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