas, Emy T. Borromeo, Nilo M. 2009 This paper presents a 207-item digital wordlist of Buhi’non, an Austronesian language spoken in the Philippines. The wordlist includes a broad phonetic transcription of each word, an English gloss, an individual WAV recording of each item, and metadata for resource discovery. An archival form of the wordlist was deposited into an institutional archive (Kaipuleohone, the University of Hawai‘i Digital Ethnographic Archive) and includes the original WAV file of the entire wordlist recording session, descriptive markup encoding of the wordlist in XML employing Unicode transcription, TIFF images of the original field transcriptions, and the metadata record. The presentation form was then generated directly from the archival form. National Foreign Language Resource Center 13 pages http://hdl.handle.net/10125/4440 Olson, Kenneth S., Emy T. Ballenas, and Nilo M. Borromeo. 2009. Buhi'non (Bikol) Digital Wordlist: Presentation Form. Language Documentation & Conservation 3(2):213-225. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License wordlist Buhi'non Bikol Philippines Buhi'non (Bikol) Digital Wordlist: Presentation Form Text Article oai:scholarspace.manoa.hawaii.edu:10125/4442 2024-09-07 col_10125_14450 kotcheva.pdf Kotcheva, Kristina; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4442. Kotcheva, Kristina 2009 National Foreign Language Resource Center 8 pages http://hdl.handle.net/10125/4442 Kotcheva, Kristina. 2009. Review of LEXUS. Language Documentation & Conservation 3(2):241-246. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivative License review LEXUS Max Planck Institute for Psycholinguistics Nijmegen lexical data Review of LEXUS Text Article oai:scholarspace.manoa.hawaii.edu:10125/4441 2024-09-08 col_10125_14450 afitska.pdf Afitska, Oksana; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4441. Afitska, Oksana 2009 National Foreign Language Resource Center 10 pages http://hdl.handle.net/10125/4441 Afitska, Oksana. 2009. Review of Transana 2.30. Language Documentation & Conservation 3(2):226-235. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License review Transana 2.30 transcription Wisconsin Center for Education Research video audio Review of Transana 2.30 Text Article oai:scholarspace.manoa.hawaii.edu:10125/4447 2024-09-11 col_10125_14450 submissions.pdf Language Documentation & Conservation; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4447. Language Documentation & Conservation 2009 National Foreign Language Resource Center 3 pages http://hdl.handle.net/10125/4447 Submission Guidelines, Language Documentation & Conservation, Volume 3, Number 2 (December 2009) 1934-5275 University of Hawai'i Press submission guidelines Language Documentation & Conservation LD&C Volume 3 Number 2 3(2) December 2009 Submission Guidelines, 3(2) Text Article oai:scholarspace.manoa.hawaii.edu:10125/4436 2024-09-13 col_10125_14450 amery.pdf Amery, Rob; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4436. Amery, Rob 2009 The description of Indigenous languages has typically focussed on structural properties of languages (phonology, morphology, and syntax). Comparatively little attention has been given to the documentation of language functions or the most commonly occurring speech formulas. Speech formulas are often culturally-specific and idiomatic and cannot be reliably reconstituted from a knowledge of grammar and lexicon alone. Many linguists and lexicographers seem to have an implicit relic view of language, as if they have been trying to capture the “pure” language uncontaminated by language and culture contact. Accordingly, borrowed terms and neologisms are typically omitted or underrepresented in dictionaries. Recorded texts have tended to be myths or texts about traditional culture. Conversations and texts about everyday life, especially in non-traditional contexts, are ignored. How can we ensure that language descriptions are maximally useful, not only to linguists, but to the people most closely associated with the languages, who may wish to revive them? Considerable time is needed to produce a maximally useful description of a language and its uses. Suggestions made here emerge from first-hand experience working with Yolngu and Pintupi people in non-traditional domains, as well as from attempts to re-introduce Kaurna on the basis of nineteenth-century documentation. National Foreign Language Resource Center 11 pages http://hdl.handle.net/10125/4436 Amery, Rob. 2009. Phoenix or Relic? Documentation of Languages with Revitalization in Mind. Language Documentation & Conservation 3(2):138-148. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License language revitalization speech formula Australia Yolngu Pintupi Kaurna Phoenix or Relic? Documentation of Languages with Revitalization in Mind Text Article oai:scholarspace.manoa.hawaii.edu:10125/4439 2024-09-18 col_10125_14450 rau09.pdf Rau, D. Victoria, Yang, Meng-Chien, Chang, Hui-Huan Ann, Dong, Maa-Neu; 2009; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4439. Rau, D. Victoria Yang, Meng-Chien Chang, Hui-Huan Ann Dong, Maa-Neu 2009 This paper provides a model of language documentation and conservation in Taiwan to illustrate how online dictionaries have been produced by a collaborative team, and how technology has been used in the process to create a formalized model of existing indigenous knowledge. Our interactions with the Yami community over the past decade have led us to believe that a cooperation framework involving three groups of experts provides necessary “scaffolding” before an “egalitarian” wiki style of online dictionary or ontology building can be attempted. In addition, ontology building requires triangulation of various sources of human interpretations. It is not possible to build an ontology only based on sophisticated machine reasoning. We hope this model of collaboration can serve as a feasible model for other projects in language revitalization and capacity building in the future. National Foreign Language Resource Center 21 pages http://hdl.handle.net/10125/4439 Rau, D. Victoria, Meng-Chien Yang, Hui-Huan Ann Chang, and Maa-Neu Dong. 2009. Online Dictionary and Ontology Building for Austronesian Languages in Taiwan. Language Documentation & Conservation 3(2):192-212. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License online dictionary ontology Austronesian Taiwan Online Dictionary and Ontology Building for Austronesian Languages in Taiwan Text Article oai:scholarspace.manoa.hawaii.edu:10125/4479 2024-07-31 col_10125_16319 reiman.pdf Sound01.mp3 Sound02.mp3 Sound03.mp3 Reiman, D. Will; 2010-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4479. Reiman, D. Will 2010-12 Since at least 1992, when Michael Krauss presented the topic of language endangerment in Language, linguists have been wrestling with the problem that languages are disappearing from the earth faster than they can be satisfactorily documented. This paper advocates a methodology for documenting languages that minimizes the use of high-cost means of recording comments on recorded language data (written annotation), focusing instead on making low-cost means (oral annotation) more effective. I present here a brief history of the origins of the method, detail how the annotation process is executed, and evaluate its effectiveness in several dimensions. Finally, since it is an emerging technique, I will also discuss the directions in which the research on this methodology ought to develop. National Foreign Language Resource Center 15 pages http://hdl.handle.net/10125/4479 Reiman, D. Will. 2010. Basic oral language documentation. Language Documentation & Conservation 4. 254-268. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa oral language documentation oral annotation Basic oral language documentation Text Article oai:scholarspace.manoa.hawaii.edu:10125/4480 2024-08-02 col_10125_16319 voinov.pdf Voinov, Vitaly; 2010-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4480. Voinov, Vitaly 2010-12 One small but practical way of empowering speakers of an endangered language to maintain their language’s vitality amidst a climate of rapid globalization is to introduce a mother-tongue version of the popular word game Scrabble into their society. This paper examines how versions of Scrabble have been developed and used for this purpose in various endangered or non-prestige languages, with a focus on the Tuvan language of south Siberia, for which the author designed a Tuvan version of the game. Playing Scrabble in their mother tongue offers several benefits to speakers of an endangered language: it presents a communal approach to group literacy, promotes the use of a standardized orthography, creates new opportunities for intergenerational transmission of the language, expands its domains of usage, and may heighten the language’s external and internal prestige. Besides demonstrating the benefits of Scrabble, the paper also offers practical suggestions concerning both linguistic factors (e.g., choice of letters to be included, calculation of letter frequencies, dictionary availability) and non-linguistic factors (board design, manufacturing, legal issues, etc.) relevant to producing Scrabble in other languages for the purpose of revitalization. National Foreign Language Resource Center 18 pages http://hdl.handle.net/10125/4480 Voinov, Vitaly. 2010. Words should be fun: Scrabble as a tool for language preservation in Tuvan and other local languages. Language Documentation & Conservation 4. 213-230. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa Tuvan Scrabble language revitalization Words should be fun: Scrabble as a tool for language preservation in Tuvan and other local languages Text Article oai:scholarspace.manoa.hawaii.edu:10125/4469 2024-08-04 col_10125_16319 jrmks.pdf Ringersma, Jacquelijn, Kemps-Snijders, Marc; 2010; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4469. Ringersma, Jacquelijn Kemps-Snijders, Marc 2010 National Foreign Language Resource Center 3 pages http://hdl.handle.net/10125/4469 Ringersma, Jacquelijn and Marc Kemps-Snijders. 2010. Reaction to the LEXUS review in the LD&C Vol. 3, No. 2. Language Documentation & Conservation 4. 75-77. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa LEXUS reaction to LD&C Vol. 3, No. 2 Reaction to the LEXUS review in the LD&C Vol. 3, No. 2. Text Article oai:scholarspace.manoa.hawaii.edu:10125/4468 2024-08-07 col_10125_16319 mihasloomis.pdf Mihas, Elena, Loomis, Jeffrey J.; 2010; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4468. Mihas, Elena Loomis, Jeffrey J. 2010 National Foreign Language Resource Center 9 pages http://hdl.handle.net/10125/4468 Mihas, Elena and Jeffrey J. Loomis. 2010. Review of High definition video camera HDC-HS 100P/PC and HD Writer 2.6E High Definition Image Management/Easy Editing Software. Language Documentation & Conservation 4. 66-74. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa high-definition video DVD Review of High Definition Video Camera HDC-HS 100P/PC and HD Writer 2.6E High Definition Image Management/Easy Editing Software Text Article oai:scholarspace.manoa.hawaii.edu:10125/4483 2024-08-09 col_10125_16319 contents2010.pdf Language Documentation & Conservation; 2010-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4483. Language Documentation & Conservation 2010-12 National Foreign Language Resource Center 2 pages http://hdl.handle.net/10125/4483 Table of contents, Language Documentation & Conservation, Volume 4, 2010. 1934-5275 University of Hawai'i Press Attribution Non-Commercial No Derivatives by-nc-nd-nsa Table of contents Volume 4 2010 LD&C Language Documentation & Conservation Table of Contents, Volume 4 Text Other oai:scholarspace.manoa.hawaii.edu:10125/4485 2024-08-09 col_10125_16319 submissions2010.pdf Language Documentation & Conservation; 2010-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4485. Language Documentation & Conservation 2010-12 National Foreign Language Resource Center 3 pages http://hdl.handle.net/10125/4485 Submission Guidelines, Language Documentation & Conservation, Volume 4, 2010. 1934-5275 University of Hawai'i Press Attribution Non-Commercial No Derivatives by-nc-nd-nsa submission guidelines Volume 4 2010 LD&C Language Documentation & Conservation Submission Guidelines, Volume 4 Text Article oai:scholarspace.manoa.hawaii.edu:10125/4464 2024-08-10 col_10125_16319 example02.wav example03.wav example05.wav example06.wav example07.wav example08.wav example10.wav example11.wav example13.wav example15.wav example16.wav example17.wav example19.wav example20.wav example21.wav example23.wav example24.wav example25.wav example26.wav example27.wav example28.wav example29.wav example30.wav example31.wav example33.wav example35.wav example37.wav example38.wav example40.wav example41.wav example43.wav example44.wav example45.wav example47.wav example48.wav example49.wav example50.wav example51.wav example52.wav example53.wav example54.wav example56.wav example57.wav example59.wav example61.wav example62.wav feelingetal-sounds.pdf feelingetal-nosound.pdf Feeling, Durbin, Armer, Christine, Foster, Charles, Berardo, Marcellino, O'Neill, Sean; 2010-06-01; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4464. Feeling, Durbin Armer, Christine Foster, Charles Berardo, Marcellino O'Neill, Sean 2010-06-01 In this paper we show that much can be gained when speakers of an endangered language team up with linguistic anthropologists to comment on the documentary record of an endangered language. The Cherokee speakers in this study examined published linguistic data of a relatively understudied grammatical construction, Cherokee prepronominals. They commented freely on the form, usage, context, meaning, dialect, and other related aspects of the construction. As a result of this examination, we make the data of Cherokee prepronominals applicable to a wider audience, including other Cherokee speakers, teachers, language learners, and general community members, as well as linguists and anthropologists. National Foreign Language Resource Center 21 pages http://hdl.handle.net/10125/4464 Feeling, Durbin, Christine Armer, Charles Foster, Marcellino Berardo, & Sean O'Neill. 2010. Why Revisit Published Data of an Endangered Language with Native Speakers? An Illustration from Cherokee. Language Documentation & Conservation 4. 1-21. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Attribution Non-Commercial Share Alike by-nc-d-sa Cherokee published data prepronominal Oklahoma North Carolina Why Revisit Published Data of an Endangered Language with Native Speakers? An Illustration from Cherokee Text Article oai:scholarspace.manoa.hawaii.edu:10125/4482 2024-08-12 col_10125_16319 leonardhaynes.pdf Leonard, Wesley Y., Haynes, Erin; 2010-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4482. Leonard, Wesley Y. Haynes, Erin 2010-12 Though increasingly hailed as a best practice for linguistic field research, the notion of “collaboration” is rarely truly inclusive of both the “researcher” and the “researched.” This paper examines common assumptions about collaboration, particularly as they pertain to endangered language research, and advocates a paradigm shift toward a model that is truly in line with the “Respect for Persons” principle of the Belmont Report, the federal guide for ethical human research in the United States. We examine and critique other proposed forms of collaboration in linguistics, offering instead a model that incorporates the needs and expertise of all people involved in a research study. Specifically, we argue that true collaboration necessitates a collaborative approach in the very first stage of defining research roles and goals through collaborative consultation. We illustrate this approach through two case studies in Warm Springs (Oregon) and Miami (Oklahoma) communities. First, we examine our experiences conducting collaborative research within these communities. Second, we present a microanalysis of formal collaborative methods, focusing specifically on the question of determining speakerhood for linguistic fieldwork. We present collaboration as a philosophy and approach to developing a research program and demonstrate how this approach enhances rather than detracts from academic integrity. National Foreign Language Resource Center 26 pages http://hdl.handle.net/10125/4482 Leonard, Wesley Y. & Erin Haynes. 2010. Making “collaboration” collaborative: An examination of perspectives that frame linguistic field research. Language Documentation & Conservation 4. 269-293. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Attribution Non-Commercial Share Alike by-nc-d-sa collaboration linguistic research community Making “collaboration” collaborative: An examination of perspectives that frame linguistic field research Text Article oai:scholarspace.manoa.hawaii.edu:10125/4474 2024-08-20 col_10125_16319 harmonloh.pdf Harmon, David, Loh, Jonathan; 2010-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4474. Harmon, David Loh, Jonathan 2010-09 The Index of Linguistic Diversity (ILD) is a new quantitative measure of trends in linguistic diversity. To derive the ILD we created a database of time-series data on language demographics, which we believe to be the world’s largest. So far, the database contains information from nine editions of Ethnologue and five other compendia of speaker numbers. The initial version of the ILD, which draws solely on the Ethnologue subset of these data, is based on a representative random sample of 1,500 of the world’s 7,299 languages (as listed in the 2005 edition). At the global level, the ILD measures how far, on average, the world’s languages deviate from a hypothetical situation of stability in which each language is neither increasing nor decreasing its share of the total population of the grouping. The ILD can also be used to assess trends at various subglobal groupings. Key findings: • Globally, linguistic diversity declined 20% over the period 1970–2005. • The diversity of the world’s indigenous languages declined 21%. • Regionally, indigenous linguistic diversity declined over 60% in the Americas, 30% in the Pacific (including Australia), and almost 20% in Africa. National Foreign Language Resource Center 55 pages http://hdl.handle.net/10125/4474 Harmon, David and Jonathan Loh. 2010. The index of linguistic diversity: A new quantitative measure of trends in the status of the world's languages. Language Documentation & Conservation 4. 97-151. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Attribution Non-Commercial Share Alike by-nc-d-sa language trends indices linguistic diversity cultural diversity The index of linguistic diversity: A new quantitative measure of trends in the status of the world's languages Text Article oai:scholarspace.manoa.hawaii.edu:10125/4473 2024-08-23 col_10125_16319 payne.pdf Payne, Thomas E.; 2010-08; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4473. Payne, Thomas E. 2010-08 National Foreign Language Resource Center 7 pages http://hdl.handle.net/10125/4473 Payne, Thomas E. 2010. Review of Field linguistics: A beginner's guide. Language Documentation & Conservation 4. 90-96 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial by-nc-d-nsa book review Terry Crowley Field linguistics Review of Field linguistics: A beginner's guide Text Article oai:scholarspace.manoa.hawaii.edu:10125/4465 2024-08-24 col_10125_16319 guerinlacrampe.pdf Guérin, Valérie, Lacrampe, Sébastien; 2010; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4465. Guérin, Valérie Lacrampe, Sébastien 2010 Although language documentation calls for linguists, anthropologists, ethnomusicologists, and other scholars to work with each other, as well as with language communities, graduate students in linguistics often miss out on both parts of this enterprise: they have little opportunity to work on such teams and spend most of their fieldwork as “lone wolves.” In this paper, we reflect on our experiences as first-time fieldworkers and discuss how we managed to rid ourselves of the “lone wolf” label. We first discuss some of the challenges we faced in gaining the support of the communities we worked with. We then isolate the factors which facilitated our social integration and the benefits this had on our overall documentation projects. National Foreign Language Resource Center 12 pages http://hdl.handle.net/10125/4465 Guérin, Valérie and Sébastien Lacrampe. 2010. Trust Me, I am a Linguist! Building Partnership in the Field. Language Documentation & Conservation 4, 22-33. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Attribution Non-Commercial Share Alike by-nc-d-sa language documentation fieldwork collaboration Trust Me, I am a Linguist! Building Partnership in the Field Text Article oai:scholarspace.manoa.hawaii.edu:10125/4476 2024-08-28 col_10125_16319 dobrin.pdf Dobrin, Lise M.; 2010-11; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4476. Dobrin, Lise M. 2010-11 National Foreign Language Resource Center 10 pages http://hdl.handle.net/10125/4476 Dobrin, Lise M. 2010. Review of Language and poverty. Language Documentation & Conservation 4. 159-168. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa book review Language and poverty Wayne Harbert Sally McConnell-Ginet Amanda Miller John Whitman Review of Language and poverty Text Article oai:scholarspace.manoa.hawaii.edu:10125/4467 2024-08-29 col_10125_16319 farrar.pdf Farrar, Scott; 2010; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4467. Farrar, Scott 2010 National Foreign Language Resource Center 6 pages http://hdl.handle.net/10125/4467 Farrar, Scott. 2010. Review of TypeCraft. Language Documentation & Conservation 4. 60-65. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Attribution Non-Commercial Share Alike by-nc-d-sa TypeCraft on-line database annotation Review of TypeCraft Text Article oai:scholarspace.manoa.hawaii.edu:10125/4481 2024-08-31 col_10125_16319 jany.pdf Jany, Carmen; 2010-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4481. Jany, Carmen 2010-12 Many discussions of orthography development center on the later stages of such endeavors and on the impact of newly developed orthographies over an extended period of time. This paper focuses on the early stages of orthography development for Chuxnabán Mixe, a previously undocumented language, and the establishment of a working orthography in collaboration with the community for the purpose of language documentation. The orthography design follows many of the linguistic, pedagogical, sociopolitical, and practical principles observed in new orthographies, such as phonemic orientation, maximum ease of learning, local acceptability, and ease of use with computers and new media. While the community favors using conventions from the dominant language, Spanish, it also prefers dialectal particularity over multidialectal uniformity. Chuxnabán Mixe is a Mixean language spoken by 900 people in one village in Oaxaca, Mexico. Limited documentation is available for some of the other Mixean varieties, but there is no widely used uniform orthography. Mixean languages and dialects differ primarily in their vowel systems, and each variety, if documented, has its own orthographic conventions established, often highlighting dialectal idiosyncrasies. This paper illustrates the orthography development and discusses some of the similarities to and differences from other orthographic conventions used for this language family. National Foreign Language Resource Center 23 pages http://hdl.handle.net/10125/4481 Jany, Carmen. 2010. Orthography design for Chuxnabán Mixe. Language Documentation & Conservation 4. 231-253. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa Chuxnabán Mixe orthography Orthography design for Chuxnabán Mixe Text Article oai:scholarspace.manoa.hawaii.edu:10125/4471 2024-09-08 col_10125_16319 rogers.pdf Rogers, Chris; 2010; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4471. Rogers, Chris 2010 National Foreign Language Resource Center 7 pages http://hdl.handle.net/10125/4471 Rogers, Chris. 2010. Review of Fieldworks Language Explorer (FLEx) 3.0. Language Documentation & Conservation 4. 78-84. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa FLEx Fieldworks Language Explorer Review of Fieldworks Language Explorer (FLEx) 3.0 Text Article oai:scholarspace.manoa.hawaii.edu:10125/4484 2024-09-09 col_10125_16319 editorialboard2010.pdf Language Documentation & Conservation; 2010-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4484. Language Documentation & Conservation 2010-12 National Foreign Language Resource Center 1 pages http://hdl.handle.net/10125/4484 Editorial Board, Language Documentation & Conservation Volume 4, 2010. 1934-5275 University of Hawai'i Press Attribution Non-Commercial No Derivatives by-nc-nd-nsa Editorial Board Volume 4 2010 LD&C Language Documentation & Conservation Editorial Board, Volume 4 Text Article oai:scholarspace.manoa.hawaii.edu:10125/4466 2024-09-12 col_10125_16319 stebbinshellwig.pdf Stebbins, Tonya N., Hellwig, Birgit; 2010; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4466. Stebbins, Tonya N. Hellwig, Birgit 2010 This paper describes a pilot project to develop a machine-readable corpus of early twentieth-century Sm’algyax texts from a large collection of handwritten manuscripts collected by the Tsimshian ethnographer and chief William Beynon. The project seeks to ensure that the materials produced are maximally accessible to the Tsimshian community. It relates established principles for corpus design to practical issues in language retrieval, recognizing that the corpus will likely function as an intermediate stage between the original manuscripts and any language materials developed by the community. The paper is addressed primarily to linguists working on language retrieval projects but may also be of use to communities who are working with linguists, as it provides insight into the concerns and preoccupations that linguists bring to such tasks. National Foreign Language Resource Center 26 pages http://hdl.handle.net/10125/4466 Stebbins, Tonya N. and Birgit Hellwig. 2010. Principles and Practicalities of Corpus Design in Language Retrieval: Issues in the Digitization of the Beynon Corpus of Early Twentieth-Century Sm’algyax Materials. Language Documentation & Conservation 4. 34-59. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa corpus Sm'algyax William Beynon Tsimshian Principles and Practicalities of Corpus Design in Language Retrieval: Issues in the Digitization of the Beynon Corpus of Early Twentieth-Century Sm’algyax Materials Text Article oai:scholarspace.manoa.hawaii.edu:10125/4478 2024-09-13 col_10125_16319 hammarstrom.pdf Hammarström, Harald; 2010-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4478. Hammarström, Harald 2010-12 This paper aims to list all known language families that are not yet extinct and all of whose member languages are very poorly documented, i.e., less than a sketch grammar’s worth of data has been collected. It explains what constitutes a valid family, what amount and kinds of documentary data are sufficient, when a language is considered extinct, and more. It is hoped that the survey will be useful in setting priorities for documentation fieldwork, in particular for those documentation efforts whose underlying goal is to understand linguistic diversity. National Foreign Language Resource Center 36 pages http://hdl.handle.net/10125/4478 Hammarström, Harald. 2010. The status of the least documented language families in the world. Language Documentation & Conservation 4. 177-212. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Attribution Non-Commercial Share Alike by-nc-d-sa least documented language families language survey The status of the least documented language families in the world Text Article oai:scholarspace.manoa.hawaii.edu:10125/4472 2024-09-13 col_10125_16319 harmon.pdf Harmon, David; 2010-08; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4472. Harmon, David 2010-08 National Foreign Language Resource Center 5 pages http://hdl.handle.net/10125/4472 Harmon, David. 2010. Review of Dying words: Endangered languages and what they have to tell us. Language Documentation & Conservation 4. 85-89. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Attribution Non-Commercial Share Alike by-nc-d-sa book review Nicholas Evans Dying words Review of Dying words: Endangered languages and what they have to tell us Text Article oai:scholarspace.manoa.hawaii.edu:10125/4477 2024-09-14 col_10125_16319 bah.pdf Bah, Oumar; 2010-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4477. Bah, Oumar 2010-12 National Foreign Language Resource Center 8 pages http://hdl.handle.net/10125/4477 Bah, Oumar. 2010. Review of Matapuna dictionary writing system. Language Documentation & Conservation 4. 169-176. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa Matapuna dictionary writing system Thinktank Consulting Limited Review of Matapuna dictionary writing system Text Article oai:scholarspace.manoa.hawaii.edu:10125/4475 2024-09-15 col_10125_16319 dimmendaal.pdf Dimmendaal, Gerrit J.; 2010-11; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4475. Dimmendaal, Gerrit J. 2010-11 The audio-visual documentation of language corpora provides new opportunities for the analysis of languages in their cultural context. For the linguist interested in this endeavour, the integration of sound and video recordings and the recording of linguistic practices raise new questions, not only concerning ethics, but also aesthetics. In this brief contribution, it is argued that the linguistic community involved in language documentation may learn from the knowledge and experience acquired by ethnocinematographers in this respect. National Foreign Language Resource Center 7 pages http://hdl.handle.net/10125/4475 Dimmendaal, Gerrit J. 2010. Language description and “the new paradigm”: What linguists may learn from ethnocinematographers. Language Documentation & Conservation 4. 152-158. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa audio-visual recording ethnocinematographer language documentation Language description and “the new paradigm”: What linguists may learn from ethnocinematographers Text Article oai:scholarspace.manoa.hawaii.edu:10125/4490 2024-07-31 col_10125_19894 hammond.pdf Hammond, Jeremy; 2011-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4490. Hammond, Jeremy 2011-09 National Foreign Language Resource Center 12 pages http://hdl.handle.net/10125/4490 Hammond, Jeremy. 2011. Review of JVC GY-HM100U HD video camera and FFmpeg libraries. Language Documentation & Conservation. 69-80. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa JVC video camera FFmpeg libraries Review of JVC GY-HM100U HD video camera and FFmpeg libraries Text Article oai:scholarspace.manoa.hawaii.edu:10125/4488 2024-08-01 col_10125_19894 rath.pdf Rath, Alex; 2011-04; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4488. Rath, Alex 2011-04 National Foreign Language Resource Center 6 pages http://hdl.handle.net/10125/4488 Rath, Alex. 2011. Review of NViVo 8. Language Documentation & Conservation 5. 60-65. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License NViVo 8 multimedia qualitative linguistic analysis corpus linguistics Review of NViVo 8 Text Article oai:scholarspace.manoa.hawaii.edu:10125/4487 2024-08-03 col_10125_19894 090-patoon01-MaranaoLRa.wav 070-taaman01-MaranaoLRa.wav 049-akad01-MaranaoLRa.wav B129-tagithing01-MaranaoLR.wav B022-botha'01-MaranaoLR.wav B118-sezed01-MaranaoLR.wav A16b-kabang01-MaranaoLRb.wav B110-salozog01-MaranaoLR.wav B082-othang01-MaranaoLR.wav B104-rikhot01-MaranaoLR.wav B019-bokharaw01-MaranaoLR.wav A17a-lozak01-MaranaoLRb.wav B148-thak01-MaranaoLR.wav A48a-zendad01-MaranaoLRb.wav A07a-ikhan01-MaranaoLRb.wav A45b-titig01-MaranaoLRb.wav B099-repheda'01-MaranaoLR.wav B131-takhip01-MaranaoLR.wav B043-gepha01-MaranaoLR.wav B085-ozad01-MaranaoLR.wav 010-titho01-MaranaoLR.wav A27b-paginom01-MaranaoLRb.wav 112-mbaling01-MaranaoLR.wav B057-kikhil01-MaranaoLR.wav B100-rethon01-MaranaoLR.wav 107-pagekhapen01-MaranaoLR.wav B102-rezik01-MaranaoLR.wav B066-lephad01-MaranaoLR.wav B074-makhap01-MaranaoLR.wav B064-lazowag01-MaranaoLR.wav B053-kekhem01-MaranaoLR.wav A22a-ozor01-MaranaoLRb.wav 062-powasa02-MaranaoLRa.wav 093-bati'_ika02-MaranaoLRa.wav A08a-iza'01-MaranaoLRb.wav 011-da'01-MaranaoLR.wav A29b-pagontod01-MaranaoLRb.wav A46a-titho01-MaranaoLRb.wav 074-litha'_ami01-MaranaoLRa.wav B032-dekha'01-MaranaoLR.wav 057-kagaga01-MaranaoLRa.wav B106-sakhaw01-MaranaoLR.wav 026-otho01-MaranaoLR.wav 127-ndoroo01-MaranaoLR.wav B012-bethas01-MaranaoLR.wav A05a-botha'01-MaranaoLRb.wav A27a-phaginom01-MaranaoLRb.wav B059-kokhom01-MaranaoLR.wav 096-Tomepad_tano.wav B005-bathik01-MaranaoLR.wav A19a-othang01-MaranaoLRb.wav B134-tarathad01-MaranaoLR.wav B055-kekher01-MaranaoLR.wav B149-thebaan01-MaranaoLR.wav 047-diyamaat01-MaranaoLRa.wav 097-Da_pen_tepad.wav A29a-phagontod01-MaranaoLRb.wav B050-karekhad01-MaranaoLR.wav B011-bethang01-MaranaoLR.wav 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B004-bathiag01-MaranaoLR.wav B025-bozo'01-MaranaoLR.wav A20a-otho01-MaranaoLRb.wav A09b-kakar01-MaranaoLRb.wav B040-dozo'01-MaranaoLR.wav 115-di'01-MaranaoLRa.wav B051-kekhang01-MaranaoLR.wav 044-salasa01-MaranaoLRa.wav 051-karam01-MaranaoLRa.wav B114-sekhad01-MaranaoLR.wav 119-Antonaa_i_kinowa_o_wata_aka.wav B024-bothong01-MaranaoLR.wav A14a-kokhor01-MaranaoLRb.wav A40b-tekaw01-MaranaoLRb.wav B142-tekhiang01-MaranaoLR.wav 128-ndodon01-MaranaoLR.wav 078-papag01-MaranaoLR.wav B035-dephak01-MaranaoLR.wav B137-tathad01-MaranaoLR.wav 050-kalal01-MaranaoLRa.wav B052-kekheb01-MaranaoLR.wav B136-tathab01-MaranaoLR.wav B092-pethad01-MaranaoLR.wav A23a-paphag01-MaranaoLRb.wav A25b-pagayon01-MaranaoLRb.wav B143-tephak01-MaranaoLR.wav B073-lozeg01-MaranaoLR.wav A14b-kokor01-MaranaoLRb.wav 065-mbayadan02-MaranaoLRa.wav B097-pozan01-MaranaoLR.wav B107-sakhob01-MaranaoLR.wav 067-tikhawan01-MaranaoLRa.wav B119-sezen01-MaranaoLR.wav A04b-beto01-MaranaoLRb.wav A32a-phelalakaw01-MaranaoLRb.wav 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B075-mariphes01-MaranaoLR.wav B044-iphed01-MaranaoLR.wav A03a-bethang01-MaranaoLRb.wav 061-phowasa01-MaranaoLRa.wav A11a-khan01-MaranaoLRb.wav B109-salokhod01-MaranaoLR.wav A08b-isa01-MaranaoLRb.wav 076-babo'_oka02-MaranaoLRa.wav 063-ziyapen01-MaranaoLRa.wav B132-talekheb01-MaranaoLR.wav B140-tekhaw01-MaranaoLR.wav 025-thondog01-MaranaoLR.wav A28a-phagonot01-MaranaoLRb.wav 053-kadi'01-MaranaoLRa.wav B117-sezal01-MaranaoLR.wav B086-ozak01-MaranaoLR.wav 123-kambalay01-MaranaoLRa.wav B088-ozor01-MaranaoLR.wav B009-bekhes01-MaranaoLR.wav B151-tiphes01-MaranaoLR.wav B146-tephol01-MaranaoLR.wav B144-tephed01-MaranaoLR.wav A24b-pagawa'01-MaranaoLRb.wav A21a-ozod01-MaranaoLRb.wav TEXT-so_endo_ago_so_alongan-MaranaoLR.wav 125-ron01-MaranaoLR.wav B049-kakhar01-MaranaoLR.wav 101-tharo'01-MaranaoLR.wav A35a-rezik01-MaranaoLRb.wav 069-thoosan01-MaranaoLRa.wav A25a-phagayon01-MaranaoLRb.wav 105-khap01-MaranaoLR.wav B077-mazem01-MaranaoLR.wav 021-ngenger01-MaranaoLR.wav B054-kekhen01-MaranaoLR.wav A12a-khaped01-MaranaoLRb.wav B026-bozod01-MaranaoLR.wav A34b-perabak01-MaranaoLRb.wav 002-tahon01-MaranaoLRa.wav A31b-pamola01-MaranaoLRb.wav 055-diyakat01-MaranaoLRa.wav A31a-phamola01-MaranaoLRb.wav B122-sizing01-MaranaoLR.wav 003-hadapan01-MaranaoLRa.wav 087-tahon02-MaranaoLRa.wav B048-kakhag01-MaranaoLR.wav 056-tawpik01-MaranaoLRa.wav 114-nggalebek01-MaranaoLR.wav B103-rikhet01-MaranaoLR.wav A39a-talikhod01-MaranaoLRb.wav B084-otho01-MaranaoLR.wav B003-bakhowas01-MaranaoLR.wav 014-sizing01-MaranaoLR.wav 084-aper01-MaranaoLR.wav 077-bolotho01-MaranaoLR.wav A50b-song01-MaranaoLRb.wav 038-kaka01-MaranaoLRa.wav A46b-tito01-MaranaoLRb.wav 081-phiyor01-MaranaoLR.wav B091-pepheg01-MaranaoLR.wav B126-sophon01-MaranaoLR.wav B047-izan01-MaranaoLR.wav A09a-kakhar01-MaranaoLRb.wav B041-dozol01-MaranaoLR.wav A23b-papag01-MaranaoLRb.wav B039-dirizo01-MaranaoLR.wav B081-ophit01-MaranaoLR.wav A18b-matay01-MaranaoLRb.wav 122-walay01-MaranaoLR.wav B080-mozeng01-MaranaoLR.wav B145-tephiring01-MaranaoLR.wav B028-daphik01-MaranaoLR.wav A33a-phelangoy01-MaranaoLRb.wav A42b-tindeg01-MaranaoLRb.wav 058-kaka01-MaranaoLRa.wav B083-othat01-MaranaoLR.wav A39b-likod01-MaranaoLRb.wav 017-ayon01-MaranaoLR.wav B120-sikhem01-MaranaoLR.wav 035-kalo'01-MaranaoLRa.wav 033-pato'01-MaranaoLRa.wav B087-ozod01-MaranaoLR.wav 086-tohan02-MaranaoLRa.wav B112-sapher01-MaranaoLR.wav B135-taretheb01-MaranaoLR.wav 031-endo'01-MaranaoLR.wav B121-sikhol01-MaranaoLR.wav 103-thak01-MaranaoLR.wav A42a-thindeg01-MaranaoLRb.wav B010-bekhog01-MaranaoLR.wav A38b-sopon01-MaranaoLRb.wav A36b-sising01-MaranaoLRb.wav 052-diyabarail01-MaranaoLRa.wav A41b-tepad01-MaranaoLRb.wav B155-tithing01-MaranaoLR.wav 004-papag01-MaranaoLR.wav B069-lithowas01-MaranaoLR.wav B123-sizok01-MaranaoLR.wav A22b-osor01-MaranaoLRb.wav 045-arbaa01-MaranaoLRa.wav B018-bokhag01-MaranaoLR.wav B124-sokhar01-MaranaoLR.wav B008-bekhed01-MaranaoLR.wav A37a-sokhar01-MaranaoLRb.wav 124-pembalay01-MaranaoLRa.wav 080-piyor01-MaranaoLR.wav B105-rizeki01-MaranaoLR.wav 116-Di_ka_ba_den_thindeg.wav A05b-bota01-MaranaoLRb.wav B093-peza01-MaranaoLR.wav B072-lothiad01-MaranaoLR.wav B046-iza'01-MaranaoLR.wav 126-roo01-MaranaoLR.wav B029-dathem01-MaranaoLR.wav A11b-kan01-MaranaoLRb.wav 013-sising01-MaranaoLR.wav 008-wata'01-MaranaoLR.wav 037-kaka'01-MaranaoLRa.wav 006-baling01-MaranaoLR.wav 023-phamasa01-MaranaoLR.wav B078-modizat01-MaranaoLR.wav 009-tito01-MaranaoLR.wav A44b-tipo01-MaranaoLRb.wav A48b-sendad01-MaranaoLRb.wav 000-lobelriwarung-nosound.pdf 000-lobelriwarung-sounds.pdf Lobel, Jason William, Riwarung, Labi Hadji Sarip, Riwarung, Labi Hadji Sarip; 2011-04-12; This paper presents a preliminary phonological sketch of the Maranao language in light of the revisions made by Lobel and Riwarung (2009). Over 300 audio examples accompany the paper, to allow for and to encourage further instrumental analysis. It is hoped that this will not only facilitate but also motivate further inquiry into a language with a register-like system in which consonant aspiration or voicing affects the height and tense-ness of the following vowel. The possible implications of such analysis may apply not only to Maranao, but also to other languages with similar phenomena of vowel raising and voice register.; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4487. Riwarung, Labi Hadji Sarip Lobel, Jason William Riwarung, Labi Hadji Sarip 2011-04-12 This paper presents a preliminary phonological sketch of the Maranao language in light of the revisions made by Lobel and Riwarung (2009). Over 300 audio examples accompany the paper, to allow for and to encourage further instrumental analysis. It is hoped that this will not only facilitate but also motivate further inquiry into a language with a register-like system in which consonant aspiration or voicing affects the height and tense-ness of the following vowel. The possible implications of such analysis may apply not only to Maranao, but also to other languages with similar phenomena of vowel raising and voice register. http://hdl.handle.net/10125/4487 Creative Commons Attribution-Noncommercial No Derivatives Maranao: A preliminary phonological sketch with supporting audio oai:scholarspace.manoa.hawaii.edu:10125/4489 2024-08-06 col_10125_19894 souag.pdf Souag, Lameen; 2011-09-23; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4489. Souag, Lameen 2011-09-23 National Foreign Language Resource Center 3 pages http://hdl.handle.net/10125/4489 1934-5275 Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa Claire Bowern Linguistic Fieldwork practical guide Review of Linguistic Fieldwork: A Practical Guide Text Article oai:scholarspace.manoa.hawaii.edu:10125/4498 2024-08-12 col_10125_19894 rice.pdf Rice, Keren; 2011-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4498. Rice, Keren 2011-12 In recent years, there has been a growing focus in linguistics on community-based research. In this paper, I summarize how community-based research is defined, and then address community-based research from two perspectives. I begin with a perspective that is sometimes heard in universities, and sometimes by colleagues in linguistics as well: that community-based research is not really research, but rather community service. I discuss some of the fallacies in this conclusion, examining how traditional types of linguistic research can grow out of community-based work as well as addressing the types of new research topics that might emerge from this type of paradigm. I then switch the focus and ask what community-based research might mean from the perspective of a community, and who controls the research. National Foreign Language Resource Center 21 pages http://hdl.handle.net/10125/4498 Rice, Keren. 2011. "Documentary Linguistics and Community Relations." Language Documentation & Conservation. 5: 187-207. 1934-5275 University of Hawai'i Press Creative Commons, Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa documentary linguistics community research paradigm Documentary Linguistics and Community Relations Text Article oai:scholarspace.manoa.hawaii.edu:10125/4491 2024-08-14 col_10125_19894 buchan.pdf Buchan, Heather; 2011-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4491. Buchan, Heather 2011-09 National Foreign Language Resource Center 7 pages http://hdl.handle.net/10125/4491 Buchan, Heather. 2011. Review of Phon: Free Software for Phonological Transcription and Analysis. Language Documenation & Conservation. 81-87 1934-5275 Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa Phon transcription software open source Review of Phon: Free Software for Phonological Transcription and Analysis Text Article oai:scholarspace.manoa.hawaii.edu:10125/4486 2024-08-17 col_10125_19894 yamada.pdf Yamada, Racquel-María; 2011-04; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4486. Yamada, Racquel-María 2011-04 In response to the loss of more traditional modes of transmission and decreased contexts of use, members of many endangered language communities have begun revitalization programs that include formal teaching. Linguistic documentation of these languages often occurs independently of revitalization efforts and is largely led by outsider academics. Separation of documentation and revitalization is unnecessary. In fact, the two endeavors can readily support and strengthen each other. This paper describes the process of concurrently creating formal teaching materials and a documentary corpus of Kari’nja, an endangered Cariban language of Suriname. Activities described embody the Community Partnerships Model (CPM), a methodological approach to linguistic fieldwork that is collaborative and speech community-based. The work described herein represents a small portion of an ongoing documentation, description, and revitalization program. National Foreign Language Resource Center 30 pages http://hdl.handle.net/10125/4486 Yamada, Racquel-María. 2011. Integrating Documentation and Formal Teaching of Kari’nja: Documentary Materials as Pedagogical Materials. Language Documentation & Conservation 5. 1-30. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Kari'nja Suriname Language Documentation Pedagogy Community Partnerships Model Integrating Documentation and Formal Teaching of Kari’nja: Documentary Materials as Pedagogical Materials Text Article oai:scholarspace.manoa.hawaii.edu:10125/4493 2024-08-20 col_10125_19894 prinsloo.pdf Prinsloo, D.J., Prinsloo, Daniel; 2011-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4493. Prinsloo, D.J. Prinsloo, Daniel 2011-09 National Foreign Language Resource Center 12 pages http://hdl.handle.net/10125/4493 Prinsloo, D.J. and Daniel Prinsloo. 2011. Review of WordSmith Tools. Language Documentation & Conservation. 95-106. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Attribution Non-Commercial Share Alike by-nc-d-sa WordSmith Tools Lexical Analysis Software open source Review of WordSmith Tools Text Article oai:scholarspace.manoa.hawaii.edu:10125/4495 2024-08-20 col_10125_19894 quatra.pdf Quatra, Miguel Marcello; 2011-09-23; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4495. Quatra, Miguel Marcello 2011-09-23 This article describes a self-directed project of linguistic documentation that was carried out over a five-year period in an indigenous Jodï community of the Venezuelan Guayana. The project was somewhat unique in that members of the local community were themselves responsible for producing documentary materials of their own language. The main results of this work include the compilation of the first Jodï-Spanish bilingual dictionary and the creation of an ethno-historical and cultural multimedia archive, with 79 hours of audio and video recordings stored at the local community. Reflecting on this experience, the author argues that more emphasis and support needs to be given to language ‘self-documentation’, in which the speech community acts as both principal investigator/compiler and user. A local community-centered approach offers an alternative that addresses certain unresolved issues in the practice of language documentation. Furthermore, it would make this activity more relevant to the larger issues of supporting the diversity of life on earth and enhancing the quality of life for human populations at the local and global levels. National Foreign Language Resource Center 23 pages http://hdl.handle.net/10125/4495 1934-5275 Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa language documentation Venezuelan Guayana Jodï ‘Auto-documentación Lingüística’: La experiencia de una comunidad Jodï en la Guayana Venezolana Text Article oai:scholarspace.manoa.hawaii.edu:10125/4492 2024-08-26 col_10125_19894 tanmartin.pdf Tan, Ning, Martin, Jean-Claude; 2011-09-26; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4492. Tan, Ning Martin, Jean-Claude 2011-09-26 National Foreign Language Resource Center 7 pages http://hdl.handle.net/10125/4492 1934-5275 Creative Commons Non-Commercial Share Alike License Attribution Non-Commercial Share Alike by-nc-d-sa ANVIL video annotation manual encoding Review of ANVIL: Annotation of Video and Language Data 5.0 Text Article oai:scholarspace.manoa.hawaii.edu:10125/4499 2024-09-03 col_10125_19894 boerger.pdf Boerger, Brenda; 2011-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4499. Boerger, Brenda 2011-12 In this article, I report on a survey designed as the first step in testing claims made regarding the potential of Basic Oral Language Documentation (BOLD) for addressing the urgency of the documentation task. BOLD was developed in response to a number of language documentation challenges, its aim being to design a time-effective way to obtain a core data corpus, thereby allowing for more endangered languages to be documented faster. After providing background about BOLD and its claims, I report on its use in six field projects which had varying durations and goals. These preliminary results confirm BOLD’s overall soundness, while suggesting minor adjustments in design and protocols. I invite the language documentation community to participate in BOLD in three ways: (1) make BOLD corpora of undocumented languages a funding priority, (2) use it and require it of students, and (3) help refine BOLD best practices. Since the current rate of new documentations is not keeping pace with language loss, it is only by adopting this or a similar strategy that speech practices of communities around the world can be documented before it is too late. National Foreign Language Resource Center 26 pages http://hdl.handle.net/10125/4499 Boerger, Brenda. 2011. "To BOLDly Go Where No One Has Gone Before." Language Documentation & Conservation. 5: 208-233.. 1934-5275 University of Hawai'i Press Creative Commons, Non-Commercial Share Alike License Attribution Non-Commercial Share Alike by-nc-d-sa BOLD fieldwork data corpus language documentation To BOLDly Go Where No One Has Gone Before Text Article oai:scholarspace.manoa.hawaii.edu:10125/4494 2024-09-10 col_10125_19894 donaghy.pdf Donaghy, Joseph Keola; 2011-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4494. Donaghy, Joseph Keola 2011-09 In this paper I argue that the differences between spoken Hawaiian and vocal performance of western-influenced “traditional” Hawaiian music are representative of the linguistic diversity found within the Hawaiian language. It contains a comparative analysis of Hawaiian Language Pronunciation as Spoken and Sung, using transcriptions of recorded examples by John Kameaaloha Almeida, a native speaker of the Hawaiian language and a prominent composer, singer, and instrumentalist. It will provide a phonemic analysis of notable and predictable variations heard in Hawaiian language vocal performances that are not heard in spoken Hawaiian. Further, it will show that rhythmic arrangement of morae over strong beats in the musical measure is largely analogous to accent in spoken Hawaiian, with some predictable exceptions. The paper also documents how, during his vocal performance, Almeida added three non-lexical vocables not heard in spoken Hawaiian. I argue that these characteristics and variation are indicative of the linguistic diversity found within the Hawaiian language and, as such, are worthy of the same attention and scholarly scrutiny as spoken Hawaiian. The second goal of this applied research is to present the results in a manner that is accessible to practitioners of Hawaiian language performance. National Foreign Language Resource Center 27 pages http://hdl.handle.net/10125/4494 Donaghy, Joseph Keola. 2011. Puana ‘Ia me ka ‘Oko‘a: A Comparative Analysis of Hawaiian Language Pronunciation as Spoken and Sung. Language Documentation & Conservation. 107-133. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa Hawaiian pronunciation Hawaiian song rhythm Puana ‘Ia me ka ‘Oko‘a: A Comparative Analysis of Hawaiian Language Pronunciation as Spoken and Sung Text Article oai:scholarspace.manoa.hawaii.edu:10125/4497 2024-09-12 col_10125_19894 aungsi.pdf Si, Aung; 2011-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4497. Si, Aung 2011-12 The fields of ethnobiology and language documentation have much to offer each other, but for the moment, there are few signs of engagement between practitioners of the two disciplines. In this paper, I argue that projects that seek to document endangered languages can benefit by focusing on the semantic domain of traditional biological and ecological knowledge (TEK), and by engaging in collaborative projects with ethnobiologists. In doing so, researchers not only produce a rich corpus that is culturally relevant and valuable to the language community, but also record information about the natural world that may be of interest to researchers in other fields. The TEK encoded in a language is best and most easily observed in the specialized vocabulary that speakers may employ when talking about various natural phenomena. However, a community’s knowledge of their biological environment extends far beyond the lexicon and into the domain of complex ecological relationships among different organisms. Using examples from my fieldwork in southern India, I argue that it is possible to capture such knowledge in a language documentation program. Other criteria for a good documentation, such as the inclusion of a wide range of speech genres, can also be met while eliciting TEK from language consultants. National Foreign Language Resource Center 18 pages http://hdl.handle.net/10125/4497 Aung Si. 2011. "Biology in Language Documentation." Language Documentation & Conservation. 5: 169-186. 1934-5275 University of Hawai'i Press Creative Commons, Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa biology language documentation fieldwork indigenous knowledge ethnobiology Biology in Language Documentation Text Article oai:scholarspace.manoa.hawaii.edu:10125/4496 2024-09-15 col_10125_19894 holton.pdf Holton, Gary; 2011-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4496. Holton, Gary 2011-12 One of the major motivations driving the field of documentary linguistics is the need to create a lasting record of language that can be (re)used by both speakers and linguists. However, the mere act of language documentation does not guarantee that the products of documentation are accessible. This retrieval problem can result in a false belief that a language has been adequately documented—what I refer to as an unknown unknown. This paper illustrates unknown unknowns with examples drawn from the field of place names documentation, touching briefly on unknown unknowns in other areas of language documentation. The paper concludes with some suggestions as to how to mitigate against the retrieval problem. National Foreign Language Resource Center 12 pages http://hdl.handle.net/10125/4496 Holton, Gary. 2011. "'Unknown Unknowns' and the Retrieval Problem in Language Documentation and Archiving." Language Documentation & Conservation. 5: 157-168. 1934-5275 University of Hawai'i Press Creative Commons, Non-Commercial No Derivatives License Attribution Non-Commercial No Derivatives by-nc-nd-nsa archive, unknown unknowns, retrievable data "Unknown Unknowns" and the Retrieval Problem in Language Documentation and Archiving. Text Article oai:scholarspace.manoa.hawaii.edu:10125/4505 2024-07-27 col_10125_21941 truong_garcez.pdf Truong, Christina Lai, Garcez, Lilian; 2012-02; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4505. Truong, Christina Lai Garcez, Lilian 2012-02 This paper describes three participatory methods to engage communities in research, planning, implementation, and evaluation of language programs for their own benefit. These methods facilitate investigation of sociolinguistic phenomena to inform and spur planning for effective language initiatives. In guided discussion sessions, community members build visual representations of collective knowledge about their language and language practices using text, symbols, and pictures. They are then invited to react to the results and discuss changes they would like to see in their situation. In the first activity, participants build a map of language variation, intelligibility, and language attitudes in their community. In the second activity, patterns of bilingualism among demographic subgroups are diagrammed and analyzed by the community. In the third activity, the community creates a diagram of their language use in various domains. Several pilot tests of the methods were conducted with minority language speakers in Malaysia and Indonesia. Using participatory methods is a valuable process that builds community awareness and engagement with language conservation issues. The process of thinking critically about their own language situation is a step from passivity towards engagement that creates an opportunity for the community to participate in, shape, and own collaborative initiatives for their language National Foreign Language Resource Center 16 pages http://hdl.handle.net/10125/4505 Truong, Christina Lai and Lilian Garcez. 2012. "Participatory Methods for Language Documentation and Conservation: Building Community Awareness and Engagement." Language Documentation & Conservation. 6:22-37. 1934-5275 University of Hawai'i Press Creative Commons Non-Commercial No Derivatives Attribution-NonCommercial-NoDerivs 3.0 United States http://creativecommons.org/licenses/by-nc-nd/3.0/us/ language documentation community collaboration community research Indonesia Participatory Methods for Language Documentation and Conservation: Building Community Awareness and Engagement Text Article oai:scholarspace.manoa.hawaii.edu:10125/4504 2024-08-04 col_10125_21941 16_think_home.jpg sanroque.pdf 1_homecoming.jpg 2_clothes.jpg 3_in_jail.jpg 4_drunk_gossip.jpg 5_courtroom.jpg 6_walk_together.jpg 7_drink.jpg 8_garden.jpg 9_arrest.jpg 10_think_jail.jpg 11_refuse_drink.jpg 12_punch.jpg 13_family_talk.jpg 14_stand_happy.jpg 15_about_to_hit.jpg San Roque, Lila, Gawne, Lauren, Hoenigman, Darja, Miller, Julia Colleen, Rumsey, Alan, Spronck, Stef, Carroll, Alice, Evans, Nicholas; 2012-05; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4504. San Roque, Lila Gawne, Lauren Hoenigman, Darja Miller, Julia Colleen Rumsey, Alan Spronck, Stef Carroll, Alice Evans, Nicholas 2012-05 We describe a structured task for gathering enriched language data for descriptive, comparative, and documentary purposes, focusing on the domain of social cognition. The task involves collaborative narrative problem-solving and retelling by a pair or small group of language speakers, and was developed as an aid to investigating grammatical categories relevant to social cognition. The pictures set up a dramatic story in which participants can feel empathetic involvement with the characters, and trace individual motivations, mental and physical states, and points of view. The data-gathering task allows different cultural groups to imbue the pictures with their own experiences, concerns, and conventions, and stimulates the spontaneous use of previously under-recorded linguistic structures. We argue that stimulus-based elicitation tasks that are designed to stimulate a range of speech types (descriptions, dialogic interactions, narrative) within the single task contribute quantitatively and qualitatively to language documentation, and provide an important means of gathering spontaneous but broadly parallel, and thus comparable, linguistic data. [pictures used in these tasks are available here http://hdl.handle.net/10125/4504] National Foreign Language Resource Center 40 pages http://hdl.handle.net/10125/4504 San Roque, Lila, et al. 2012. Getting the Story Straight: Language Fieldwork Using a Narrative Problem-Solving Task. Language Documentation & Conservation 6. 135-174. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language fieldwork narrative task stimulus-based elicitation language documentation Getting the Story Straight: Language Fieldwork Using a Narrative Problem-Solving Task Text Article oai:scholarspace.manoa.hawaii.edu:10125/4508 2024-08-09 col_10125_21941 garde.pdf Garde, Murray; 2012-05; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4508. Garde, Murray 2012-05 National Foreign Language Resource Center 7 pages http://hdl.handle.net/10125/4508 Garde, Murray. 2012. Review of InqScribe. Language Documentation & Conservation 6. 175-180. 1934-5275 University of Hawai'i Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ InqScribe audio transcription tool video transcription software annotation tool Review of InqScribe Text Article oai:scholarspace.manoa.hawaii.edu:10125/4501 2024-08-14 col_10125_21941 stebbins.pdf Stebbins, Tonya; 2012-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4501. Stebbins, Tonya 2012-12 In this paper I explore and contrast the multiple positions available to me as a linguist, both within the academy and in the communities where I do fieldwork. These domains make quite different demands on me in my professional practice. In my experience, transitioning between these domains can be challenging, since the assumptions about my identity and role are divergent and often conflicting. I use the concept of performativity to identify the different positions I enact and which are attributed to me in each of these roles. I suggest that rather than seeing a binary division between academia and community, it may be useful to conceive of our work with communities as occurring in a third space that is shared by members of the relevant community, but which is distinct from the community per se. Such a distinction provides space for both linguists and communities to negotiate the extent to which ideas, methods, and ideologies from one field are expected to infiltrate another. The advantage of such a model is that it allows everyone involved to recognize and, where appropriate, engage with the frameworks of others. This facilitates a richer understanding of the forces at play in language development work and allows competing priorities a place in the process. National Foreign Language Resource Center 26 http://hdl.handle.net/10125/4501 Stebbins, Tonya. 2012. On Being a Linguist and Doing Linguistics: Negotiating Ideology through Performativity. Language Documentation & Conservation. Vol. 6: 292-317. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ field linguistics, linguistic theory, language ideology, language development, endangered languages, community language activism On Being a Linguist and Doing Linguistics: Negotiating Ideology through Performativity Text Article oai:scholarspace.manoa.hawaii.edu:10125/4500 2024-08-14 col_10125_21941 demo12.mp4 demo3.mp4 beale.pdf demo11.mp4 demo9.mp4 demo7.mp4 demo10.mp4 demo6.mp4 elicitationcorpus.pdf demo2.mp4 demo4.mp4 demo5.mp4 demo1.mp4 demo8.mp4 Beale, Stephen; 2012-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4500. Beale, Stephen 2012-03 The Linguist’s Assistant (LA) is a practical computational paradigm for describing languages. LA contains a meaning-based elicitation corpus that is the starting point and organizing principle from which a linguist describes the linguistic surface forms of a language using LA’s visual lexicon and grammatical rule development interface. This paper presents a brief overview of the semantic representation system that we have designed and discusses the meaning-based elicitation methodology. Next it describes the process by which the linguist enters lexical and grammatical information, then it discusses the ancillary functions of LA that allow for an efficient and accurate language description as well as the facilities for producing written documentation of the language. Videos are included to demonstrate the major functionality of LA. National Foreign Language Resource Center 31 pages http://hdl.handle.net/10125/4500 Beale, Stephen. 2012. "Documenting Endangered Languages with Linguist’s Assistant." Language Documentation & Conservation. 6:104-134. 1934-5275 University of Hawai'i Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Linguist's Assistant documentation technology computational paradigm Documenting Endangered Languages with Linguist’s Assistant Text Article oai:scholarspace.manoa.hawaii.edu:10125/4502 2024-08-17 col_10125_21941 mihas.pdf Mihas, Elena I.; 2012-02; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4502. Mihas, Elena I. 2012-02 In light of a growing need to develop best practices for collaboration between the linguist and community researchers, this study provides orientation points on how to engage native speakers in linguistic fieldwork. Subcontracting native speaker-insiders is a variety of empowering collaborative field research, in which trained collaborators independently make audio and video recordings of fellow speakers in the research community, with subsequent transcription and translation of the collected texts. Using fieldwork in the Peruvian high jungle communities of Ashéninka Perené (Kampan, Arawak) as a case study, this paper examines practicalities of subcontracting such as identifying potential subcontractors, negotiating and signing an agreement, training to use practical orthography and equipment, and evaluation of the end-product. National Foreign Language Resource Center 21 pages http://hdl.handle.net/10125/4502 Mihas, Elena I. "Subcontracting Native Speakers in Linguistic Fieldwork: A Case Study of the Ashéninka Perené (Arawak) Research Community from the Peruvian Amazon." Language Documentation & Conservation. 6: 1-21. 1934-5275 University of Hawai'i Press Creative Commons Non-Commercial No Derivatives License Attribution-NonCommercial-NoDerivs 3.0 United States http://creativecommons.org/licenses/by-nc-nd/3.0/us/ linguistic fieldwork Arawak Peruvian Amazon community collaboration Subcontracting Native Speakers in Linguistic Fieldwork: A Case Study of the Ashéninka Perené (Arawak) Research Community from the Peruvian Amazon Text Article oai:scholarspace.manoa.hawaii.edu:10125/4538 2024-08-23 col_10125_21941 berez.pdf Berez, Andrea, Finnesand, Taña, Linnell, Karen; 2012-08; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4538. Berez, Andrea Finnesand, Taña Linnell, Karen 2012-08 We discuss the development of the C’ek’aedi Hwnax Ahtna Regional Linguistic and Ethnographic Archive, located in the Copper River valley of south central Alaska. C’ek’aedi Hwnax is the first OLAC-compliant, Indigenously-administered digital language archive in North America. Against the backdrop of the history of language archiving at the Alaska Native Language Center in Fairbanks, we present the Ahtna community’s voiced desire for local control over decades’ worth of irreplaceable linguistic and cultural recordings, along with the steps we took to build the archive. These include the aggregation of recordings from various locations, the process by which they were digitized, and the increase of access to their contents. The Ahtna archive follows guidelines for best practices already undertaken by established university-based archives around the world. At the same time, the archive represents a new model of distributed linguistic archiving in Alaska via a Memorandum of Agreement with the University of Alaska Fairbanks, which provides permanent off-site backup of the Ahtna collection on its servers and allows C’ek’aedi Hwnax full administrative control over access to the collection at the university. In this model, the responsibility for administration of language materials traditionally held in a central location is apportioned to different parties according to their needs and resources. National Foreign Language Resource Center 16 http://hdl.handle.net/10125/4538 Berez, Andrea, Taña Finnesand and Karen Linnell. 2012. C’ek’aedi Hwnax, the Ahtna Regional Linguistic and Ethnographic Archive. Language Documentation & Conservation. 6:237-252. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Ahtna language archive Alaska Ahtna Heritage Foundation C’ek’aedi Hwnax, the Ahtna Regional Linguistic and Ethnographic Archive Text Article oai:scholarspace.manoa.hawaii.edu:10125/4503 2024-08-26 col_10125_21941 himmelmann.pdf Himmelmann, Nikolaus P.; 2012-05; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4503. Himmelmann, Nikolaus P. 2012-05 This paper presents a new definition of documentary linguistics, based on a typology of linguistic data types. It clarifies the distinction between raw, primary, and structural data and argues that documentary linguistics is concerned with raw and primary data and their interrelationships, while descriptive linguistics is concerned with the relations between primary and structural data. The fact that primary data are of major concern in both fields reflects the fact that the two fields are very closely interlinked and difficult to separate in actual practice. The details of their interaction in actual practice, however, are still a matter for further discussion and investigation, as the second main part of the paper attempts to make clear. National Foreign Language Resource Center 21 pages http://hdl.handle.net/10125/4503 Himmelmann, Nikolaus P. 2012. Linguistic Data Types and the Interface between Language Documentation and Description. Language Documentation & Conservation 6. 187-207. 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation language description linguistic data types primary data Linguistic Data Types and the Interface between Language Documentation and Description Text Article oai:scholarspace.manoa.hawaii.edu:10125/4507 2024-08-27 col_10125_21941 perlin.pdf Perlin, Ross; 2012-05; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4507. Perlin, Ross 2012-05 6 pages http://hdl.handle.net/10125/4507 Perlin, Ross. 2012. Review of WeSay, A Tool for Collaborating on Dictionaries with Non-Linguists. Language Documentation & Conservation 6. 181-186. 1934-5275 University of Hawai'i Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ WeSay software dictionary software dictionary collaboration open-source Review of WeSay, A Tool for Collaborating on Dictionaries with Non-Linguists Text Article oai:scholarspace.manoa.hawaii.edu:10125/4509 2024-08-27 col_10125_21941 003.wav 024.wav 100.wav 056.wav 098.wav 046.wav 064.wav 069.wav 080.wav 072.wav 048.wav 012.wav 034.wav 007.wav 019.wav 045.wav 102.wav 110.wav 113.wav 025.wav 036.wav 010.wav 104.wav 086.wav 108.wav 071.wav 032.wav 022.wav 023.wav 041.wav 054.wav 049.wav 066.wav 051.wav 096.wav 114.wav 005.wav 070.wav 047.wav 001.wav 089.wav 013.wav 020.wav 009.wav 103.wav 091.wav 106.wav 042.wav 028.wav 099.wav 027.wav 043.wav 030.wav 021.wav 101.wav 074.wav 105.wav 037.wav 088.wav 026.wav 068.wav 095.wav 117.wav 085.wav 075.wav 033.wav 018.wav 073.wav 053.wav elliott_nosounds.pdf 109.wav 044.wav 002.wav 065.wav 063.wav 052.wav 067.wav 040.wav elliott_video1.mov 058.wav 097.wav 055.wav 107.wav elliott_sounds.pdf 004.wav 079.wav 081.wav 077.wav 061.wav 111.wav 093.wav 008.wav 084.wav 059.wav 087.wav 039.wav 094.wav 062.wav 083.wav 017.wav 006.wav 016.wav 116.wav 014.wav 090.wav Sound file 1a.wav 115.wav 092.wav 082.wav 015.wav 031.wav 038.wav 050.wav 011.wav 078.wav 076.wav 112.wav 029.wav 035.wav Elliott, A. Raymond, Sandoval Cruz, Fulgencio, Santiago Rojas, Felipe; 2012-10; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4509. Elliott, A. Raymond Sandoval Cruz, Fulgencio Santiago Rojas, Felipe 2012-10 This article presents a 200-item list consisting of words and sample sentences from Chicahuaxtla Triqui, an Otomanguean language spoken in San Andrés Chicahuaxtla in the State of Oaxaca, Mexico. The wordlists include broad phonetic transcriptions, English glosses, Spanish cues, individual WAV recordings, and comments. Since the key to understanding Chicahuaxtla Triqui lies in the ability to distinguish tone, the list is divided into two parts: 1) a section consisting of minimal pairs with contrastive phonemic tone and/or lexical items illustrating other interesting phonological characteristics, such as tone, fortis-lenis contrasts, prenasalized velars/pre-voicing, and velar onset nasals; and 2) lexical items that evidence tonal contours but may or may not operate contrastively in the language. To date the files have not been deposited into an institutional archive, however, the present researchers plan to do so once the data are properly categorized. This project involves San Andrés Chicahuaxtla leaders, teachers, community members in addition to researchers, and graduate and undergraduate students from the University of Texas at Arlington. These digital files represent one of a number of ways to increase access not only for the Triqui community members and leaders who are interested in language conservation efforts, but also for linguists, researchers, and students who wish to learn more about the Otomanguean stock of languages. National Foreign Language Resource Center 28 pages http://hdl.handle.net/10125/4509 Elliott, A. Raymond, Fulgencio Sandoval Cruz, Felipe Santiago Rojas. 2012. "Notes from the Field: Chicahuaxtla Triqui Digital Wordlist and Preliminary Observations." Language Documentation & Conservation. 6: 208-235. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ Chicahuaxtla Triqui wordlist Oaxaca Mexico language documentation Notes from the Field: Chicahuaxtla Triqui Digital Wordlist and Preliminary Observations Text Article oai:scholarspace.manoa.hawaii.edu:10125/4539 2024-09-01 col_10125_21941 clynes.pdf Clynes, Adrian; 2012-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4539. Clynes, Adrian 2012-09 Language documentation often takes place in contexts of heavy language contact, where there is a shift in progress from a minority language to another culturally dominant language. For many younger speakers, the language of their parents is increasingly acquired as a second language, and their communication in this second language shows classic transfer effects, where transfer is “[a] general cover term for a number of different kinds of influence from languages other than the target language” on a learner’s acquisition of that target language (Ellis 1994:341). However, transfer can also been seen as a more pervasive phenomenon, “a constraint imposed by previous knowledge on a more general process, that of inferencing” (Schachter 1992:44). Considered in this light, transfer can influence far more than a given learner’s interlanguage. Assumptions, attitudes, and conceptual models associated with a culturally dominant language can all unconsciously influence assumptions made about minority languages. These can, in turn, affect various strategic decisions made in the documentation of such languages, including whether a given variety should be documented, which speakers should be recorded, which text types to collect, what orthography to use, even what constitutes a genuine feature of the lexis, phonology, morphology, and so on. This paper aims primarily to illustrate this phenomenon, and to explore ways of dealing with it. Dominant language influence needs to be taken into account at each stage of the documentation process, minimizing it where it is intrusive, and taking advantage of it where it can be of use. National Foreign Language Resource Center 15 http://hdl.handle.net/10125/4539 Clynes, Adrian. 2012. Dominant Language Transfer in Minority Language Documentation Projects: Some Examples from Brunei. Language Documentation & Conservation 6: 253-267 1934-5275 University of Hawai'i Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ dominant language transfer minority language documentation Brunei languages Dominant Language Transfer in Minority Language Documentation Projects: Some Examples from Brunei Text Article oai:scholarspace.manoa.hawaii.edu:10125/4553 2024-09-01 col_10125_21941 bowern.pdf Bowern, Claire; 2012-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4553. Bowern, Claire 2012-09 National Foreign Language Resource Center 5 http://hdl.handle.net/10125/4553 Bowern, Claire. 2012. Review of Handbook of Descriptive Linguistic Fieldwork. Language Documentation & Conservation 6: 268-272. 1934-5275 University of Hawai'i Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ language description linguistic fieldwork Handbook of Descriptive Linguistic Fieldwork Review of Handbook of Descriptive Linguistic Fieldwork Text Article oai:scholarspace.manoa.hawaii.edu:10125/4506 2024-09-06 col_10125_21941 beyer_beck.pdf Beyer, Daniela, Beck, Simone; 2012-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4506. Beyer, Daniela Beck, Simone 2012-03 This paper presents a sociolinguistic assessment of the Munji (ISO: mnj) speech variety based on data collected in the Munjan area of northern Afghanistan. The goal was to determine whether a national language is adequate for primary school education and literature, or whether the Munji people would benefit from language development, including literature development in the vernacular. The survey trip entailed administering questionnaires to village elders,sociolinguistic questionnaires as well as Dari proficiency questionnaires to men and women of various age groups, eliciting word lists, and observing intelligibility of Dari and language use. In this way we aimed to determine the vitality of Munji, the different varieties of Munji, the use of Munji and Dari in the different domains of life, attitudes toward the speaking community’s own speech variety and toward Dari, and to investigate their intelligibility of Dari. In this paper we aim to show that the Munji people would benefit from Munji language development as a basis for both primary school material and adult literacy material in the mother tongue. In the long term, this is likely to raise the education level as well as the Munji people’s ability to acquire Dari literacy. National Foreign Language Resource Center 66 pages http://hdl.handle.net/10125/4506 Beyer, Daniela and Simone Beck. 2012. "A Linguistic Assessment of the Munji Language in Afghanistan." Language Documentation & Conservation. 6:38-103 1934-5275 University of Hawai'i Press Creative Commons Attribution Non-Commercial No Derivatives License Attribution-NonCommercial-NoDerivs 3.0 United States http://creativecommons.org/licenses/by-nc-nd/3.0/us/ Munji Afghanistan Dari sociolinguistic assessment language development A Linguistic Assessment of the Munji Language in Afghanistan Text Article oai:scholarspace.manoa.hawaii.edu:10125/4554 2024-09-06 col_10125_21941 dhill.pdf Hill, Deborah; 2012-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4554. Hill, Deborah 2012-12 It may seem that dictionaries would be a low priority for communities struggling with recent ethnic conflict, rapid social change, and economic hardship. However, the potential for dictionaries to have a positive effect on a community’s self-esteem has been noted for Melanesian societies. Furthermore, the potential for managing social change may also underpin a dictionary project. This paper describes the initial response to a dictionary project in a Solomon Islands community and how the community decided to combine lexicography with the revitalization of traditional crafts. The community’s decision to link the revitalization of cultural skills to the dictionary project moved the project firmly into the community’s hands and allowed them to conceive of a future that promotes the maintenance of language and culture. While there is no certainty about the success of the community’s plans, the energy and optimism evident in these initial stages of the project support the general assertion that dictionaries can play a role in increasing the self-esteem of a language community. Within the context of a new, national-level languages policy, the dictionary project is also expected to play a concrete role in language and culture maintenance. The factors impacting self-esteem and language maintenance also have implications for other small language communities. National Foreign Language Resource Center 9 http://hdl.handle.net/10125/4554 Hill, Deborah. 2012. One Community's Post-Conflict Response to a Dictionary Project. Language Documentation & Conservation. Vol. 6: 273-281. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution Non-Commercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ Solomon Islands, dictionaries, lexicography, Melanesian languages, language maintenance, culture maintenance One Community's Post-Conflict Response to a Dictionary Project Text Article oai:scholarspace.manoa.hawaii.edu:10125/4570 2024-09-18 col_10125_21941 clairhill.pdf Hill, Clair; 2012-11; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4570. Hill, Clair 2012-11 National Foreign Language Resource Center 10 http://hdl.handle.net/10125/4570 Hill, Clair. 2012. Review of Wunderkammer Import Package: A Tool for the Display of Multimedia Dictionaries on Mobile Phones. Language Documentation & Conservation 6: 282-291. 1934-5275 University of Hawai'i Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ Mobile phone technology Wunderkammer open source software Multimedia dictionaries Project for Free Electronic Dictionaries Review of Wunderkammer Import Package: A Tool for the Display of Multimedia Dictionaries on Mobile Phones Text Article oai:scholarspace.manoa.hawaii.edu:10125/4573 2024-07-29 col_10125_26593 beck.pdf Beck, Simone; 2013-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4573. Beck, Simone 2013-12 This paper presents the results of a sociolinguistic assessment conducted in September 2007 in the Roshan area in Afghanistan, where the vernacular Roshani is spoken (ISO: sgh, for Shughni). The goal of the assessment was to determine whether the Roshani people will benefit from a language development project, opening the possibility for literature development and primary school education in the vernacular. The objectives were to assess whether the national language Dari (ISO: prs, for Persian) or the closely related speech variety Shughni would be adequate to be used in literature and primary school education. This was achieved by administering sociolinguistic questionnaires and village elder questionnaires, eliciting word lists, testing intelligibility of the Shughni speech variety, and observing and asking about bilingualism with Dari. In this way the domains of language use, attitude towards Roshani, Shughni and Dari, and bilingualism with Dari, and intelligibility of Shughni were determined. This paper aims to show that due to low bilingualism with Dari, Dari literature cannot serve the Roshani speech community adequately. Because of high intelligibility with Shughni and a neutral attitude, it will be recommendable that Shughni reading material will be tested in Roshan as soon as it is ready. National Foreign Language Resource Center 67 http://hdl.handle.net/10125/4573 Beck, Simone. 2013. A Sociolinguistic Assessment of the Roshani Speech Variety in Afghanistan. Language Documentation & Conservation. 7: 235-301. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ Sociolinguistics Roshani Dari Afghanistan A Sociolinguistic Assessment of the Roshani Speech Variety in Afghanistan Text Article oai:scholarspace.manoa.hawaii.edu:10125/4594 2024-07-29 col_10125_26593 labrada.pdf Rosés Labrada, Jorge Emilio; 2013-10; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4594. Rosés Labrada, Jorge Emilio 2013-10 National Foreign Language Resource Center 9 http://hdl.handle.net/10125/4594 Rosés Labrada, Jorge Emilio. 2013. Review of Language documentation: Practice and values. Language Documentation & Conservation. 7: 168-176. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ Language documentation Endangered languages Documentary linguistics Review of Language documentation: Practice and values Text Article oai:scholarspace.manoa.hawaii.edu:10125/4606 2024-07-31 col_10125_26593 cysouw_good.pdf Good, Jeff, Cysouw, Michael; 2013-12-19; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4606. Good, Jeff Cysouw, Michael 2013-12-19 It is perfectly reasonable for laypeople and non-linguistic scholars to use names for languages without reflecting on the proper definition of the objects referred to by these names. Simply using a name like English or Witotoan suffices as an informal communicative designation for a particular language or a language group. However, for the linguistics community, which is by definition occupied with the details of languages and language variation, it is somewhat bizarre that there does not exist a proper technical apparatus to talk about intricate differences in opinion about the precise sense of a name like English or Witotoan when used in academic discussion. We propose three interrelated concepts—LANGUOID, DOCULECT, and GLOSSONYM—which provide a principled basis for discussion of different points of view about key issues, such as whether two varieties should be associated with the same language, and allow for a precise description of what exactly is being claimed by the use of a given genealogical or areal group name. The framework they provide should be especially useful to researchers who work on underdescribed languages where basic issues of classification remain unresolved. http://hdl.handle.net/10125/4606 Good, Jeff & Cysouw, Michael. 2013. Languoid, Doculect, and Glossonym: Formalizing the Notion 'Language'. LD&C 7. Attribution-NonCommercial-ShareAlike 3.0 United States http://creativecommons.org/licenses/by-nc-sa/3.0/us/ http://creativecommons.org/licenses/by-nc-sa/3.0/us/ Language, Dialect, Standardization, Languoid, Doculect, Glossonym Languoid, Doculect, and Glossonym: Formalizing the Notion 'Language' Text Article oai:scholarspace.manoa.hawaii.edu:10125/4576 2024-08-01 col_10125_26593 heston.pdf Heston, Tyler M.; 2013-07; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4576. Heston, Tyler M. 2013-07 National Foreign Language Resource Center 9 http://hdl.handle.net/10125/4576 Heston, Tyler M. 2013. Review of Ukelele. Language Documentation & Conservation. 7: 114-122. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ ukelele, freeware, custom keyboard, phonetic characters Review of Ukelele Text Article oai:scholarspace.manoa.hawaii.edu:10125/4603 2024-08-08 col_10125_26593 donner.pdf Donner, William W.; 2013-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4603. Donner, William W. 2013-12 National Foreign Language Resource Center 5 http://hdl.handle.net/10125/4603 Donner, William W. 2013. Review of Takuu grammar and dictionary: A Polynesian language of the South Pacific. Language Documentation & Conservation. 7: 207-211. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonComercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ Takuu Polynesia Review Papua New Guinea Polynesian Outlier Review of Takuu grammar and dictionary: A Polynesian language of the South Pacific Text Article oai:scholarspace.manoa.hawaii.edu:10125/4577 2024-08-08 col_10125_26593 crippenrobinson.pdf Crippen, James A., Robinson, Laura C.; 2013-08; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4577. Crippen, James A. Robinson, Laura C. 2013-08 Collaboration has become a hot topic in the field of language documentation, with many authors insisting that lone wolf research is unethical research. We take issue with the viewpoints that documentary linguists must collaborate with the community, that the linguist’s goals should be subordinate to the goals of community members, and that solo research is necessarily unethical research. Collaborating with community members in language documentation projects is not the only method of treating the community fairly and reciprocating their generosity. There will not always be community members interested in language documentation, nor will there always be community members capable of participation. Even in cases where community members are interested, capable, and willing, both the researcher and the community should be allowed to decide when, where, how, and whether to collaborate. Moreover, we suggest that the insistence on collaboration can cause guilt when collaboration is difficult, or can lead researchers into unproductive or even dangerous situations. On the other hand, we welcome collaboration if both parties retain autonomy in decision-making and both truly want to work collaboratively. There is nothing unethical about setting one’s own research agenda and conducting linguistic fieldwork alone. Lone wolf linguistics isn’t necessarily unethical linguistics. National Foreign Language Resource Center 13 http://hdl.handle.net/10125/4577 Crippen, James A. and Laura C. Robinson. 2013. In Defense of the Lone Wolf: Collaboration in Language Documentation. Language Documentation & Conservation. 7:123-135. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation collaboration fieldwork lone wolf ethical research community project In Defense of the Lone Wolf: Collaboration in Language Documentation Text Article oai:scholarspace.manoa.hawaii.edu:10125/4596 2024-08-15 col_10125_26593 fitzgerald_linn.pdf Fitzgerald, Colleen M., Linn, Mary S.; 2013-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4596. Fitzgerald, Colleen M. Linn, Mary S. 2013-12 While grassroots organizations like the American Indian Language Development Institute have long shown the importance of training to indigenous language communities, an increasing emphasis on training in language documentation and revitalization is emerging in new funding initiatives, training institutes and consortia world-wide. In this current atmosphere the 2012 Oklahoma Breath of Life Workshop presents a case study in training in which the goals of training indigenous community members and graduate students can take place simultaneously. With the rising prominence of training models in language documentation and revitalization, and the practical dimension faced by limitations on resources like personnel and funding, the importance of satisfying multiple goals in a single training venue cannot be underestimated. Additionally, this project demonstrates how learning can take place outside of the typical, credit-bearing university class, offering flexibility to indigenous community members and filling a gap in training for graduate students that formal coursework does not provide. Four factors were essential: team selection process; mentoring; final projects by community member participants; and reflection by graduate student mentors. We outline in detail the elements of these four factors, as well as provide evidence of continued engagement in language work by participants through post-workshop activities. National Foreign Language Resource Center 22 http://hdl.handle.net/10125/4596 Fitzgerald, Colleen M. and Mary S. Linn. 2013. Training Communities, Training Graduate Students: The 2012 Oklahoma Breath of Life Workshop. Language Documentation & Conservation. 7: 185-206. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ Breath of Life Oklahoma Language Revitalization Native American Languages Training Communities, Training Graduate Students: The 2012 Oklahoma Breath of Life Workshop Text Article oai:scholarspace.manoa.hawaii.edu:10125/4605 2024-08-19 col_10125_26593 adelaar.pdf Adelaar, Alexander; 2013-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4605. Adelaar, Alexander 2013-12 Siraya is a language once spoken in Southwest Taiwan, which is being revived. Some Siraya data is inconsistent, requiring strategies as to how it will be implemented. I discuss some of these strategies in support of the revival attempt. The following issues deserve attention: 1. Siraya phonology includes a schwa (ə), although it is ignored in the original orthography. The choice here is between keeping this orthography and ignoring schwa, or re-establishing schwa and changing the orthography. 2. Siraya had maintained part of the original Proto Austronesian voice system. However, this system was losing some voice oppositions and was being re-aligned when Siraya was still spoken. Two approaches are possible: keeping the original Siraya voice system, or adapting to the tendencies to change, which were strong but had not yet taken their full course. 3. Siraya had at least three dialects, two of which are particularly useful for revitalization. In order to build a lexicon for a revitalized Siraya, should the vocabulary of these dialects be combined without further ado? Or should the words from one dialect phonologically be adjusted to the other? Is there a cause for revitalizing various dialects? 4. Siraya had “anticipating sequences”, whereby a formal part (an initial consonant, a syllable, or two syllables) of the lexical verb is prefixed to the adverbial head. Anticipating sequences abound in one dialect but are absent in the other. As it is a rather complicated and irregular feature, should it be taught in modern Siraya classes? And if so, how should it be taught: in all its complexity, or in a somewhat simplified version? Or can it be ignored without causing too much structural imbalance to the grammar? National Foreign Language Resource Center 23 http://hdl.handle.net/10125/4605 Adelaar, Alexander. 2013. Reviving Siraya: A Case for Language Engineering. Language Documentation & Conservation. 7: 212-234. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommerical 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ Siraya Taiwan Language Revitalization Reviving Siraya: A Case for Language Engineering Text Article oai:scholarspace.manoa.hawaii.edu:10125/4569 2024-08-21 col_10125_26593 olawsky.pdf Olawsky, Knut; 2013-04-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4569. Olawsky, Knut 2013-04-12 The Master-Apprentice Language Learning Program (MALLP or MAP; cf. Hinton 2001) has found worldwide attention in recent years and has been attested as a valuable instru- ment in language revitalisation far beyond the borders of North America. In 2009, a pilot project based on this model started for the Miriwoong language in North-western Australia, and has since developed into a successful and expanding strategy which could ultimately lead to a wider application on a nationwide scale. This article describes the various adaptive measures used to reflect the specific needs of the local language community and suggests that similar techniques will be useful for application in other communities. An adaptation of the MAP model in Australia may consider factors such as gender, kinship and other aspects of traditional cultural protocol, as well as some other deviations from the original model. An addition to the program which has proven useful for Miriwoong is the introduction of assessment strategies. These do not only assist in reflecting strengths and weaknesses in participants but can be essential as a tool for reporting requirements. Based on the positive outcomes of the MAP approach for the Miriwoong community, including the adjustments made, the model is recommended for application on a larger scale for other parts of Australia and perhaps beyond. National Foreign Language Resource Center 23 http://hdl.handle.net/10125/4569 Attribution-NonCommercial-ShareAlike 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc-sa/3.0/us/ http://creativecommons.org/licenses/by-nc-sa/3.0/us/ Master Apprentice, language nest, language revitalization The Master-Apprentice Language Learning Program Down Under: Experience and Adaptation in an Australian Context Text Article oai:scholarspace.manoa.hawaii.edu:10125/4568 2024-08-24 col_10125_26593 Arka.pdf Arka_Sabang_Merauke_Telkomsel.mpeg Arka_Indomie_IndonesianNoodle.mpeg Arka, I Wayan; 2013-03-27; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4568. Arka, I Wayan 2013-03-27 This paper discusses strategic issues in language 'management' (Spolsky 2009; Jennudd and Neustupný 1987) and its complexity in relation to the maintenance of minority languages in contemporary Indonesia. Within Indonesia it is argued that language can be managed and that it should be managed as part of a national language policy framework (among other means). This is especially pertinent in the case of threatened minority languages. The discussion focuses on how categorizing an issue as either a ‘threat’ or an ‘opportunity’ has affected the priorities and the motivations in strategic decisions and implementations of language policies in Indonesia. These labels have symbolic and instrumental values, and both can be potentially exploited to achieve positive outcomes for language survival. However, the complexity and uncertainty of the problems in dealing with minority languages and their speech communities call for a sophisticated interdisciplinary model of language management. The problems will be illustrated using cases from (eastern) Indonesia, showing how Categorization (Cognitive) Theory and Organisational Theory (Rosch 1978; Rosch and Mervis 1975; Dutton & Jackson 1981) are useful for conceptualizing strategic issues by decision makers at different levels – individuals, families, traditional organizations (adat), and government institutions. [Revisions were done during my Humboldt Fellowship stays in Germany in 2012-3.] http://hdl.handle.net/10125/4568 Attribution-NonCommercial-ShareAlike 3.0 United States http://creativecommons.org/licenses/by-nc-sa/3.0/us/ http://creativecommons.org/licenses/by-nc-sa/3.0/us/ Keywords: language management; strategic issues; language policy; minority languages; language ecology; endangered languages Language Management and Minority Language Maintenance in (Eastern) Indonesia: Strategic Issues Text Article oai:scholarspace.manoa.hawaii.edu:10125/4574 2024-09-01 col_10125_26593 Nagy.pdf Nagy, Naomi; 2013-04-15; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4574. Nagy, Naomi 2013-04-15 6 http://hdl.handle.net/10125/4574 Attribution-NonCommercial-ShareAlike 3.0 United States http://creativecommons.org/licenses/by-nc-sa/3.0/us/ http://creativecommons.org/licenses/by-nc-sa/3.0/us/ endangered languages, sociolinguistics Review of New Perspectives on Endangered Languages Text Article oai:scholarspace.manoa.hawaii.edu:10125/4593 2024-09-01 col_10125_26593 bird.pdf Bird, Steven, Chiang, David, Frowein, Friedel, Berez, Andrea L., Eby, Mark, Hanke, Florian, Shelby, Ryan, Vaswani, Ashish, Wan, Ada; 2013-10; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4593. Bird, Steven Chiang, David Frowein, Friedel Berez, Andrea L. Eby, Mark Hanke, Florian Shelby, Ryan Vaswani, Ashish Wan, Ada 2013-10 With hundreds of endangered and under-documented languages, Papua New Guinea presents an enormous challenge to the documentary linguistics community. This article reports on a workshop held at the University of Goroka in May and June of 2012. The workshop aimed to collect written texts and their translations for several languages, while building local capacity through hands-on training, and improving our understanding of the appropriate use of technology. The majority of participants were mother tongue speakers who seek to preserve their languages through the preparation of written language resources. National Foreign Language Resource Center 13 http://hdl.handle.net/10125/4593 Bird, Steven, David Chiang, Friedel Frowein, Andrea L. Berez, Mark Eby, Florian Hanke, Ryan Shelby, Ashish Vaswani, Ada Wan. 2013. The International Workshop on Language Preservation: An Experiment in Text Collection and Language Technology. Language Documentation & Conservation. 7: 155-167. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ Papua New Guinea International Workshop on Language Preservation Language documentation Endangered languages Language technology Text collection The International Workshop on Language Preservation: An Experiment in Text Collection and Language Technology Text Article oai:scholarspace.manoa.hawaii.edu:10125/4595 2024-09-05 col_10125_26593 lee.pdf leenoaudio.pdf sound1.wav sound2.wav sound3.wav sound4.wav Lee, Nala Huiying; 2013-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4595. Lee, Nala Huiying 2013-12 National Foreign Language Resource Center 8 http://hdl.handle.net/10125/4595 Lee, Nala Huiying. 2013. Review of Shure WH30XLR cardioid headset microphone and Countryman E6 omnidirectional earset microphone. Language Documentation & Conservation. 7: 177-184. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ microphone Shure WH30XLR Countryman E6 fieldwork Review of Shure WH30XLR cardioid headset microphone and Countryman E6 omnidirectional earset microphone Text Article oai:scholarspace.manoa.hawaii.edu:10125/4572 2024-09-06 col_10125_26593 Lynch.pdf Lynch, John; 2013-04-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4572. Lynch, John 2013-04-12 National Foreign Language Resource Center 3 http://hdl.handle.net/10125/4572 Attribution-NonCommercial-ShareAlike 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc-sa/3.0/us/ http://creativecommons.org/licenses/by-nc-sa/3.0/us/ Kalam, Papuan language, lexicography Review of A dictionary of Kalam with ethnographic notes Text Article oai:scholarspace.manoa.hawaii.edu:10125/4571 2024-09-10 col_10125_26593 Meissner.pdf Meißner, Cordula, Slavcheva, Adriana; 2013-04-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4571. Meißner, Cordula Slavcheva, Adriana 2013-04-12 National Foreign Language Resource Center 10 http://hdl.handle.net/10125/4571 Attribution-NonCommercial-ShareAlike 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc-sa/3.0/us/ http://creativecommons.org/licenses/by-nc-sa/3.0/us/ EXMARaLDA, text annotation, software Review of EXMARaLDA Text Article oai:scholarspace.manoa.hawaii.edu:10125/4597 2024-09-11 col_10125_26593 miyashita.pdf Miyashita, Mizuki, Chatsis, Annabelle; 2013-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4597. Miyashita, Mizuki Chatsis, Annabelle 2013-12 This paper presents the experience of developing a Blackfoot language course as a collaboration between a Blackfoot native speaker and a linguist. During the process, we encountered various challenges typical of indigenous language education in the United States. These include issues such as the lack of language teaching materials, the existence of multiple dialects and various writing systems, and the lack of teacher training opportunities. This paper describes our attempts at addressing these issues and devising strategies to meet these challenges. National Foreign Language Resource Center 29 http://hdl.handle.net/10125/4597 Miyashita, Mizuki and Annabelle Chatsis. 2013. Collaborative Development of Blackfoot Language Courses. Language Documentation & Conservation. 7: 302-330. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ Blackfoot Language Language Course Native American Languages Language Education Collaborative Development of Blackfoot Language Courses Text Article oai:scholarspace.manoa.hawaii.edu:10125/4547 2024-09-11 col_10125_26593 lesho.pdf Lesho, Marivic, Sippola, Eeva; 2013-04-14; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4547. Lesho, Marivic Sippola, Eeva 2013-04-14 This study is an assessment of the vitality of the Manila Bay Chabacano varieties spoken in Cavite City and Ternate, Philippines. These Spanish-lexified creoles have often been described as endangered, but until now there has been no systematic description of how stable the varieties are. The evaluation of the vitality of Manila Bay Chabacano is made based on participant observation and interviews conducted in both communities over the past nine years, using the UNESCO (2003) framework. Comparison between the two varieties shows that the proportional size of the speech community, degree of urbanization, and proximity to Manila account for differences in the vitality of the creoles. In rural Ternate, Chabacano is more stable in terms of intergenerational transmission and the proportion of speakers to the overall community. In the more urban Cavite City, most speakers are of the grandparental generation, but the community is more organized in its language preservation efforts. This study sheds light on two creole varieties in need of further documentation and sociolinguistic description, as well as the status of minority languages in the Philippines. It also offers a critical assessment of a practically-oriented methodological framework and demonstrates its application in the field. 30 http://hdl.handle.net/10125/4547 Attribution-NonCommercial-ShareAlike 3.0 United States http://creativecommons.org/licenses/by-nc-sa/3.0/us/ http://creativecommons.org/licenses/by-nc-sa/3.0/us/ sociolinguistics, Philippines The Sociolinguistic Situation of the Manila Bay Chabacano-Speaking Communities Text Article oai:scholarspace.manoa.hawaii.edu:10125/4592 2024-09-12 col_10125_26593 schembri.pdf Schembri, Adam, Fenlon, Jordan, Rentelis, Ramas, Reynolds, Sally, Cormier, Kearsy; 2013-10; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4592. Schembri, Adam Fenlon, Jordan Rentelis, Ramas Reynolds, Sally Cormier, Kearsy 2013-10 This paper presents an overview of the British Sign Language Corpus Project—the first endeavor to create a machine-readable digital corpus of British Sign Language (BSL) collected from deaf signers across the United Kingdom. In the field of sign language studies, it represents a unique combination of methodology from variationist sociolinguistics and corpus linguistics. Unlike previous large-scale sign language sociolinguistic projects, the dataset is being annotated and tagged using ELAN software, given metadata descriptions, and the video data has been made accessible, with long-term efforts to make the dataset searchable on-line. This means, however, that participants must consent to having the video data of their sign language use made public. This puts at risk the authenticity of the linguistic data collected, as signers may monitor their production more carefully than usual. We discuss our attempt to minimize this problem by creating a dual-access archive. National Foreign Language Resource Center 19 http://hdl.handle.net/10125/4592 Schembri, Adam, Jordan Fenlon, Ramas Rentelis, Sally Reynolds & Kearsy Cormier. 2013. Building the British Sign Language Corpus. Language Documentation & Conservation. 7: 136-154. 1934-5275 University of Hawaii Press Attribution-NonCommercial 3.0 United States Creative Commons Attribution-NonCommercial 3.0 Unported http://creativecommons.org/licenses/by-nc/3.0/us/ http://creativecommons.org/licenses/by-nc/3.0/us/ British Sign Language Corpus linguistics Sociolinguistics ELAN software Digital archive Building the British Sign Language Corpus Text Article oai:scholarspace.manoa.hawaii.edu:10125/4575 2024-09-15 col_10125_26593 Leonard.pdf Leonard, Wesley; 2013-04-30; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4575. Leonard, Wesley 2013-04-30 8 http://hdl.handle.net/10125/4575 Attribution-NonCommercial-ShareAlike 3.0 United States http://creativecommons.org/licenses/by-nc-sa/3.0/us/ http://creativecommons.org/licenses/by-nc-sa/3.0/us/ language revitalization, Australian languages Review of Re-awakening languages: Theory and practice in the revitalisation of Australia’s Indigenous languages Text Article oai:scholarspace.manoa.hawaii.edu:10125/4604 2024-07-29 col_10125_32626 MosesDictionary.odd.xml czaykowska.pdf Czaykowska-Higgins, Ewa, Holmes, Martin D., Kell, Sarah M.; 2014-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4604. Czaykowska-Higgins, Ewa Holmes, Martin D. Kell, Sarah M. 2014-03 This paper describes the evolution of a lexical resource project for Nxaʔamxcín, an endangered Salish language, from the project’s inception in the 1990s, based on legacy materials recorded in the 1960s and 1970s, to its current form as an online database that is transformable into various print and web-based formats for varying uses. We illustrate how we are using TEI P5 for data-encoding and archiving and show that TEI is a mature, reliable, flexible standard which is a valuable tool for lexical and morphological markup and for the production of lexical resources. Lexical resource creation, as is the case with language documentation and description more generally, benefits from portability and thus from conformance to standards (Bird and Simons 2003, Thieberger 2011). This paper therefore also discusses standards-harmonization, focusing on our attempt to achieve interoperability in format and terminology between our database and standards proposed for LMF, RELISH and GOLD. We show that, while it is possible to achieve interoperability, ultimately it is difficult to do so convincingly, thus raising questions about what conformance to standards means in practice. National Foreign Language Resource Center 37 http://hdl.handle.net/10125/4604 Czaykowska-Higgins, Ewa, Martin D. Holmes, and Sarah M. Kell. 2014. Using TEI for an Endangered Language Lexical Resource: The Nxaʔamxcín Database-Dictionary Project. Language Documentation & Conservation. 8: 1-37 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ TEI Endangered Languages Dictionary Nxaʔamxcín Database Using TEI for an Endangered Language Lexical Resource: The Nxaʔamxcín Database-Dictionary Project Text Article oai:scholarspace.manoa.hawaii.edu:10125/4617 2024-08-01 col_10125_32626 borgia.pdf Borgia, Melissa Elayne; 2014-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4617. Borgia, Melissa Elayne 2014-03 Seneca elder Sandy Dowdy and her granddaughter Autumn Crouse direct a language nest school for children aged two to five years in a small longhouse-shaped building, Ganöhsesge:kha:’ Hë:nödeyë:sta’:, or the Faithkeepers School, on the Seneca Allegany Territory in upstate New York. They practice immersion teaching and use forms of gesturing to teach the children both conversational and spiritual functions of Seneca, capitalizing on the belief that the use of gesturing is an effective tool for teaching children, especially those in the toddler range. Gesturing is useful because language and gesture are positively linked, signing links concepts to verbal learning, gesture helps aid memory, and incorporating gesture while learning a language encourages active learning. Gesturing also helps children learn complex concepts, which is ideal for teaching Seneca since the children are learning the Ganö:nyök, literally, ‘let it be used for expressing thanks’ and otherwise known as the Thanksgiving Address, a daily recitation that expresses thankfulness for all of creation. National Foreign Language Resource Center 8 http://hdl.handle.net/10125/4617 Borgia, Melissa Elayne. 2014. Using Gesture to Teach Seneca in a Language Nest School. Language Documentation & Conservation. 8:92-99 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Language Nest School Seneca Gesture Language Education Endangered Languages Using Gesture to Teach Seneca in a Language Nest School Text Article oai:scholarspace.manoa.hawaii.edu:10125/4613 2024-08-02 col_10125_32626 amery.pdf Amery, Rob; 2014-10; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4613. Amery, Rob 2014-10 A long-running collaboration between Kaurna people and linguists in South Australiabegan in 1989 with a songbook. Following annual community workshops and theestablishment of teaching programs, the author embarked on a PhD to research historicalsources and an emerging modern language based on these sources. In response tonumerous requests for names, translations and information, together with Kaurna EldersLewis O’Brien and Alitya Rigney, the author and others formed Kaurna Warra Pintyandi(KWP) in 2002. It is a monthly forum where researchers, and others interested in Kaurnalanguage, can meet with Kaurna people to discuss their concerns. KWP, based at theUniversity of Adelaide, is not incorporated and attendance of meetings is voluntary. Thecommittee has gained a measure of credibility and respect from the Kaurna community,government departments and the public and has recently signed a Memorandum ofUnderstanding with the University of Adelaide. However, KWP and the author sit,uneasily at times, at the intersection between the University and the community. Thispaper explores the nature of collaboration between Kaurna people and researchersthrough KWP in the context of reliance on historical documentation, much of which isopen to interpretation. Linguistics provides some of the skills needed for interpretation ofsource materials. This is complemented by knowledge held by Kaurna people that isknown through oral history, spirituality and intuition.*This paper is in the series The Role of Linguists in Indigenous Community Language Programs in Australia, edited by John Henderson. National Foreign Language Resource Center 21 http://hdl.handle.net/10125/4613 Amery, Rob. 2014. Reclaiming the Kaurna language: a long and lasting collaboration in an urban setting. Language Documentation & Conservation 8. 409-429 1934-5275 University of Hawaii Press Attribution-NonCommercial-NoDerivs 3.0 United States http://creativecommons.org/licenses/by-nc-nd/3.0/us/ Kaurna language Australian languages language revitalization Reclaiming the Kaurna language: a long and lasting collaboration in an urban setting Text Article oai:scholarspace.manoa.hawaii.edu:10125/4620 2024-08-03 col_10125_32626 heston.pdf Heston, Tyler; 2014-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4620. Heston, Tyler 2014-06 National Foreign Language Resource Center 6 http://hdl.handle.net/10125/4620 Heston, Tyler. 2014. Review of The last speakers: The quest to save the world's most endangered languages. Language Documentation & Conservation. 8: 113-118 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation endangered languages book review K. David Harrison Review of The Last Speakers: The quest to save the world's most endangered languages Text Article oai:scholarspace.manoa.hawaii.edu:10125/24627 2024-08-05 col_10125_32626 treis.pdf treis_noaudio.pdf audio.zip Treis, Yvonne, Werth, Alexander; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24627. Treis, Yvonne Werth, Alexander 2014-12 National Foreign Language Resource Center 23 http://hdl.handle.net/10125/24627 Treis, Yvonne and Alexander Werth. 2014. Notes from the Field: Baskeet Phonological Sketch and Digital Wordlist. Language Documentation & Conservation 8. 810-832 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Baskeet phonology Omotic language Ethiopia Notes from the Field: Baskeet Phonological Sketch and Digital Wordlist Text Article oai:scholarspace.manoa.hawaii.edu:10125/24607 2024-08-05 col_10125_32626 cruz_woodbury.pdf Cruz, Emiliana, Woodbury, Anthony C.; 2014-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24607. Cruz, Emiliana Woodbury, Anthony C. 2014-09 We describe our own experience of linguist-community collaboration over the last ten years in our Chatino Language Documentation Project, focused on the Chatino languages (Otomanguean; Oaxaca, Mexico). We relate episodes in the emergence and evolution of the collaboration between ourselves, and of the collaboration among ourselves and the Chatino communities with which we have worked. Our experience has several special features. First, our own collaboration began as native Chatino-speaking Ph.D. student and her teacher in a program focused on training speakers of Latin American indigenous languages in linguistics and anthropology, and developed into a larger collaboration among students and faculty where the student had a major leadership role. Second, our approach was documentary-descriptive and comparative, but it was also socially engaged or ‘activist,’, in that we sought to promote interest, awareness, and respect for the Chatino languages, to teach and support Chatino literacy, and to preserve and offer access to spoken Chatino, especially traditional verbal art. Our approach had synergies with local interests in writing and in honoring traditional speech ways, but it also led to conflicts over our roles as social actors, and the traditionally activist roles of indigenous teachers. Third, we experienced plasticity in the collaborative roles we played. Between ourselves, we were student and teacher, but also initiator and follower as we became engaged in revitalization. At the same time, the native speaker linguist found herself occupying a range of positions along a continuum from “insider” to “outsider” respect to her own community. *This paper is in the series Language Documentation in the Americas edited by Keren Rice and Bruna Franchetto National Foreign Language Resource Center 25 http://hdl.handle.net/10125/24607 Cruz, Emiliana & Anthony C. Woodbury. 2014. Collaboration in the Context of Teaching, Scholarship, and Language Revitalization: Experience from the Chatino Language Documentation Project. Language Documentation & Conservation 8: 262-286. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Chatino Language language documentation language revitalization Collaboration in the Context of Teaching, Scholarship, and Language Revitalization: Experience from the Chatino Language Documentation Project Text Article oai:scholarspace.manoa.hawaii.edu:10125/24617 2024-08-09 col_10125_32626 Mazaudon.pdf Mazaudon_nomedia.pdf Mazaudon audio.zip Mazaudon, Martine; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24617. Mazaudon, Martine 2014-12 This paper focuses on the particular kinds of difficulties which arise in the study of an emergent tone-system, exemplified by Tamang in Nepal, where pitch, phonation and other laryngeal features combine in the definition of a tone. As a consequence, conducting a well-ordered analysis in stages first of phonetic transcription, then variation in context, then interpretation is not possible. Rather we have to discover the contrasting categories first, and study their phonetic realization next, or do both at the same time. This also leads to questioning the validity of the traditional distinction of features into “distinctive” and “redundant” and proposing instead an analysis of an abstract “tone” as a bundle of cues. We will only sketch the second characteristic of the Tamang tone system, the extension of tone over the phonological word. The contributions of instrumental studies and of a comparative-historical perspective are discussed. *This paper is in the series How to Study a Tone Language, edited by Steven Bird and Larry Hyman National Foreign Language Resource Center http://hdl.handle.net/10125/24617 Mazaudon, Martine. 2014. Studying emergent tone-systems in Nepal: Pitch, phonation and word-tone in Tamang. Language Documentation & Conservation 8: 587—612 978-0-9856211-2-4 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Studying emergent tone-systems in Nepal: Pitch, phonation and word-tone in Tamang Article oai:scholarspace.manoa.hawaii.edu:10125/24622 2024-08-10 col_10125_32626 Snider.pdf Snider, Keith; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24622. Snider, Keith 2014-12 Phonological field work is largely about establishing contrast in comparable environments. The notion of phonological contrast, however, can be confusing, particularly in its application to tone analysis. Does it mean phonemic contrast in the structuralist sense, or does it mean underlying contrast in the generative sense? Many linguists, in publications otherwise written from a generative perspective, support underlying tonal contrasts with minimal pairs and other data that are based on structuralist criteria. This paper critiques how tonal contrast is often supported in the literature and demonstrates that many supposed minimal pairs are invalid from a generative perspective. It further demonstrates that because many morphemes in tone languages consist solely of floating tones, the potential for these cannot be ignored when establishing comparable phonological environments. *This paper is in the series How to Study a Tone Language, edited by Steven Bird and Larry Hyman National Foreign Language Resource Center http://hdl.handle.net/10125/24622 Snider, Keith. 2014. On Establishing Underlying Tonal Contrast. Language Documentation & Conservation 8: 707—737 978-0-9856211-2-4 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License On Establishing Underlying Tonal Contrast Article oai:scholarspace.manoa.hawaii.edu:10125/24620 2024-08-10 col_10125_32626 Remijsen.pdf Remijsen_nomedia.pdf Remijsen audio.zip Remijsen, Bert; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24620. Remijsen, Bert 2014-12 This paper deals with the study of tone in languages that additionally have a phonological contrastive of quantity, such as vowel length or stress. In such complex word-prosodic systems, tone and the quantity contrast(s) can be fully independent of one another, or they may interact. Both of these configurations are illustrated in this paper, and the phonetic pressures underlying the development of interactions are laid out. The paper pays particular attention to the challenge of investigating complex word-prosodic systems. Central to the approach advocated here is the combination of qualitative fieldwork data collection methods with instrumental analysis. *This paper is in the series How to Study a Tone Language, edited by Steven Bird and Larry Hyman National Foreign Language Resource Center http://hdl.handle.net/10125/24620 Remijsen, Bert. 2014.  The study of tone in languages with a quantity contrast. Language Documentation & Conservation 8: 672-689 978-0-9856211-2-4 University of Hawai'i Press LD&C Special Publication Creative Commons Attribution Non-Commercial Share Alike License The study of tone in languages with a quantity contrast oai:scholarspace.manoa.hawaii.edu:10125/24603 2024-08-13 col_10125_32626 caldecott.pdf Caldecott, Marion, Koch, Karsten; 2014-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24603. Caldecott, Marion Koch, Karsten 2014-06 Prosody plays a vital role in communication, but is one of the most widely neglected topics in language documentation. This omission is doubly detrimental since intonation is unrecoverable from transcribed texts, the most prevalent data sources for many indigenous languages. One of the underlying reasons for the dearth of prosodic data is methodological. Modern technology has removed technical barriers to recording the appropriate data, but traditional methods of elicitation still inhibit accurate documentation of linguistic structures at or above the phrasal level. In addition, these methods do not facilitate the mobilization of linguistic documentation. In this paper, we present techniques that we have developed that address both these concerns: 1) eliciting prosodic data for theoretical analysis, and 2) producing linguistic materials that can be useful for educators and curriculum developers. Highlighting advantages and disadvantages, we compare traditional elicitation and text-gathering methods with two non-traditional methodologies using non-verbal stimuli. These two non-traditional methodologies are aimed at collecting: 1) spontaneous conversation (either unguided, or task-oriented), and 2) partly scripted conversation (aided by multimedia tools). The methodologies are illustrated with original fieldwork on focus and intonation in two related, endangered Interior Salish languages – Nlhe7kepmxcín (Thompson) and St’át’imcets (Lillooet). National Foreign Language Resource Center 32 http://hdl.handle.net/10125/24603 Caldecott, Marion, Karsten Koch. 2014. Using Mixed Media Tools for Eliciting Discourse in Indigenous Languages. Language Documentation & Conservation. 8: 209-240. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation mixed media discourse indigenous languages prosody Using Mixed Media Tools for Eliciting Discourse in Indigenous Languages Text Article oai:scholarspace.manoa.hawaii.edu:10125/4618 2024-08-15 col_10125_32626 vallejos.pdf Vallejos, Rosa; 2014-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4618. Vallejos, Rosa 2014-03 This paper highlights the role of speech community members on a series of interconnected projects to document, study and maintain Kokama, a deeply endangered language from the Peruvian Amazon. The remaining fluent speakers of the language are mostly older than 60 years of age, are spread out across various small villages, and speak the language in very restricted situations. The aim of this paper is twofold. First, it demonstrates with concrete examples that outcomes of projects implemented in collaboration with speakers yield more broadly useful outcomes than those conducted by a linguist working alone. Second, it underscores the significance of documenting language interaction among different types of speakers in accordance with the view that language preservation is not only about promoting a linguistic code, but also includes documenting communicative practices. The projects reported here can contribute to the development of fieldwork methodologies to work with a range of speakers. The involvement of community members has been crucial for the design of culturally relevant strategies to assess fluency in Kokama, for the naturalness and variety within the collected data, and for the documentation of interactional patterns essential for revitalization initiatives. This paper supports the view that language documentation, language preservation, and linguistic research can be complementary endeavors. National Foreign Language Resource Center 28 http://hdl.handle.net/10125/4618 Vallejos, Rosa. 2014. Integrating Language Documentation, Language Preservation, and Linguistic Research: Working with the Kokamas from the Amazon. Language Documentation & Conservation. 8: 38-65 1934-5275 University of Hawaii Press http://creativecommons.org/licenses/by-nc/3.0/us/ Language Documentation Amazon Kokamas Peruvian Amazon Kukama-Kukamiria Integrating Language Documentation, Language Preservation, and Linguistic Research: Working with the Kokamas from the Amazon Text Article oai:scholarspace.manoa.hawaii.edu:10125/24621 2024-08-15 col_10125_32626 Rice.pdf Rice, Keren; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24621. Rice, Keren 2014-12 In this paper I review the methodology that I used in beginning my early fieldwork on a tonal Athabaskan language, including preparation through reading and listening, working with speakers, organizing data, and describing and analyzing the data, stressing how these are not steps or stages, but intersect and interact with each other. *This paper is in the series How to Study a Tone Language, edited by Steven Bird and Larry Hyman National Foreign Language Resource Center http://hdl.handle.net/10125/24621 Rice, Keren. 2014. On beginning the study of the tone system of a Dene (Athabaskan) language: Looking back. Language Documentation & Conservation 8: 690—706 978-0-9856211-2-4 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License On beginning the study of the tone system of a Dene (Athabaskan) language: Looking back Article oai:scholarspace.manoa.hawaii.edu:10125/24601 2024-08-17 col_10125_32626 childs.pdf Childs, Tucker, Good, Jeff, Alice, Mitchell; 2014-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24601. Childs, Tucker Good, Jeff Alice, Mitchell 2014-06 Most language documentation efforts focus on capturing lexico-grammatical information on individual languages. Comparatively little effort has been devoted to considering a language’s sociolinguistic contexts. In parts of the world characterized by high degrees of multilingualism, questions surrounding the factors involved in language choice and the relationship between ‘communities’ and ‘languages’ are clearly of interest to documentary linguistics, and this paper considers these issues by reporting on the results of a workshop held on sociolinguistic documentation in Sub-Saharan Africa. Over sixty participants from Africa and elsewhere discussed theoretical and methodological issues relating to the documentation of language in its social context. Relevant recommendations for projects wishing to broaden into the realm of sociolinguistic language documentation include: a greater emphasis on conversational data and the documentation of naturally occurring conversation; developing metadata conventions to allow for more nuanced descriptions of socio-cultural settings; encouraging teamwork and interdisciplinary collaboration in order to extend the scope of sociolinguistic documentation; collecting sociolinguistic data which can inform language planning and policy; and creating opportunities for training in sociolinguistic documentation. Consideration of sociolinguistic language documentation also raises significant questions regarding the ways in which Western language ideologies, which have been especially prominent in shaping documentary agendas, may be unduly influencing documentary practice in other parts of the world. National Foreign Language Resource Center 24 http://hdl.handle.net/10125/24601 Childs, Tucker, Jeff Good, and Alice Mitchell. 2014. Beyond the Ancestral Code: Towards a Model for Sociolinguistic Language Documentation. Language Documentation & Conservation. 8: 168-191 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation sociolinguistics Sub-saharan Africa sociolingustic documentation Beyond the Ancestral Code: Towards a Model for Sociolinguistic Language Documentation Text Article oai:scholarspace.manoa.hawaii.edu:10125/4614 2024-08-18 col_10125_32626 olawsky.pdf Olawsky, Knut J.; 2014-10; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4614. Olawsky, Knut J. 2014-10 The size of Australian Indigenous language centres varies from small programs with a single employment position up to large organisations which may involve several linguists, a manager and a range of support staff. This article is based on the linguist’s work at an organisation at the smaller end of the scale – Mirima Dawang Woorlabgerring Language and Culture Centre (MDWg), which operates out of Kununurra in the remote East Kimberley Region of Western Australia. Following a brief introduction to the context and history of language work at MDWg, the author sheds light on typical community expectations, which cover an array of different language-related and nonlinguistic tasks. In a scenario where the linguist and coordinator roles are assigned to a single person it becomes clear that the range of duties can be overwhelmingly diverse and go beyond anything a linguist is exposed to during his/her academic studies. The article proceeds by identifying a range of challenges for a linguist/coordinator, addressing issues such as efficiency, balance, burnout and career planning. For each challenge, possible solutions are offered, with the vision of turning challenge into opportunity. The article concludes with a set of recommendations directed at various stakeholders in the work of Indigenous language centres. *This paper is in the series The Role of Linguists in Indigenous Community Language Programs in Australia, edited by John Henderson. National Foreign Language Resource Center 23 http://hdl.handle.net/10125/4614 Olawsky, Knut J. 2014. Between duty statement and reality – The “Linguist/Coordinator” at an Australian Indigenous language centre. Language Documentation & Conservation 8. 361-383. 1934-5275 University of Hawaii Press http://creativecommons.org/licenses/by-nc-nd/3.0/us/ Australian languages Australian Indigenous language centre Indigenous community language program Between duty statement and reality – The “Linguist/Coordinator” at an Australian Indigenous language centre Text Article oai:scholarspace.manoa.hawaii.edu:10125/24610 2024-08-21 col_10125_32626 shepard.pdf Shepard, Michael; 2014-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24610. Shepard, Michael 2014-09 National Foreign Language Resource Center 11 http://hdl.handle.net/10125/24610 Shepard, Michael. 2014. Review of Mukurtu Content Management System. Language Documentation & Conservation 8: 315-325. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Mukurtu Content Management System digital archiving language documentation Review of Mukurtu Content Management System Text Article oai:scholarspace.manoa.hawaii.edu:10125/4615 2024-08-23 col_10125_32626 truscott.pdf Truscott, Adriano; 2014-10; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4615. Truscott, Adriano 2014-10 The role of linguists employed in Aboriginal community language centres requires three considerations to be addressed by the language centres themselves, by the linguists and by the organisations that prepare them: what is required of the linguist by language centres; to what extent does the linguist's own skills, interests and ideology match what is required by their position; and how the linguist’s capabilities can best be matched to the requirements of the language centre. These three considerations are complex, in part specific to each language centre, and can involve skills that are not immediately oriented to, or transferable from, academic knowledge and skills. The sensitive and urgent nature of language revitalisation means that high expectations are often placed on the linguist by the language centre, which can lead to disappointment for all parties in various ways, and could even compromise the effectiveness of the language revitalisation. This paper attempts to critically address these three dimensions in relation to a Western Australian language centre, focussing on a case study of a community-based languages exhibition that took place in 2008. It describes the context of the language centre and then considers the role of the linguist operating within a sociolinguistically-oriented theoretical and methodological framework to revitalize languages, identifying different conceptualisations of the role. The case study explores the range of requirements made of the linguist during the languages exhibition project, and presents some reflections on the role in that context. *This paper is in the series The Role of Linguists in Indigenous Community Language Programs in Australia, edited by John Henderson. National Foreign Language Resource Center 25 http://hdl.handle.net/10125/4615 Truscott, Adriano. 2014. When is a linguist not a linguist: the multifarious activities and expectations for a linguist in an Australian language centre. Language Documentation & Conservation 8. 384-408. 1934-5275 University of Hawaii Press Attribution-NonCommercial-NoDerivs 3.0 United States http://creativecommons.org/licenses/by-nc-nd/3.0/us/ Australian Indigenous language centre Aboriginal languages Australian languages When is a linguist not a linguist: the multifarious activities and expectations for a linguist in an Australian language centre Text Article oai:scholarspace.manoa.hawaii.edu:10125/24614 2024-08-24 col_10125_32626 Coupe.pdf Coupe_nomedia.pdf Coupe audio.zip Coupe, Alexander R.; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24614. Coupe, Alexander R. 2014-12 This paper outlines a method of auditory and acoustic analysis for determining the tonemes of a language starting from scratch, drawing on the author’s experience of recording and analyzing tone languages of north-east India. The methodology is applied to a preliminary analysis of tone in the Thang dialect of Khiamniungan, a virtually undocumented language of extreme eastern Nagaland and adjacent areas of the Sagaing Division Myanmar (Burma). Following a discussion of strategies for ensuring that data appropriate for tonal analysis will be recorded, the practical demonstration begins with a description of how tone categories can be established according to their syllable type in the preliminary auditory analysis. The paper then uses this data to describe a method of acoustic analysis that ultimately permits the representation of pitch shapes as a function of absolute mean duration. The analysis of grammatical tones, floating tones and tone sandhi are exemplified with Mongsen Ao data, and a description of a perception test demonstrates how this can be used to corroborate the auditory and acoustic analysis of a tone system. *This paper is in the series How to Study a Tone Language, edited by Steven Bird and Larry Hyman National Foreign Language Resource Center http://hdl.handle.net/10125/24614 Coupe, Alexander R. 2014. Strategies for analyzing tone languages. Language Documentation & Conservation 8: 462—489 978-0-9856211-2-4 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Strategies for analyzing tone languages Article oai:scholarspace.manoa.hawaii.edu:10125/24623 2024-08-25 col_10125_32626 Yu.pdf Yu, Kristine M.; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24623. Yu, Kristine M. 2014-12 This paper illustrates how an “experimental state of mind”, i.e. principles of experimental design, can inform hypothesis generation and testing in structured fieldwork elicitation. The application of these principles is demonstrated with case studies in toneme discovery. Pike’s classic toneme discovery procedure is shown to be a special case of the application of experimental design. It is recast in two stages: (1) the inference of the hidden structure of tonemes based on unexplained variability in the pitch contour r emaining, even after other sources of influence on the pitch contour are accounted for, and (2) the confirmation of systematic effects of hypothesized tonal classes on the pitch contour in elicitations structured to control for confounding variables that could obscure the relati on between tonal classes and the pitch contour. Strategies for controlling the confounding variables, such as blocking and randomization, are discussed. The two stages are exemplified using data elicited from the early stages of toneme discovery in Kirikiri, a language of New Guinea. *This paper is in the series How to Study a Tone Language, edited by Steven Bird and Larry Hyman National Foreign Language Resource Center http://hdl.handle.net/10125/24623 Yu, Kristine M. 2014. The experimental state of mind in elicitation: illustrations from tonal fieldwork. Language Documentation & Conservation 8: 738—777 978-0-9856211-2-4 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License The experimental state of mind in elicitation: illustrations from tonal fieldwork Article oai:scholarspace.manoa.hawaii.edu:10125/24613 2024-08-26 col_10125_32626 Bird.pdf Bird_nomedia.pdf Bird audio.zip Bird, Steven, Lee, Haejoong; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24613. Bird, Steven Lee, Haejoong 2014-12 Investigating a tone language involves careful transcription of tone on words and phrases. This is challenging when the phonological categories – the tones or melodies – have not been identified. Effects such as coarticulation, sandhi, and phrase-level prosody appear as obstacles to early elicitation and classification of tone. This article presents open source software that can assist with solving this problem. Users listen to words and phrases of interest, before grouping them into clusters having the same tonal properties. In this manner, it is possible to quickly annotate words of interest in extended recordings, and compare items that may be widely separated in the source audio to obtain consistent labelling. Users have reported that it is possible to train one’s ear to pick up on the linguistically salient distinctions. The approach is illustrated with data from Eastern Chatino (Mexico) and Alekano (Papua New Guinea). *This paper is in the series How to Study a Tone Language, edited by Steven Bird and Larry Hyman National Foreign Language Resource Center http://hdl.handle.net/10125/24613 Bird, Steven and Haejoong Lee. 2014. Computational support for early elicitation and classification of tone. Language Documentation & Conservation 8: 453—461 978-0-9856211-2-4 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Computational support for early elicitation and classification of tone Article Article oai:scholarspace.manoa.hawaii.edu:10125/4616 2024-08-26 col_10125_32626 giacon.pdf Giacon, John; 2014-10; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4616. Giacon, John 2014-10 This paper primarily considers the role of linguists in the process of language rebuilding, or language revival, that is, the process of working with a language that is no longer spoken so that it is spoken again. The paper is largely based on experience with Gamilaraay and Yuwaalaraay, two closely-related languages from northern New South Wales in Australia, but also on experience with other languages. *This paper is in the series The Role of Linguists in Indigenous Community Language Programs in Australia, edited by John Henderson. National Foreign Language Resource Center 22 http://hdl.handle.net/10125/4616 Giacon, John. 2014. Linguists and language rebuilding: recent experience in two New South Wales languages. Language Documentation & Conservation 8. 430-451 1934-5275 University of Hawaii Press Attribution-NonCommercial-NoDerivs 3.0 United States http://creativecommons.org/licenses/by-nc-nd/3.0/us/ language revitalization Gamilaraay language Yuwaalaraay language New South Wales Australian languages Linguists and language rebuilding: recent experience in two New South Wales languages Text Article oai:scholarspace.manoa.hawaii.edu:10125/24609 2024-08-27 col_10125_32626 defina.pdf Defina, Rebecca; 2014-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24609. Defina, Rebecca 2014-09 National Foreign Language Resource Center 8 http://hdl.handle.net/10125/24609 Define, Rebecca. 2014. Review of Arbil: Free Tool for Creating, Editing, and Searching Metadata. Language Documentation & Conservation 8: 307-314. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Arbil metadata language documentation Review of Arbil: Free Tool for Creating, Editing, and Searching Metadata Text Article oai:scholarspace.manoa.hawaii.edu:10125/24624 2024-08-30 col_10125_32626 Hyman.pdf Hyman, Larry; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24624. Hyman, Larry 2014-12 In response to requests I have often got as to how one approaches a tone language, I present a personal view of the three stages involved, starting from scratch and arriving at an analysis: Stage I: Determining the tonal contrasts and their approximate phonetic allotones. Stage II: Discovering any tonal alternations (“morphotonemics”). Stage III: establishing the tonal analysis itself. While most emphasis in the literature concerns this last stage, I show how the analysis crucially depends on the first two. A detailed illustration is presented from Oku, a Grassfields Bantu language spoken in Cameroon on which I personally worked in the field. The paper concludes with discussion of issues arising in other tone languages, illustrated by Corejuage (Tukanoan, Colombia), Peñoles Mixtec (Otomanguean, Mexico), Villa Alta Yatzachi Zapotec (Otomanguean, Mexico), Luganda (Bantu, Uganda), Hakha Lai (Tibeto-Burman, Myanmar and Northeast India), and Haya (Bantu, Tanzania). *This paper is in the series How to Study a Tone Language, edited by Steven Bird and Larry Hyman National Foreign Language Resource Center http://hdl.handle.net/10125/24624 Hyman, Larry M.  2014. How To Study a Tone Language, with exemplification from Oku (Grassfields Bantu, Cameroon). Language Documentation & Conservation 8: 525—562 978-0-9856211-2-4 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License How To Study a Tone Language Article oai:scholarspace.manoa.hawaii.edu:10125/24619 2024-08-30 col_10125_32626 Morey.pdf Morey_nomedia.pdf Morey audio.zip Morey, Stephen; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24619. Morey, Stephen 2014-12 Drawing on nearly 20 years of study of a variety of languages in North East India, from the Tai and Tibeto-Burman families, this paper examines the issues involved in studying those languages, building on three well established principles: (a) tones are categories within a language, and the recognition of those categories is the key step in describing the tonal system; (b) in at least some languages, tones are a bundle of features, of which (relative) pitch is only one; and (c) tones may carry different levels of functional load in different languages. I will discuss the use of historical and comparative data to assist with tonal analysis, while raising the possibility that the tonal categories of individual words may vary from one language variety to the next. Different approaches to marking tones, for linguistic transcriptions, presentation of acoustic data (F0) and in practical orthographies are discussed, along with the effect of intonation and grammatical factors such as nominalisation on the realisation of tones. *This paper is in the series How to Study a Tone Language, edited by Steven Bird and Larry Hyman National Foreign Language Resource Center http://hdl.handle.net/10125/24619 Morey, Stephen. 2014. Studying tones in North East India: Tai, Singpho and Tangsa. Language Documentation & Conservation 8: 637—671 978-0-9856211-2-4 University of Hawai'i Press LD&C Special Publication Creative Commons Attribution Non-Commercial Share Alike License Studying tones in North East India: Tai, Singpho and Tangsa oai:scholarspace.manoa.hawaii.edu:10125/24626 2024-08-30 col_10125_32626 lahe-deklin.pdf Lahe-Deklin, Francesca, Si, Aung; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24626. Lahe-Deklin, Francesca Si, Aung 2014-12 Migrant speakers of endangered languages living in urban centers in developed countries represent a valuable resource through which these languages may be conveniently documented. Here, we first present a general methodology by which linguists can compile a meaningful set of visual (and sometimes audio) stimuli with which to carry out a reasonably detailed ethnobiological elicitation session in an ‘ex-situ’ setting, such as an urban university. We then showcase some preliminary results of such an elicitation carried out on the Dumo, or Vanimo, language of north-western Papua New Guinea during a linguistic field methods course at the Australian National University. With the help of a region-specific set of visual stimuli obtained from various sources, it was possible to document many fascinating aspects of the fish, and other marine-biological, knowledge of Dumo speakers, along with detailed ethnographic notes on the cultural significance of marine creatures. National Foreign Language Resource Center 22 http://hdl.handle.net/10125/24626 Lahe-Deklin, Francesca and Aung Si. 2014. Ex-situ Documentation of Ethnobiology. Language Documentation & Conservation 8, 788-809 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ ethnobiology language documentation Papua New Guinea ex-situ documentation Ex-situ Documentation of Ethnobiology Text Article oai:scholarspace.manoa.hawaii.edu:10125/24606 2024-09-01 col_10125_32626 franchetto_rice.pdf Franchetto, Bruna, Rice, Keren; 2014-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24606. Franchetto, Bruna Rice, Keren 2014-09 In the last decades, the documentation of endangered languages has advanced greatly in the Americas. In this paper we survey the role that international funding programs have played in advancing documentation in this part of the world, with a particular focus on the growth of documentation in Brazil, and we examine some of the major opportunities and challenges involved in documentation in the Americas, focusing on participatory research models. *This paper is in the series Language Documentation in the Americas edited by Keren Rice and Bruna Franchetto National Foreign Language Resource Center 11 http://hdl.handle.net/10125/24606 Franchetto, Bruna & Keren Rice. 2014. Language Documentation in the Americas. Language Documentation & Conservation 8: 251-261 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation Americas endangered languages funding organizations Language Documentation in the Americas Text Article oai:scholarspace.manoa.hawaii.edu:10125/4619 2024-09-03 col_10125_32626 wilbur.pdf Wilbur, Joshua; 2014-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4619. Wilbur, Joshua 2014-06 National Foreign Language Resource Center 13 http://hdl.handle.net/10125/4619 Wilbur, Joshua. 2014. The Sony NEX-VG30 video camera: A review for use in language documentation. Language Documentation & Conservation. 8: 100-112 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Sony NEX-VG30 video camera language documentation technology review The Sony NEX-VG30 video camera: A review for use in language documentation Text Article oai:scholarspace.manoa.hawaii.edu:10125/24618 2024-09-05 col_10125_32626 MooreMeyer.pdf MooreMeyer_nomedia.pdf Moore-Meyer audio.zip 01fat.wav 02egg.wav 03my-fat.wav 04my-egg.wav 05fat-whistled.wav 06egg-whistled.wav 07my-fat-whistled.wav 08my-egg-whistled.wav 09burning.wav 10burning-whistled.wav 11old.wav 12old-whistled.wav 13burning+Aux.wav 14burning+Aux-whistled.wav 15old+Aux.wav 16old+Aux-whistled.wav 17abiaSpeak.wav 18abiaWhistleLips.wav 19abiaWhistleHands.wav 20tatiaSpeak.wav 21tatiaWhistleLips.wav 22tatiaWhistleHands.wav Moore, Denny, Meyer, Julien; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24618. Moore, Denny Meyer, Julien 2014-12 This paper describes the methods used to study the tone and some related phenomena of the language of the Gavião of Rondônia, Brazil, which is part of the Mondé branch of the Tupi family. Whistling of words by indigenous informants was discovered to be a very effective method for obtaining phonetic accuracy in tone and length. Methods were devised to map out the system of tone and length. They were subsequently used in the study of other Amazonian languages, including Karitiana, Munduruku, Zoró, and Surui of Rondônia, with success. Some notes on tone considerations in orthography are offered, as well as notes on procedures that proved useful in the diachronic study of tone in the Mondé languages. Methods for the study of natural whistled speech used for distance communication are also described, with special attention to the whistled speech of the Gavião, including its use, its efficiency, and the whistling techniques used. The relation between some aspects of Gavião instrumental music and the suprasegmental aspects of the language are also discussed and the methods used to study this are described. Audio and video clips illustrate the phenomena being discussed. *This paper is in the series How to Study a Tone Language, edited by Steven Bird and Larry Hyman National Foreign Language Resource Center http://hdl.handle.net/10125/24618 Moore, Denny and Julien Meyer. 2014. The Study of tone and related phenomena in an Amazonian tone language: Gavião of Rondônia. Language Documentation & Conservation 8: 613—636 978-0-9856211-2-4 University of Hawai'i Press LD&C Special Publication Creative Commons Attribution Non-Commercial Share Alike License The Study of tone and related phenomena in an Amazonian tone language: Gavião of Rondônia oai:scholarspace.manoa.hawaii.edu:10125/4611 2024-09-07 col_10125_32626 henderson.pdf Henderson, Brent, Rohloff, Peter, Henderson, Robert; 2014-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4611. Henderson, Brent Rohloff, Peter Henderson, Robert 2014-03 Existing models for language revitalization focus almost exclusively on language learning and use. While recognizing the value of these models, we argue that their effective application is largely limited to situations in which languages have low numbers of speakers. For languages that are rapidly undergoing language shift, but which still maintain large vital communities of speakers, a model for revitalization is currently lacking. We offer the beginnings of such a model here, arguing that in these communities doing language revitalization must primarily mean addressing the causes of language shift, a task that we argue can be undertaken in collaborative efforts with social development organizations. The model contrasts strongly (though complementarily) with existing models in that it focuses on work in which explicitly language-focused activities are undertaken only as intentional support for social development projects. Where successful, we argue this approach achieves language revitalization goals in organic and sustainable ways that are much more difficult for language-focused programs to achieve. It therefore has the potential to stop and potentially reverse language shift in specific ways. We offer our experiences with Wuqu’ Kawoq|Maya Health Alliance, a healthcare NGO in Guatemala, which attempts to follow this model, as evidence for the model’s viability. National Foreign Language Resource Center 17 http://hdl.handle.net/10125/4611 Henderson, Brent, Peter Rohloff, and Robert Henderson. 2014. More than Words: Towards a Development-Based Approach to Language Revitalization. Language Documentation & Conservation. 8:75-91 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Language Revitalization Guatemala Healthcare Kaqchikel More than Words: Towards a Development-Based Approach to Language Revitalization Text Article oai:scholarspace.manoa.hawaii.edu:10125/4621 2024-09-08 col_10125_32626 michailovsky.pdf Michailovsky, Boyd, Mazaudon, Martine, Michaud, Alexis, Guillaume, Séverine, François, Alexandre, Adamou, Evangelia; 2014-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4621. Michailovsky, Boyd Mazaudon, Martine Michaud, Alexis Guillaume, Séverine François, Alexandre Adamou, Evangelia 2014-06 The Pangloss Collection is a language archive developed since 1994 at the Langues et Civilisations à Tradition Orale (LACITO) research group of the French Centre National de la Recherche Scientifique (CNRS). It contributes to the documentation and study of the world’s languages by providing free access to documents of connected, spontaneous speech, mostly in endangered or under-resourced languages, recorded in their cultural context and transcribed in consultation with native speakers. The Collection is an Open Archive containing media files (recordings), text annotations, and metadata; it currently contains over 1,400 recordings in 70 languages, including more than 400 transcribed and annotated documents. The annotations consist of transcription, free translation in English, French and/or other languages, and, in many cases, word or morpheme glosses; they are time-aligned with the recordings, usually at the utterance level. A web interface makes these annotations accessible online in an interlinear display format, in synchrony with the sound, using any standard browser. The structure of the XML documents makes them accessible to searching and indexing, always preserving the links to the recordings. Long-term preservation is guaranteed through a partnership with a digital archive. A guiding principle of the Pangloss Collection is that a close association between documentation and research is highly profitable to both. This article presents the collections currently available; it also aims to convey a sense of the range of possibilities they offer to the scientific and speaker communities and to the general public. National Foreign Language Resource Center 17 http://hdl.handle.net/10125/4621 Michailovsky, Boyd, Martine Mazaudon, Alexis Michaud, Séverine Guillaume, Alexandre François, and Evangelia Adamou. 2014. Documenting and Researching Endangered Languages: The Pangloss Collection. Language Documentation & Conservation. 8: 119-135 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Pangloss Collection archive language documentation Langues et Civilisations à Tradition Orale LACITO endangered languages Documenting and Researching Endangered Languages: The Pangloss Collection Text Article oai:scholarspace.manoa.hawaii.edu:10125/24616 2024-09-09 col_10125_32626 Konoshenko.pdf Konoshenko, Maria; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24616. Konoshenko, Maria 2014-12 Linguists tend to believe that total complexity of human languages is invariable. In order to test this hypothesis empirically, we need to calculate the complexity in different domains of language structure: phonology, morphology, syntax, etc. In this paper I provide some guidelines for documenting tonal systems and evaluating their complexity. I then apply my methodology to the Mande languages of West Africa and test a tonal equi-complexity hypothesis which says that languages with more tonal contrasts tend to have fewer tonal rules and vice versa. The data presented do not support such a concept of tonal equi-complexity in the domain of phonology, but there is a strong positive correlation between the number of tonal contrasts and the number of tonal morphemes. My explanation is that tonal contrasts and tonal morphemes tend to appear as a result of segmental loss, so the two phenomena are likely to co-occur. *This paper is in the series How to Study a Tone Language, edited by Steven Bird and Larry Hyman National Foreign Language Resource Center http://hdl.handle.net/10125/24616 Konoshenko, Maria. 2014. Studying Tonal Complexity, with a special reference to Mande languages. Language Documentation & Conservation 8: 563—586 978-0-9856211-2-4 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Studying Tonal Complexity, with a special reference to Mande languages Article oai:scholarspace.manoa.hawaii.edu:10125/24608 2024-09-11 col_10125_32626 stenzel.pdf Stenzel, Kristine; 2014-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24608. Stenzel, Kristine 2014-09 This article adds a voice from Amazonia to the reflective discussion on documentation projects designed within a ‘participatory’ or ‘collaborative’ paradigm of language research. It offers a critical assessment of one such documentation project carried out from 2007-2011 with the Kotiria and Wa’ikhana (East Tukano) language communities, who live in the remote Vaupés basin of the northwest Amazon. It examines aspects of the four-year project that most approximated the participative ideals that inspired it, including community input throughout all phases of the project, a ‘team-based’ approach grounded in local partnerships, and efforts to establish a more equitable division of power and responsibility, as well as greater self-determination in the organization of documentation activities. It also points out some of the difficulties encountered along the way and raises questions related to expectations, unforeseen consequences, and sustainability, questions that still remain to be answered. *This paper is in the series Language Documentation in the Americas edited by Keren Rice and Bruna Franchetto National Foreign Language Resource Center 20 http://hdl.handle.net/10125/24608 Stenzel, Kristine. 2014. The Pleasures and Pitfalls of a ‘Participatory’ Documentation Project: An Experience in Northwestern Amazonia. Language Documentation & Conservation 8: 287-306 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation Northwestern Amazonia Amazonia Kotiria Wa'ikhana language participatory language documentation The Pleasures and Pitfalls of a ‘Participatory’ Documentation Project: An Experience in Northwestern Amazonia Text Article oai:scholarspace.manoa.hawaii.edu:10125/24625 2024-09-13 col_10125_32626 roberts.pdf Roberts, David; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24625. Roberts, David 2014-12 National Foreign Language Resource Center 7 http://hdl.handle.net/10125/24625 Roberts, David. 2014. Review of Developing Orthographies for Unwritten Languages. Language Documentation & Conservation 8, 781-787 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ orthography design unwritten language language documentation Review of Developing Orthographies for Unwritten Languages Text Article oai:scholarspace.manoa.hawaii.edu:10125/4622 2024-09-13 col_10125_32626 johnson.pdf Johnson, Michele K.; 2014-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4622. Johnson, Michele K. 2014-06 way’, iskwíst, my name is, Sʔímlaʔxw, and I am from Penticton BC, Canada. kn sqilxw. I am a Syilx (Okanagan, Interior Salish) adult language learner. My cohort and I are midway in our language transformation to become proficient speakers. Our names are Prasát, Sʔímlaʔxw, C’ər̓tups, X̌wnámx̌wnam, Staʔqwálqs, and our Elder, Sʕamtíc’aʔ. We created an adult immersion house, deep in Syilx territory, and lived and studied together for five months. We combined intensive curricular study, cutting-edge second-language acquisition techniques, filmed assessments, and immersion with our Elder. We emerged transformed—we are n’łəqwcin, clear speakers, speaking at an intermediate level. There has been very little written about assessment of Indigenous language teaching methods or Indigenous language speaking ability, and much less written about filmed learning and assessment. Three films were created in our language, nqilxwcn, and placed on YouTube. The films give primacy to our personal narratives, document and share our transformation, speaking abilities, grassroots language activism and learning methods. This paper describes the films, my cohort’s transformation, assesses our speaking ability, describes Paul Creek Language Association curriculum, and represents a contribution to Indigenous language teaching methods, assessment and nqilxwcn revitalization. iskwíst Sʔímlaʔxw, kn t̓l snpintktn. kn sqilxw uł kn səcmipnwíłn nqilxʷcn. axáʔ inq̓əy̓mín iscm̓aʔm̓áy. kwu kcilcəl̓kst kwu capsíw̓s, iʔ sqəlxwskwskwístət Prasát, Sʔímlaʔxw, C̓ər̓tups, X̌wnámx̌wnam, Staʔqwálqs, naʔł iʔ ƛ̓x̌aptət, Sʕamtíc̓aʔ. kwu kwliwt l̓ nqilxwcn iʔ citxwtət cilkst iʔ x̌yałnəx̌w uł isck̓wúl̓ kaʔłís iʔ tə syaʔyáʔx̌aʔ. iʔ l̓ syaʔyáʔx̌aʔtət, caʔkʷ mi wikntp iʔ scm̓am̓áy̓aʔtət iʔ kłyankxó nqilxʷcn iʔ sc̓ʕaʕ̓ác̓s, kwu cnqilxʷcnm, kwu səck̓waʔk̓wúl̓m nqilxʷcn, uł kwu x̌əstwilx iʔ scqwaʔqwʔáltət. xəc̓xac̓t iʔ sck̓wul̓tət, naxəmł ksxan iʔ tl̓ silíʔtət iʔ l̓ kiʔláwnaʔ iʔ sn̓ilíʔtns kwu ctixwlm. ʕapnáʔ kwu capsíw̓s uł kwu n̓łəqwcin. wtntím iʔ syaʔyáʔx̌aʔtət l̓ YouTube uł iʔ scx̌minktət caʔkw ksʕaysnwím iʔ scsm̓am̓áy̓tət, kłyankxó iʔ sck̓wul̓səlx, uł caʔkw cʔkin iʔ ł sk̓ʷaʔk̓ʷúlm iʔ nqəlqílxʷcn iʔ kscm̓am̓áy̓aʔx, uł caʔkw mi łxʷl̓al aʔ nqəlqilxwcntət. National Foreign Language Resource Center 32 http://hdl.handle.net/10125/4622 Johnson, Michele K. 2014. yaʕ̓tmín cqwəlqwilt nixw, uł nixw, ul nixw, I need to speak more, and more, and more: Okanagan-Colville (Interior Salish) Indigenous second-language learners share our filmed narratives. Language Documentation & Conservation. 8: 136-167. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Okanagan-Colville Interior Salish second-language learners endangered languages film narratives language revitalization yaʕ̓tmín cqwəlqwilt nixw, uł nixw, ul nixw, I need to speak more, and more, and more: Okanagan-Colville (Interior Salish) Indigenous second-language learners share our filmed narratives Text Article oai:scholarspace.manoa.hawaii.edu:10125/24611 2024-09-13 col_10125_32626 yamada.pdf Yamada, Racquel-María; 2014-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24611. Yamada, Racquel-María 2014-09 Emerging community-based methodologies call for collaboration with speech community members. Although motivated, community members may lack the tools or training to contribute actively. In response, many linguists deliver training workshops in documentation or preservation, while others train community members to record data. Although workshops address immediate needs, they are limited to what the individual linguist can teach. Speech community linguists may articulate goals beyond what one researcher can undertake. This creates a need for more advanced training than can be provided in the field. This paper uses a case study example to illustrate how the need for advanced training can be met through university-based workshops. It describes the process, challenges, and outcomes of bringing a nine-member team of Kari’nja (Cariban) speakers from Konomerume, Suriname to Eugene, Oregon for the 2010 Northwest Indian Language Institute’s (NILI) annual Summer Institute and the Institute on Field Linguistics and Language Documentation (InField). Lessons learned are situated in the context of community-collaborative methodologies, and a central role for training is articulated. This paper demonstrates that collaboration need not be limited to academic and speech communities, but rather can extend to a greater population of individuals who share an interest in promoting linguistic diversity. National Foreign Language Resource Center 19 http://hdl.handle.net/10125/24611 Yamada, Racquel-María. 2014. Training in the Community-Collaborative Context: A Case Study. Language Documentation & Conservation 8: 326-344. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ collaboration training Kari'nja Cariban language documentation Training in the Community-Collaborative Context: A Case Study Text Article oai:scholarspace.manoa.hawaii.edu:10125/24602 2024-09-14 col_10125_32626 snoek.pdf Snoek, Conor; 2014-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24602. Snoek, Conor 2014-06 National Foreign Language Resource Center 17 http://hdl.handle.net/10125/24602 Snoek, Connor. 2014. Review of Gabmap: Doing Dialect Analysis on the Web. Language Documentation & Conservation. 8: 192-208. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Gabmap dialects dialect analysis dialectometry language documentation Review of Gabmap: Doing Dialect Analysis on the Web Text Article oai:scholarspace.manoa.hawaii.edu:10125/4610 2024-09-16 col_10125_32626 moeller.pdf Moeller, Sarah Ruth; 2014-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4610. Moeller, Sarah Ruth 2014-03 National Foreign Language Resource Center 9 http://hdl.handle.net/10125/4610 Moeller, Sarah Ruth. 2014. Review of SayMore, a tool for Language Documentation Productivity. Language Documentation & Conservation. 8: 66-74 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ SayMore Language Documentation software corpora Review of SayMore, a tool for Language Documentation Productivity Text Article oai:scholarspace.manoa.hawaii.edu:10125/4612 2024-09-16 col_10125_32626 moyle.pdf Moyle, Richard; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/4612. Moyle, Richard 2014-12 National Foreign Language Resource Center 3 http://hdl.handle.net/10125/4612 Moyle, Richard. 2014. Review of For the sake of a song: Wangga songmen and their repositories. Language Documentation & Conservation 8, 778-780 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ wannga songmen Aboriginal languages Australian languages repositories Review of For the sake of a song: Wangga songmen and their repositories Text Article oai:scholarspace.manoa.hawaii.edu:10125/24615 2024-09-16 col_10125_32626 CruzWoodbury.pdf CruzWoodbury_nomedia.pdf Cruz-Woodbury audio.zip Cruz, Emiliana, Woodbury, Anthony C.; 2014-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24615. Cruz, Emiliana Woodbury, Anthony C. 2014-12 We give a narrative description of our ten-year path into the elaborate tonal systems of the Chatino languages (Otomanguean; Oaxaca, Mexico), and of some of the methods we have used and recommend, illustrated with specific examples. The work, ongoing at the time of writing, began when one of us (Cruz), a native speaker of San Juan Quiahije Chatino, entered the University of Texas at Austin as a Ph.D. student and formed, together with the other of us (Woodbury), a professor there, the Chatino Language Documentation Project, ultimately incorporating five other Ph.D. students and two other senior researchers. We argue for the importance of an interplay among speaker and non-speaker perspectives over the long course of work; a mix of introspection, hypothesis-testing, natural speech recording, transcription, translation, grammatical analysis, and dictionary-making as research methods and activities; an emphasis on community training as an active research context; the simultaneous study of many varieties within a close-knit language family to leverage progress; and the use of historical-comparative methods to get to know tonal systems and the roles they play at a deeper level. *This paper is in the series How to Study a Tone Language, edited by Steven Bird and Larry Hyman National Foreign Language Resource Center http://hdl.handle.net/10125/24615 Cruz, Emiliana and Anthony C Woodbury. 2014. Finding a way into a family of tone languages: The story and methods of the Chatino Language Documentation Project.  Language Documentation & Conservation 8: 490—524 978-0-9856211-2-4 University of Hawai'i Press Creative Commons Attribution Non-Commercial Share Alike License Finding a way into a family of tone languages: The story and methods of the Chatino Language Documentation Project Article oai:scholarspace.manoa.hawaii.edu:10125/24604 2024-09-17 col_10125_32626 martinez.pdf martinez_noaudio.pdf martinez-2.pdf martinez-3.pdf martinez-1.wav martinez-2.wav martinez-3.wav martinez-4.wav Martinez, Michal Temkin; 2014-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24604. Martinez, Michal Temkin 2014-06 National Foreign Language Resource Center 10 http://hdl.handle.net/10125/24604 Martinez, Michal Temkin. 2014. Using the Livescribe Echo Smartpen for Language Documentation. Language Documentation & Conservation. 8: 241-250. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Livescribe Echo Smartpen language documentation linguistic fieldwork Using the Livescribe Echo Smartpen for Language Documentation Text Article oai:scholarspace.manoa.hawaii.edu:10125/24612 2024-09-18 col_10125_32626 bow.pdf Bow, Catherine, Christie, Michael, Devlin, Brian; 2014-10; National Foreign Language Resource Center; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24612. Bow, Catherine Christie, Michael Devlin, Brian 2014-10 National Foreign Language Resource Center The fluctuating fortunes of Northern Territory bilingual education programs in Australian languages and English have put at risk thousands of books developed for these programs in remote schools. In an effort to preserve such a rich cultural and linguistic heritage, the Living Archive of Aboriginal Languages project is establishing an open access, online repository comprising digital versions of these materials. Using web technologies to store and access the resources makes them accessible to the communities of origin, the wider academic community, and the general public. The process of creating, populating, and implementing such an archive has posed many interesting technical, cultural and linguistic challenges, some of which are explored in this paper 16 http://hdl.handle.net/10125/24612 Bow, Catherine, Michael Christie, and Brian Devlin. 2014. Developing a Living Archive of Aboriginal Languages. Language Documentation & Conservation 8. 345-360. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 3.0 Unported Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Aboriginal languages Language Archive living archive of aboriginal languages Australian languages Developing a Living Archive of Aboriginal Languages Text Article oai:scholarspace.manoa.hawaii.edu:10125/24646 2024-08-02 col_10125_35435 oberly.pdf Oberly, Stacey, White, Dedra, Millich, Arlene, Cloud, Mary Inez, Seibel, Lillian, Ivey, Crystal, Cloud, Lorelei; 2015-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24646. Oberly, Stacey White, Dedra Millich, Arlene Cloud, Mary Inez Seibel, Lillian Ivey, Crystal Cloud, Lorelei 2015-12 Southern Ute is a severely endangered Uto-Aztecan language spoken in southwestern Colorado by forty speakers out of a tribe of around 1,400. In 2011, a small group of adult tribal members with a strong desire to learn Ute as a second language began a collaborative, community-based, grassroots language revitalization and repatriation project on the Southern Ute reservation. This case study provides insight into language endangerment and revitalization, language ideologies, linguistic identity, revitalization pedagogy, and language as power. During this project the group encountered challenges typical of endangered language revitalization such as lack of teaching material, the contradictory role of writing in gaining fluency in an endangered language, the transition of a speaker to a teacher, and differing views of effective language learning methods. A total of eighty-nine community members ranging in age from two to eighty-seven years participated in this project. The diversity of students created a pedagogical situation in which the range of objectives, learning styles, and interest levels required adaptation and flexibility. We discuss possible solutions to these challenges. We also provide insight into the tenacity of heritage language learners who continue to fight for linguistic self-determination and justice, even when faced with opposition from their tribal government and community. National Foreign Language Resource Center 20 pages http://hdl.handle.net/10125/24646 Oberly, Stacey, Dedra White, Arlene Millich, Mary Inez Cloud, Lillian Seibel, Crystal Ivey & Lorelei Cloud. 2015. Southern Ute Grassroots Language Revitalization. Language Documentation & Conservation 9. 324-343. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International grassroots language revitalization collaborative language activism Endangered languages endangered language pedagogy Ute Uto-Aztecan languages Southern Numic Southern Ute Grassroots Language Revitalization Text Article oai:scholarspace.manoa.hawaii.edu:10125/24641 2024-08-02 col_10125_35435 blench.pdf Blench, Roger; 2015-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24641. Blench, Roger 2015-09 This paper presents all the available data on the Sambe language [xab], formerly spoken in a remote area of Central Nigeria. Two field trips were made, in 2001 and 2005, and a substantial wordlist was collected. By 2005, the two remaining informants were very old and it is presumed Sambe is no longer spoken. The speakers still retain their ethnic identity but today speak a dialect of Ninzo. Sambe is part of the little-known Alumic group of languages and its closest relative is Hasha. Alumic in turn is one subgroup of Plateau, itself a branch of Benue-Congo and thus part of Niger-Congo. Sambe has an extremely rich phonological inventory. Fossil prefixes show that it had a system of nominal affixing until recently, but this had become unproductive by the time the language was recorded. National Foreign Language Resource Center 37 http://hdl.handle.net/10125/24641 Blench, Roger. 2015. Final Records of the Sambe Language of Central Nigeria: Phonology, noun morphology, and wordlist. Language Documentation & Conservation 9. 192-228 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Niger-Congo Plateau Sambe nominal morphology phonology endangered languages Final Records of the Sambe Language of Central Nigeria: Phonology, noun morphology, and wordlist Text Article oai:scholarspace.manoa.hawaii.edu:10125/24640 2024-08-04 col_10125_35435 gao.pdf Gao, Katie B; 2015-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24640. Gao, Katie B 2015-09 Language shift is the process by which a speech community in a contact situation gradually abandons one language in favor of another. Because the causal factors of language shift are largely social (Fishman 1991), languages, groups, and communities with diverse social situations can be expected to exhibit varying levels of language shift. This paper reports on the linguistic vitality of Miqie [ISO 639-3:yiq], an endangered Central Ngwi/Yi language of Yunnan, China, and identifies the social factors contributing to language shift. Findings from participant interviews in 11 village survey points show there are varying degrees of language endangerment, with intermarriage and access to a major road as primary indicators of shift. This paper evaluates different tools for assessing linguistic vitality and uses the Language Endangerment Index (Lee & Van Way in press) to assess Miqie language endangerment at the village level. Language shift information is essential in the description and documentation of a language, especially because the contexts in which the language is spoken may disappear faster than the language itself. National Foreign Language Resource Center 28 http://hdl.handle.net/10125/24640 Gao, Katie B. 2015. Assessing the Linguistic Vitality of Miqie: An Endangered Ngwi (Loloish) Language of Yunnan, China. Language Documentation & Conservation 9. 164-191. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ linguistic vitality endangered languages Miqie Yunnan China Assessing the Linguistic Vitality of Miqie: An Endangered Ngwi (Loloish) Language of Yunnan, China Text Article oai:scholarspace.manoa.hawaii.edu:10125/24642 2024-08-13 col_10125_35435 childs.pdf Childs, G. Tucker; 2015-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24642. Childs, G. Tucker 2015-09 National Foreign Language Resource Center 8 http://hdl.handle.net/10125/24642 Childs, G. Tucker. 2015. Review of Repertoires and Choices in African Languages. Language Documentation & Conservation 9. 229-236. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ review Africa Repertoires language endangerment Review of Repertoires and Choices in African Languages Text Article oai:scholarspace.manoa.hawaii.edu:10125/24645 2024-08-14 col_10125_35435 carew.pdf Carew, Margaret, Green, Jennifer, Kral, Inge, Nordlinger, Rachel, Singer, Ruth; 2015-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24645. Carew, Margaret Green, Jennifer Kral, Inge Nordlinger, Rachel Singer, Ruth 2015-12 Indigenous people in remote Australia face many dilemmas in relation to the status and vitality of their languages and communication ecologies. Cultural leaders want to maintain endangered heritage languages, yet this concern is balanced against an awareness that English competency is a necessary life skill. Remote Indigenous groups must also negotiate the effect of globalized media on language and cultural practices. While public policy seeks to bridge the digital divide in remote Australia, little attention has been paid to the dominance of English in the new digital environment and the potential impact that increased English language activities may have on endangered Indigenous languages. In this paper we discuss the Getting in Touch project, a joint initiative between linguists, Australian Indigenous language speakers, and software developers. Using a participatory, collaborative process, the project aims to develop ideas for digital resources that privilege Indigenous languages and knowledge systems. We argue that taking Indigenous languages into account in app design may help enhance digital literacies in remote Indigenous communities and promote digital inclusion. National Foreign Language Resource Center 17 pages http://hdl.handle.net/10125/24645 Carew, Margaret, Jennifer Green, Inge Kral, Rachel Nordlinger & Ruth Singer. 2015. Getting in Touch: Language and Digital Inclusion in Australian Indigenous Communities. Language Documentation & Conservation 9. 307-323. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Australia Indigenous peoples Technology language software Getting in Touch: Language and Digital Inclusion in Australian Indigenous Communities Text Article oai:scholarspace.manoa.hawaii.edu:10125/24638 2024-08-15 col_10125_35435 bickford.pdf Bickford, J. Albert; 2015-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24638. Bickford, J. Albert 2015-06 National Foreign Language Resource Center 6 http://hdl.handle.net/10125/24638 Bickford, J. Albert. 2015. Review of the Marshallese-English Online Dictionary. Language Documentation & Conservation 9. 158-163 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation Marshallese Micronesia dictionary review Review of the Marshallese-English Online Dictionary Text Article oai:scholarspace.manoa.hawaii.edu:10125/24633 2024-08-17 col_10125_35435 robinson_crippen.pdf Robinson, Laura, Crippen, James; 2015-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24633. Robinson, Laura Crippen, James 2015-03 National Foreign Language Resource Center 3 http://hdl.handle.net/10125/24633 Robinson, Laura & James Crippen. 2015. Collaboration: A Reply to Bowern & Warner's Reply. Language Documentation & Conservation 9. 86-88 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation collaboration fieldwork ethics Collaboration: A Reply to Bowern & Warner's Reply Text Article oai:scholarspace.manoa.hawaii.edu:10125/24631 2024-08-18 col_10125_35435 bird.pdf Bird, Steven, Chiang, David, Frowein, Friedel, Hanke, Florian, Vaswani, Ashish; 2015-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24631. Bird, Steven Chiang, David Frowein, Friedel Hanke, Florian Vaswani, Ashish 2015-03 National Foreign Language Resource Center 2 http://hdl.handle.net/10125/24631 Bird, Steven, David Chiang, Friedel Frowein, Florian Hanke & Ashish Vaswani. 2015. Documentary Linguistics and Computational Linguistics: A response to Brooks. Language Documentation & Conservation 9. 10-11 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation Papua New Guinea language workshop capacity building computational linguistics fieldwork Documentary Linguistics and Computational Linguistics: A response to Brooks Text Article oai:scholarspace.manoa.hawaii.edu:10125/24669 2024-08-18 col_10125_35435 hieber.pdf Hieber, Daniel W.; 2015-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24669. Hieber, Daniel W. 2015-12 National Foreign Language Resource Center 7 pages http://hdl.handle.net/10125/24669 Hieber, Daniel W. 2015. Review of Endangered languages and new technologies. Language Documentation & Conservation 9. 344-350. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Review of Endangered languages and new technologies Text Article oai:scholarspace.manoa.hawaii.edu:10125/24637 2024-08-20 col_10125_35435 kroskrity.pdf Kroskrity, Paul V.; 2015-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24637. Kroskrity, Paul V. 2015-06 Dictionaries of endangered languages represent especially important products of language documentation, in part because they are usually the most familiar and useful genre of linguistic representation to endangered language community members. This familiarity, however, can become problematic when it is accompanied by language ideologies that equate dictionaries with word lists (‘words for things’), prescriptive linguistics, and researchers’ neoliberal assumptions regarding the circulation of knowledge. Recent and ongoing research in the Village of Tewa (N. Arizona, Kiowa-Tanoan language family) designed to produce a practical dictionary in support of the community’s language renewal efforts provides some examples of the need to contextualize the project within the community and to understand the pervasive role of language ideologies when working collaboratively. This research project aims to promote and fortify lexical documentation so that the practical dictionary is an adequate guide for future community members, while still conforming to cultural protocols about lexical representation and circulation, both within and outside the language community. National Foreign Language Resource Center 18 http://hdl.handle.net/10125/24637 Kroskrity, Paul V. 2015. Designing a Dictionary for an Endangered Language Community: Lexicographical Deliberations, Language Ideological Clarifications. Language Documentation & Conservation 9. 140-157 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation dictionary design Tewa language endangerment Designing a Dictionary for an Endangered Language Community: Lexicographical Deliberations, Language Ideological Clarifications Text Article oai:scholarspace.manoa.hawaii.edu:10125/24643 2024-08-24 col_10125_35435 szoboszlai.pdf Szoboszlai, Lajos; 2015-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24643. Szoboszlai, Lajos 2015-12 Language change in the context of the revitalization of Native American languages merits further study. Sources of change have been traced to attrition in the language production of the last speakers, to problematic documentation, and to relearning strategies. This paper explores change at the relearning stage of revitalization in a case study of a Mutsun tribal member learning his language. Mutsun is a Costanoan language of coastal central California belonging to the Yok-Utian family. Analyses of psychological and intellectual mechanisms driving language change during relearning remain scant in the literature. This paper posits the sense of ownership as a factor enabling language change through the learning process. The Mutsun learner's sense of ownership is the driving force behind language change in this case study of Mutsun language revival. Data supporting this assertion include decisions made by the learner about language form, function, and usage. I propose that these decisions are evidence of a sense of linguistic ownership and political ownership felt by the learner and that these license language change. National Foreign Language Resource Center 24 http://hdl.handle.net/10125/24643 Szoboszlai, Lajos. 2015. Ownership and language change in Mutsun revival. Language Documentation & Conservation 9. 268-291. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Mutsun dialect language change language revitalization language ownership Ownership and language change in Mutsun revival Text Article oai:scholarspace.manoa.hawaii.edu:10125/24635 2024-08-26 col_10125_35435 rybka.pdf Rybka, Konrad; 2015-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24635. Rybka, Konrad 2015-06 Lokono is a critically endangered Northern Arawakan language spoken in the peri-coastal areas of the Guianas (Guyana, Suriname, French Guiana). Today, in every Lokono village there remains only a small number of elderly native speakers. However, in spite of the ongoing language loss, across the three Guianas as well as in the Netherlands, where a number of expatriate Lokono live, language awareness is increasing and measures are being taken to develop the language. This paper employs the UNESCO’s language vitality framework to assess the Lokono situation. I give particular attention to the state-of-the-art in language development activities, including language documentation. The aim of this paper is to provide the readers with an updated picture of the Lokono sociolinguistic context in order to facilitate future work between the Lokono and the academic community. National Foreign Language Resource Center 24 http://hdl.handle.net/10125/24635 Rybka, Konrad. 2015. State-of-the-Art in the Development of the Lokono Language. Language Documentation & Conservation 9. 110-133. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation Lokono Guianas language vitality State-of-the-Art in the Development of the Lokono Language Text Article oai:scholarspace.manoa.hawaii.edu:10125/24639 2024-08-31 col_10125_35435 salffner.pdf Salffner, Sophie; 2015-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24639. Salffner, Sophie 2015-09 Language documentation collections contain valuable and unique resources on the languages and cultures of the people represented in the collection. To allow users to understand and use one particular collection, this article provides a guide to the language documentation project “Farming, food and yam: language and cultural practices among Ikaan speakers,” deposited in the Endangered Languages Archive. It gives a bird’s eye view of the collection, showing the project background, the conventions and workflows, and the structure and content of the resources. In addition, it provides a glimpse behind the scene, outlining motivations, observations, thoughts on the collection, and future plans. This article thus contextualizes the collection by placing it in its wider research and community context. National Foreign Language Resource Center 31 http://hdl.handle.net/10125/24639 Salffner, Sophie. 2015. A guide to the Ikaan language and culture documentation. Language Documentation & Conservation 9. 237-267 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Ikaan language culture documentation language documentation endangered languages A guide to the Ikaan language and culture documentation Text Article oai:scholarspace.manoa.hawaii.edu:10125/24632 2024-09-02 col_10125_35435 turpin.pdf Turpin, Myfany, Henderson, Lana; 2015-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24632. Turpin, Myfany Henderson, Lana 2015-06 Song is a universal human phenomenon that can shed much light on the nature of language. Despite this, field linguists are not always equipped with the knowledge and skills to analyze song texts and draw out their significances to other areas of language. Furthermore, it is not uncommon for a language community to ask linguists working in the field to record and document their songs. Barwick (2012) identifies a number of reasons why linguists should work on songs and identifies iTunes as a local repository for recordings of songs. This paper expands on these reasons and describes how iTunes software can be used for comparing, retrieving and managing recordings of songs. This not only assists analysis of song structure and text, but is also a useful means of providing the community with recordings, even in the absence of a local repository. The paper draws on our use of iTunes during fieldwork on central Australian Aboriginal songs. Our aim is to share the methodology and workflow we use and to encourage linguists to work on this universal, yet often neglected, aspect of language that is often highly valued within the language community. National Foreign Language Resource Center 21 http://hdl.handle.net/10125/24632 Turpin, Myfany & Lana Henerson. 2015. Tools for Analyzing Verbal Art in the Field. Language Documentation & Conservation 9. 89-109. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation verbal art song linguistic fieldwork Tools for Analyzing Verbal Art in the Field Text Article oai:scholarspace.manoa.hawaii.edu:10125/24628 2024-09-02 col_10125_35435 odango.pdf Odango, Emerson Lopez; 2015-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24628. Odango, Emerson Lopez 2015-03 This position paper brings youth perspectives to the forefront of academic discourse about language shift and linguistic identity, framed in the larger intersecting conversations about language endangerment, maintenance and revitalization, the breakdown and rebuilding of intergenerational transmission, and the changing late modern landscapes in which youth linguistic identities emerge. At the core of this paper is the question, “What can be done about language shift?” My contribution to the answers is a call for further integration of youth perspectives into these academic discourses, most especially (but not exclusively) perspectives written by young scholars who are speaker-members of communities in which language shift is occurring. Such integration allows us to gain nuanced understandings of youth perceptions about language shift in their communities, the effects on their linguistic identities, and their motivations for reclaiming (or letting go of) their ancestral/heritage languages. This is a work in which I overtly take professional and personal stances, drawing upon my own experiences as a member of a Filipino diaspora in which language shift is currently taking place. <style> @font-face { font-family: baybayin; src: url('../../../../static/Baybayin_UMon.ttf');} p.baybayin {font-family: baybayin;} </style><p class="baybayin"> ᜁᜆᜓᜅ᜔ ᜃᜐᜓᜎᜆᜅ᜔ ᜁᜆᜓ ᜀᜌ᜔ ᜈᜄ᜔ᜊᜒᜊᜒᜄᜌ᜔ ᜇᜒᜁᜈ᜔ ᜐ ᜉᜒᜇ᜔ᜐ᜔ᜉᜒᜃ᜔ᜆᜒᜊᜓ ᜈᜅ᜔ ᜃᜊᜆᜀᜈ᜔ ᜇᜒᜆᜓ ᜐ ᜉᜄ᜔ᜆᜎᜃᜌ᜔ ᜈᜅ᜔ ᜉᜅ᜔ᜀᜃᜇᜒᜋ᜔ᜌ ᜆᜓᜅ᜔ᜃᜓᜎ᜔ ᜐ ᜉᜄ᜔ᜎᜒᜎᜒᜉᜆ᜔ ᜈᜅ᜔ ᜏᜒᜃ ᜐ ᜁᜐᜅ᜔ ᜑᜒᜈᜒᜇᜐ᜔ᜌᜓᜈ᜔ ᜀᜆ᜔ ᜐ ᜐᜓᜐᜓᜈᜓᜇ᜔ ᜈ ᜑᜒᜈᜒᜇᜐ᜔ᜌᜓᜈ᜔ ᜀᜆ᜔ ᜆᜆᜓᜅ᜔ᜃᜓᜎ᜔ ᜐ ᜉᜄ᜔ᜃᜃᜃᜒᜎᜈ᜔ᜎᜈ᜔ ᜈᜅ᜔ ᜏᜒᜃ᜶ ᜈᜒᜎᜎᜄᜌ᜔ ᜃᜓ ᜁᜆᜓᜅ᜔ ᜃᜐᜓᜎᜆᜅ᜔ ᜁᜆᜓ ᜐ ᜎᜓᜂᜊ᜔ ᜈᜅ᜔ ᜋᜅ ᜋᜐ᜔ ᜋᜎᜎᜃᜒᜅ᜔ ᜉᜄ᜔ᜆᜎᜃᜌ᜔ ᜈᜅ᜔ ᜉᜅ᜔ᜀᜃᜇᜒᜋ᜔ᜌ ᜆᜓᜅ᜔ᜃᜓᜎ᜔ ᜐ ᜉᜄ᜔ᜃᜏᜎ ᜈᜅ᜔ ᜏᜒᜃ ᜐ ᜊᜓᜂᜅ᜔ ᜇᜁᜄ᜔ᜇᜒᜄ᜵ ᜐ ᜉᜄ᜔ᜉᜉᜈᜆᜒᜎᜒ ᜀᜆ᜔ ᜉᜄ᜔ᜊᜊᜄᜓᜅ᜔ᜐᜒᜊᜓᜎ᜔᜵ ᜐ ᜉᜄ᜔ᜃᜐᜒᜇ ᜀᜆ᜔ ᜋᜓᜎᜒᜅ᜔ ᜉᜄ᜔ᜆᜆᜄᜓᜌᜓᜇ᜔ ᜈᜅ᜔ ᜉᜄ᜔ᜉᜉᜇᜎ ᜈᜅ᜔ ᜏᜒᜃᜆ᜔ ᜃᜓᜎ᜔ᜆᜓᜇ ᜐ ᜁᜐᜅᜓ ᜑᜒᜈᜒᜇᜐ᜔ᜌᜓᜈ᜔ ᜀᜆ᜔ ᜐ ᜐᜓᜐᜓᜈᜓᜇ᜔ ᜈ ᜑᜒᜈᜒᜇᜐ᜔ᜌᜓᜈ᜔᜵ ᜀᜆ᜔ ᜐ ᜉᜄ᜔ᜊᜊᜄᜓ ᜈᜅ᜔ ᜃᜎᜄᜌᜈ᜔ ᜈᜅ᜔ ᜋᜃᜊᜄᜓᜅ᜔ ᜇᜁᜄ᜔ᜇᜒᜄ᜔ ᜈ ᜇᜓᜂᜈ᜔ ᜎᜓᜋᜎᜊᜐ᜔ ᜀᜅ᜔ ᜋᜅ ᜉᜄ᜔ᜃᜃᜃᜒᜎᜈ᜔ᜎᜈ᜔ ᜈᜅ᜔ ᜏᜒᜃ ᜈᜅ᜔ ᜋᜅ ᜃᜊᜆᜀᜈ᜔᜶ ᜈᜐ ᜉᜒᜈᜃᜉᜓᜈᜓ ᜈᜅ᜔ ᜃᜐᜓᜎᜆᜈ᜔ ᜃᜓ ᜀᜅ᜔ ᜆᜈᜓᜅ᜔ ᜈ᜵ ᜀᜈᜓ ᜃᜌ ᜀᜅ᜔ ᜉᜓᜏᜒᜇᜒᜅ᜔ ᜄᜏᜒᜈ᜔ ᜆᜓᜅ᜔ᜃᜓᜎ᜔ ᜐ ᜉᜄ᜔ᜎᜒᜎᜒᜉᜆ᜔ ᜈᜅ᜔ ᜏᜒᜃ ᜐ ᜐᜓᜐᜓᜈᜓᜇ᜔ ᜈ ᜑᜒᜈᜒᜇᜐ᜔ᜌᜓᜈ᜔᜶ ᜀᜅ᜔ ᜐᜄᜓᜆ᜔ ᜃᜓ ᜀᜌ᜔ ᜁᜐᜅ᜔ ᜀᜈᜓᜈ᜔ᜐ᜔ᜌᜓ ᜈ ᜇᜉᜆ᜔ ᜋᜄ᜔ᜃᜇᜓᜂᜈ᜔ ᜈᜅ᜔ ᜋᜐ᜔ ᜋᜇᜋᜒᜅ᜔ ᜉᜄ᜔ᜐᜐᜋᜐᜋ ᜈᜅ᜔ ᜉᜒᜇ᜔ᜐ᜔ᜉᜒᜃ᜔ᜆᜒᜊᜓ ᜈᜅ᜔ ᜋᜅ ᜃᜊᜆᜀᜈ᜔ ᜐ ᜉᜄ᜔ᜆᜎᜃᜌ᜔ ᜈᜅ᜔ ᜉᜅ᜔ᜀᜃᜇᜒᜋ᜔ᜌ᜵ ᜎᜎᜓ ᜈ ᜵ᜐᜓᜊᜎᜒᜆ᜔ ᜑᜒᜈ᜔ᜇᜒ ᜁᜃ᜔ᜐ᜔ᜃ᜔ᜎᜓᜐᜒᜊᜓ᜵ ᜀᜅ᜔ ᜋᜅ ᜉᜒᜇ᜔ᜐ᜔ᜉᜒᜃ᜔ᜆᜒᜊᜓᜅ᜔ ᜁᜐᜒᜈᜓᜎᜆ᜔ ᜈᜅ᜔ ᜋᜅ ᜊᜆᜅ᜔ ᜋᜄ᜔ᜀᜀᜇᜎ᜔ ᜈ ᜐᜒᜎ ᜀᜌ᜔ ᜃᜐᜉᜒ ᜈᜅ᜔ ᜐᜋ᜔ᜊᜌᜈᜈ᜔ ᜈ ᜁᜆᜓ ᜀᜌ᜔ ᜋᜌ᜔ ᜉᜄ᜔ᜎᜒᜎᜒᜉᜆ᜔ ᜈᜅ᜔ ᜏᜒᜃ᜵ ᜀᜆ᜔ ᜁᜆᜓᜅ᜔ ᜋᜅ ᜋᜄ᜔ᜀᜀᜇᜎ᜔ ᜈ ᜁᜆᜓ ᜀᜌ᜔ ᜋᜇᜓᜈᜓᜅ᜔ ᜋᜄ᜔ᜐᜎᜒᜆ ᜈᜅ᜔ ᜏᜒᜃ ᜈᜅ᜔ ᜐᜋ᜔ᜊᜌᜈᜈ᜔ ᜵ᜂ ᜃᜌ ᜈᜁᜁᜈ᜔ᜆᜒᜈ᜔ᜇᜒᜑᜈ᜔ ᜈᜒᜎ ᜀᜅ᜔ ᜏᜒᜃ᜵᜶ ᜐ ᜉᜄ᜔ᜃᜃᜐᜋᜐᜋ ᜈᜒᜆᜓ᜵ ᜋᜄᜒᜄᜒᜅ᜔ ᜋᜐ᜔ ᜋᜎᜎᜒᜋ᜔ ᜀᜅ᜔ ᜉᜄ᜔ᜃᜂᜈᜏ ᜈᜆᜒᜈ᜔ ᜆᜓᜅ᜔ᜃᜓᜎ᜔ ᜐ ᜉᜅ᜔ᜂᜈᜏ ᜈᜅ᜔ ᜋᜅ ᜃᜊᜆᜀᜈ᜔ ᜆᜓᜅ᜔ᜃᜓᜎ᜔ ᜐ ᜉᜄ᜔ᜎᜒᜎᜒᜉᜆ᜔ ᜈᜅ᜔ ᜏᜒᜃ ᜐ ᜋᜅ ᜐᜋ᜔ᜊᜌᜈᜈ᜔ ᜈᜒᜎ᜵ ᜆᜓᜅ᜔ᜃᜓᜎ᜔ ᜐ ᜃᜎᜎᜊ᜔ᜐᜈ᜔ ᜈᜅ᜔ ᜋᜅ ᜉᜄ᜔ᜃᜃᜃᜒᜎᜈ᜔ᜎᜈ᜔ ᜈᜒᜎ ᜆᜓᜅ᜔ᜃᜓᜎ᜔ ᜐ ᜏᜒᜃ᜵ ᜀᜆ᜔ ᜆᜓᜅ᜔ᜃᜓᜎ᜔ ᜐ ᜉᜄ᜔ᜄᜈ᜔ᜌᜃ᜔ ᜈᜒᜎ ᜃᜓᜅ᜔ ᜊᜃᜒᜆ᜔ ᜄᜓᜐᜆᜓ ᜈᜒᜎᜅ᜔ ᜁᜊᜎᜒᜃ᜔ ᜐ ᜋᜊᜓᜆᜒᜅ᜔ ᜃᜎᜄᜌᜈ᜔ ᜵ᜂ ᜃᜌᜌ᜔ ᜉᜏᜎᜁᜈ᜔᜵ ᜀᜅ᜔ ᜋᜅ ᜋᜒᜈᜋᜈ ᜈᜒᜎᜅ᜔ ᜏᜒᜃ᜶ ᜄᜒᜈᜄᜋᜒᜆ᜔ ᜃᜓ ᜀᜅ᜔ ᜋᜅ ᜉᜈᜒᜈᜒᜈ᜔ᜇᜒᜄᜅ᜔ ᜉ᜔ᜇᜓᜉᜒᜐ᜔ᜌᜓᜈᜎ᜔ ᜀᜆ᜔ ᜉᜈ᜔ᜐᜇᜒᜎᜒ ᜐ ᜃᜐᜓᜎᜆᜅ᜔ ᜁᜆᜓ᜵ ᜄᜒᜈᜄᜋᜒᜆ᜔ ᜃᜓ ᜀᜅ᜔ ᜀᜃᜒᜅ᜔ ᜋᜅ ᜃᜇᜈᜐᜈ᜔᜵ ᜇᜑᜒᜎ᜔ ᜀᜃᜓ ᜀᜌ᜔ ᜃᜐᜉᜒ ᜈᜅ᜔ ᜐᜋ᜔ᜊᜌᜈᜈ᜔ ᜈᜅ᜔ ᜉᜒᜈᜓᜌ᜔ ᜈ ᜏᜎ ᜐ ᜉᜒᜎᜒᜉᜒᜈᜐ᜔᜵ ᜀᜆ᜔ ᜈᜄ᜔ᜊᜊᜄᜒ ᜀᜅ᜔ ᜀᜋᜒᜅ ᜋᜅ ᜏᜒᜃ᜶ </p>[The Baybayin font above is &copy; Norman de los Santos. To download it for personal, non-commercial use, please <a href="http://www.deviantart.com/download/150969288/baybayin_modern_mono_font_by_nordenx-d2hvsnc.zip?token=9d63496af35490323d651e51692ff374cdf3e078&ts=1426131931" target="_blank">visit his site</a>.] Itong kasulatang ito ay nagbibigay diin sa perspektibo ng kabataan dito sa pagtalakay ng pang-akademya tungkol sa paglilipat ng wika sa isang henerasyon at sa susunod na henerasyon at tungkol sa pagkakakilanlan ng wika. Nilalagay ko itong kasulatang ito sa loob ng mga mas malalaking pagtalakay ng pang-akademya tungkol sa pagkawala ng wika sa buong daigdig, sa pagpapanatili at pagbabagong-sibol, sa pagkasira at muling pagtataguyod ng pagpapadala ng wika’t kultura sa isang henerasyon at sa susunod na henerasyon, at sa pagbabago ng kalagayan ng makabagong daigdig na doon lumalabas ang mga pagkakakilanlan ng wika ng mga kabataan. Nasa pinakapuno ng kasulatan ko ang tanong na, “Ano kaya ang puwedeng gawin tungkol sa paglilipat ng wika sa susunod na mga henerasyon?” Ang sagot ko ay isang anunsyo na dapat magkaroon ng mas maraming pagsasama-sama ng perspektibo ng mga kabataan sa pagtalakay ng pang-akademya, lalo na (subali’t hindi eksklusibo) ang mga perspektibong isinulat ng mga batang mag-aaral na sila ay kasapi ng sambayanan na ito ay may paglilipat ng wika, at itong mga mag-aaral na ito ay marunong magsalita ng wika ng sambayanan (o kaya naiintindihan nila ang wika). Sa pagkakasama-sama nito, magiging mas malalim ang pagka-unawa natin tungkol sa pang-unawa ng mga kabataan tungkol sa paglilipat ng wika sa mga sambayanan nila, tungkol sa kalalabsan ng mga pagkakakilanlan nila tungkol sa wika, at tungkol sa pagganyak nila kung bakit gusto nilang ibalik sa mabuting kalagayan (o kaya’y pawalain) ang mga minamana nilang wika. Ginagamit ko ang mga paninindigang propesyonal at pansarili sa kasulatang ito; ginagamit ko ang aking mga karanasan, dahil ako ay kasapi ng sambayanan ng Pinoy na wala sa Pilipinas, at nagbabago ang aming mga wika. National Foreign Language Resource Center 27 http://hdl.handle.net/10125/24628 Odango, Emerson Lopez. 2015. May Sasabihin ang Kabataan ‘The Youth Have Something to Say’: Youth perspectives on language shift and linguistic identity. Language Documentation & Conservation 9. 32-58 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language shift language endangerment youth perspectives youth identity language identity language documentation language revitalization May Sasabihin ang Kabataan ‘The Youth Have Something to Say’: Youth perspectives on language shift and linguistic identity Text Article oai:scholarspace.manoa.hawaii.edu:10125/24629 2024-09-03 col_10125_35435 brooks.pdf Brooks, Joseph D.; 2015-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24629. Brooks, Joseph D. 2015-03 In a recent article, Bird et al. (2013) discuss a workshop held at the University of Goroka in Papua New Guinea (PNG) in 2012. The workshop was intended to offer a new methodological framework for language documentation and capacity building that streamlines the documentation process and accelerates the global effort to document endangered languages through machine translation and automated glossing technology developed by computer scientists. As a volunteer staff member at the workshop, in this response to Bird et al. I suggest that it did not in the end provide us with a model that should be replicated in the future. I explain how its failure to uphold fundamental commitments from a documentary linguistic and humanistic perspective can help inform future workshops and large-scale documentary efforts in PNG. Instead of experimenting with technological shortcuts that aim to reduce the role of linguists in language documentation and that construct participants as sources of data, we should implement training workshops geared toward the interests and skills of local participants who are interested in documenting their languages, and focus on building meaningful partnerships with academic institutions in PNG. National Foreign Language Resource Center 9 http://hdl.handle.net/10125/24629 Brooks, Joseph D. 2015. On Training in Language Documentation and Capacity Building in Papua New Guinea: A Response to Bird et al. Language Documentation & Conservation 9. 1-9 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation Papua New Guinea language workshop capacity building fieldwork ethics On Training in Language Documentation and Capacity Building in Papua New Guinea: A Response to Bird et al. Text Article oai:scholarspace.manoa.hawaii.edu:10125/24630 2024-09-14 col_10125_35435 herrick.pdf Herrick, Dylan, Berardo, Marcellino, Feeling, Durbin, Hirata-Edds, Tracy, Peter, Lizette; 2015-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24630. Herrick, Dylan Berardo, Marcellino Feeling, Durbin Hirata-Edds, Tracy Peter, Lizette 2015-03 Cherokee, the sole member of the southern branch of Iroquoian languages, is a severely endangered language. Unlike other members of the Iroquoian family, Cherokee has lexical tone. Community members are concerned about the potential loss of their language, and both speakers and teachers comment on the difficulty that language learners have with tone. This paper provides a brief overview of Cherokee tone and describes the techniques, activities, and results from a collaborative project aimed at building greater linguistic capacity within the Cherokee community. Team members from Cherokee Nation, the University of Kansas, and the University of Oklahoma led a series of workshops designed to train speakers, teachers, and advanced language learners to recognize, describe, and teach tone and how to use this information to document Cherokee. Following a participatory approach to endangered language revitalization and training native speakers and second language users in techniques of linguistic documentation adds to the knowledge-base of the community and allows for the documentation process to proceed from a Cherokee perspective rather than a purely academic/linguistic one. This capacity-building aspect of the project could serve as a model for future collaborations between linguists, teachers, and speakers in other communities with endangered languages. National Foreign Language Resource Center 20 http://hdl.handle.net/10125/24630 Herrick, Dylan, Marcellino Berardo, Durbin Feeling, Tracy Hirata-Edds & Lizette Peter. 2015. Collaborative Documentation and Revitalization of Cherokee Tone. Language Documentation & Conservation 9. 12-31 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ Cherokee tone language documentation language revitalization Collaborative Documentation and Revitalization of Cherokee Tone Text Article oai:scholarspace.manoa.hawaii.edu:10125/24634 2024-09-16 col_10125_35435 bowern_warner.pdf Bowern, Claire, Warner, Natasha; 2015-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24634. Bowern, Claire Warner, Natasha 2015-03 In this reply to Crippen & Robinson’s (2013) contribution to Language Documentation & Conservation, we discuss recent perspectives on ‘collaborative’ linguistics and the many roles that linguists play in language communities. We question Crippen & Robinson’s characterization of the state of the field and their conclusions regarding the utility of collaborative fieldwork. We argue that their characterization of collaborative fieldwork is unrealistic and their complaints are based on a caricature of what linguists actually do when they work together with communities. We also question their emphasis on the ‘outsider’ linguist going into a community, given the increasing number of indigenous scholars working on their own languages and partnering with ‘outsider’ academics. We outline ways in which collaborative work does not compromise theoretical scholarship. Both collaborative and so-called ‘lone wolf’ approaches bring advantages and disadvantages to the linguist, but lone wolf linguistics can have considerable disadvantages to communities who are already excluded from research. Documentary linguists, as representatives of their profession, should make use of the most effective techniques they can, given that in many cases, that linguist’s work may well be the only lasting record of the language. National Foreign Language Resource Center 27 http://hdl.handle.net/10125/24634 Bowern, Claire & Natasha Warner. 2015. ‘Lone Wolves’ and Collaboration: A Reply to Crippen & Robinson (2013). Language Documentation & Conservation 9. 59-85 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation collaboration linguistic fieldwork ‘Lone Wolves’ and Collaboration: A Reply to Crippen & Robinson (2013) Text Article oai:scholarspace.manoa.hawaii.edu:10125/24644 2024-09-17 col_10125_35435 little.pdf Little, Carol-Rose, Wysote, Travis, McClay, Elise, Coon, Jessica; 2015-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24644. Little, Carol-Rose Wysote, Travis McClay, Elise Coon, Jessica 2015-12 This paper discusses a collaboration between a university linguistics department and an Indigenous community, with the joint aim to increase the vitality of, and knowledge about, Mi’gmaq (Eastern Algonquian). It describes the history of the language in the community and how the partnership was initially formed. It discusses several joint initiatives: the development of digital language-learning resources, a class curriculum, and the hosting of an intergenerational open language workshop in the community. The authors share the models of work and lessons that have influenced them as this partnership has grown. National Foreign Language Resource Center 15 pages http://hdl.handle.net/10125/24644 Little, Carol-Rose, Travis Wysote, Elise McClay & Jessica Coon. 2015. Language Research and Revitalization Through a Community-University Partnership: The Mi'gmaq Research Partnership. Language Documentation & Conservation 9. 292-306 1934-5275 http://hdl.handle.net/10125/24644 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Mi'gmaq language language revitalization community collaboration Language Research and Revitalization Through a Community-University Partnership: The Mi’gmaq Research Partnership Text Article oai:scholarspace.manoa.hawaii.edu:10125/24636 2024-09-18 col_10125_35435 pawley.pdf Pawley, Andrew; 2015-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24636. Pawley, Andrew 2015-06 National Foreign Language Resource Center 6 http://hdl.handle.net/10125/24636 Pawley, Andrew. 2015. Review of The Oxford handbook of linguistic fieldwork. Language Documentation & Conservation 9. 134-139. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Attribution-NonCommercial 3.0 United States http://creativecommons.org/licenses/by-nc/3.0/us/ language documentation linguistic fieldwork review Review of The Oxford handbook of linguistic fieldwork Text Article oai:scholarspace.manoa.hawaii.edu:10125/24720 2024-07-30 col_10125_39603 schnell.pdf Schnell, Stefan; 2016-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24720. Schnell, Stefan 2016-12 National Foreign Language Resource Center 12 pages http://hdl.handle.net/10125/24720 Schnell, Stefan. 2016. Review of Corpus-based studies of lesser-described languages. The CorpAfroAs corpus of spoken AfroAsiatic languages. Language Documentation & Conservation 10. 629-640. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Book reviews Corpus linguistics Underdocumented languages CorpAsfroAs Afro-asiatic languages Review of Corpus-based studies of lesser-described languages. The CorpAfroAs corpus of spoken AfroAsiatic languages Text Article oai:scholarspace.manoa.hawaii.edu:10125/24696 2024-07-31 col_10125_39603 gooskens_schneider.pdf Gooskens, Charlotte, Schneider, Cindy; 2016-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24696. Gooskens, Charlotte Schneider, Cindy 2016-06 This paper describes a new methodology for testing intelligibility across closely related languages and dialects in a traditional oral society in Vanuatu. There are many reasons why it could be useful to establish how well speakers of related varieties can understand one another: such knowledge is relevant to language planning and policy making, and it can shed light on the dynamics of language contact. However, conventional approaches to intelligibility testing, such as ‘recorded text testing’ (Hickerton et al. 1952; Pierce 1952; Voegelin & Harris 1951), are time consuming to score, and difficult to implement consistently. In Europe, fast and efficient intelligibility testing has been successfully carried out across closely related varieties (cf. Vanhove 2014; Gooskens forthcoming; Schüppert & Gooskens 2011a, 2011b, inter alia). However, these methods assume that test subjects are literate and computer-savvy. The methodology discussed in the present paper adapts European methods to conventional ‘fieldwork’ conditions. In Vanuatu we piloted a picture task and a translation task. Although some words had to be removed from the final analysis, the experiment was successful overall and we anticipate that this method can be fruitfully applied in other oral language communities. National Foreign Language Resource Center 28 pages http://hdl.handle.net/10125/24696 Gooskens, Charlotte & Cindy Schneider. 2016. Testing mutual intelligibility between closely related languages in an oral society. Language Documentation & Conservation 10. 278-305. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International mutual intelligibility language relationships oral societies Testing mutual intelligibility between closely related languages in an oral society Text Article oai:scholarspace.manoa.hawaii.edu:10125/24713 2024-07-31 col_10125_39603 baldwin.pdf Baldwin, Daryl, Costa, David J., Troy, Douglas; 2016-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24713. Baldwin, Daryl Costa, David J. Troy, Douglas 2016-12 In 1988, a young graduate student at the University of California, Berkeley began searching for materials on a little-known Algonquian language called Miami, which had ceased to be spoken sometime in the mid-twentieth century. Prompted by curiosity to describe this little-known language, the search uncovered two and a half centuries of documentation. This archival record would serve as the basis for the grammatical reconstruction of what is known today as the Miami-Illinois language, a central Algonquian language of the southern Great Lakes region. These materials are crucial not only to the reconstruction of Miami-Illinois, but also for the growing interests of Myaamia (Miami) people to reclaim their language and cultural heritage. The next twenty years proved to be a struggle in locating, duplicating, organizing and building a physical corpus of data for linguistic analysis and use in community revitalization. Language reconstruction from documentation requires tools for archival interaction and access that linguistically-based software and database applications lacked at the time. This prompted Myaamia researchers and language educators to seek out support for the construction of a digital archival database that met the needs of both tribal linguists and community culture and language revitalizationists. The first version of the Miami-Illinois Digital Archive (MIDA) became a reality in 2012 after support from the National Endowment for the Humanities (NEH) was provided to Miami University’s Myaamia Center to develop this unique research tool. This paper describes the challenges of working with digitized archival materials and how MIDA has filled the software tool gap between archives, linguists and revitalizationists. The Miami-Illinois Digital Archive can be found at http://www.ilaatawaakani.org. National Foreign Language Resource Center 17 http://hdl.handle.net/10125/24713 Baldwin, Daryl, David J. Costa & Douglas Troy. 2016. Myaamiaataweenki eekincikoonihkiinki eeyoonki aapisaataweenki: A Miami Language Digital Tool for Language Reclamation. Language Documentation & Conservation 10. 394-410. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Miami Language Indigenous language revitalization digital tools archival materials Myaamia Center Myaamiaataweenki eekincikoonihkiinki eeyoonki aapisaataweenki: A Miami Language Digital Tool for Language Reclamation Text Article oai:scholarspace.manoa.hawaii.edu:10125/24721 2024-08-01 col_10125_39603 wasson.pdf Wasson, Christina, Holton, Gary, Roth, Heather S.; 2016-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24721. Wasson, Christina Holton, Gary Roth, Heather S. 2016-12 This article describes findings from a workshop that initiated a dialogue between the fields of user-centered design (UCD) and language archives. One of the challenges facing language archives is the fact that they typically have multiple user groups with significantly different information needs, as well as varying cultural practices of data sharing, access and use. UCD, informed by design anthropology, can help developers of language archives identify the main user groups of a particular archive; work with those user groups to map their needs and cultural practices; and translate those insights into archive design. The article describes findings from the workshop on User-Centered Design of Language Archives in February 2016. It reviews relevant aspects of language archiving and user-centered design to construct the rationale for the workshop, relates key insights produced during the workshop, and outlines next steps in the larger research trajectory initiated by this workshop. One major insight from the workshop was the discovery that at present, most language archives are not meeting the needs of most users. Representatives from all user groups expressed frustration at the current design of most language archives. This discovery points to the value of introducing a user-centered approach, so that the design of language archives can be better informed by the needs of users. National Foreign Language Resource Center 41 pages http://hdl.handle.net/10125/24721 Wasson, Christina, Gary Holton & Heather S. Roth. 2016. Bringing User-Centered Design to the Field of Language Archives. Language Documentation & Conservation 10. 641-681. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International language archive user-centered design language documentation Bringing User-Centered Design to the Field of Language Archives Text Article oai:scholarspace.manoa.hawaii.edu:10125/24690 2024-08-01 col_10125_39603 patton.pdf Patton, Colleen; 2016-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24690. Patton, Colleen 2016-03 National Foreign Language Resource Center 9 http://hdl.handle.net/10125/24690 Patton, Colleen. 2016. Review of Am Faclair Beag online Gaelic-English Dictionary. Language Documentation & Conservation 10. 155-163. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International License Reviews online dictionary Scottish Gaelic Language Am Faclair Beag Scotland Review of Am Faclair Beag online Gaelic-English Dictionary Text Article oai:scholarspace.manoa.hawaii.edu:10125/24689 2024-08-03 col_10125_39603 odango.pdf Odango, Emerson Lopez; 2016-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24689. Odango, Emerson Lopez 2016-03 This paper proposes a discourse-based approach to the language documentation of local ecological knowledge (LEK). The knowledge, skills, beliefs, cultural worldviews, and ideologies that shape the way a community interacts with its environment can be examined through the discourse in which LEK emerges. ‘Discourse-based’ refers to two components: (1) the discovery and collection of LEK and its contexts through methods informed by the ethnography of communication, and (2) the analysis of speech that encodes LEK in the framework of Interactional Sociolinguistics. This discourse-based approach not only addresses the general need to accumulate more instances of speech (about LEK, or otherwise) in a documentary corpus, but also provides an analysis of the communicative event, one that sheds light on the dynamic nature of the content of that speech in the particular sociocultural context of that speech community, embedded in discursive moments. Fundamental to this approach is the need for collaboration across disciplines. This paper explores the links that can be made among the fields of language documentation, ethnobiology, and sociolinguistics. Taropwe ie e aweenenei ia usun iaash sipwé weewetei iaan arames kile are aweewen mé aitiitan masawan leeset, fanéú, mé fáán lááng—ie arames re kai úró ‘local ecological knowledge (LEK)’—ngé iaash weewetei mi alóngólóng óón iaan arames apworaus, are ‘discourse.’ Llan eeu mé eeu kinikinin shóón sóópw kewe, iaar túmwúnú meet masawan leeset, óón fanéú, are fáán lááng mi kan alóngólóng óón iaar kile, iaar féfféér, iaar lúúk, iaar weewe, o pwal iaar awennam, iwe ngé simi toonganei weewetei fishi iaan shóón sóópw kewe kile mé féfféér kare saa longeetei fishi are aúsaleng fishi nganei iaar kewe apworaus. Ei sokkon aweewe e alóngólóng óón ruwou kinikin: (1) eeu kinikin ewe re kai úró ‘the ethnography of communication’ (weewen, sipwé longeetei fishi meet mi ffis lúpwan arames raa kan kakkapas are apworaus fangan), ei mi ossen lómwót nganei iaash kaié nganei peekin LEK; o pwal (2) eeu kinikin ewe re kai úró ‘Interactional Sociolinguistcs’ (weewen, eeu sokkon aweewe e alóngolóng óón iaash sipwé longeetei fishi ttishikin me iáián kapas llan iaan arames kewe apworaus, ei mi ossen lómwót nganei peekin LEK). Ekkei sokkon kaié aa kan alapaala iaash weewetei iaan arames apworaus (usun LEK pwal ekkewe apworaus mé likin LEK) o aa kan pwal alúkkapaala iaash aweewe unusalapen masowan iaan arames apworaus. Emi aushea iaash sipwé angaang fangan reen iaash sipwé toonganei weewetei ekké sokkon apworaus. Ei taropwe e aweewenei lekóshun ekkei kinikinikin peekin kai\'e: language documentation, ethnobiology, mé sociolinguistics. National Foreign Language Resource Center 48 http://hdl.handle.net/10125/24689 Odango, Emerson Lopez. 2016. A discourse-based approach to the language documentation of local ecological knowledge. Language Documentation & Conservation 10. 107-154. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International License language documentation local ecological knowledge Federated States of Micronesia Pakin Atoll Pohnpei Discourse analysis Mortlockese language A discourse-based approach to the language documentation of local ecological knowledge Text Article oai:scholarspace.manoa.hawaii.edu:10125/24716 2024-08-04 col_10125_39603 heaton.pdf Heaton, Raina, Xoyón, Igor; 2016-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24716. Heaton, Raina Xoyón, Igor 2016-12 This paper discusses two assessments designed to evaluate the progress of students in the Kaqchikel immersion program at Nimaläj Kaqchikel Amaq’. Picture-naming production and comprehension tasks were used to test for proficiency in phonology and morphology as well as lexical acquisition. The tests targeted basic contrasts which are important to Kaqchikel grammatical structure. While students are still struggling with many aspects of the language such as the phonology and positional verbs, many are able to understand and use singular vs. plural intransitive verb morphology. Results are being used to improve the program and inform future methodological and curricular decisions. National Foreign Language Resource Center 25 pages http://hdl.handle.net/10125/24716 Heaton, Raina & Igor Xoyón. 2016. An assessment of linguistic development in a Kaqchikel immersion school. Language Documentation & Conservation 10. 497-521. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Kaqchikel language immersion school Mayan languages language education language revitalization An assessment of linguistic development in a Kaqchikel immersion school Text Article oai:scholarspace.manoa.hawaii.edu:10125/24701 2024-08-05 col_10125_39603 jones.pdf Jones, Caroline, German, Amit; 2016-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24701. Jones, Caroline German, Amit 2016-09 National Foreign Language Resource Center 9 http://hdl.handle.net/10125/24701 Jones, Caroline and Amit German. 2016. Review of F4transkript, a simple interface for efficient annotation. Language Documentation & Conservation 10. 347-355. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International F4transkript transcription software linguistics software technology review Review of F4transkript, a simple interface for efficient annotation Text Article oai:scholarspace.manoa.hawaii.edu:10125/24718 2024-08-05 col_10125_39603 kluge.pdf Kluge, Angela, Choi, Jeong-Ho; 2016-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24718. Kluge, Angela Choi, Jeong-Ho 2016-12 In Sabah, as in the rest of Malaysia, many indigenous languages are threatened by language shift to (Sabah) Malay. The present study examines to what extent Bonggi, an Austronesian language spoken on Banggi Island (Sabah State), is affected by these developments. One research objective was to investigate Bonggi language vitality, and explore local (church) interest in and priorities for Bonggi language-related efforts. To minimize the influence of outside researchers, the methodological approach was based on a participatory approach to language development planning. A second objective was to examine the usefulness and appropriateness of the chosen approach. Regarding the first research objective, the findings suggest that Bonggi language vitality is still vigorous in more remote parts of the island, while language vitality is weaker in the areas closer to the main town of the island. At the same time bilingualism in (Sabah) Malay appears to be pervasive throughout the Bonggi speech community. The findings also indicate that interest in Bonggi language work is rather limited. A few Bonggi church communities, however, expressed interest in creating Bonggi songs. Concerning the second research objective, the review of the methodology shows that the chosen approach is not appropriate in the context of research-driven sociolinguistic studies. National Foreign Language Resource Center 53 pages http://hdl.handle.net/10125/24718 Kluge, Angela & Jeong-Ho Choi. 2016. Bonggi language vitality and local interest in language-related efforts: A participatory sociolinguistic study. Language Documentation & Conservation 10. 548-600. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Bonngi language Sociolinguistics language vitality Malaysia--Sabah Malayan languages Austronesian languages Bonggi language vitality and local interest in language-related efforts: A participatory sociolinguistic study Text Article oai:scholarspace.manoa.hawaii.edu:10125/24715 2024-08-08 col_10125_39603 shepard.pdf Shepard, Michael Alvarez; 2016-12; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24715. Shepard, Michael Alvarez 2016-12 Language archives represent a complicated theoretical and practical site of convergence for Native American language communities. In this article, I explore how functionality and operation of language archives are misaligned with core sociopolitical priorities for Native American tribes. In particular, I consider how the concept of cultural and political self-determination contextualizes lack of use or resistance to participation in language archiving projects. In addition to critical evaluation, I envision a dramatically expanded role for language archives, with the goal of increasing their cultural and political compatibility for Native American groups and beyond. I use the term, ‘value-added language archive’ to describe an archive with features and support services that address emergent needs of a diverse stakeholder community. National Foreign Language Resource Center 22 http://hdl.handle.net/10125/24715 Shepard, Michael Alvarez. 2016. The Value-Added Language Archive: Increasing Cultural Compatibility for Native American Communities. Language Documentation & Conservation 10. 458-479. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Indigenous language revitalization digital tools archival materials Native American Language Archive The Value-Added Language Archive: Increasing Cultural Compatibility for Native American Communities Text Article oai:scholarspace.manoa.hawaii.edu:10125/24700 2024-08-13 col_10125_39603 lobel.pdf lobel_noaudio.pdf 001-Ponosakan.mp3 002-Belang.mp3 003-spouse.mp3 005-thunder.mp3 007-blood.mp3 008-stand.mp3 006-frying-pan.mp3 009-fingernail.mp3 011-shook.mp3 010-ladder.mp3 012-shirt.mp3 013-wait.mp3 014-language.mp3 016-root.mp3 017-drank.mp3 015-cat.mp3 019-flood.mp3 018-egg.mp3 021-mucus.mp3 020-waist.mp3 022-moon.mp3 023-bury.mp3 024-navel.mp3 025-caress.mp3 027-boil.mp3 028-chest.mp3 026-roof.mp3 029-palm.mp3 030-branch.mp3 031-dog.mp3 032-tail.mp3 033-foot.mp3 034-sit.mp3 035-deduct.mp3 036-steel.mp3 037-tobacco.mp3 038-person.mp3 039-sea.mp3 040-kiss.mp3 041-termite.mp3 043-leaf.mp3 042-sibling.mp3 045-Friday.mp3 044-dew.mp3 046-table.mp3 101-1sg-nom.mp3 102-2sg-nom.mp3 104-1ex-du-nom.mp3 103-3sg-nom.mp3 105-1ex-tri-nom.mp3 106-1ex-pl-nom.mp3 107-1in-du-nom.mp3 108-1in-tri-nom.mp3 109-1in-pl.nom.mp3 110-2du-nom.mp3 111-2tri-nom.mp3 112-2pl-nom.mp3 113-3du-nom.mp3 114-3tri-nom.mp3 115-3pl-nom.mp3 116-1sg-gen-short.mp3 117-1sg-gen-long.mp3 118-2sg-gen-short.mp3 119-2sg-gen-long.mp3 120-3sg-gen-postcon.mp3 120-3sg-gen-postvowel.mp3 120-3sg-gen-postvowel.wav 121-3sg-gen-postcon.mp3 121_3sg-gen-postcon.wav 121-3sg-gen-postvowel.mp3 122-1ex-du-gen.mp3 123-1ex-tri-gen.mp3 124-1ex-pl-gen.mp3 125-1in-du-gen.mp3 126-1in-tri-gen.mp3 128-2du-gen.mp3 127-1in-pl-gen.mp3 129-2tri-gen.mp3 130-2pl-gen.mp3 131-3du-gen.mp3 132-3tri-gen.mp3 133-3pl-gen.mp3 134-1sg-obl.mp3 135-2sg-obl.mp3 136-3sg-obl.mp3 137-1ex-du-obl.mp3 138-1ex-tri-obl.mp3 139-1ex-pl-obl.mp3 140-1in-du-obl.mp3 141-1in-tri-obl.mp3 142-1in-pl-obl.mp3 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305-whose-pl-house.mp3 306-to-whom-short.mp3 307-to-whom.mp3 308-to-whom-pl.mp3 309-when.mp3 310-where.mp3 311-where-postverbal.mp3 312-which.mp3 313-how-manner.mp3 314-why1.mp3 315-why2.mp3 317-how-many-times.mp3 316-how-many.mp3 401-no.mp3 402-don't.mp3 403-not.mp3 404-none.mp3 405-I-don't-like-it.mp3 406-I-don't-know.mp3 501-day-before-yesterday.mp3 502-yesterday.mp3 503-earlier.mp3 505-today2.mp3 504-today1.mp3 506-later.mp3 507-tomorrow.mp3 508-day-after-tomorrow.mp3 509-last-night.mp3 510-in-the-past.mp3 511-morning.mp3 512-noon.mp3 513-afternoon.mp3 515-midnight.mp3 514-night.mp3 516-early-morning.mp3 517-day.mp3 519-Tuesday.mp3 518-Monday.mp3 521-Thursday.mp3 520-Wednesday.mp3 523-Saturday.mp3 522-Friday.mp3 601-already-post-vowel.mp3 524-Sunday.mp3 602-already-post-glottal.mp3 603-still.mp3 604-only-1-post-vowel.mp3 605-only-1-post-glottal.mp3 606-only-2-post-vowel.mp3 607-only-2-post-glottal.mp3 608-again-1.mp3 609-once-again.mp3 610-first.mp3 611-again-2.mp3 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985_poka'an_pa_muna_siya.wav 986-onu-intain-poka'an-mu-konako'.mp3 986_onu_intain_poka'an_mu_konako'.wav 987-poka'anon-mu-pa-aku'oy.mp3 987_poka'anon_mu_pa_aku'oy.wav 988-tana'a-pokika'an-ku-komoniya.mp3 988_tana'a_pokika'an_ku_komoniya.wav 989-intana'a-pokika'an-mu-komoniya.mp3 989_intana'a_pokika'an_mu_komoniya.wav 990-si-Kader-intain-pokika'anan-ku-kon-puya'-ikolom.mp3 990_si_Kader_intain_pokika'anan_ku_kon_puya'_ikolom.wav 991-pokika'anay-si-Kader-kon-puya'.mp3 991_pokika'anay_si_Kader_kon_puya'.wav 992-ponga'an-mo'ikow.mp3 992_ponga'an_mo'ikow.wav 993_ko'onda_in_ponga'anan_mu_sokoyu'_may.wav 993-ko'onda-in-ponga'anan-mu-sokoyu'-may.mp3 994-onu-intain-popoka'an-mu-koniya.mp3 994_onu_intain_popoka'an_mu_koniya.wav 995-tana'a-popoka'an-komoniya.mp3 995_tana'a_popoka'an_komoniya.wav 996-ko'onda-intain-popoka'anan-mu-kon-puya'.mp3 996_ko'onda_intain_popoka'anan_mu_kon_puya'.wav 999-narrative.mp3 Lobel, Jason William; 2016-09; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24700. Lobel, Jason William 2016-09 Ponosakan is a near-extinct Greater Central Philippine language spoken on the large central Indonesian island of Sulawesi. Little has appeared in the literature about the language, which now has only four fully fluent speakers, ranging in age from 70 to 92 years old. The purpose of this paper is to present a brief introduction to the language, including its phoneme system and grammatical subsystems. Accompanying this paper are over 300 audio recordings, to give the world an opportunity to hear a language that is rarely spoken even in its traditional home. National Foreign Language Resource Center 30 http://hdl.handle.net/10125/24700 Lobel, Jason William. 2016. Notes from the Field: Ponosakan: The Sounds of a Silently Dying Language of Indonesia, with Supporting Audio. Language Documentation & Conservation 10. 394–423. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International Ponosakan Indonesia Indonesia--Sulawesi Endangered language Notes from the Field: Ponosakan: The Sounds of a Silently Dying Language of Indonesia, with Supporting Audio Text Article oai:scholarspace.manoa.hawaii.edu:10125/24693 2024-08-15 col_10125_39603 vandriem.pdf van Driem, George; 2016-06; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24693. van Driem, George 2016-06 National Foreign Language Resource Center 10 pages http://hdl.handle.net/10125/24693 van Driem, George. 2016. Endangered Language Research and the Moral Depravity of Ethics Protocols. Language Documentation & Conservation 10. 243-252. 1934-5275 University of Hawaii Press Creative Commons Attribution-NonCommercial 4.0 International endangered languages Ethics ethics committees research ethics Endangered Language Research and the Moral Depravity of Ethics Protocols Text Article oai:scholarspace.manoa.hawaii.edu:10125/24685 2024-08-19 col_10125_39603 bowern.pdf Bowern, Claire; 2016-03; Kaipuleohone University of Hawai'i Digital Language Archive;http://hdl.handle.net/10125/24685. Bowern, Claire 2016-03 Here I present the background to, and a description of, a newly developed database of historical and contemporary lexical data for Australian languages (Chirila), concentrating on the Pama-Nyungan family (the largest family in the country). While the database was initially developed in order to facilitate research on cognate words and reconstructions, it has had many uses beyond its original purpose, in synchronic theoretical linguistics, language documentation, and language reclamation. Creating a multi-audience database of this type has been challenging, however. Some of the challenges stemmed from success: as the size of the database grew, the original data structure became unwieldy. Other challenges grew from the difficulties in anticipating future needs, in keeping track of materials, and in coping with diverse input formats for so many highly endangered languages. In this paper I document the structure of the database, provide an overview of its uses (both in diachronic and synchronic research), and discuss some of the issues that have arisen during the project and choices that needed to be made as the database was created, compiled, curated, and shared. I address here the major problems that arise with linguistic data, particularly databases created for diverse audiences, from diverse data, with little infrastructure support. National Foreign Language Resource Center 44 http://hdl.handle.net/10125/24685