Spilyay Tymoo
Warm Springs, Oregon
July 31. 1997 7
Wasco, Paiute lessons
Huckleberry Conversation Two
Getting Ready for Huckleberry
Picking
Ji MONDAY iS3S3
3
IT." 1"" J.
few
r ui l m .ji m
Aqapunitix
Ishkali
Itkiki'qwl
Agabu
Waskan
Aq'istn
Itk'amunak
Awatul
Oxaq'iwalal
Dat'la
Agnoxa
Wordlist
side basket
big berry basket
lunch
jacket
box
hatchet
wood
fire
fresh
warm
I will be ...
WEDNESDAY CONTINUED
A: Dan bama idmshagabu-max? (What are
your jackets for?)
B: Kadux alanxloxa kwapt dat'la" agnoxa. (To
keep warm early in the morning.)
A: Dan bama itkiki'qwl? (What's the lunch
for?)
B: Adlxlmuxma. (We're going to eat it.)
A: Aga alxoya. (Now we're ready to go.)
B: K'aya amauwigwima itsk'intwamax!
(Don't feed the bears!)
Paiute Language Lesson
Friday II
r
V
TUESDAY
A: Kwt kwt alkduxama idunayax. Dan alma
algiukla? (We're going huckleberry picking.
What do we need to take?)
B: Iyagail ishkali
kwadau amiqxapunitix.
(A big berry basket and
your side basket.)
A: Danwit'ax? (What
else?)
B: Itkiki'qwl. (Lunch.)
A: Kwadau
idmshagabu-max. (And
your jackets.)
B: Ichagail ic'ac'umit
waskan. (A big cooler.)
A: Kwadau icak'aic
aq'istn. (And a small
hatchet.)
B: Dan bama aq'istn? (What's the hatchet
for?)
A: Chux chux amduxa itk'amunak awatul
bama. (To cut the wood for a fire.)
J?SZ frit J & 1
THURSDAY
A: Kwt kwt alkduxama idunayax. Dan alma
algiukla? (We're going huckleberry picking.
What do we need to take?)
B: Iyagail ishkali kwadau amiqxapunitix. (A
big berry basket and your side basket.)
A: Danwit'ax? (What else?)
B: Itkiki'qwl. (Lunch.)
A: Kwadau idmshagabu-max. (And your
jackets.) ' ' V"
B: Ichagail ic'ac'umit waskan. (A big
cooler.)
A: Kwadau icak'aic aq'istn. (And a small
hatchet.)
B: Dan bama aq'istn? (What's the hatchet
for?)
TUG00HANE-C00K
Hemma u
tugoohanekwe?
What are you
gonna cook?
Masoo pesa tugoohane.
He cooks real
good..!
Ewa tugoohane!
Cook lots!!
QNGAKE-SAIT
Hano osoo ongabe?
Where is the salt?
Kadoo ongabe mani!
There is no more salt!
Maka ongabe egeow.
Please pass the salt.
TUTSE'EG AN A-SPQON
Hano u tutse'egana?
Where is your spoon?
Masoo tutse'egana tutseyoo!
That spoon is very small!
Mow hooba tutse'egana.
That is a soup spoon.
A: Chux chux
amduxa itk'amunak
awatul-bama. (To cut
the wood for a fire.)
A: Dan bama
ic'ac'umit awaskan?
(What's the cooler
for?)
m
r
A'
B: Bama idunavax
oxaq'iwalal aluxoxa.
(To keep the berries fresh.)
V
r A!
HAVE YOU HEARD THAT CHILDREN WHO ARE EXPOSED
TO AND CAN SPEAK MORE THAN ONE LANGUAGE DO
BETTER ACADEMICALLY? WATCH THIS SECTION AND WE
WILL REPRINT A STUDY THAT SAYS "IT'S SO." (WHICH
MEANS THOSE CHILDREN WHO KNOW THEIR NATIVE
LANGUAGE WILL BENEFIT A LOT.)
Food for Thought
'immmm(il3Si Important information from the the Conference on
Stabilizing Indigenous Languages
WEDNESDAY
B: Dan bama idmshagabu-max? (What are
your jackets for?)
A: Kadux alanxloxa kwapt dat'la agnoxa.
(To keep warm early in the morning.)
A: Dan bama itkiklqwl? (What's the lunch
for?)
B: Adlxlmuxma. (We're going to eat it.)
A: Aga alxoya. (Now we're ready to go.)
B: K'aya amauwigwima itsk'intwamax!
(Don't feed the bears!)
A: Dan bama ic'ac'umit awaskan? (What's
the cooler for?)
B: Bama idunayax oxaq'iwalal aluxoxa. (To
keep the berries fresh.)
WASCO LANGUAGE CLASSES
WILL START AGAIN IN
THE FALL WATCH THE
SPILYAY FOR INFORMATION ON
WHEN WE WILL GET STARTED AGAIN.
In addition to interacting with these experts, the participants
met in small groups led by moderators who encouraged
everyone to speak. The outcome of the sessions has been a
somewhat surprising convergence of ideas in terms of what
impedes language maintenance and what promotes it. Among
the most frequently discussed barriers were:
the lack of opportunity to practice native languages at
home;
the parents' lack of proficiency in the native language;
the teachers' criticism of those who speak the home
language in school;
the tendency to correct novice learners whenever they
make a
mistake;
the likelihood of put-downs by non-speakers of the home
language;
the perception that English is a better vehicle for economic
success; and
the teaching of isolated vocabulary items instead of
communicative skills.
In addition, some widespread misconceptions about language
teaching and learning were identified as serious barriers to the
success of native language maintenance and transmission.
These misconceptions include:
you have to give up your own language in order to master
another one;
you need special training to teach your own language to
your children;
schools can take over the job of teaching a language if
families do not teach it; and
writing a language is what keeps it alive.
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