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About Spilyay tymoo. (Warm Springs, Or.) 1976-current | View Entire Issue (July 27, 2011)
Spilyay Tymao, Wgi-m Springs, Oregon P3ge13 July 27, 2011 THE CONFEDERATED TRIBES LANGUAGE LESSON Ichishkiin Kiksht WIWNU - HUCKLEBERRIES Wiwnu K’awit - Hucklebery Swarfa sdpalwit - Feast Anflnmi tamanwit - Creators law Ptukt tkw Stat - Food order Musux - Salmon ‘Winat - Deer * P iixi - Bitterroot Xaush - Xaush Lukwsh - Lukwsh Sawitk - Carrot Root Waq’amu - Camas Wiwnu - Huckleberries Tm sh - Chokecherries Chuush - Water Auna ‘¿k’awisha chmtina tkw^tatna Lets feast now with the new food of the year Tfaax tkw atat iwiwanichta wiyat’witfa kuna kwc’ kwc’ awnpta kuna Sk’Swita. The leader will name ail of the foods in the order they are set and everyone will get a small piece of food and eat it. t Ku kwnS Snai Na chuuta Chuush. Now we will all drink a sip of water. Au duna tkwdtasha - Okay now lets eat Niix iwa tkw dtat wiwnu Huckleberries are good tasting Aupam Stm aanitita Wiwnuna. Now everyone can go pick huckleberries. IDUNAIYAX - HUCKLEBERRY Idunaiyax Sapalwit Akduxa - Huckleberry Feast Yaxka Yakshgalal - Creators Law Itbdem gaxsh akduxa - Food order Igunat - Salmon Ichank igiwak - Deer Meat Ibiaxi - Bitterroot Ichxwan - Biscuit Root Itqsat - Desert Parsley ltdwak - Carrot Root Itgamwa - Camas Idunaiyax - Huckleberries 1 Itkaxan - Chokecherries Hchqwa - Water Dauda danmax dup gananan itbdem da kaki akduxa akukuximaxma deman akdiladima yaniwadix. Lets feast now with the new food of the year. Laxka Wskimim Hgwabbc shaxka kipgananima sawk itbdem danmax. The leader will name all the foods in the order they are set. Kanawi shan atigilgit tum is itfxem yaxka daba alixulmaxma. Everyone will get a small piece of food and eat it. A ga kwapt kanawi shan Hchqwa abcemshda. Now we will all drink a sip of water. Aga kanawi shan abcelma - Okay now let’s eat Idunaiyax itukdi akukximuxma Huckleberries taste good. Aga ma kanawi shan atgia kwetkwet akduktxuma idunaiyax. Now everyone can go pick berries Calendar of Events Immersion Academ y Workshops A u gu st 15, 16, 17, 18, 19, 22, 23, 24 from 1 pm - 5pm in the first floor training room Immerson Academ y Meeting A u gu st 25, 2011 10:30 a.m. - 12:30 p.m. & September 9, 2011 5:00 pm - 6:30 pm in the first floor training room Immersion Academ y Class begins September 19, 2011 PRESS RELEASE Autni Ichishkiin Sapsikwat Ichishkiin for Toddlers Language program offers new classes by: Valerie Switzler, Culture & Heritage Program Director “The language is not being taugt to childrn anymore” This is one of the most disturbing sentences in Native American communities. The teachers employed at Warm Springs Culture & Heritage Language Program have had teaching experience in several avenues, but lackseveral provisions that would ensure a successful full time immersion progam. One of the challenges Warm Springs faces is the fact that there is not a large teaching base to draw from. So this opportunity offers one solution by growing our own teachers. This pros pect will ensure the steps taken towards immersion will not only provide language teaching to Native American children, second language learners/tachers, and parents but will also provide a safe progressive atmosphere of lerning the basics of oral and written literacy in the Native language. Fortunately, some efforts to reverse language shiift in Native America have proven quite successful. One of the most successful efforts has been immersion teaching. Experts in Native American Linguistics have estimated that 84 percent of these languages are not being passed down in its most natural way, from mother to child (McCarty, 206), which may ultimately lead to language death. - survive in any meaningful sense (Fishman, 1991). In order to take steps towards immersion and having a firm foundation of teachers a well developed process must be determined and tried. Third, the curriculum developed over 12-20 years ago is not age appropriate, but is used as a basic guidance for the language teachers. Based on the experience of the teacher, language is evaluated and lessons are taught at the appropriate age level. The new teacher would not know how or which lesson plans to draw from. To build a curriculum guide appropriae to this age level was beneficial in part that it gave the children exposure to the native languages. The children that were once the recipients of these first lessons are now the parents of the new language learners. However, the aim of the language program is no longer one of exposure of the Ichishkiin Language; it is that the Ichishkiin language survives and perhaps to take it one step further, for the language to thrive as a living language in the community. Part of the curriculum would include esstablished approaches in Native Ways of learning. This progresive way of learning, will give the opportunity to engage sudents, teachers and parent volunteers in learning activities that encourage the use of the Ichishkiin languge but learning the concept will be its main goal. It will encourage students to learn through discovery and create an atmosphere of respect for teachers, peers and parents that envelop the child to become a whole person using the Ichinshkiin language, practicing song and dance, and learning lessons through timeless stories and experiences rooted in the Ichishkiin way of life. Carriers of the language will have an opportunity to gain knowledge of beliefs, participae in tradition and demonstrae knowledge through the practice of independent learning. The students will engage in root digging field trips, ceremonies, participate in song and dance, and develop an appreciation for taditional dress. Students will learn about sounds in the ichishkiin languge. They will learn the smells of traditional foods, he will learn to start using the muscles in his hands by peeling, digging and drying roots. He will experience his first drum that he will practice the beat of social dances and later pow wow or ceremony. The classes will provide the student with success stategies for his community, for now and the future. Our second challenge is to provide a safe conducive environment for language teaching, blending the need Press release on Site Visit from the Archives and for structure and a Native language friendly environ Records Training Institute on July 11 & 12, 2011 at the ment led to a decision to seek alternatives than ece/ culture & heritage program head Start classroom using a visiting teacher program. The local Presyterian Church once a home to an early The site visit to Warm Springs indian Reservation ws childhood education pre-school program ran by the inended to act as an introductory meeting and needs Confederated Tribes will be the host site for a pilot assessment fo the planning phase of the oreon Tribes training classroom. To be site ready requires inspec archives and records trining institute. The institute is tions, and working with the local tribal departments to slated to be held in te summer of 2012 and is funded get their okay to proceed with the proposed site In through grant money provided by the Library SErvices return for use of the building, the church has asked that Technology Act (LSTA). The goal of our site visit to the utilities bill be paid and that we provide our own _ Warm Springs was to make personal connections with leaning services. The teachers require a place to call the tribal staff who work with records as well as to their own to provide needed raining to new teachers, gather an understanding of current prorams and prac learners, parents and volunteers. tices and goals for future development. The current office setting does not provide an amosphere of a safe, conducive environment for teach ing, learning and transmitting the Ichishkiin Language to children; second, there is not a training plan in place to train new teachers. Trying to undertake this problem on our own, led to a partership with the local daycare and head start programs. Unfortunately due to local requirements of curriculum paths and national head start guidelines, it left the teachers with a limited-time (1 5 to 30 minutes) to teach language lessons. In addition, another unexpectd barrier came from within the classroom, the “regular” teachers were uneasy with the idea of immersion teaching. They also question how to accomplish their curriulum goals with the native languae teachers in the classroom. Experts tell us that the language must be taught to the children in order to We began our meeting in the Education building where we met with staff and community members who work with records and archives from several departments including the records center, the Museum at Warm Springs, culture & heritage, language education, and land services. During the meeting, the scope of the institute and logistical issues along with current records related concerns were discussed. Following the meeting we toured tribal facilities that house archives and records including the Culture & heritage program’s lanuage and curriculum collections, the Museum at Warm Springs, and the Tribal records center. The visit was cocluded with a wrap-up discussion session whcih focused on N u m u Togapono’ Gaboku Picking Huckleberries Togapono’o Huckleberries Poonegana Berries Kam’adu Taste Natoa’ai Camping Nanesootuhi kute Pray Togaonon’o pesa kamma, nanesootuhinan.nanesootuhikute, pesa kama When you pray the Huckleberries taste good Nanesootuhina, nanugan Listening to Songs Hoo bea ka nakana Praying, Dancing, Listening to Music The Community is invited to be a part of viewing the first batch of DVD’s. We had processed “old reel to reel tapes” and had them digitized to DVDs. WHEN: AUGUST 2, 2011 WHERE: MAIN FLOOR CONFERENCE ROOM A T THE EDUCATION BUILDING TIME: 11:30 A.M. - 1:30P.M. for information call 5 5 3 -3 2 9 0 establishing needs priorities for each deprtment, gathering logistical information abut institute timing, an dexploring potential curriculum topics. During this two day session a variety of topics were discussed in regards to preservation of collection of records, pictues, films, cassette recordings, VHS recordings. A s well as areas for future development, potential curriculum topics Maa’no’yoo - For now PESA MANEDU' MAGNIFICENT SEVEN Tamme ekea’u mabetse We ae takin care of this Na tunedyooedu. Numu Yadoan We are learning paiute (speak paiute) * He Isoo? - What is this? He Masoo? - What is that right there? He wusoo? - What is that over there? He o ’oo? - What is that over there?(long distance away) Ha oo u? - How are you Pesa nu. - lam doing good Pesa mu. - We are all doing good. Pesa sooname. - I feel happy Asookwi’i - 1 want it give it to me Ekea - Give it to me (nicely) Hano sumu'yoo dada? - Where is the one dollar Hano manege’yoo dada? - Where is the five dollar? Ya be - Hurry Mow - now Kiba witu sogom e’a (hoobea) Walking to the mountain (song) Manege egeaow! - Give me five! Pa’a manege! - High five! Kaadu’! - I don’t have it. THE MAGNFICENT SEVEN COURTNEY FASTHORSE, DORIS LAWRENCE, JAMES BLACKWOLF, JOHN KATCHIA III, WALTER PAYNE, KAPRI MOODY, LEANNE SMITH & DAVID, SKYE, APRIL & EVAN
