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. /