May 20 Full Workshop Descriptions

Session	Keynote 1
Room	MAC A-144
Title	Keynote Presenter
Duration	60 minutes
Room Capacity	323
Presenter(s)	Peter Jacobs u
Description	Nilh welh tsutsut-chet: That's our way of talking This talk is about focusing on "everyday speech" in the teaching of the language. The most common use for any language is everyday conversations about everyday things. This is the primary context where language is learned. Cultural values are also handed down explicitly in the form of instruction, but much of what is involved in actual conversation is never even taught explicitly. Kindness, humour, irony, appropriate ways of making questions, community cohesion are just some of these values. Examples will be drawn from our work with Skwxwu7mesh language speakers. Much of this knowledge of language is subconcious for most speakers, including speakers of more documented languages such as German, English, etc. The challenge for those of us involved in language revitalization is to capture as much as possible of what is beautiful and unique about our languages. This is not to downplay the necessity of documenting and teaching grammar, pronunciation, etc. But, it is these subtle "everyday" aspects of conversation that are a significant part of this beauty and uniqueness. This is not to downplay the necessity of documenting and teaching grammar, pronunciation, etc. But, it is these subtle "everyday" aspects of conversation that are a significant part of this beauty and uniqueness.

Session	1
Room	CLE A-108
Title	Preservation of Aboriginal Language Archives: How to make your tapes and CD's last
Duration	90 minutes
Room Capacity	31
Presenter(s)	Phillip Djwa
Description	Are your language archives in danger of becoming obsolete? Are they starting to disintegrate because of time? This handbook has been written to discuss the preservation of archived materials such as cassette tapes, reel-to-reel, as well as CD ROMS and DVD's. It has been written for people who do not have extensive technical expertise. It is intended to assist language teachers, community members and anyone else who is interested in keeping Aboriginal archives as long as possible. This is the second volume in a series on Aboriginal language and technology.

Session	1
Room	MAC A-144
Title	Repatriation and Digital Technologies: Panel Presentation
Duration	90 minutes
Room Capacity	323
Presenter(s)	Patrick J. Moore; Kate Hennessy; Siri G. Tuttle; Peter Brand; Gary Holton; Strang Burton
Description	This panel presentation includes five speakers, each offering a discussion based on five separate yet related papers: Kate Hennessy: Beaver Language DVDs & the Volkswagen Foundation's Endangered Languages Program; Siri Tuttle: Low-tech High-tech: Sharing control of multimedia Patrick Moore: New Technologies and Contested Ideologies: The Tagish FirstVoices Project Peter Brand: The Digital Collide. Charting a collaborative digital journey for Elders & youth Gary Holton: Building the Dena’ina Archive Strang Burton: Mulitmedia Text MethodologyStrang Burton: Mulitmedia Text Methodology

Session	1
Room	MAC D-101
Title	Keeping it Together: Tools for an Integrated Database of Audio, Video, Textual & Grammatical Materials
Duration	90 minutes
Room Capacity	45
Presenter(s)	Margaret Anderson; Theresa Lowther; Tammy Blumgagen.
Description	For fluent speakers of Sm'algyax, the language is experienced as a single holistic system, but often in documenting & describing them, languages are "pulled to pieces" to show the components & patterns. We are using a unified database to keep it together. This workshop will show how the words and word parts, grammar knowledge, and textual resources can be integrated into an interacting whole, and enriched with images, audio and video materials from current speakers and archives. We'll show how the full database is built using inexpensive "off-the-shelf" software, and how we can use it for our research and also to export a rich "talking dictionary" to the web.

Session	1
Room	MAC D-103
Title	Talking Cards
Duration	90 minutes
Room Capacity	45
Presenter(s)	Virginia Beavert; Jesse Blackburn-Morrow; Joana Jansen; Janne Underriner
Description	This workshop presents "Talking Cards", pictures & symbols put on card stock paper that can be used to teach language. With a varied group of talking cards, a teacher can create sentences, teach simple grammar points, ask questions, and lead students into full language use. Talking cards can be used at any level depending on what grammar point is being taught. At the beginning levels of language instruction, they can be used extensively to teach vocabulary & simple language structures. In addition to being a classroom tool, they can be used in one-on-one settings, such as Master-Apprentice Programs. The workshop will discuss making and using talking cards.

Session	1
Room	MAC D-107
Title	CILLDI Cree Immersion Day Camp
Duration	90 minutes
Room Capacity	35
Presenter(s)	Heather Blair; Joyce Dene (Mikisew Cree First Nation, University of Alberta); Ferlin McGilvary (Saddle Lake First Nation, University of Alberta); Dorothy Thunder, (Sweetgrass First Nation, University of Alberta)
Description	During this presentation we will present an overview of the Canadian Indigenous Language and Literacy Development Institute and our Cree Immersion day camp. During the first few years of CILLDI, Indigenous language teachers & language instructors suggested that they needed to become more familiar with a range of language-teaching techniques & methodologies such as those used in immersion programs. Many of them had heard "immersion" in other contexts & wanted to know more about the possibilities for their own communities. During CILLDI 2003, we piloted our first 3-week immersion day camp for children ages 4-12. As it turned out, this was a very powerful experience for everyone involved, and subsequently, we held our 2nd camp in 2004. We would like to share the successes & failures of the day camp. This presentation will include an overview of our day camp from 2003-04, provide video demonstrations of classes & special events, as well as a discussion of the role of the CILLDI day camp in the future of Indigenous language resource development. This presentation will include an overview of our day camp from 2003-04, provide video demonstrations of classes & special events, as well as a discussion of the role of the CILLDI day camp in the future of Indigenous language resource development.

Session	1
Room	MAC D-109
Title	Linguistics for Language Revitalization Programs
Duration	90 minutes
Room Capacity	45
Presenter(s)	Melvatha Chee Evan Ashworth; Susan Buescher; Terry Cameron; Simoni Valadares; Heather Cowan; Jonna Garcia; Grandon Goertz; Brittany Kubacki; Lisa Pacheco; Katy Pieri; Amber Pitts; Stephanie Snyder; Lena Stavely; Heubl Tran
Description	Language revitalization programs are a key component of culture maintenance and renewal efforts in most American Indian communities today. As linguists, we seek to contribute to these efforts by providing a booklet on linguistics for language revitalization programs. Intended as a useful reference tool on linguistics for community-centered language program staff and teachers in Native American communities, the booklet includes non-technical and jargon-free descriptions of the various areas of linguistics with exercises, activities, and examples to help teachers and language program planners understand how they can fruitfully apply the principles of language patterning and the techniques of linguistic analysis to their language revitalization efforts. We use examples from a wide range of North American native languages in order to point out the differences among these languages as well as the differences between American Indian languages and English. The first 100-page draft of the booklet has now been completed, and this paper reports on the design and contents of the draft. We look forward to getting feedback from SILS participants for a revised & elaborated draft of the booklet. The first 100-page draft of the booklet has now been completed, and this paper reports on the design and contents of the draft. We look forward to getting feedback from SILS participants for a revised & elaborated draft of the booklet.

Session	1
Room	MAC D-110
Title	Labrador: Where Children Speak Innu-aimun
Duration	20 minutes
Room Capacity	70
Presenter(s)	Barbara Burnaby
Description	This presentation describes community language development work done and planned-for in two communities in which children still speak their Aboriginal language. Lessons learned over three or four decades of experience with Aboriginal language loss elsewhere will be discussed in terms of this present-day opportunity to address Aboriginal language issues. Have we learned enough now to make a difference in this case?

Session	1
Room	MAC D-110
Title	Aboriginal Language Festivals: A brief overview
Duration	20 minutes
Room Capacity	70
Presenter(s)	Laura Burnouf
Description	Language festivals deserve to be held in every community. They are an excellent way to bring members and children together to listen & to be immersed in the language through song, dance, storytelling & drama. A brief overview of the rationale & advantages of Aboriginal language festivals will be given. A strategic plan on how to host a festival & different ways on how to secure funds will be explained. Short video clips of language festivals will be shown.

Session	1
Room	MAC D-111
Title	The Ethnographic Analysis of Indigenous Literacy: A case study of the Aetas of Botolan Zambales in a multi-lingual community
Duration	90 minutes
Room Capacity	50
Presenter(s)	Teresa de Guzman; Mary Jane Louise Bolunia; Samuel Cabrera
Description	This ethnographic study will focus on the interaction of language, culture & the literacy development in children & adults of an Indigenous group in Botolan Zambales, the Aeta community. The interest lies in discovering how culture & communication is created & functions within a specific context. We will use anthropological linguistics perspective to understand the cultural dimensions of language acquisition among Indigenous groups & its development & use. Central to this study of Indigenous literacy is to provide the answer to the question 'how are Indigenous children able to survive or achieve success in their bi-cultural community using different languages in different settings. What are the effects (advantages & disadvantages) of multi-lingualism in learning & literacy? This problem poses a great deal of importance to understand Indigenous literacy in the context of language & culture.This problem poses a great deal of importance to understand Indigenous literacy in the context of language & culture.

Session	1
Room	MAC D-114
Title	Using our Nlaka'pamux Language, Resources and Culture
Duration	90 minutes
Room Capacity	45
Presenter(s)	Bernice Garcia; Adelina Suchell; Martha Aspinall
Description	The Nicola Tribal Association's Tmixw Research Department has been gathering resource information on the land in the Nlaka'pamux language since 1997. A workshop presentation at this language Symposium would be on the following topics: How to properly respect the land, animals & plants while we are on the land; and how to restore our resources by involving young people who are going through puberty, and people whose parents or spouses have died.

Session	1
Room	MAC D-288
Title	Students as Teachers
Duration	20 minutes
Room Capacity	110
Presenter(s)	Henning Garvin Kjetil Lowe.
Description	Henning and Kjetil are not fluent speakers of the language. However, due to their grammatical knowledge of the language and their progress as speakers, they were asked to teach a Ho-Chunk class for high school students. This presentation will be a discussion of a pilot class taught by language learners and the lessons learned both in and out of the classroom.

Session	1
Room	MAC D-288
Title	Genocide and the Political, Social & Moral Implication of Indigenous Narratives
Duration	20 minutes
Room Capacity	110
Presenter(s)	Carlos Fierro
Description	This presentation will examine the political, social and moral aspects of language, especially with regard to the use or prohibition of Indigenous narratives. Indigenous narratives, insofar as they incorporate historical aspects, are deeply radical in their political orientation. Insofar as they build cohesion & maintain cultural distinctions within an Indigenous community, they are social. Likewise, the way in which narratives of any group help to present that group to other groups furthers the social element of narratives. The social aspects of Indigenous narratives, in that they are also minority narratives, become all the more important in "showing" oneself to the "other" just as narratives have a moral force in that they are the way in which we come to know each other. When narratives are ignored, neglected, or inhibited, damage is done in the political, social and moral realms. This presentation employs an historical & comparative examination of one such narrative that is ignored, neglected, & inhibited: the narrative of genocide perpetrated on the Aboriginal people of North America. Special emphasis will be given to the prohibition of the narrative of genocide, as this is a prime example of the power of Indigenous narrative as it is recognized by governments.of genocide perpetrated on the Aboriginal people of North America. Special emphasis will be given to the prohibition of the narrative of genocide, as this is a prime example of the power of Indigenous narrative as it is recognized by governments.

Session	1
Room	MAC D-288
Title	Gender & Culture in Anishinaabemoowin
Duration	20 minutes
Room Capacity	110
Presenter(s)	Orien Corbiere
Description	My presentation will demonstrate classic Aboriginal thought on gender roles among the people who we identify today as being Ojibway people. Four key terms will be presented which delineate the meaning of gender & their roles, these are: (a) midmooyenh (old woman); (b) akiweziinh (old man); (c) kew (woman); and (d) inini (man). As well, time permitting, I would present the concept of identification among the classic Anishinaabeg out of the term zhinkaazwin.As well, time permitting, I would present the concept of identification among the classic Anishinaabeg out of the term zhinkaazwin.

Session	2
Room	CLE A-108
Title	FirstVoices- Community-driven, web-based interactive language resources for all.
Duration	90 minutes
Room Capacity	31
Presenter(s)	Peter Brand
Description	The concept for the FirstVoices online Aboriginal language archive was conceived by two elementary school teachers at the local Saanich Indian School Board, and developed by Victoria-based First Peoples’ Cultural Foundation into a world-class language revitalization resource. FirstVoices provides access and training to Indigenous communities wishing to archive their languages online. Once in the database, the text, sound pictures and video are available for display in a variety of interactive games, activities and teacher resources. This hands-on workshop will demonstrate the workings of FirstVoices and its applicability to any Indigenous language.

Session	2
Room	HHB C-105
Title	Carcross/Tagish First Nation "Team Tagish" FirstVoices Pilot Project
Duration	90 minutes
Room Capacity	200
Presenter(s)	Jay Greenaway; Sophia Smith; Clara Schinkel; Corinne Carvill; Jeanette Poyton; Violet Cleteroe
Description	A tour of Team Tagish site, including video clips, pictures, games etc; accomplishments & future ideas of our language initiatives. An internal look at procedures, short-cuts, troubleshooting tips, and hints for any interested parties.

Session	2
Room	MAC A-144
Title	Sto:lo Nation Halq'emeylem Language Program
Duration	90 minutes
Room Capacity	323
Presenter(s)	Jared Deck; Dr. Ethel Gardner; Thelma Wenman
Description	Power point presentation by Ethel Gardner on the Development Standard Term Certificate (DSTC). Presentation by Thelma Wenman & Jared Deck on the revitalization of the Halq'emeylem language through digital media. (Games, interactive dictionary, interactive stories, cd-roms).

Session	2
Room	MAC D-103
Title
Duration	90 minutes
Room Capacity	45
Presenter(s)
Description

Session	2
Room	MAC D-109
Title	First Voices Headstart Program - Secwepemctsin
Duration	20 minutes
Room Capacity	35
Presenter(s)	Julienne Melmenetkwe Ignace
Description	In this presentation, the presenter, a fourteen year old Secwepemc youth from Skeetchestn Band in the Secwepemc Nation, will give a demonstration of her experience & acquired skills in recording, organizing and uploading Secwepemctsin voice recordings herself, and through work with her younger siblings.

Session	2
Room	MAC D-109
Title	Musee du Quai Branly Native Language Exhibit
Duration	20 minutes
Room Capacity	35
Presenter(s)	Anne Marie Goodfellow
Description	In 2006, a new museum will be opening in Paris devoted to world civilizations, the Musee du Quai Branly (www.quaibranly.fr). One exhibit will highlight 10 different Native American languages, each from a different culture area and language family. In this interactive exhibit, museum visitors will be able to hear the languages spoken, and read the transcriptions and translations. This presentation will demonstrate how the exhibit will work using the language samples.

Session	2
Room	MAC D-110
Title	Art and Language Panel
Duration	90 minutes
Room Capacity	70
Presenter(s)	Cathi Wherry; Sue Donaldson;
Description

Session	2
Room	MAC D-111
Title	Incorporating Language & Culture: A Holistic Perspective on Curriculum Design
Duration	90 minutes
Room Capacity	50
Presenter(s)	Edith Loring-Kuhanga
Description	Language & culture are interwoven & can not be separated without losing its life & breath. Participants will learn how to design, develop & implement locally based curriculum that truly reflects the language & culture of the people. A thematic approach is utilized which incorporates values & can be implemented for pre-schools, headstart programs, elementary & secondary schools, and adult programs. Interactive workshop.

Session	2
Room	MAC D-114
Title	Navajo Youth Speak Freely
Duration	60 minutes
Room Capacity	45
Presenter(s)	Barbara Howard; Cassandra Jim; Tyrell Jim; Jonathan Wilson; Tavish Brown; Shantell Willie; DeAnna Yazzie
Description	Students are to present a short introduction into their own beliefs as to "why" they are willing to relearn their language. Do they see a purpose for knowing their language; are they willing to teach other youth; what personal changes have they noticed since they decided to relearn the language; discussion and questions from the audience.

Session	2
Room	MAC D-114
Title	Language Acquisition from Student Perspective
Duration	20 minutes
Room Capacity	45
Presenter(s)	Barbara Howard; Jonathan Wilson; Cassandra Jim; Tyrell Jim
Description	High school students will present their own version of how they managed to regain the use of their Native language; the ability to read, write & speak the language. They also will cover their continued interest of applying their relearned language to other areas such as their involvement in learning & sharing their cultural dances & singing.

Session	2
Room	MAC D-288
Title	One Size Does Not Fit All: Variety in Hawaiian Immersion Programs
Duration	20 minutes
Room Capacity	110
Presenter(s)	Emily 'loli'i Hawkins
Description	The weaving of language and culture is at the very heart of some issues that have arisen within Hawaii's successful immersion programs. Differing perspectives on the relative importance of the two have produced a variety of programs that now allow community members to make choices between the role of English in the school, the emphasis on culture, and the structure of the program. This presentation will describe & illustrate these choices and reasons behind them.

Session	2
Room	MAC D-288
Title	Dene'line Language Retention Committee
Duration	20 minutes
Room Capacity	110
Presenter(s)	Elaine Hay; Anne Toutsaint-Gordon
Description	Denes'oine Language Curriculum & Dictionary - this workshop provides the outline of the curriculum content, wit the desire of the Dene Elders & educators, and the comprehensive approach to Dene education. It is hoped the children are given Denes'oine perspectives to guide them in establishing good relationships with the land, other people and the four elements of human existence; the spiritual, mental, emotional & the physical. We owe this to the Elders who have trusted us to ensure that the curriculum is implemented with integrity. Denesu'line, which means "our way of life", will focus on culture & learning the language in a holistic way on the land and off the land.

Session	2
Room	MAC D-288
Title	Key Concepts & Ideas of Names
Duration	20 minutes
Room Capacity	110
Presenter(s)	Leda Jules; Richard Charlie
Description	Overview of the lessons that allow our students to understand the important concepts of their names and why these concepts have to be preserved.

Session	3
Room	CLE A-108
Title	Multimedia Recording and Editing on a Budget
Duration	90 minutes
Room Capacity	31
Presenter(s)	Ivy Shaughnessy; Alex Wadsworth
Description

Session	3
Room	HHB C-105
Title	Secwepemc Language Acquisition in the Home: Sharing the Experience
Duration	90 minutes
Room Capacity	200
Presenter(s)	Marianne Ignace; Ron Ignace
Description	In this presentation, the authors (a native speaker of Secwepemctsin/Shuswap and a Linguist and Aboriginal language teaching specialist who became fluent in the language) will share their experiences of raising several young children, now between 4 & 14 years of age, speaking Secwepemctsin in the household. Although we were fortunate and privileged to have both parents being able to use the Secwepmctsin with the children, it did not make active competence in the language automatic & easy. In the first part of our presentation, we will share research & anecdotal experiences from our children's acquisition of Secwepemctsin. In the second part of our presentation, we will share some of the difficulties we are overcoming: We had to deal with the overwhelming influence of English, especially once our children entered school, & the lack of exposure to Secwepemctsin in the community, among peers or through the media. Life experiences, including trauma & stress, have also been factors that slowed us down. Finally, in the "workshop" part of our presentation, we will work with participants in going over & through hands-on exercises practicing a number of practical strategies that can be used with young children to encourage & practice language use in the home.strategies that can be used with young children to encourage & practice language use in the home.

Session	3
Room	MAC A-144
Title	Creating & Sustaining Successful Indigenous Language Revitalization Programs in an Era of "English Only": Examples from Navajo
Duration	90 minutes
Room Capacity	323
Presenter(s)	Michael Fillerup
Description	The presenter will compare & contrast two innovative Navajo language immersion programs. Both programs received substantial federal grants for start-up costs, and both utilize a culturally-integrated curriculum based upon the Four Sacred Mountains of the Navajo. The presenter will explain how the two programs were created and how the Navajo-specific curriculum was developed & implemented. In addition, the presenter will explain why after five years one program is thriving while the other has been reduced to a single classroom. He will also describe strategies & practical 'do's and don'ts' for developing and maintaining successful Indigenous language revitalization programs that can withstand the politically charged climate of "English only" legislation. Samples of the culturally-based curriculum will be shared, and participants will generate curriculum & program development strategies specific to their circumstances.

Session	3
Room	MAC D-101
Title	Traditional Pathways in a Contemporary Setting
Duration	20 minutes
Room Capacity	45
Presenter(s)	Morehu Nikora; Georgina Boyd-Kerekere
Description	This presentation explores the practice of moteatea, traditional Maori chants, as a theoretical framework for maintaining language & cultural development of Maori students at the Tairawhiti Polytechnic. A rationale is given for the importance of moteatea as a cornerstone of development for reversing language & cultural demise. The key premise underlying this presentation is that language & culture are inextricably interwoven as a single entity that informs, guides and steers the behaviors of a people. This theme will be developed further through providing a snapshot of how our ancestors maintained lore in the oral tradition context & how this can facilitate language & cultural retention in a contemporary setting.

Session	3
Room	MAC D-101
Title	Building the Nests: Early Childhood Immersion Programs in the BC Context
Duration	20 minutes
Room Capacity	45
Presenter(s)	Onowa McIvor
Description	This presentation will explore the idea of early childhood immersion programs as foundational to a "whole community" strategy to language revitalization. Originating in New Zealand, these highly successful early childhood heritage language immersion programs have become commonly known as 'language nests'. BC First Nations communities and others across Canada are taking up this method of language retention & revitalization. This presentation will highlight the results of a recent thesis research study conducted in BC involving two Indigenous communities which have developed 'language nest' programs. The results identify factors contributing to successes & challenges in initiating & maintaining 'language nest' programs and offers practical recommendations for other communities interested in getting a language nest started.

Session	3
Room	MAC D-101
Title	Biil Shi'ee (I wear the rug) Weaving the Language
Duration	20 minutes
Room Capacity	45
Presenter(s)	Delores Noble
Description	The status of the Navajo language is intimately connected to the concept of self identity with being Navajo. In this talk I will outline four approaches used to help my students embrace the Navajo language: role modeling, pride in speaking, telling the truth in history, focusing on verbs - the essence of Navajo language; and beginning oral exercises that center on home and family. Once students rid themselves of the shame associated with Navajo, learning comes natural.

Session	3
Room	MAC D-103
Title	Oral Histories and Mapping
Duration	90 minutes
Room Capacity	45
Presenter(s)	Tyrone Tootoosis
Description	This workshop will provide an overview of two projects - the first is a mapping project, and the second is an oral history collection project. I will provide information on both projects and explain how I work with both.

Session	3
Room	MAC D-105
Title	Assessing First Nations Language Proficiency
Duration	90 minutes
Room Capacity	30
Presenter(s)	Jack Miller
Description	Presentation of a series of First Nations language benchmarks developed to assist in the assessment of language proficiency levels. The extension of this doctoral work is a "teacher friendly" method of assessing language proficiency of students through observation and the use of check lists.

Session	3
Room	MAC D-110
Title	Uvic/En'owkin New Language Revitalization Certificate Program and En'owkin Adult Language Recovery Program
Duration	90 minutes
Room Capacity	70
Presenter(s)	Jeanette Armstrong
Description	Our group will present and discuss the development of our new Language Revitalization Certificate Program, and share our experiences with our Adult Language Recovery Program.

Session	3
Room	MAC D-111
Title	Language Renewal Through Teacher Education
Duration	90 minutes
Room Capacity	50
Presenter(s)	Lorna Williams; Daisy Sewid-Smith; Marion Harry
Description	In this session, participants will learn about the four-step-ladder to training a teaching degree built on the foundation of learning to speak and write in Kwak'wala and Coast Salish languages.

Session	3
Room	MAC D-114
Title	The Water was our Highway: Language With Lived Experience
Duration	20 minutes
Room Capacity	45
Presenter(s)	Rodney Sayers
Description	The language that is the Nuu Chah Nulth Barcalay dialect originates around the activities that our ancestors engaged in. Many of those activities are now gone or have few participants, so the language surrounding it has become obscure, hard to apply to today's everyday life, and difficult to translate into English for learning purposes. In my experience with the fluent speakers, I often hear them say, "Nobody uses those words anymore," or "Nobody talks like that anymore." The reason for this, I believe, is because the words & phrases are far from their original context. I have compiled information for examples, about canoe travel and things that relate to it, such as tides, weather, fishing & travel. What do we do with this information now? In this presentation I will discuss how activity & language are integrated, and how we must stop using language to describe our world and start living & understanding it.

Session	3
Room	MAC D-114
Title	Language Revitalization in the Mohawk Nation
Duration	20 minutes
Room Capacity	45
Presenter(s)	Bonnie Jane Maracle
Description	This presentation will provide an opportunity to hear how the Kanien'ke haka (Mohawk Nation) are fighting a new crisis - language loss. Concentration on the adult language immersion programming taking place as part of the Mohawk language revitalization movement.

Session	3
Room	MAC D-114
Title	Interweaving language, cultural and family in the Alexis Nakota Sioux community
Duration	20 minutes
Room Capacity	45
Presenter(s)	John Newman; Eugene Alexis; Corrie Erdman; Dorothy Pawlina
Description	We describe the linguistic & cultural practices associated with family in the Alexis Nakota Sioux Nation (Alberta). The interdependence between linguistic & cultural knowledge/practice is especially strong in the family domain & a loss of the linguistic knowledge relating to family (kinship terms, greetings etc) is likely to have implications for cultural practice (and vice-versa). We review community-based & university-based efforts to promote & disseminate Stoney language knowledge associated with family at Alexis and the impact this has had, and is likely to have, on the Alexis community.

Session	3
Room	MAC D-288
Title	Ku'I Ka Lono: Creation & Development of Hawaiian Language
Duration	90 minutes
Room Capacity	110
Presenter(s)	Ron Kekeha Solis; Pi'ilani Ka'aloa; Lia O'Neill-Keawe
Description	In the first part of our presentation, we will share about Project Ku'I Ka Lono; an innovative movement to design, develop and distribute Hawaiian language curricula that includes Native Hawaiian tradition & culture. In the second part of our presentation, we will discuss in detail the research are of Project Ku'I Ko Lono. In the final part of our presentation we will examine the use of technology to create curriculum, as we showcase on of our curriculum development projects, a 3D animated cartoon in the Hawaiian language.

Session	Keynote 2
Room	MAC A-144
Title	Keynote Presenter
Duration	60 minutes
Room Capacity	323
Presenter(s)	Donna Paskemin
Description

Session	Keynote 3
Room	MAC A-144
Title	Keynote Presenter
Duration	60 minutes
Room Capacity	323
Presenter(s)	Kevin Lowe
Description	Throughout the last decade there has been an increasing desire from within Aboriginal and Torres Strait Islander communities for sustained efforts to be undertaken in the reclamation and maintenance of the Indigenous languages of Australia. The Federation of Aboriginal and Torres Strait Islander Languages (FATSIL), the peak community advocacy body for Indigenous languages, has moved to take up the challenges posed by these aspirations, by providing a platform for the development of overarching state and national policies and strategies with governments and their agencies, community organizations and the higher education sector. The recent work of FATSIL has included: · National and state language policy development; undertaking a national survey and review of languages and programs; · Increased national funding for community language development; · Developing a national legal framework for the protection of language resources; · Working to develop a national framework for those working in language education programs and working to build links with other international Indigenous language bodies. The address will look at the often-challenging journey that has brought FATSIL to its current position, its strong commitment to a true representaion of the needs of Indigenous communities, and pose whether it is a sustainable model for Australia & elsewhere.the often-challenging journey that has brought FATSIL to its current position, its strong commitment to a true representaion of the needs of Indigenous communities, and pose whether it is a sustainable model for Australia & elsewhere.

Session	4
Room	CLE A-108
Title	Multimedia Recording and Editing on a Budget
Duration	90 minutes
Room Capacity	31
Presenter(s)	Ivy Shaughnessy; Alex Wadsworth
Description	This workshop will demonstrate a selection of user-friendly hardware and software, ideal for the creation of affordable “home grown” multimedia language resources. During the initial 90-minute workshop session, participants will be introduced to a variety of options. In a further 90 minute session immediately following the demonstrations, participants will have the opportunity for ‘hands-on’ experience with the various pieces of equipment and software. Register early for this valuable session as space is limited.

Session	4
Room	HHB C-105
Title	The BC Wide Strategic Plan for Aboriginal Languages
Duration	90 minutes
Room Capacity	200
Presenter(s)	Christa Williams; Debra Jacobs
Description

Session	4
Room	MAC A-144
Title	FPHLCC Programs
Duration	90 minutes
Room Capacity	323
Presenter(s)	Tracey Herbert; Deanna Daniels; Members of FPHLCC Board
Description	The First Peoples Heritage, Language and Culture Council is the only Aboriginal governed Crown Agency in Canada. Committed to the revitalization of Aboriginal Languages, Arts and Cultures in BC our small organization is a recognized model throughout Canada. This presentation will provide an overview of the organization and governance models, as well as presentations on the funding programs. This workshop is of interest to BC residents and those from other parts of the world who are curious about language revitalization infrastructures.

Session	4
Room	MAC D-107
Title	Twatey^:tet Onyota'a:ka khale Tsi Niyukwaliho:t^ (Learning Oneida and Our Culture).
Duration	20 minutes
Room Capacity	35
Presenter(s)	Adriana Poulette
Description	Indigenous languages provide indigenous peoples with a sense of identity and an allegiance to this identity. It is necessarily language that is culturally specific and used in ceremonial life that creates this allegiance. My presentation will provide insight from my personal experiences of learning both conversational and cultural specific Onyota'a:ka as well as information about present Onyotaa:ka initiatives & how these apply to other indigenous communities attempting to stabilize their languages.

Session	4
Room	MAC D-107
Title	Dogrib Stories of Travel: Collaborating on Language & Culture
Duration	20 minutes
Room Capacity	35
Presenter(s)	Leslie Saxon; Mary Adele Mackenzie; Rosa Mantla; Rosanna Mantla; Aliki Marinakis; Joseph Martel; Michel Louis Rabesca; Philip Rabesca; Mary K. Richardson
Description	A research team has been built up around language 7 culture programs of the Taicho (Dogrib) First Nation, including community language activists, youth, elders and university personnel, including students. The goals of the program, funded by SSHRC and in-kind by the Dogrib Community Services Board, Aurora College, and the Taicho First Nation, are to train community researchers, to strengthen Taicho language and culture, to research & edit books on Dogrib stories of travel, and to train university students in linguistics & community-based research methods. We propose to make a progress report on work accomplished to date.

Session	4
Room	MAC D-107
Title	Sharing Our Successes: Ten Case Studies of Aboriginal Schooling
Duration	20 minutes
Room Capacity	35
Presenter(s)	Jacqueline Ottmann
Description	This presentation will introduce literacy and language findings from the "Sharing our Success" research project that was completed & published in 2004. The study involved ten schools in the Western provinces (BC, Alberta, Saskatchewan, Yukon and Manitoba) and schools that had 30% to 100% Aboriginal population - provincial and First Nations schools. Strategies, success, and challenges of the Aboriginal language teachers will be discussed.

Session	4
Room	MAC D-109
Title
Duration	20 minutes
Room Capacity	35
Presenter(s)
Description

Session	4
Room	MAC D-109
Title	Community Language Initiatives
Duration	20 minutes
Room Capacity	35
Presenter(s)	Deanna Nyce; Verna Williams
Description	The Wilp Wilxo'oskwhl Nisga'a will describe the various Nisga'a Language initiatives and the innovative curriculum & language resource development it undertakes at the post-secondary educational level, and will summarize how the information is utilized by the Wilp Wilxo'oskwhl Nisga'a and the Nisga'a Nation to assist in the rejuvenation of the Nisga'a Language for future generations.

Session	4
Room	MAC D-110
Title	Success in Cree Fluency
Duration	90 minutes
Room Capacity	70
Presenter(s)	Neyooxet Greymorning
Description	In this presentation, I will share my experiences in creating a successful approach to fluency in the Cree language.

Session	4
Room	MAC D-111
Title	Mapping & Interactive Information Tools: Their Application to Aboriginal Languages in Canada
Duration	20 minutes
Room Capacity	50
Presenter(s)	Mary Jane Norris
Description	This presentation is an interactive & dynamic extension of the various mappings and statistical indicators that have been developed to date concerning the diversity & state of Aboriginal languages in both Aboriginal communities & cities across Canada. The talk provides a demonstration of an interactive mapping & graphics presentation detailing the type of information & mappings available on Aboriginal languages in Canada, ranging from the levels of individual communities & cities, to provincial, territorial and national summaries. This product is expected to serve in a number of ways: as an interactive exploratory tool within the context of the Aboriginal languages map & various charts & statistical indicators that have been produced by the Department; as outputs, projects, research & reports concerning Aboriginal languages and cultures within Canada; and, as a navigational tool to access related web sites on Aboriginal languages & cultures of various Aboriginal, governmental & international organizations, as well as those of Canadian Heritage and other departments.of Canadian Heritage and other departments.

Session	4
Room	MAC D-111
Title	Learning objects for Pronunciation
Duration	20 minutes
Room Capacity	50
Presenter(s)	Jeffery Mah
Description	Rich multimedia learning objects can help language learners by engaging them in ways that paper-based courses cannot. However, production of these can be costly both in terms of time and monies spent. The presenter will demonstrate an approach to learning object production that significantly lowers the costs of production with impacting the quality of the end-product.

Session	4
Room	MAC D-114
Title	Revitalizing Seneca: From Strategic Plan to Immersion Camp
Duration	90 minutes
Room Capacity	45
Presenter(s)	Laurie Quigley
Description	Two years ago, the Seneca language program took on a grass roots attempt to revitalize its existing programs. By doing so, they created a working strategic plan that included adoption of the Master/Apprentice model, bringing elders and teachers together to ensure maintenance of the Seneca language. Education consultants also joined the group, and new means of assessment are now used to evaluate program efficacy. This presentation will provide examples of each step in the process which started with strategic planning and materials production and culminated in a series of language immersion camps at which participants are evaluated on their growth in Seneca.

Session	4
Room	MAC D-288
Title	Best Practices for Revitalizing Indigenous Languages
Duration	20 minutes
Room Capacity	110
Presenter(s)	John Peacock
Description	This 20 minute presentation will review some best and next-best practices and suggest ways to integrate them.

Session	4
Room	MAC D-288
Title	Language, Identity, and Academic Success
Duration	20 minutes
Room Capacity	110
Presenter(s)	Jon Reyhner
Description	This presentation would look at research and anecdotal evidence that supports the hypothesis that students who learn their mother tongue and have a strong sense of identity rooted in their heritage do better academically in school.

Session	4
Room	MAC D-288
Title
Duration	20 minutes
Room Capacity	110
Presenter(s)
Description

Session	Keynote 4
Room	MAC A-144
Title	Keynote Presenter
Duration	60 minutes
Room Capacity	323
Presenter(s)	Catharyn Andersen
Description	While it is projected that Inuktitut will be one of three or four Aboriginal languages that will survive into the next century, the Labrado Inuttitut dialect is much more threatened. It is estimated that fewer than 10% of the Labrador Inuit population speaks Inuttitut. Efforts have been made to maintain this language since the 1970's. However, the state of Inuttitut is still in decline. Many factors need to be considered for its survival. A language survey, administered in 1999 by the Torngasok Cultural Centre, investigates aspects of the oral and written usage of the Inuttitut language. These results provide information to help the Inuit determine which avenues to take in revitalizing their language. I will be discussing current programs and projects for language revitalization in Labrador's Inuit communities and the importance of our culture being first and foremost in those efforts.

Session	5
Room	CLE A-108
Title	Enabling Indigenous Languages on Computers and the Web: An introduction to the revolution in Indigenous language font and keyboarding technologies.
Duration	90 minutes
Room Capacity	31
Presenter(s)	Chris Harvey
Description	Until recently, there was no consistent way for many Indigenous languages to be typed, read, or stored on computers or the Web. Speakers and educators of Indigenous languages have had little choice but to either add accent marks and unique characters by hand, or modify their orthography by removing non-standard European letters. New font technologies, in conjunction with Unicode, now place Indigenous languages on an equal footing with “mainstream” languages. This workshop will introduce the advantages of Unicode, OpenType, and AAT fonts and how they apply to both practical and linguistic orthographies. With the new fonts installed, a software keyboard layout is required to access the special characters used in many Indigenous language. It is now possible to generate word processing documents, publish high quality materials, or to simply email and “chat” with friends and family, in any language! This workshop will show you how.It is now possible to generate word processing documents, publish high quality materials, or to simply email and “chat” with friends and family, in any language! This workshop will show you how.

Session	5
Room	MAC A-144
Title	Languages and Cultures: Renewing the Relationship with Aboriginal Peoples
Duration	20 minutes
Room Capacity	110
Presenter(s)	Alan Clarke, Director General, Aboriginal Affairs, Department of Canadian Heritage
Description	Canada’s Aboriginal languages and cultures are unique to the world; they lie at the heart of our diversity and our national identity, and enrich us all. Aboriginal peoples were integral to the founding of this country. Government support for Aboriginal arts, cultures and languages is an essential step in building strong, vibrant Aboriginal communities. Research has shown that a strong connection to their culture is an invaluable source for young Aboriginal people struggling to find their identity. Further, strong cultural continuity can help shield Aboriginal youth from conditions that lead to suicide. In the February 2004 Speech from the Throne, the Government of Canada stated its goal to see Aboriginal Canadians participating fully in national life. The revitalization of Aboriginal languages and cultures and the elimination of barriers to increased Aboriginal participation in Canadian society and cultural life are key elements in reconciling our past and moving forward with a renewed, transformed relationship between Aboriginal peoples and the Government of Canada.

Session	5
Room	MAC A-144
Title	Educational Assessment of Aboriginal Youth
Duration	20 minutes
Room Capacity	110
Presenter(s)	David Philpott
Description	This presentation will discuss the methodology used in a major assessment project of the Innu youth in Labrador. Conducted over two years (2003-2004), the study identified current achievement levels and language needs of these children. The findings articulate the need for continued work in the area of educational assessment of Aboriginal children within a culturally defined context of inclusive education.

Session	5
Room	MAC D-101
Title	Microtoponymy: Investigation of a territory
Duration	20 minutes
Room Capacity	45
Presenter(s)	Marie Theriault
Description	Microtoponymy, definition & interest. Methodology & description of some studies. Presentation of the results. Different studies concerning toponymy and Aboriginal geographical names. Preservation of an heritage in Indigenous languages. Role of micro-toponymy; relations with dialectology. Inventory of specific territories. Collecting and classifying microtoponyms in a dynamic point of view. The approach I developed is called microtoponymy (names of small places). With a specific methodology, you explore a territory; it does not need to be large, but significant in the culture, and you collect the names of those small place; those that are useful to people. The toponymy is a step to the preservation of endangered languages; microtopony goes deeper in the sense it helps to maintain a way of living too.The toponymy is a step to the preservation of endangered languages; microtopony goes deeper in the sense it helps to maintain a way of living too.

Session	5
Room	MAC D-101
Title	Overview of the St'at'imc Language Centre
Duration	20 minutes
Room Capacity	45
Presenter(s)	Bucky Ned; Lemyaz John; Janice McGillis; Linda Redan
Description	An overview of the St'at'imc Language Centre will consist of an introduction of the St'at'imc Language teachers and an insight into how the language program operates. The teachers will briefly describe how they implement the culture and singing into teaching the language.

Session	5
Room	MAC D-107
Title	Creating & Completing a Tsuut'ina Language Dictionary (Print and Voice) Principles and practical difficulties
Duration	90 minutes
Room Capacity	35
Presenter(s)	Bruce Starlight; Dr. Gary Donovan; Bruce Donovan
Description	This presentation will illustrate the nature of the dictionary, foresee further work to be done and look at applications of the dictionary from the point of view of the Tsuut'ina Nation. We will discuss the well-known difficulties inherent in writing, and later in using an Athapaskan-language dictionary as the central part of an overall teaching strategy. As is well known, in these language words are actually sentences, so there is no theoretical limit on the number of entries. On the other hand, this structure provides us with an efficient method of teaching the language - use of stems, prefixes and suffixes in an orderly fashion. We will show how the dictionary was planned & organized from the First Nation point of view and how the language must be used in a manner that reflects and reinforces Tsuut'ina cultural values. We will talk about efforts being made to have families use the dictionary in their homes, to use the language in the school system, and to use it in an intensive adult immersion program that is being prepared for the Summer of 2005.

Session	5
Room	MAC D-110
Title	Liqwala/Kwak'wala Language Program in the Campbell River School District
Duration	90 minutes
Room Capacity	70
Presenter(s)	Sheryl Thompson; Pam Holloway; Patti James; Stella Bates
Description	Sharing curriculum materials, songs and games that make learning an Indigenous language fun for school age children. See how language and culture programs can build self-esteem and pride for Aboriginal students.

Session	5
Room	MAC D-111
Title	What are the experiences of a fluent langauge speaker when using synchronous and asynchronous communication (Halq'emeylem)
Duration	20 minutes
Room Capacity	50
Presenter(s)	Nadine Eugene
Description	This presentation looks at the experiences of training a fluent language speaker of Halq'emeylem to use ICHAT, Email, Sound Studio and Word software programs. The intention of this study was to evaluate how effective technology was as a tool for communicating in Halq'emeylem. The results of this project will contribute to a larger study involving 3 Elders and at least 6 language learners. The presentation will include a short IMOVIE that shows the results of the pilot project and a short power point presentation on recommendations for conducting similar studies.

Session	5
Room	MAC D-111
Title	An e-Master-Apprentice Pedagogy for Critically Endangered Languages
Duration	20 minutes
Room Capacity	50
Presenter(s)	Ethel B. Gardner
Description	This paper will report on the developments of an e-Master-Apprentice Pedagogy for Critically Endangered Languages, an innovative approach designed to reverse the trend toward extinction of the Sto:lo Halq'emeylem language. The research team is working in collaboration with Sto:lo Nation to match remaining fluent-speaking Elders with moderately fluent Halq'emeylem speakers & language teacher trainees to establish e-Master-Apprentice relationships. The research aims to determine how computer & World Wide Web technologies can serve as effective pedagogical tools for developing highly fluent speakers, and how Elders' roles in language revitalization can be expanded using these technologies. Two Indigenous scholars, a Masters student in educational technology and a PhD. Student specializing in digital technologies for teaching and learning, will be conducting theses work through this research.

Session	5
Room	MAC D-114
Title	Arts and Language Research
Duration	20 minutes
Room Capacity	45
Presenter(s)	Marianne Nicolson
Description	As an artist who bases my practice in tradition, how affected is my comprehension of my traditional culture by the fact that my first language is English? Are there concepts and ways of conceiving of the world that are shaped by the language we first learn to use? Do these concepts then underlie alternative expressions such as art and ceremony (performance)? My research seeks to address these questions. Benjamin Whorf put forward in the 1930's the theory that language and culture were intimately entwined and supportive of each other conceptually Through a comparitive analysis of Kwakwaka'wakw language and culture my research seeks to explore this theory of linguistic relativity. Initial results indicate that Kwakwaka'wakw notions of time and space as expressed in the Kwak'wala language differ from western European notions and that these indigenous concepts greatly influence cultural and artistic expression.

Session	5
Room	MAC D-114
Title	SENCOTEN Projects Overview
Duration	20 minutes
Room Capacity	45
Presenter(s)	Suzanne Urbanczyk; Andy Paul
Description	In this presentation, we will share some of our experiences in carrying out important language revitalization work with the SENCOTEN-speaking Elders of Saanich, BC.

Session	5
Room	MAC D-114
Title	Using television and radio to convey our language across our communities
Duration	20 minutes
Room Capacity	45
Presenter(s)	Laura Tutcho
Description	In this presentation, I will show a short 4 minute video clip of 'Our Dene Elders' television show. This will be followed by a discussion on the "Sahtuot'ine" radio program and the impact it has throughout the Sahto (North Slavey) region. I will also provide an overview of the mandate and operations of the Native Communications Society of the Northwest Territories.

Session	5
Room	MAC D-114
Title	Makah Community Language Classes - Multi-age, multi-level classes
Duration	20 minutes
Room Capacity	45
Presenter(s)	Maria Parker-Pascua; Yvonne Wilkie
Description	The Makah Community Language Classes were designed to help meet the needs of community members to learn the Makah language; have large group session, then break into smaller ability-based grouping and age-level groups for children. The opening session is for TPR method of learning general lesson vocabulary, the smaller sessions are tailored to meet students at their ability and age level of learning. The classes are taught by several teachers and aids.

Session	5
Room	MAC D-288
Title	Community Based "Language Immersion Teacher Training Program"
Duration	90 minutes
Room Capacity	110
Presenter(s)	Ruth Norton; Florence Paynter
Description	The presentation will outline the "Two-Year community based Language Immersion Training Program. Each Training Session will be presented in detail. The sessions were a combination of traditional and contemporary immersion language training: the traditional linguistic training was taught by a combination of traditional linguists who presented the original methods of how language is taught to a child at different levels of comprehension. A hands on approach, very personal and practical at the same time. A humanistic methodology approach, a process which facilitates the learners' needs of acquiring language. The historical aspect of the language was presented to the trainees to consider when teaching the language. The historic as well as the sacredness of the language was presented.The historical aspect of the language was presented to the trainees to consider when teaching the language. The historic as well as the sacredness of the language was presented.

Session	5
Room	MAC D-288
Title	Teaching Languages through Tradition
Duration	20 minutes
Room Capacity	110
Presenter(s)	Peter Thomas
Description	The Dine people have been doing a lot of arts of different dimensions to teach their children. Throuogh the art, the language and a way of life are taught. Our elders have practiced their teaching through cultural arts as hands on approach to show what they are saying; this was how the children in their generation begin to speak the language. Their approach to teaching is very significant and intense; the children were able to obtain the language without really trying to learn the scope and sequence of speech and grammar. In our presentation, we will share some of these approaches by speaking to the various arts and ceremonial practices of our people.

Session	6
Room	CLE A-108
Title	Photography & Language
Duration	90 minutes
Room Capacity	31
Presenter(s)	Marianne Ignace
Description

Session	6
Room	HHB C-105
Title	Challenges of Language Revitalization without Fluent Speakers
Duration	90 minutes
Room Capacity	200
Presenter(s)	Larry Grant; Victoria Guerin; Jill Campbell; Marny Point; Patricia Shaw
Description	Since the loss of the last fluent native speaker of the Musqueam dialect in 2002, the Musqueam community has worked together to draw on the varied kinds of language & cultural knowledge that individuals who are not fully-fluent can collectively contribute towards advancing their language skills & understanding. Participants in this workshop will discuss the process of working together & with archived materials to draw out & interpret the diversity of residual, partial, and/or latent language skills of non-fluent speakers.

Session	6
Room	MAC A-144
Title	Weaving Language & Culture Together in Curriculum Frameworks
Duration	90 minutes
Room Capacity	30
Presenter(s)	Greg Wilson
Description	The workshop addresses the development of Australian State curriculum frameworks, issues of content & scope, and support provided in regard to notions of 'effective', school-developed, Indigenous language-culture programs. Communicative language teaching methodology underpins the frameworks & the additional resources which assist schools & communities implement programs locally. For the most part, the programs function in situations of significant language loss & language revival. The frameworks embed cultural perspectives, and thus support the integration of cultural knowledge & behaviours into teaching practice & learning outcomes, which in turn supports the broader endeavours of communities to revive & maintain their languages.

Session	6
Room	MAC D-101
Title	Mi'kmaw First Nations Steps Curriculum: Nsites Na Ni'n (I Will Understand)
Duration	90 minutes
Room Capacity	45
Presenter(s)	Donna-Lee Smith; Joanne Alex (Waycobah First Nations, Cape Breton); Josephine Peck (Wagmatcook First Nations, Cape Breton)
Description	We propose a centre-based language immersion workshop to show how Mi'kmaq is taught to lower-level-1 students in two First Nation communities in Cape Breton. Our centre will demonstrate how teacher-directed and independent activities are used to teach numbers. We will have Mi'kmaw language books which we have written and produced, along with accompanying teacher guides, worksheets and workbooks. These colorful, cross-curricular texts are designed for 3 weeks of instruction and focus on enhancing basic conversation for ownership of the language.

Session	6
Room	MAC D-101
Title	Lets Bus It
Duration	20 minutes
Room Capacity	45
Presenter(s)	Craig Dies; Joan Dies
Description	beyond Vancouver Island to encompass the Greater Vancouver Region, with a newly announced contract to take the initiative throughout the province of BC. Initially, Lets Bus It was translated into French, Spanish, Mandarin, Japanese and Korean. Then Joan Dies, who is Cree, wondered aloud why the needs of foreign language speakers were being met, while those of the local Aboriginal population were not. The rest is history! Hear how this 'real world' language literacy initiative is raising awareness and respect for local Aboriginal languages.

Session	6
Room	MAC D-103
Title	How Oral Cultures Are Transformed By Print Cultures
Duration	90 minutes
Room Capacity	45
Presenter(s)	Robert St. Clair; Julia Berman; Carmen C. Nelson
Description	One of the reasons why oral cultures are dying is because they are being transformed by print cultures. There are many kinds of oral cultures and those associated with Indigenous cultures differ substantially from those that are linked to modern industrial societies. The differences between these presentation styles are discussed and it is argued that the styles associated with print culture are having a devastating effect on traditional oral cultures. Several suggestions are provided to rectify this situation. For example, among the oral cultures found in Indigenous societies, there are two kinds of presentation styles. One of them is informal and the latter is formal. It is the loss of the formal patterns based on rituals and sacred performances that have led to the destruction of oral traditions. It is argued that the fact that oral cultures have adopted the practices of print cultures, does not deter from oral cultures, but enhance their presentation styles.

Session	6
Room	MAC D-107
Title	Adult Learners of Ojibwemowin at University of Wisconsin, Eau Claire - Using Group Learning for Student Success
Duration	20 minutes
Room Capacity	35
Presenter(s)	Tammy L. Goss
Description	This study looked at the tools college students use to help them learn Ojibwemowin, the language of the Anishinaabe peoples. Students were asked to identify what habits, skills and tools they used to help them in their studies and observed those students who participated in out-of-class study groups. The study also looked for a correlation between success in the class, as defined by a grade of B- or higher and the tools used by these students, especially in the context of active learning and group activities.

Session	6
Room	MAC D-107
Title	When "No Child Left Behind" falls short: A Sociolinguistic Approach to Navajo Language Immersion
Duration	20 minutes
Room Capacity	35
Presenter(s)	Brian Byrd
Description	The impetus for this research in part arose out of an ethnographic & pedagogical assessment of the language performance of Native American students immersed in the process language immersive instruction within the mid-Western region of the USA. Interest in this topic includes a review of the Native American Language Act (est. 1990) implemented by Congress & earlier decreed its federal encouragement & support for the usage of Native American languages as a medium of instruction, but 'acts' in disharmony with the upheld No Child Left Behind (est. 2002) which re-enforces that state educational boards be held accountable for Native American students' performance on state standardized tests. This presentation is a preliminary attempt to assess the composition of mid-Western state exams used in the Arizona school system & asks: (a) What affect does policy to homogenize do to the push for bilingual competence when Indigenous language revitalization goes unrecognized? (b) Can (socio) linguistic measures be attempted to the degree that neither Navajo nor standardized English mastery is compromised but used to cultivate a socio-cultural practice?(b) Can (socio) linguistic measures be attempted to the degree that neither Navajo nor standardized English mastery is compromised but used to cultivate a socio-cultural practice?

Session	6
Room	MAC D-107
Title	Working in Unity for Preservation of History & Language of the Secwepemc People
Duration	20 minutes
Room Capacity	35
Presenter(s)	Mona Jules
Description	The process of language preservation not only necessitates fluent speakers, it additionally requires the entire community/tribe-this we know! The Secwepemc Nation comprised of 17 Indian bands, had made an immediate decision to aggressively repatriate the Secwepemc language. This was done through a series of community language gatherings hosted by the Secwepemc Cultural Education Society. The community involvement & consultation process has proven to be a 'best practice' & a success. The participants were comprised of 70% fluent speakers & Elders. Together the communities share innovative language program concepts; provide support to one another, in areas of resource deficiencies and also convey to language learners, parents & teachers, the relevance of language being key to Secwepemc culture.In the preservation of our Indigenous languages, we are bringing back the strength of our ancestors. Indigenous languages made the survival of our people possible.Through clear communication, our ancestors remained strong. They maintained language fluency up until the era of residential schools and ultimately, European immersion. Our Elders were not to blame for the breakdown of languages within our communities. Today, however, we are responsible for the revitalization of our languages. Through language revival, we can bring back the words, which bound our Elders firmly to their roots. Through language, the strength of our people will increase; they will overcome many obstacles.revitalization of our languages. Through language revival, we can bring back the words, which bound our Elders firmly to their roots. Through language, the strength of our people will increase; they will overcome many obstacles.

Session	6
Room	MAC D-110
Title	Language Immersion Teaching Methods & Activities
Duration	90 minutes
Room Capacity	70
Presenter(s)	Florence Acque; Loretta Acque; Georgianne Chavez; Nina Chimoni; Janice Wyaco
Description	The team of five language immersion teachers will present strategies and methods used in their Zuni Immersion Classrooms with actual activities which they incorporate into their daily curriculum. Additionally, presenters will show a display of classroom outcomes and student projects.

Session	6
Room	MAC D-111
Title	The Importance of Our Cultural Centres
Duration	90 minutes
Room Capacity	50
Presenter(s)	Shirley Leon
Description	The First Nations Confederacy of Cultural Centres represents Aboriginal Cultural Centres across Canada - in this presentation, we will share the variety and range of important work being carried out by these centres.

Session	6
Room	MAC D-114
Title	Forensic Linguistics - Discovering the essence of our language/s in early recordings
Duration	90 minutes
Room Capacity	45
Presenter(s)	Valerie Wood
Description	Can written language help preserve spoken language? Some of us have early recordings of our language/s which contain treasured forms of the 'old' or 'high' or 'original' language. In the early 1900's, Pliny Earle Goddard recorded some narratives at Cold Lake which he transcribed and then translated to English. A revisit of these early texts by members of the Daghida Project Team has led to identifying forms of the Dene Suline language which have not been in use for quite some time but now can be revived. Some of these discoveries as well as an explanation of the process by which this was achieved will be presented. this presentation speaks to issues of language preservation/conservation as a vital part of revitalization.

Session	6
Room	MAC D-288
Title	Your Entire Language in the Palm of Your Hand
Duration	90 minutes
Room Capacity	110
Presenter(s)	Don Thornton
Description	Thornton Media presents "Phraselator", a handheld language translator adaptable to any language. Speak English into the unit and hear the phrase repeated in your language. Weighs less than one pound and holds 30,000 phrases.

Session	Keynote 5
Room	SNTS
Title	Keynote Presenter
Duration	60 minutes
Room Capacity	300
Presenter(s)	Kevin Paul
Description

Session	7
Room	CLE A-108
Title	Open Lab for delegates to view DVD's & CD's produced by various communities (and also check email!)
Duration	90 minutes
Room Capacity	31
Presenter(s)	New Media Open Lab
Description

Session	7
Room	MAC A-144
Title	Language Revitalization: Why is it important? Panel Discussion
Duration	90 minutes
Room Capacity	200
Presenter(s)	Allan Clarke, Director General, Dept. of Canadian Heritage Kevin Lowe, New South Wales Board of Studies; Norman Fleury, Metis National Council; Jon Reyhner, Northern Arizona University; Jeanette Armstrong, En'owkin Centre
Description

Session	7
Room	MAC D-101
Title	Salish-CURA Project
Duration	90 minutes
Room Capacity	45
Presenter(s)	John Elliott Linda Elliott; Philomena Paguduan TBA
Description	Fluent speakers of Hul'q'umi'num' and SENCOTEN will share their experiences in establishing and implementing the 'Salish-CURA' project, funded by SSHRC.

Session	7
Room	MAC D-103
Title	The Role of Literature in Language Revitalization
Duration	90 minutes
Room Capacity	45
Presenter(s)	David Shaul
Description	This presentation examines the role of Literature (broadly considered) in various outcomes of revitalization.

Session	7
Room	MAC D-105
Title	Identity Equals Empowerment
Duration	20 minutes
Room Capacity	35
Presenter(s)	Elva Jamieson; Candace Squire; Michelle Davis
Description	This presentation will focus on the successes of the Kawenni:io/Gaweni:yo School Board from its humble beginnings to flourishing private school. Kawenni:io/Gaweni:yo School Board is a small independent school found in the heart of Grand River Territory in Southern Ontario. This Mohawk & Cayuga Language Immersion Program ranges in grades from junior Kindergarten to Grade 12. It has undergone tremendous changes & challenges it its 20 year existence from pilot language program to INAC run to fully accredited private school. Kawenni:io/Gaweni:yo Schools incorporate traditional Hodinohso:ni/Rotinonhsion:ne pedagogy into the curriculum to meet the provincial standards. Graduating studetns leave the school with a strong sense of identity as a Hodinohso:ni/Rotinonhsion:ni to take on whatever career path they so choose with confidence. Parents, teachers & the traditional community work together toward the success of the Rotinonhsion:ni/Hodinohso:ni culture and language survival.on whatever career path they so choose with confidence. Parents, teachers & the traditional community work together toward the success of the Rotinonhsion:ni/Hodinohso:ni culture and language survival.

Session	7
Room	MAC D-105
Title	Arts and Language
Duration	20 minutes
Room Capacity	30
Presenter(s)	Art Napoleon
Description	In this presentation, the interconnectedness of language and the arts is discussed and demonstrated through storytelling and song.

Session	7
Room	MAC D-105
Title	Ashkii's Journey: Teaching Native Language Through Literature
Duration	20 minutes
Room Capacity	35
Presenter(s)	Louise Lockard; Verna Clinton (Dine)
Description	Ashkii's Journey describes a young Navajo boy who returns to Black Mesa from the Long walk and who calls on the strengths handed down to him by his elders as he begins a new life. The author and illustrator, Verna Clinton, will discuss her journey as a Fifth Grade Navajo bilingual teacher who works with other classroom teachers to implement the Dine Language and Culture teaching perspective: a perspective based on the premise that education is best when it reflects a sense of place; education should be based on the philosophy and values of those being educated; and preparation of teachers should reflect the Dine perspective of education. Presenters will discuss how they develop Navajo language curriculum materials which reflect this Dine Language and Culture perspective. Verna Clinton will share the story of Ashkii, a twelve year old orphan with faraway friends and unkind relatives, who must depend upon himself for survival. Though Ashkii provides food for his aunt and cousins, his cruel aunt rewards him for his work with ridicule and scraps from the hunt. To survive, Ashkii must remember the stories his grandfather told him. A bibliography of Navajo bilingual materials will be available.

Session	7
Room	MAC D-109
Title	A Traveller in the Land of Little Sticks: Using Place to Promote Language
Duration	90 minutes
Room Capacity	50
Presenter(s)	Lynda Holland
Description	The land holds the memories, the stories, and the soul of the Dene people of northern Saskatchewan & Manitoba. In this presentation the relationship between land & language will be explored through stories & slides. Naming, of both people & places, and using names as research tools, will also be discussed.

Session	7
Room	MAC D-110
Title	Weaving Words and Willow
Duration	90 minutes
Room Capacity	45
Presenter(s)	Billy Joe Laboucan
Description	Billy Joe weaves willow and words to show you how to remember what you learn when using the traditional way of the willow. The willow stick is a valuable mnemonic tool that can engage you and your students in remembering and using stories to make those teachable moments really count.

Session	7
Room	MAC D-111
Title	Dakota Revitalization Efforts in Minnesota
Duration	90 minutes
Room Capacity	50
Presenter(s)	Neil McKay; Lisa Elbert.
Description	Our presentation will describe ongoing Dakota language revitalization efforts in the Twin Cities area, at the University of Minnesota & in the greater metro area. We'll describe "Dakota then & now", comparing Dakota as it was taught at the U of M ten years ago, as well as current teaching techniques & new materials. We will showcase some of our newly-developed materials, including books, CDs, and a website; discuss successful teaching strategies & curriculum development; & describe community language initiatives.

Session	7
Room	MAC D-114
Title	Technology, Language and Culture
Duration	90 minutes
Room Capacity	45
Presenter(s)	Nora Greenway
Description	Through using examples of specific computer programs in Band Schools the presenter will offer examples of ways that computer software can be used for languge and culture curriculum projects. Participants will have the opportunity to work in small groups to develop a short language lesson or culture lesson based on the computer software being used in this session.

Session	7
Room	MAC D-288
Title	Tlingit Language Immersion Retreats: Creating New Language Habitat for the Twenty-First Century
Duration	20 minutes
Room Capacity	35
Presenter(s)	Roy Mitchell
Description	Sealaska Heritage Institute, and Alaska Native non-profit corporation, operative five Tlingit lanuage immersion retreats in 2002 through 2005 wherein we aimed to create a habitat for 100% Tlingit language use. I present an overview of how we organized & operated these retreats, along with discussion of challenges that occurred, especially catering to learners of different levels of language ability, the pressures to use English, and addressing interpersonal conflicts when language abilities are limited.

Session	7
Room	MAC D-288
Title	The East Cree Website: Archiving, Maintaining, Promoting the Language
Duration	20 minutes
Room Capacity	35
Presenter(s)	Marguerite Mackenzie; Marie-Odile Junker.
Description	Collaboration between the Cree School Board of Quebec (where Cree is the language of instruction through the primary grades) & university-based linguists has resulted in an interactive website where speakers can read about grammar, consult an on-line dictionary, hear archived audio tapes, suggest & discuss words for concepts not yet translated and more, both in English and in the Cree syllabic spelling system. The usefulness of this model, which is now being followed for the Innu language of Quebec-Labrador, will be demonstrated and discussed.

Session	Keynote 6
Room	MAC A-144
Title	Keynote Presenter
Duration	60 minutes
Room Capacity	323
Presenter(s)	Marianne Nicolson
Description