Parasession: Linguistic Analysis, Documentation & Theory
| 8:00 |
Registration & Breakfast |
| 9:00 |
Welcome remarks
Kevin McDonald Vice President and Associate Provost for Diversity and Inclusion Rochester Instituteo of Technology
|
|
PANEL ONE
|
|
| 9:15 |
The Yucatec Maya Bible: Piercing as far as the division of soul and spiritChristine Kray, Rochester Institute of Technology
|
| 9:45 |
Inalienable possession in TlingitDylan Bandstra, University of Toronto
|
| 10:15 |
Affix mobility and the factual in OneidaThomaz Diaz, University at Buffalo, SUNY
|
| 10:45 |
Coffee break
|
| 11:00 |
PLENARY TALK ONE |
What does a university-based native language training institute do?Ofelia Zepeda, University of Arizona An 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.
|
|
|
12:30-1:30 |
Lunch
|
|
PANEL TWO
|
|
| 1:30 |
The phonetics of focus in Yoloxóchitl MixtecChristian DiCanio, Joshua Benn, University at Buffalo, SUNY Rey Castillo García, Secretaría de Educación Pública, Guerrero, México
|
| 2:00 |
Copala Triqui's syntactic causative: Cosubordination across models of grammarRebecca Dinkel, University at Albany, SUNY
|
| 2:30 |
The role of adverbs and context in Tzutujil: A look at temporal referenceKathryn Bove, University of Georgia
|
| 3:00 |
Coffee break
|
|
PANEL THREE
|
|
| 3:15 |
Makú grammar and language documentationChris Rogers, Brigham Young University
|
| 3:45 |
Obsolescence and attrition in Mapoyo: Challenges for documentation and revitalizationTania Granadillo, University of Western Ontario The grammar of Oneida: less is more (Room 1829)Karin Michelson and Jean-Pierre Koenig, University at Buffalo, SUNY
|
|
4:15
|
A linguistic analysis of Iroquoian place namesRebekah Ingram, Carleton University
|
| 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.
|
|
|
6:30 |
Dinner |
Rochester Institute of Technology
1 Lomb Memorial Drive,
Rochester, NY 14623
Copyright © Rochester Institute of Technology. All rights reserved | Disclaimer | Copyright Infringement.