Leech Lake Tribal College is commiteed to the goal of ensuring that Ojibwemowin remains a vital part of our culture for generations to come. This grant will play an important role in complementing that work and helping LLTC make Ojibwemowin more accessible to our community. The purpose of our grant propsal is to create more and varied learning opportunites accessible to students, staff, and community members in order to create more Ojibwemowin learners and speakers.
-Train 30 students in transcription methods and techniques, conduct transcription projects
-Identify and train 3 language specialists to work with elders in developing and recording audio vocabulary for existing Ojibwemotaadidaa immersion curriculum
-Language fair
-Produce a play script and audio-animated video in Ojibwe based on traditional story
-Publish collection of Ojibwe stories with photographs and an audio CD
-Train 30 students in transcription methods and techniques, conduct transcription projects
-Identify and train 3 language specialists to work with elders in developing and recording audio vocabulary for existing Ojibwemotaadidaa immersion curriculum
-Language fair
-Produce a play script and audio-animated video in Ojibwe based on traditional story
-Publish collection of Ojibwe stories with photographs and an audio CD
There are many goals in this project, each building on the Ojibwe language program already established on the Fond du Lac Reservation. The first being, to train thirty students in transcription methods and techniques and complete follow-up transcription projects. This will be done by conducting transcription training weekends for Ojibwemotaaidaa students to learn accepted methods and techniques for transforming audio recordings into written texts. Through transcription training and follow-up practice, students will advance more rapidly in language proficiency.
The goals of this project are threefold: 1) to provide Native high school students a strong connection to their Indigenous roots during secondary education, 2) to spread the knowledge of first language speakers and increase the number of Ojibwe language speakers, and 3) harness the benefits of culturally relevant education to increase Takoda Prep students’ educational outcomes.
The objectives of this project will be to teach Takoda Prep students the Ojibwe language at a level in which they feel comfortable conversing with fellow classmates and elders and can identify everyday objects and terms in the language. This is important because connecting students' education to language will increase their participation in their overall education. The second objective will be for each student to identify one person in their life with whom they can share the language they have learned.
The project's first objective is to teach Takoda Prep High School students Dakota and Ojibwe language, so they achieve a cursory mastery of one or both languages. We anticipate students achieving a level of proficiency such that they are comfortable holding basic conversations with fellow classmates, family and elders. AIOIC believes language instruction will improve graduation rates by demonstrating a commitment to the inclusion and cultural affirmation of Native high school students in a public school system. This is the second objective that AIOIC's project seeks to achieve.
The goal of the American Indian Family Center is to create an Early Childhood Montessori Language Immersion Program to offer to American Indian Families living in Saint Paul and the east metro area. This grant will recruit and select candidates for each training opportunity (both the Montessori Teacher and Assistant), train the candidates in both models (Montessori and language immersion), and ultimately place the candidates in programs that are committed to offering the model for early learners.
Recruit dedicate community members to take part in language instruction at the University level. Financially assist full-time committed language students in need. Train a qualified undergraduate student as an apprentice to assist instructors. Train three teacher student practicum’s in immersion classrooms to assist fluent instructors. Instructors and students will plan activities for enrichment ( to hold/attend events).
The goals of this project are threefold: 1) to provide Native high school students a strong connection to their Indigenous roots during secondary education, 2) to spread the knowledge of first language speakers and increase the number of Ojibwe language speakers, and 3) harness the benefits of culturally relevant education to increase Dakoda Prep students' educational outcomes.
The primary goals of this project will be to expand American Indian studies curriculum offerings to include language practice and introduce theories or language development and revitalization to support more college students to fluency in the language and culture. Additionally, this project will develop advanced Ojibwe language to allow intermediate Anishinaabe speakers to become more advanced and fluent in the language.
The Niibi Center is requesting $54,800 in funding (Competitive) from the Minnesota Indian Affairs Council to design, evaluate and launch a four session Intensive Instructor Practicum and Language Blast weekend program to supplement our emerging home based, family focused language immersion program on White Earth Reservation. Our immersion program, Ayaanikeshkaagewaad, (meaning 'the next ones in succession') is a recently launched project of the Niibi Center. Ayaanikeshkaagewaad seeks to take a new approach to revitalizing Anishinaabe culture and language on White Earth.
Objective 1: Begin operation of a new Ojibwe language immersion classroom for children ages 3-5 where their parents/care takers receive language support services by October 15th 2019. Objective 2: Provide a minimum of 2 immersion opportunities per month after the launch of the Waazh classroom, as well as tangible resources for parents and care takers of children in the new immersion program.
Bdote's vision is that students will develop a love of lifelong learning, language, and cultural fluency, the skills and education to determine their own future, and a commitment to give back to family, community, and Nation.The short-term goal of the project is to complete development of a K-3rd grade Ojibwe and Dakota Core Curriculum Unit designed for use in immersion settings.
Language and Culture Resource Center to locate and centralize the existing resources relating to the Bois Forte Language and culuture. To also provide Bois Forte community with opportunities to learn the language and culture, not only in an edcuational setting but also in a hands on setting while engaging cultural practices.
1. Planning a language camp 2. Purchase new equipment needed to focus on retaining the language and ensuring its survival into the future 3. Recording elders speaking, teaching, and doing cultural activities in the language
1. Planning a language camp 2. Purchase new equipment needed to focus on retaining the language and ensuring its survival into the future 3. Recording elders speaking, teaching, and doing cultural activities in the language
1. Increased head start/day care curriculum prepared for future years a. Find current and past curriculum to update them b. Identify and visit programs to help model or help increase language and cultural output c. Purchase supplies/curriculum to be used for future years 2. Increased participation and language usage from adults a. Maintaining current language programs available b. Increasing teacher fluency c. Purchase giveaways or materials to be handed out 3. Teacher buy-in and work flows a. Incorporating training days for staff b. Increase language usage while at work c.
1. Increased head start/day care language and culture a. Increased cultural activities and language by kids b. Identify and visit programs to help model or help increase language and cultural output c. Purchase supplies/curriculum to be used for future years 2. Increased participation and language usage from adults a. Maintaining current language programs available b. Increasing participating adult fluency through testing materials c. New recommendations for language hand outs. 3. Teacher buy-in and work flows a. Incorporating training days for staff b.
To increase the Ojibwe language fluency, proficiency and literacy fo the Bois Forte Indian Community through partnerships with existing language perservation programs to develop a curriculum for pre-K learners, and K-6th grade.
1.) Continue to develop and expand K-6 immersion site curriculum. 2.) Provide fluent speakers in the classroom. 3.) Develop appropriate testing and evaluation procedures. 4.) Incorporate and participate in community-based training and engagement. 5.) Execute 5-year Strategic Plan.
1.) Continue to develop and expand K-6 immersion site curriculum. 2.) Provide fluent speakers in the classroom. 3.) Develop appropriate testing and evaluation procedures. 4.) Incorporate and participate in community-based training and engagement. 5.) Execute 5-year Strategic Plan.
Plan and implement a five-day immersion methodology training session for 20 Dakota participants, with a follow up weekend workshop. Create a thematic based immersion curriculum, along with assessment tools, for Dakota learners that will be available in print and via an interactive web page. Implement two successful intergenerational immersion sessions for a total of 80 participants, by hiring/training leaders and staff.
The purpose of this grant is to build on what was created with last year’s grant funding by creating a Dakota Language and culture institute. The purpose of the institute is to offer multilevel teacher training seminars and Dakota language and culture immersion sessions for intergenerational groups.
Increase capacities for online instruction and development of instructional materials through acquisition of digital technology resources, including computer, cameras, microphones, tripod, editing suite, batteries, chargers etc.
The goal of this project is to increase fluency and proficiency in the Dakhota language by creating a Dakhota Dictionary Mobile App that is linguistically accurate and widely accessible for both adult and youth language learners in the classroom and for individual study. The Dakhota Dictionary Mobile App will expand the Dakhota language lexical database's value as an archive preserving the Dakhota language, while presenting an accessible and vibrant new resource to a large and growing community of Dakhota language learners.
Dakhota Language Media Player is a continued language revitalization initiative that takes a novel approach to language revitalization combining several transmission-boosting practices that have been previously successful, with the ultimate aim of spreading the Dakhota language beyond classroom walls, making it meaningful, useful, and accessible to Dakhota people in their daily lives at home. The Dakhota Media Player will incorporate the most advanced technologies, fulfilling an urgent need for technologically-innovative approaches to the problem of Dakhota language loss.
Dakhóta Online Learning Platform is a continued language revitalization initiative that takes a novel approach to language revitalization combining several transmission-boosting practices that have been previously successful, with the ultimate aim of spreading the Dakhóta language beyond classroom walls, making it meaningful, useful, and accessible to Dakhóta people in their daily lives at home.
By creating an active and joyful Dakota-speaking community learning environment, we anticipate that the proposed Dakota Iapi Teunhindapi project will result in: A unique language learning model for Dakota youth in rural southwestern Minnesota, Increased trust, confidence, and ability to speak the Dakota language with adults, elders and other youth in our rural region, Sustainable community expectations and skills to continue speaking together into the future, and Language lessons in the form of flash cards the students can work with at home, exposing others in their families to the vocabula
The Dakota Lemmatizer & Dictionary Expansion Project will begin with Objective 1: Digitize a corpus od approximately 3000 scanned pages of newspapers written in Dakota and Lakota. Complete digitization of these documents will convert each newspaper article from a scanned image of a physical paper to a full text, searchable document.
Dakota Wicohan is a regional non-profit language support organization that seeks to revitalize the Dakota language in Minnesota to a living language. In this grant, they will develop, digitize, and make available electronic and manual Dakota language learning resources to a minimum of 15 Dakota families and other learners broadly throughout the project year.
Grant Activities: Dakota Wicohan is a regional non-profit language support organization that seeks to revitalize the Dakota language in Minnesota to a living language. In this grant, they will create a Dakota Public Awareness Project to promote awareness and knowledge of the Dakota language and its history to Minnesotans in 2013. Dakota Wicohan created a Dakota language documentary film which will be shown in ten communities, along with an educational booklet.
Apprentices will enroll and attend certifications courses at the U of M. Dakota Wichohan will support students to ensure retention and academic success. Apprentices will attend and participate in trainings by the teacher in residence, staff trainings, and language conferences. Apprentices will implement a community language venue (tables, after-school programs, etc.). Apprentices will serve as language facilitators at youth camps. Apprentices will meet weekly with master speakers. Apprentices and families will attend monthly Tiwahe gatherings.
-Strengthen community capacity to revitalization Dakota language in MN
-Nurture language skills of 15 Dakota language leaders
-Create safe and secure Dakota-speaking community-based working environment that actively engages 10 beginning to fluent speakers
-Grow speaking and teaching skills for 8 intermediate Dakota language learners
The Dakota immersion camp will last for nine weeks, beginning June 7, 2010 and ending on August 6th, 2010. It is expected that there will be 25 participants at the camp. Specific camp activities include: speaking, listening, and interacting in Dakota. Going on field trips; nature, culture, others. Preparing and eating meals. Participating in community services. Attending Dakota culture presentations. Mentoring children with Dakota play. Nurturing community garden. Playing games; moccasin, lacrosse, other. Learning and participating in Dakota singing and dancing, as appropriate.
1. Engage young people in learning Dakhota and inspire them to parent and teach Dakhota to their future generations 2. Increase teacher access to engaging Dakhota language materials for classroom use and beyond 3. Engage elders and cultural experts in the co-creation of Dakhota-medium curriculum and materials that transmits traditional knowledge 4. Expand Dakhota learning communities through the production and dissemination of the textbook and accompanying materials.
Dakhota Online Learning Platform is a continued language revitalization initiative that takes a novel approach to language revitalization combining several transmission-boosting practices that have been previously successful, with the ultimate aim of spreading the Dakhota language beyond classroom walls, making it meaningful, useful, and accessible to Dakhota people in their daily lives at home.
By creating an active and joyful Dakota-speaking community learning environment, we anticipate that the proposed Dakota Iapi Teunhindapi project will result in: A unique language learning model for Dakota youth in rural southwestern Minnesota, Increased trust, confidence, and ability to speak the Dakota language with adults, elders and other youth in our rural region, Sustainable community expectations and skills to continue speaking together into the future, and Language lessons in the form of flash cards the students can work with at home, exposing others in their families to the vocabula
Dakota Wicohan is a regional non-profit language support organization that seeks to revitalize the Dakota language in Minnesota to a living language. Dakota Wicohan’s long range strategic plan includes building a strong teacher base, recording speakers, developing teaching tools from filming fluent speakers, developing additional learning opportunities, as well as, long term educational plans. Their grant requested money to provide an interactive Dakota language learning camp for a minimum of 40 Dakota youth.
2010 Grant Activities Plan and implement a five-day immersion methodology training session for 20 Dakota participants, with a follow up weekend workshop. Create a thematic based immersion curriculum, along with assessment tools, for Dakota learners that will be available in print and via an interactive web page. Implement two successful intergenerational immersion sessions for a total of 80 participants, by hiring/training leaders and staff. Grant Amount $100,000
