Special Session: Language Revitalization
| 8:00 |
Registration & Breakfast |
| 9:00 |
Welcome remarks
Kevin McDonald Vice President and Associate Provost for Diversity and Inclusion Rochester Instituteo of Technology
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PANEL ONE
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| 9:15 |
Preserving the past: Timucuan voices in the 21st CenturyLisa Marie Noetzel, The College of Coastal Georgia George Aaron Broadwell, The University of Florida
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9:45 |
Wiki-based paradigm toolsChris Harvey and Nicholas Welch, University of Toronto
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10:15 |
A digital dictionary of PanaráBernat Bardagil-Mas, University of Groningen Myriam Lapierre, Andrés Salanova, University of Ottawa Perankô Panará, Panará Nation
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| 10:45 |
Coffee break
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| 11:00 |
PLENARY TALK ONE
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What does a university-based native language training institute do?Ofelia Zepeda, University of ArizonaAn overview of training community based Native American language teachers, learners, researchers planners and activists. This presentation takes a look at efforts to teach practical skills as a means for supporting local tribal efforts to sustain language programs at home. The training is critical not only in providing essential skills but more importantly it can enable community members a sense of ownership and responsibility over all the work necessary in language teaching, revitalization or documentation. The presentation will also consider the challenges of trying to successfully meet the training needs of tribal communities. |
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12:30-1:30 |
Lunch
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PANEL TWO
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| 1:30 |
It’s time we stopped teaching students how to count and started teaching them how to talkBrian Maracle, Six Nation Grand River Territory
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| 2:00 |
Reducing anxiety, increasing core competence: A practical program for beginner adult heritage learners of Eastern Algonquian languagesAndrea Bear Nicholas, St. Mary's Maliseet Nation/STU Alwyn Jeddore, Membertou/Eskasoni/CBU Gabriel Paul, Penobscot Nation Dept. of Cultural & Historic Preservation Conor Quinn, University of Maine
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| 2:30 |
Onʌyote’aká Tsiʔ NitwawʌnótʌShalihókt Danforth, Ka’shatstʌslahawí Williams, Shalákwa Summers, Yutlatakwas Powless, Lataklokwátha Danforth and Yekuhsiyó Francour, Oneida Nation, Wisconsin
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| 3:00 |
Coffee break
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PANEL THREE
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| 3:15 |
Living past death: A philosophy of language revitalization from TuscaroraMontgomery Hill, Tuscarora Nation, University at Buffal
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| 3:45 |
The grammar of Oneida: less is more (Room 1829)Karin Michelson and Jean-Pierre Koenig, University at Buffalo, SUNY |
| 4:15 |
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| 4:45 |
Coffee break |
| 5:00 |
PLENARY TALK TWO |
Talking about “success” in language revitalizationLeanne Hinton, University of California, Berkeley What counts as “language revitalization”? What do we mean by “success?” Who decides what counts as “success”? These questions are important precursers to any question about whether a revitalization program is “successful” or not. Using examples primarily from our work with California Indian languages, I examine specific programs and their originators -- communities and individuals doing language revitalization. “Success” will be seen as defined differently by different parties, frequently a product of efforts taking place below the community level, and always subject to evolving goals. |
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6:30 |
Dinner |
See also: Program for Parasession: Language Documentation, Description & Theory
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