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About Spilyay tymoo. (Warm Springs, Or.) 1976-current | View Entire Issue (July 13, 2011)
Spíly^y Tym o o , W arm Springs, Oregon Page 11 Ju ly 13, 2011 THE CONFEDERATED TRIBES LANGUAGE LESSON Nurmi Ichishkiin E na numuo’e My People Besa Awamooa Good Morning B e ’sa ya tabenoo Good Day Pesa Toganoo Good Night How oou? How are you? Nu besa-u I’m fine How’yo nu namea? W hat’s your name? Nuqu nanean My name is Hano u m ea? Where are you going? Nu wuukuga I’m going to work Sumu’yoo - One Wa ha’yoo - Two Pahe’yoo - Three Watsukwe'oo - Four Mane-ge’yo - Five Naapahe’yoo - Six Natkwatsukwe’yoo - Seven Namewatsukwe’yoo - Eight Samukadoo’oopu - Nine Suumano’yoo - Ten Suuma-Tabeno - Monday W aha’-Tabeno - Tuesday Ya Pahe Tabeno - Wednesday W atu Tabeno - Thursday Namewat sukwe Tabeno - Friday Tomo - Winter Tamano - Spring Tatza - Summer Sa’a u poonedoo - See you(just you) later Unudoo epubu’a poonedoo’a! See you all later Unudya pesa supa Okay! Have a very good day !! For information and interest in learning the Numu Language contact: 553-3290 News Release / Announcement Niix Kwlawit inmi naimuma, nxtwaima ku yanawitama Good evening my relatives, friends, and visiting people Naminawa ayayat tananma We are beautiful people Inmi tananma My People Niix maic’qi Good Morning Niix Pachwai Good Day Niix Kwlaawit Good Evening Niix S c ’atpa Good Night Mishnam w a? - How Are You? Niix ashwa - I’m fine Shinam wanisha? - Whats your name? Wanishaash - My name is Maanam winisha? - Where are you going? Kutkuttashaash - I’m going to work Naxsh - One Napt - Two Mtaat - Three Pinapt - Four Paxat - Five Ptxnnsh - Six Tuskaski - Seven Paxat’maat - Eight C’mst - Nine Putm t - Ten Pachwaiwit Sunday Wanaq’it Monday NapHcw’i Tuesday Mtaatíkw'i Wednesday Pinaptkw’i Thursday Paxalkw’i Friday Tamac’akt Saturday Anam Winter Wawaxam Spring Shatm Summer Tiyam Fall Axwaimash anch’a q’inuta See you (just you) later Axwaimatash anch’a q’inuta See you all later Il AU OCiksht Itukdi kadux naika itgulxam, amgailuda itukdi awawat shaxel ishtamx Good morning my people, thank the Creator for the day to come Good Morning Itukdi Kad’ux Good Day Itukdi Wigwa Good Evening Itukdi Chushdix Good Night Itukdi Xabixix Midnight Qiqayak wapul Kaya dan - Zero Ixt - One Mkwsht - Two Lun - Three Lakt - Four Gwenma - Five Txem - Six Senmakwst - Seven Gutfqt - Eight Kw’is - Nine Yatilxam - Ten Ixba wigwa Monday Makwshtba wigwa Tuesday Lunba wigwa Wednesday Lakta wigwa Thursday Gwenma wigwa Friday Saturday Igimak wigwa Sunday Asandi wigwa Winter ChaxiUix Fall K’malaldix Summer Chagwaix Spring Gawaxemdix Qengi m aita? - How are you? Qiklaix naika - 1 am fine - ok Qikliax iyamelkel - Its good to see you Qengi imixliu? - W hats your name? Naika ichxliu - My name is Naika ishawashxliu - My Indian name is Itukdi xabixix naika itgulxam, iukdi awawat emshgailuda shaxel ishtamx bama daya wigwa Good night my people, give thanks to the Creator for your good day. Language Teachers win Scholarship to NILI 2011 • “To create the opportunity for Native people to restore their languages of heritage to a central place in their communities and to create the opportunity for all people to learn their language of heritage when they are children.” - mission statem ent of NILI NILI was created at the University of Oregon in 1997 as an answer to tribal requests fro Native language teacher training, it is affiliated with the Department of Linguistics, the Center for Indigenous Studies, and the Center for Applied Second Language Studies. W e also collaborae with the Superintendent of Education’s Office and the Oregon Department of Education to create and strengthen Native language and educa tion policies. Our purpose is to provide language support ser vices to Tribes, through teaching ad community outreach, toward the common goal of preserving language and creating communities of speakers. the Northwest Indian language Institute(NILI) provides training in applied language teaching and in linguistics for Native American language teach ers of the Northwest through its summer institute and on-site trainings. NILI also offers consultation services to tribes in the areas of language program design, assessment, policy, linguistics, language documenting and archiving, and grant writing. (NILI website accessed 07/08/11) The Culure & Heritage Language Program of the Confedrated Tribes of Warm Springs sent four (4 ) Language Instructors to participate in the annual Northwest Indian Language Institute (N ILI) program for language teachers. The educational coursework designed for eachers lasted from June 20, 2011 to Ju ly 1,2011 and covered both theoretical and pratical application methods of teaching languages. A Warm Springs member and undergraduate student participated and provided the story that eventually was translated from english to ichiskiin by what became known as the “ Warm Springs Ichishkiin Team ” , there were over five (5 ) teams from Oregon, California, Washington in attendance and ultimately completed their own project in their own tribal language. The Sahaptin, or “ ichishkiin” team consisted of Arlita Rhoan, Suzie Slockish, Dallas Winishut, Gerald Danzuka and Shayleen Macy and their storybook with english and Ichishkiin text culmi nated this 2 week coursework. We appreiate the support we received from the tribal management and the sfatt of NILI through whom ur attendance was made possible. “Tamme soop u manekwe” “We are taking care of it(Numu language)” Over the summer of 2011 the “Tammesoo u manekwe” program will train 7 + tribal membestudent teachers 8 hurs per day, 5 days per week for 8 weeks. These specially chosen youth will range in age from 1 4 - 1 8 years old. They will be responsible for teaching up to 40 other students who are involved in the Warm springs summer youth work program that will be scheduled for classes throughout the summer. Students will learn to build step-by-step language curriculum by engaging in direct conversation with the fluent speakers. Students will also learn how to teach curriculum building and design to other students and neighboring tries. Curriculum build ing by our definitio is the act of exploring a gram matical issue of the target language in the target language. This means the best an dost acurate language is found while speaking the language with fluent speakers and testing the boundaries of the rules and structures of the language. Stu dents will learn how to set up conversation with the fluent speker to solicit specific grammatical information that will build into more and more complex speaking ability, to lern to stay in the languae-while training. The skill of setting up these conversation is the focus of this teacher training... We refer to this as language hunting, once a student understands hovy to “ language hunt” they are able to continue thei language education indefinitely. For the 7 + student eachers asthe daily structure of the course will consist of morning and afternoon session. The priorities of Tam m e soo u m anekwe ae as follow s: • Stren g th en Numu before it is no longer a spoken language. • C reate teach e rs regardless of cu rren t fluence level (A C T F L b ased ). • C reate fluent, m o tivated , lifelong speakers. • C reate a com m unity o f learners who can “ pull” language in im m ersion co n versatio n s. •C reate a com m unity o f teach ers/learn ers who understand and apply th e A C T FL languae p ro ficien cy te s t and scale. • C reate a com m unity o f tea ch e rs who are trained in th ed evelo p m en t of buildable, te a c h able, bite sized languae lessons who will carry the program a fte r this sum m er. • C reate a tern of players who can train o th er tea ch e rs in th e art of “ language hunt ing” • C reate a team of ed u cato rs w ho can cap tu re, edit, and post video as well as train oth ers in vid eo production techniques. • C reate a team of language revitilization experts who can help th e o th er W arm Springs languages. • G et stu d en ts high school and/or u n iversity cred its fo r the stu d y of th eir own language. An audio/video curriculum will be producted sp ecifically m odeling the language lessons as wel as th e step-by-step sp ecific m ethod of delivering the lessons. A w ritten com ponent will follow from th e vid eo m aterials. The vid eo com ponent o f language revitilization p reserves the song of th e language also at risk an im posible to p reserve in a w ritten form at. Teachers-in-training will be trained to cap ture, edit and p o st video and audio o f th e co n versatio n s w ith elders as well as video of each develop ed lanuage lesson. Each lesson is part of an elaborae language sto ry th a t can be created , shared, and ow ned b y the entire speech com m unity as th e y gain fluency. /