1. education
2. language learning

Language revitaliza.on lecture
Breath of Life, D.C. 2015 Zalmai ʔəswəli Zahir , 6/8/15 Learning versus using language
•  “For language revitalizaEon, the goal is language use, not language learning. Language use drives language learning.” -­‐ Leanne Hinton, BoL DC, 6/1/15 •  Language learning involves understanding how the language works. •  Language revitalizaEon is geKng the language spoken. Measuring language vitality
Ways to measure language vitality include: •  How many people are speaking, •  How many ways language is used (i.e., language funcEon), •  How much Eme a speaker uses the language each day. Background for teaching language use
•  I’ve been teaching Lushootseed for 25 years. •  For the first 20 years, I used full-­‐immersion, TPR, etc. •  The result was, many learned the language well, and a small handful even became teachers, but none of them (preZy much 100%) used the language. A new approach
•  Four years ago, I begin teaching in terms of language use instead of how the language works via video conferencing over the internet. •  The curriculum included teaching people how to reclaim daily acEviEes for the language. We call this reclaiming domains. •  The online courses used teaching methods that were not cuKng edge. Rather, they involved reading, listening and repeaEng phrases. The focus was on posEng the phrases in the home and geKng learners to use the language. •  The number of language users then began to increase from zero to about 20. Teaching language use versus teaching language
•  Language teaching involves creaEng lessons plans that teach things such as pronunciaEon, grammar and sentence structure. •  The goal is get the student to understand how the language works and to be able to produce language so they can speak it. •  The idea is that if you speak a language, you will use it. •  And yet, fluent speakers of minority languages o^en resort to using a dominate language because they are easier and more convenient. •  My experience has been that this approach does not work. The process for teaching language use
The process for teaching language use includes: •  Individualize the language for each learner. •  Show them how to use language in daily acEviEes. •  Have them use language in areas that they want to use language in. •  Create environments that promote and encourage speaking. •  It sEll involves instrucEon in pronunciaEon, grammar and sentence structure but only in terms of geKng language used. Ac.onable steps
•  Using acEonable steps makes the process manageable and achievable. •  If a person begins using language for 5 minutes each day, and adds 5 minutes each week, you can see in a very short period of Eme a person can be up to 1 hour of language use per day. •  When this occurs, you can reasonably suggest that the language is at least approaching being a primary language for the user. •  With this approach, there is a slight paradigm shi^ from the idea that communiEes speak languages to individuals speak languages. It does not diminish the benefits of having others to speak to, but rather, it eliminates its requirement. Where do we start?
•  Make this your own language program. •  Get a bound journal to record your language. •  Project 1, reclaiming domains: Reclaim domains that you use, not what others think you should do. Again, make this your language program. •  Project 2, Language nest: Plan on establishing a language nest. •  Project 3, ConversaEon: PracEce simple conversaEons if you can, even if you are just starEng. •  Project 4, games: Play simples games that immerse people in the language. Journal
Cover •  Write the language name •  Date of first entry •  Leave a space for the date of your final entry. •  Book 1 •  Your name Journal
•  Number your pages •  Page 1 includes personal info as to who you are, who were your parents, what languages you speak, where you were raised, etc. Entries
•  Make entries on the right side. •  Leave plenty of room. •  Make notes on the le^ side. Project 1: Reclaiming domains
•  Write your domains down in your journal. •  Start lisEng acEviEes that you do everyday you want to reclaim -­‐ such as washing your hands, puKng on your clothes, making coffee. •  These acEviEes should be ones you want to reclaim for your language. •  Try to have them contained in an area you want to make your language nest. •  Post the phrases where you are going to use them. •  Read them when you do your domain unEl you have them memorized. •  Reclaim this domain for your language. •  Doing this connects language to your environment. •  Give these acEviEes back to the language. Is self-­‐narra.on normal?
•  It can be argued that this is not natural speech, and yet it is an excellent exercise in teaching self-­‐awareness and brings our mental focus to the moment. •  Self-­‐narraEon can also support the virtue of having a good mind. •  Is it normal? Maybe not for most of us, but it is an interesEng exercise that promotes language use and cultural awareness. Example domain: Washing hands
(1) kʷədədəxʷ čəd E dxʷc’agʷusəb, ‘I take the soap,’ (2) čədə k’ʷəłtxʷəxʷ E qʷuʔ. ‘And I turn on the water.’ (3) c’agʷačibəxʷ čədə c’agʷačibəxʷ. ‘I wash my hands and I wash my hands.’ (4) … Example domain: making coffee
(1) kʷədədəxʷ čed E kupiali. ‘I take the coffee pot.’ (2) k’ʷəłədəxʷ čəd E qʷuʔ ʔal tə kupiali. ‘I pour water into the coffee pot.’ (3) bəčəšəxʷ čəd E kupiali ʔal tə səxʷkupiali. ‘I put the coffee pot on/at/in the coffee maker.’ (4) … Example domain: Making a salad
(1) łič’łič’idəxʷ čəd E d’abid. ‘I am cuKng up the vegetables.’ (2) haʔł E dᶻabid. ‘The vegetables are good/nice.’ (3) ʔəswələx̌ʷ E dᶻabid. ‘The vegetables are strong.’ (4) ʔəshəliʔil E dᶻabid. ‘The vegetables are healthy.’ (5) ʔəsǰuʔil E dᶻabid. ‘The vegetables are joyful.’ (6) … Language and culture
•  One could argue that making coffee or salad are not tradiEonal acEviEes. •  But the view that food is medicine is valued in many cultures. •  And having a good mind while preparing food can be very important. •  Therefore, one could suggest that the use of language while doing these acEviEes involves a very strong cultural component. •  One could also suggest that since language is culture, anything we do in language is culture. •  Again, the primary focus is to get many people to increase there language use in as many language funcEons as possible. Start with easy, ac.onable steps
•  NoEce, self-­‐narraEon of these examples involves acEviEes where we generally have control of our lives. •  Much of our days involve interacEon in our environments where we have liZle or no control. •  Start with small, easy situaEons that are not overwhelming. •  When we start with easy situaEons where we have control, we are able to achieve language use in acEonable steps. Project 2: Language nests
•  We have good evidence that the language nests can be a key component in language revitalizaEon. •  Success with this model has been proven with the Maoris, Hawai’ians, Shuswap and Blackfeet. •  Therefore, it is logical to consider establishing a language nest if we are doing language revitalizaEon. Defining a language immersion
Language immersion is a useful concept in revitalizaEon because it immerses people in the language, where they are hearing and producing language. Its very nature promotes language use. •  It is a period of Eme where you only speak the target language. It is o^en referred to as ‘full-­‐immersion’. •  It can occur anywhere and is not confined by space. •  The beginning and end of the immersion can be defined by Eme, such as from 1:00-­‐3:00. •  The beginning and end can also be defined by an acEvity, such as while washing dishes, holding a meeEng, giving a presentaEon. Defini.ons for a language nest
Language nest has two definiEons. Both are full-­‐immersions, but the idea that there is a physical space where only the target language is spoken at all Emes is essenEal. 1.  Nest for language: A physical locaEon where the language is nested, not the learners. This concept creates a metaphor of a home for the language where you are giving it a place to breathe. (personal communicaEon, Maori speaker, 1989.) 2.  Nest for children: A physical locaEon where the children are nested in the language. This approach provides a metaphor of a nest for children where they feel safe and nurtured, and will be well prepared before they grow wings and fly on their own. Language nest requirements
•  Nests for children can require a great deal of resources that may or may not be available, including Eme, money and personnel. It involves an educaEonal component with a classroom, qualified teachers and curriculum. It’s an excellent goal, but may not be a viable project for several language communiEes where Eme and monies are minimal. •  Nests for language, on the other hand, can be done in our homes, and is as simple as posEng a sign that says xʷiʔ ləpastəducid (or your language) ‘No English’. Why language nests are effec.ve
The reasons why language nests work has several factors. An aspect we’d like to note is as follows: •  When we create a language nest, we shi^ our internal moEvaEons into an external expectaEon to speak the target language. •  We have good evidence that this level of language commitment is more secure than an internal moEvaEon, which can waver from Eme to Eme according to how we feel and what is occurring around us. Language nest loca.on
•  A language nest consist of domains we reclaim for the language. •  The number of reclaimed domains needed for a language nest depends upon on its locaEon. •  The kitchen, for example, has more acEviEes you might do rather than your bathroom. It involves several construcEons that are intransiEve and transiEve, preposiEonal, adverbial, etc. •  If you do not spend a great deal of Eme in the kitchen, or don’t enjoying cooking, this may not work for you. •  The bathroom involves fewer acEviEes, but it is an environment we generally have greater control over. Steps for developing a language nest
1.  Select a locaEon that works for you. Remember: this is your individualized language program. 2.  Begin reclaiming domains within that locaEon. 3.  Post the domain phrases so you can refer to them as you do the acEvity. 4.  A^er you’ve reclaimed a sufficient number of domains, post a sign that says ‘No English’, and commit to not speaking English in your nest. Give this small part of the world back to your language, so that your language can live. 5.  You can expand your nest a^er it is well established. Language func.on
The funcEons for language are numerous. They include: •  ConversaEon •  Speech making •  InstrucEon •  Prayer •  Arguing •  Literacy •  … Project 3: Conversa.on
•  Arguably, conversaEon is the most important funcEon of language use. •  Two or more people are listening and speaking language together. •  They are learning and sharing informaEon. •  It is also one of the harder funcEons to do, because it usually involves a great deal of knowledge about a language in order to first understand, and then produce in a communicaEve fashion. •  Therefore, just as you broke down the development of creaEng your own language nest, break conversaEon into acEonable steps. Steps for developing conversa.onal skills
•  Give conversaEon appropriate status to reclaiming domains. •  Begin with 10 minutes per day and add 5 minutes every week. When I say 10 minutes, remember that includes listening, as well as speaking. You do not need to carry the conversaEon. If there are three or four people, this works out to be about 3 minutes a piece. Helpful beginning phrases for conversa.on
There are some helpful phrases to have available when conversing. They are: •  ‘How do I say, ___?’ •  ‘Can you repeat that?’ •  ‘What is ___?’ First .me conversing
•  Start with easy, common conversaEonal topics that are semi-­‐scripted. You can advance the conversaEon as speakers become comfortable using the language. st
1 example of a beginning conversa.on
(1) čad kʷ(i) adsʔux̌ʷ ʔal E sləx̌il. ‘Where did you go today?’ (2) ləʔux̌ʷ čəd txʷəl E ___. ‘I went to ___.’ You can advance the conversaEon by changing the Eme to ‘Where did you go yesterday/this weekend’ or ‘Where are going tomorrow/
tonight/this weekend?’ Other conversa.on examples
•  ‘Who did you see today?’ ‘I saw ____.’ (advance the conversaEon to, ‘How were they?’ ‘They were ___.’) •  ‘Who did you talk to today?’ ‘I talked to ___?’ (Advance the conversaEon to A) ‘How were they?’ ‘They were ___.’ B) ‘What did they say?’ ‘They said ___.’) •  ‘What did you eat today?’ ‘I ate ____.’ (This topic can include content such as, ‘Did you eat lunch today?’ ‘Where did you go?’ ‘Was it good?’) Other conversa.on examples
•  ‘Did you go to the store (today/this weekend/this week, …)?’ •  ‘Where did you go?’ ‘I went to ___.’ •  ‘What did you buy?’ ‘I bought ____.’ •  ‘Was it nice/good?’ •  ‘What food do you like/dislike?’ ‘Do you like ____?’ ‘Do you dislike ____?’ ‘I like/dislike ___.’ ‘I like ____.’ ‘I dislike ____.’ •  ‘What did you do today?’ ‘Did you ____?’ ‘I did ___.’ Other conversa.on examples
•  ‘Did you speak Lushootseed today?’ •  ‘When did you speak Lushootseed?’ •  ‘(I spoke it) at ____.’ •  ‘How was it?’ •  ‘It was hard/easy.’ •  ‘Who did you speak it with?’ •  ‘(I spoke it with) ____.’ Converse on a regular basis
•  This seems complex but if you do this on a regular basis, you find that you can get to an hour of conversaEon within a very short period of Eme. •  When starEng this project, it is very important to focus on an encouraging speaking environment. •  Do not focus on correct pronunciaEon or grammar. The focus is on communicaEon and understanding one another. •  If you do not understand them, ask them to repeat it. •  Once people are very comfortable in conversaEon, you can then add correcEon now and then, but in general, wait unEl they ask you if they are saying it correctly. •  Encourage them to speak. Project 4: Games
•  Games are wonderful ways to engage everyone in language for long periods of Eme. •  Example: ‘Go fish’ is a very easy game that most people know. It generally involves simple phrases, such as, ‘Do you have’, ‘Yes/no’, and ‘Go fish.’ It can quickly expand to more advanced terms and common game terms: ‘I win.’ ‘You cheated!’ ‘No. I don’t have ___.’ … •  Again, when playing games, the focus is not teaching language, but rather removing English from your environment for as long as you can. Even with very simple, two or three phrases, a game of ‘Go fish’ can remove English from a beginning learner for over an hour and get them using language. •  If they don’t know the language, write up an aid sheet with the phrases and help them read it. Again, the goal is using, not learning. The use will drive the learning. Conclusion
•  I’ve covered a very small porEon of language revitalizaEon. •  As you build your speaking Eme from one to two and three hours per day, you will find new areas to expand your language use. •  This includes projects such as language media; •  Bilingual tribal government forms; •  Local coffee shops or restaurants to allow for orders in the language •  CreaEng language zones at school and work; •  Establish your community boundaries/reservaEon as a language only zone. •  All of this is possible but it requires beginning with small, acEonable steps that lead to language use. Homework 1: Keeping a linguis.c journal
•  Purchase a bounded journal •  On the cover, put the name of your language, your name, and the date of your first journal entry. Leave enough room to enter the date for your final journal entry. •  Number the pages, starEng with 1. •  On page 1, list some bio about yourself. List your name; date of birth; your parent’s names and ancestry; languages you speak; where you were born and raised; any other info you want to add •  Do not write on the le^ side (e.g., page 2). Leave this side for notes. •  On the right side (e.g., page 3), enter 5 to 10 phrases you want to say for one of your domains you want to reclaim. If you do not know your language, write them in English. Leave plenty of room between entries. Homework 2: Reclaim a domain
•  Choose an acEvity you do everyday you want to reclaim for the language. •  Write down the phrases you want to say. If you don’t know how to say them in your language, write them in English unEl you can get them translated. •  Keep the phrases simple. If you are not able to make full sentences, do words, such as, ‘hands’, ‘fingers’, ‘arms’, etc. If you can, put them in a phrase, like, ‘These are my hands’, ‘These are my fingers’, … •  No more than 5 to 10 phrases. If there are more, break the acEvity into two domains. •  Post this domain in the area you will use it. •  Give this acEvity back to your language. Homework 3: Script a simple sentence
•  Script a simple conversaEon to begin your conversaEon project. •  Examples are: •  ‘Where did you go today?’ ‘I went to ____.’ •  ‘Where did you go yesterday?’ ‘I went to ____.’ •  ‘Where are you going tomorrow?’ ‘I will go to ____.’ •  Write up an aid-­‐sheet with these phrases for people to refer to while learning to speak. •  Include helpful phrases, such as, ‘Repeat it’, ‘How do I say ____?’ ‘What is ____?’