SUMMARY June 8 - July 2, 2009 University of Arizona Tucson, AZ Communities represented this year

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1 SUMMARY 1 June 8 - July 2, 2009 University of Arizona Tucson, AZ Communities represented this year 2 Arikara Bishop Paiute Cheyenne River Sioux Coeurd Alene Comanche Gros Ventre Hiaki Koyukuk Lumbee Meskwaki Mexica/Purepecha Navajo Nondalton Onk Aikmel O odham Santo Domingo Pueblo San Carlos Apache Sault Ste MarieTribe/Ojibwe Spokan Tribe Tohono O odham Torres Martinez Universidad de Sonora University of Oklahoma Ute Warm Springs White Mountain Apache Total AILDI Participants 49

2 Languages spoken by this year s AILDI Participants: 3 Anishinaabemowin Apache Coeurd Alene (2) Dena ina (Athabascan) Denaakk e (Athabascan) Desert Cahuilla English French German Greek Hiaki Japanese Lakota Meskwaki Nahuatl Navajo Onk Aikmel O odham Pigin Samoan Spanish Tamil Tohono O odham Ute Wasco Total AILDI Participants 49 Students Traveled from 4 Total AILDI Participants 49

3 New Students and Returning Alumni New 32, 65% Returning 17, 35% Total AILDI Participants 49 5 Gender Representation Male 16, 33% Female 33, 67% Total AILDI Participants 49 6

4 6 5 Student Age Distributions Female Male Total AILDI Participants 49 Student Majors and Occupations Ph.D. Candidates University of Arizona Language, Reading, and Culture 1 American Indian Studies 1 Linguistics -1 Cornell University Anthropology 1 University of Michigan Anthropology -1 University of Oklahoma Linguistic Anthropology -1 Master of Arts University of Arizona American Indian Studies 3 NAMA 3 TOCC Project Native III 2 Linguistics - 1 MS Educ. Technology - 1 University of British Columbia Linguistics 1 University of Kansas - 1 Universidad de Sonora, Mexico 2 University of New Mexico Albuquerque - 1 Occupational roles: Registered Nurse works with Az. Tribe Administrative Assistant Dean of Students Tribal College Educational Assistant - 1 Administrator Prep School for Native Americans Elementary School Instructor - 1 Elementary School Teachers 3 Cultural Program Specialists - 4 Native Language Program Coordinator Research Assistant Office Assistant Tohono O odham Tribal College Faculty Department Chair of Trades Program Department Chair of General Education Programs Trades Instructor (3) College Liberian Science Teacher Reading Instructor ABE/GED Instructor (2) Math Instructor History Instructor Cultural Studies Instructor Writing Instructor 8

5 Attended AILDI for 8, 9% Personal Growth 2, 2% 2, 2% 16, 19% 28, 33% 28, 33% Personal Interest Degree Application Certification Bilingual Educ. 1, 1% 1, 1% ESL Cert. Networking w/ Colleagues 9 Other 2009 AILDI Cohorts 10 This year AILDI had two cohorts, one from the Tohono O odham Community College, located in Sells, AZ; which was composed of their current faculty. TOCC funded their students through the Woksape Oyate: Wisdom from the Desert Project funded by the Lilly Endowment. Their focus was on Curriculum Development and Assessment, these courses were taught by Maggie George and Dan McLaughlin. TOCC had 14 students complete the summer institute. The students got the chance to present during the AILDI Symposium on the progress of TOCC s Cultural Studies Program, and the incorporation of the Tohono O odham language within the college s programs. Logo courtesy of TOCC

6 National Science Foundation The other cohort was funded through a National Science Foundation (NSF) grant for the Documentary Filmmaking for Endangered Languages course taught by Phil Cash Cash assisted by GTA Brendan O Connor. This cohort had 10 students from throughout the southwest, mid and northwest, including Alaska. These students also presented their class projects during the 30 TH Anniversary Symposium in the Reviewing the Documentation of our Languages an Indigenous Perspective Discussion Panel. 11 Microteaching Microteaching is an AILDI hallmark. It is literally a lesson in miniature demonstrated by participants during Student Microteaching Days. On these days, several microteaching lessons occur concurrently and the individuals or teams demonstrate their lessons in a 25-minute session demonstration. Students are to integrate concepts and ideas from both morning and afternoon classes into their lessons/projects and are strongly encouraged to utilize their heritage language during their demonstration. 30th Annual American Indian Language Development Institute 12 Microteaching presenters must provide their instructors with a brief description, in writing, of their microteaching that addresses: The objective of the demonstration lesson The target lesson(s) The target audience level Student Microteaching (Please complete and turn in by Friday, June 12 to the AILDI Office Staff or your Instructor) Date: Monday, June 29 through Thursdsay, July 2 Name of Participant(s) - maximum of three per group Courses/Instructors Title: Target Language: Topic/Theme: Audience Level: Will you need to use a computer for your presentation? Yes No

7 30th Annual American Indian Language Development Institute Microteaching Demonstration Feedback This year was a bit different in that we incorporated microteaching into the symposium schedule. This was to allow participants of the symposium and the institute to take part in the mini-microteaching courses. This year we a total of 20 microteaching demonstrations, our faculty served as monitors, and the class participants evaluated the Teachers at the end of the class. Overall, the teachers received positive responses and constructive critiques from their peers. This form was used to evaluate the teachers. Date: Presenter(s): Target Language: Topic: 1) Was writing (Native language or English) used in the lesson? Yes No 2) Was any English used to teach the lesson? Yes No Never Sometimes Frequently Always 3) The presenter(s) spoke clearly ) The presenter(s) modeled natural dialogue with complete sentences ) The presenter(s) slowed down their speech fo rthe learners ) The presenter(s) used repetition ) Appropriate visual aids and props were used ) Hand gestures and facial expressions were used ) The presenter(s) interacted with the learners ) The presenter(s) was (were) aware or "in tune" to the learners ) The presenter(s) did not force the learners to speak (specific to immersion) ) The presenter(s) used comprehension checks ) The presenter(s) demonstrated creativity in their presentation The presenter(s) used visual, audio, textual, and/or technology appropriately 14) in the lesson The Quality/Success of the Presentation 15) How well did you (the learner) understand the lesson? Very Well I understand some of it. I did not understand very much. 16) Did the presentation appear well planned? Yes No 17) What did you like most about this presentation? 18) What are some things that can be improved? 19) Rate the overall quality of the immersion lesson. Poor Somewhat Poor Average Above Average Excellent th Anniversary Symposium Celebrating its 30 years of commitment to Indigenous Language education AILDI invited alumni, its Founders, and the Indigenous community to reflect on its history, and to plan for the future. The Symposium had speakers from a wide variety of fields and components with Indian Country where language is an issue from educational technology, language policies, documentation and how the various generations see the need for language within their communities. We shared new experiences and dined as friends and colleagues from the Opening reception at College Place, to trips out into the desert for the Bahidaj Harvest, and the celebration dinner at Inn Suites. 14 Photos courtesy of AILDI and Sandra Warlie 2009

8 Class Presentations Since AILDI was only three weeks this year, a big effort was focused on hands-on application. So our AILDI students created class presentations in the forms of individual, group, or class formats. Some took part in the symposium as class panelists, or on specific panels such as the Elders Panel, Documentation, Language Activism, and current trends in Assessment and Curriculum Development. 15 AILDI Staff and Faculty Demographics AILDI has the distinction of an inter-generational, multi-tribal and multi-ethnic student and Professional representation in its working core group. It also prides itself in mentoring within its ranks to continue the work of AILDI s mission. This year we had a large group of individuals who came forward to work together for this year s 30 th Anniversary Institute and Symposium. Staff Dr. Ofelia Zepeda (Tohono O odham), Director, Regent s Professor Linguistics, Affiliated Faculty in American Indian Studies, and Language, Reading, and Culture Programs Candace K. Galla (Hawaiian), Program Coordinator, Sr., Ph. D. Candidate in Language, Reading, and Culture Program Lupe Romero, Administrative Assistant, B.A. Creative Writing University of Arizona Maxine Sam (Tohono O odham), Graduate Assistant, MA Candidate in American Indian Studies, B.A. in Sociology University of Arizona Joaquin Munoz (Yaqui), Graduate Assistant, Ph.D. student in Language, Reading, and Culture; M.A. in LRC Faculty: Phil Cash Cash (Cayuse/Nez Pearce), Ph. D. Candidate in the University of Arizona s Anthropology and Linguistics Programs. 16 Mary Carol Combs, Adjunct Professor in the Department of Language, Reading, and Culture, University of Arizona.

9 17 Faculty (continued): AILDI Staff and Faculty Demographics - continued Jennie DeGroat (Diné), Instructor of Bilingual/Multicultural Education at Northern Arizona University, Ph. D. student in Teacher Education at University of New Mexico, M.A. University of New Mexico. Maggie George (Diné), Founder of Indigenous Research Associates, Ph. D. in Higher Education Policy and Leadership University of Kansas. Dan McLaughlin, Director of Assessment at Northern New Mexico College, Ph. D. in Educational Foundations University of New Mexico. Stacey Oberly (Southern Ute), Assistant Professor in Linguistics and American Indian Studies at the University of Arizona, Ph. D. and M.A. in Linguistics at the University of Arizona, M.A. in Bilingual/Multicultural Education form College of Santa Fe, NM. Lucille Watahomigie (Hualapai), Co-founder of AILDI, Retired Language Educator of 30 plus years, currently working with the Hualapai Education Department, she has an M.A. in Education from the University of Arizona. Leisy Thornton Wyman, Assistant Professor in the Department of Language, Reading, and Reading and affiliated faculty in the Second Language Acquisition and Teaching Program at the University of Arizona. She has extensive work among the Yup ik people in the State of Alaska. Akira Y. Yamamoto, Professor Emeritus of Anthropology and Linguistics at the University of Kansas. He has worked extensively with the Hualapai Tribe of Arizona, and is continuing to work with tribes in Arizona and Oklahoma on language issues AILDI Staff and Faculty Demographics - continued Assistants: Freyda Craw (Chickasaw/Choctaw), Summer Intern, M.A. Student in American Indian Studies, AILDI Student alumni, retired from speech/language pathology field. Angie Hoffman (White Mountain Apache), Graduate Teaching Assistant, Ph. D. student in Language, Reading, and Culture Program; M.A. in Bilingual/Multicultural Education at the University of Arizona. Keisha Josephs (Kalinago Nation), Graduate Teaching Assistant, Ph. D. student in the Linguistics Program at the University of Arizona. Brendan O Connor, Graduate Teaching Assistant, Ph. D. student in Language, Reading, and Culture Program at the University of Arizona. Johan Sotelo, Student Employee, just completed his Freshman year at the University of Arizona, majoring in Marketing/MIS, fluent speaker in Spanish and English, interest in Indigenous languages. 18

10 AILDI Staff and Faculty Demographics - continued AILDI has a combined staff and faculty of Indigenous heritage: 12 of its members are identified or enrolled as members of American Indian/Indigenous tribes or nations. We have 4 of our members identifying their ethnic backgrounds. We have 3 of our members with extensive working backgrounds in multi-ethnic education, linguistics, and language related issues within these populations. AILDI Language speakers: 12 of our members are fluent speakers of their native languages. 4 of our members have limited speaking abilities but are continuously learning. 3 are multi-language speakers or understand Indigenous languages. This summer we had 13 females and 6 males working together. 8 are current Graduate students and 1 Undergrad at the University of Arizona and 1 at the University of New Mexico. 7 hold Ph. Ds. in fields relating to Anthropology, Language, Linguistics, Bilingual/Multilingual Education. 2 are semi-retired and retired educators in Anthropology/Linguistics and Bilingual Education 19 AILDI 2009 Group Photo 20 Photo by Bernard Siquieros

11 Acknowledgements The American Indian Language Development Institute would like to acknowledge and thank the following entities for their support of our 30th Anniversary Institute and Symposium Celebration: Ak Chin Indian Community Documenting Endangered Languages Program (NSF) Lilly Endowment and the American Indian College Fund National Science Foundation Tohono O odham Community College University of Arizona Office of the President College of Education Commission on the Status of Women Department of Language, Reading and Culture Department of Linguistics American Indian Studies Program Graduate College Thank you for your support! 21