Gidinwewininaan

Gidinwewininaan

Leslie Harper, Gaazagaskwaajimekaag

Awenen ge-ojibwemowaad ge-bi-ayaamagak?

Ojibwemowin last spoken in my family…

Acknowledging historical disruptions to our language transmission, this is where we are today, and from where we must move forward:

o Geography: the family moved and lived away from the language.

o Dad in the 1920s to 1930s.o Grandma and her sisters in the

1940s and 1950s.o Mother until 1948.o Uncle until 1950.o Father-in-law speaks Ojibwe

currently, with friends.

o Grandma and her younger Grandma and her younger siblings until 1940.siblings until 1940.

o Grandma until 1946.Grandma until 1946.o Mom until 1950.Mom until 1950.o Dad until 1948. Dad until 1948. o Grandma, Grandpa and their Grandma, Grandpa and their

siblings and friends until late siblings and friends until late 1980s. Long break until 1980s. Long break until Grandpa began to speak again Grandpa began to speak again w/one child in the family w/one child in the family around 2003 and continues around 2003 and continues today.today.

o Dad and his siblings currently Dad and his siblings currently speak Ojibwe. My siblings and speak Ojibwe. My siblings and I don’t, but my children speak I don’t, but my children speak Ojibwe.Ojibwe.

Apiitendaagwad ji-ni-Ojibwemoyang

How many speakers do we have, how old are they?

How did these people come to speak Ojibwe? Are we passing Ojibwemowin on to our

upcoming generations – do we have children who speak Ojibwe as a first language, or as well as First Speakers of our language? How best do we continue this?

Aaniin gekendamang?

Our grandmas and grampas wishes, dreams, thoughts, humor all come out best in their first language: Ojibwemowin. Can you imagine not being able to communicate your dreams, values, knowledge, to your family?

Ojibwemowin onoondawaanaan iniw manidoon

“Our Boy doesn't sing anymore.” - Mezinaanakwad, 2002 “Language is the ultimate consensual institution.” - J. Crawford,

1995 SILS.

Niigaane

• Gaa'izhi-miinigoowiziyang gii'kikinoo'amawangwaa ginijaanisinaanig ji-maajiishkaamagak ezhi-gikinoo'amawangwaa ji-ni-bimiwidoowaad eni-bimaadiziwaad.

Niinawind Gekinwaa’amaagoziwaad: K-6, multi-age classes All social and academic

content areas are taught in Ojibwemowin target language

32 students Enter at K, expand a grade per

year Alternative choice track within

existing tribal BIE K-12 Bugonaygeshig School

Mii ezhichigeyang

• 3 Elder First Speakers of Ojibwe

• 3 Teaching Teams of Elder First Speaker and second language learner

• Teaching licenses at Niigaane:

6 K-12 Ojibwe Language and Culture

3 Elementary Ed

1 K-8 Ojibwe Language License

Oral Proficiencies

• 4 Advanced • 2 Intermediate High• 1 Intermediate Mid• 2 Novice High

• “After seven years of Ojibwemowin immersion at our site, students will demonstrate an Intermediate High level of Ojibwemowin Oral proficiency.

• Written???

Gichi-aya’aamininaanig

Gigitiziminaanig

DibendaagoziwagFamily participation in school improvement

InganawenindiminCollective responsibility

Enigok anokiig!

In most cases, it has been decades since Ojibwemowin was a routine activity of our immediate lives.

Zhawenidig Wiidokoodaadig Be patient and supportive Work hard before it is gone and we are

reclaiming it from archived sources.

Aaniin enendamang?

Ojibwemowin in the P-functions strengthens our identity.

Achievement in another language is less likely to be seen as a threat to our Ojibwe identity.

Aaniish gekendamang? Cognitive benefits of

multilingualism: Bilingualism gives us more

choices: there are at least two ways to say things

Able to focus more on meaning and take into account only relevant features when there is distractive information

Demonstrate more mental flexibility and perform better on tasks requiring mental manipulation

Multilinguals are original in verbal expression, demonstrate a high level of non-verbal intelligence

--www.carla.umn.edu

Social benefits of Social benefits of multilingualism:multilingualism:

Increased sensitivity to othersIncreased sensitivity to others Increased receptivityIncreased receptivity Increased appreciation of Increased appreciation of

languagelanguage Better able to understand the Better able to understand the

needs of others and respond needs of others and respond appropriately.appropriately.

Better able to communicate Better able to communicate with a wide variety of people.with a wide variety of people.

Awegonen gekendamaang?

Title III NCLB: Section 3125, Rules of Construction: “Nothing in this Part (Part A, Title III)

shall be construed – (3) to limit the preservation or use of Native American Languages.”

Title III NCLB Section 3127, Civil Rights, Title III:● “Nothing in this Part (Part A, Title III) shall be

construed in a manner inconsistent with any Federal law guaranteeing a Civil Right (as identified in the Native American Languages Act of 1990). Section 104 of that Act states that "It is the policy

of the United States to - (1) preserve, protect, and promote the rights and

freedom of Native Americans to use, practice, and develop Native American languages;

Ezhi-inaakonigeyang

• (2) allow exceptions to teacher certification requirements for Federal programs and programs funded in whole or in part by the Federal Government, for instruction in Native American languages when such teacher certification requirements hinder the employment of qualified teachers who teach in Native American languages, and to encourage State and territorial governments to make similar exceptions;

Ezhi-inaakonigeyang

• (3) encourage and support the use of Native American languages as a medium of instruction in order to encourage and support—(a) Native American language survival, (b) equal educational opportunity, (c) increased student success and performance, (d) increased student awareness and knowledge of their culture and history, and (e) increased student and community pride...."

Awegonen gekendamang?

It is our right and our responsibility to speak Ojibwemowin!

Aaniish ezhi-ojibwemotaadiyaang?What will it take to bring Ojibwemowin into these settings?

Community responses: More speakers of Ojibwemowin More opportunities for people to learn

Ojibwemowin on a highly functioning level Intergenerational learning: First Speakers

model the language for the learners Sense of importance: families share in the

effort, community feels it is relevant.

ondamitaawag

““It was like our kids were It was like our kids were on the outside looking on the outside looking in at ourselves, at our in at ourselves, at our language and culture; language and culture; now they are fully a part now they are fully a part of it.”of it.”

Apiitendaagwad ji-nitaa-anishinaabemoyang

• Intermediate-Low is considered the level at which learners can create with language.

• Requires three, generally four years of continuing language study, as a FL class.

• What does it look like in a Native American Language Immersion culture and language revitalization setting?

“How we live as Ojibwe People in the world today”: Articulation of teaching methods at Niigaane

• Articulation has been challenging: Ojibwean models of interaction and understanding are the ideal, though elicitation of these ideals is problematic due to rapid cultural shift and aging First Speakers

• Social and academic content are equally considered

• It’s experiential, it’s observational

Mii o’o gikinoo’amawangwaa

• Social objectives of the Ojibwe community must be considered before content can be created; therefore mere translation of existing academic curricula from other languages is not an option in our community. However, can be used as comparisons or models.

Mii ezhichigeyang

• CGI Math

• Responsive Classroom

• Classifications inherent in the specificity of Ojibwe language

• Literacy scope and sequence tied to language proficiency levels of students who enter immersion site at age 5 or 6 from English-speaking homes

Mii ezhi-gikinwaa’mawangwaa

• Models of differing forms of interpersonal discourse are rare.

• A root word can be built upon and built upon with any number of word parts, so that eventually we wind up with words that are a mile long! Reading instruction in this language must tend to persistence, fluency, and accuracy with greater focus than monolingual peers’ English language.

Aaniin ezhi-ayaayang?

• Social expectations of students:

High levels of

self-regulation

moderation

independence

love of learning

• It’s fun, there’s a lot of laughter!

Aaniish ezhi-doodamaang? Successes Student retention Increase in Ojibwemowin

proficiency of LL children First Speaker

engagement Development projects

awarded funding Another point of entry has

been created. Students achieving at and

above the levels of english monolingual peers.

ChallengesChallenges Teacher training: HQ Teacher training: HQ

designationdesignation FundingFunding Parent supportParent support Lack of materialsLack of materials Definition of Ojibwe Definition of Ojibwe

language literacy language literacy continuumcontinuum

Aaniish enendamang?

Culture as the core of our education: Context: structuring the school and classroom in

Ojibwe culturally-appropriate ways Content: Learning is meaningful and relevant through

Ojibwe language-medium content and assessment. Assessment of learning is meaningful and relevant:

assessment in the Language Of Instruction. Learning supports and enrichment are meaningful and

relevant: provided in the Language Of Instruction – LNLP definition needed in policy structure.

Aaniish enendamang?

• Data and accountability: gathering and maintaining data using various methods to ensure student progress in Ojibwe culturally-appropriate ways.

• Reflection of practice, continued professional development opportunities. Ensure a high level of proficiency and performance.

Eko-nising

Niigaane Grade 3 Ojibwe-medium to English-medium Peers Math Computations Goals

Comparison Chart SY 2011-2012

11

2521

16

27 28

16

2429

05

101520253035

Dagwaagin Biboon Ziigwan

Class Avg

Bschool Avg

AIMSWeb Norms

Grade 3 SY 2011-2012 Oral Reading Fluency Growth Chart

36

48

57

2732

39

0

10

20

30

40

50

60


Class Avg

Niigaane Norms

Eko-niiwing

Niigaane Grade 4 Ojibwe-medium to English-medium Peers' Math Computations Goals Comparison Chart

SY 2011-2012

30

5662

22

373033

4554

1320

30

010203040506070


Class Avg

Niigaane Norms

AIMSWeb Norms

Bschool Class Avg

Grade 4 SY 2011-2012 Oral Reading Fluency Growth Chart

5462

76

2531

39

01020304050607080


Class Avg

Niigaane Norms

Eko-naaning

Niigaane Grade 5 SY 2011-2012 Computations Growth Chart

18

43

31

20

3125

30

38

47

0

10

20

30

40

50


Class Avg

Niigaane Norms

AIMSWeb Norms

Bschool Avg

Niigaane Grade 5 SY 2011-2012 Oral Reading Fluency Growth Chart

53

7078

60 6576

0

20

40

60

80

100


Class Avg

Niigaane Norms

Aaniish waa-izhichigeyangiban?

• 3-year project funded by ANA to articulate academic benchmarks at our site in correlation with student Ojibwe language proficiency

• OPIs: SOPA to be developed and administered

• TA provided by MP/2LTI in SOPA creation

Mii netang…

• Administering and rating the SOPA

• Articulate AYP indicators of Ojibwemowin Oral proficiency for students at our Ojibwe Culture-Based Education site

ondamitaawag

Maamawi go niinawind indani-bimiwidoomin akina go gegoo

epiitenimowaad Anishinaabeg.

Eni-bimiwidooyang

[email protected]

Gidinwewininaan

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