Dakota Wicohan is excited that many are speaking the Dakota language on in the Upper and Lower Sioux Communities. Because of this, Dakota Wicohan has the opportunity to focus on a small, but significant, group of language learners-15 Dakota language speakers. The project goal is to strengthen the community's capacity to reclaim and revitalize their language by nurturing the language skills of 15 Dakota language leaders.
The objective of the grant is to develop a strategy and responsive plan for wide-spread public engagement with the Ojibwe People’s Dictionary during the first year it will be available on-line. Speakers of the Ojibwe language, beyond the group of Ojibwe elders in Minnesota with whom the University now collaborates with, may be encouraged to contact the University once the dictionary is online and wish to participate in the next stage of the dictionary’s development.
This project will address the critical need of Dakota and Ojibwe immersion schools to have a standardized system for determining reading levels for the Dakota and Ojibwe languages by developing an agreed upon method for assessing the readability of the languages.
The Division of Indian Work’s First Language Project will service youth who attend Minneapolis Public Schools. The goal of this grant is that American Indian youth, ages 7-17 will increase their knowledge and practice of conversational Ojibwe language. Additionally, the goal is that these students will continue to study the language after the grant cycle is over. Measurement of these goals will be determined through periodic testing of the Ojibwe language acquisition.
The first goal of this project is that sixty nine American Indian youth ages 7-17 will increase their knowledge and practice of conversational Dakota through out-of-school time instruction by the end of the project period. Additionally, it is the hope that the Indian youth will continue to study Dakota and become fluent speakers. The project will provide experiential language instruction in conversational Dakota through cultural and recreational activities to these youth.
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.
The short term goal of this project is to develop a K-3rd grade Ojibwe language CORE curriculum and a K-3rd Dakota language CORE curriculum designed for use in an immersion setting. Additionally, twenty five Ojibwe and Dakota Elders Speakers will be engaged in the development of the curriculum
-Increase Ojibwe language proficiency in two apprentices and fluency in two masters
-Raise public awareness of Ojibwe language in community
-Create collaboration with Economic Development Language Preservation Group to integrate language curriculum into Head Start program
Over the next two years, through continued implementation of the Immersion Head Start program, Master Speaker/Apprentice program, incorporation of "lessons learned,: coalescence of materials and teaching tools we will create and share a content-based culturally appropriate authentic curriculum for Ojibwe Language Immersion at the Head Start, Kindergarten and First Grade levels. The development process will be an organic, real-time "in classroom" methodology incorporating models from successful Ljibwe language immersion schools.
The goal of this project is teacher training through the Master/Apprentice approach to language proficiency in concurrence with observation and lesson pilot at Head Start and regional language immersion sites. The objectives of this project are to increase the Ojibwe language and cultural proficiency in two apprentices and fluency in two master speakers and to partners with the Language Preservation Group and Red Lake Head Start to integrate Master/Apprentice teams into the Head start site, while also supporting the Head Start objectives of child development and school readiness.
1. To develop the aligned scope and sequence of the PreK-12 Dakota and Ojibwe language pathways, ensuring students are progressing towards language mastery. 2. To seek community input and foster strong support of Native language and culture programming at AIMS. 3. To develop a plan for AIMS which ensures that Dakota and Ojibwe language and culture are infused in all classrooms, and creates a sustainable heritage language program option.
-Create and execute internship program for four Ojibwe students per academic year
-Strengthen and enhance Ojibwe curriculum for college levels 4 and 5
-Increase the number of near-fluent speakers of Ojibwe language
The following objectives were generated from the goals listed and outline key phases of the project that are needed to ensure overall success: Objective 1: Making an application process to hire individuals to learn the language as Apprentices. Objective 2: Work with out First Language Speakers that work within our program to serve as Master speakers and assist in the development of learning and speaking skills of the Apprentices. Objective 3: Develop a handbook for the successful implementation of the Master Apprentice project.
-Increase knowledge for 69 American Indian youth ages 7-17 through practice of conversational Dakota
-Build the foundation for youth to grow to become fluent speakers
-Improve proficiency of Dakota language learners by the end of 12 months
Ojibwemotaadidaa Omaa Gidakiiminaang - Complete staff field trainings led by elder-first speakers focused on ricing, trapping, sugar bush and basket-making. Produce high quality audio files of the language of each cultural activity and develop immersion curriculum for each incorporating the audio. Apply, test and disseminate the curriculum through workshops focused on each activity. Develop searchable archives for the audio files in teh Fond du Lac College Library.
Project Goals and Objectives: With this proposal, 1) we seek to increase Ojibwe proficiency intergenerational language speaking opportunities for community members within our camp and afterwards. 2) We want to develop teaching materials for outdoor activities for use in any camp setting, and 3) Provide a model for professional development of language camp staff.
The Fond du Lac Tribal College will provide two-day language immersion weekends for students and teachers having intermediate level fluency. They will be offered one weekend each month for eight months from September 2011 through April 2012. The weekends will focus on participatory activities including individual and small group discussions, skits, meal preparation, games, and field trips to seasonal camps. A wing of the college dormitory will also be set aside for language students to speak Ojibwe together and participate in language enrichment programming.
2010 Activities:
Offer Fond du Lac Family language camp. Receive training for Ojibwe language immersion teaching. Develop Ojibwe immersion curriculum. Publish 2,000 copies of Daga Anishinaabemodaa with illustrations and audio CD. Establish feeder college and pre K-12 school network. Draft guidelines and establish elder-student apprenticeships. Set up and announce website. Accept students and pre K-12 teachers for Ottertail language camp for summer 2011 and promise financial support. Evaluate all grant activities.
Develop youth's understanding of the language, their culture and themselves; equip youth with the knowledge, skills and qualities needed for leadership; encourage youths' appreciation forlanguage, cultureal values, teachings, traditions and spirituality; and build youth leadership through meaningful engagement in real community issues.
1.) Coordinate language instruction for Grand Portage students from Head Start to Cook County High School in order to produce fluent speakers. 2.) Establish language programming for families: language table, radio program, and language camps. 3.) Develop new Ojibwe language projects based on community input.
1.) Coordinate language instruction for Grand Portage students from Head Start to Cook County High School in order to produce fluent speakers. 2.) Establish language programming for families: language table, radio program, and language camps. 3.) Develop new Ojibwe language projects based on community input.
Project goals are coordinate language instruction for Grand Portage students from Head Start to Cook County High School in order to produce fluent speakers. Establish language programming for families: language table, radio program, and language camps. Promote Ojibwe language among federal, state, local, and reservation entities. Develop new Ojibwe language projects based on community input.
Project goals are coordinate language instruction for Grand Portage students from Head Start to Cook County High School in order to produce fluent speakers. Establish language programming for families: language table, radio program, and language camps. Promote Ojibwe language among federal, state, local, and reservation entities. Develop new Ojibwe language projects based on community input.
Grassroots Indigenous Multimedia hopes to serve two broad populations with this project: collaboration among Dakota and Ojibwe people engaged in curriculum and documentation and give easy access to those who are looking for such resources. This will be accomplished by creating a web-based resource and a booklet that gathers, digitizes, organizes, and describes many of the curriculum materials and resources that are currently available.
Objective 1: By the end of 24 months, at least 50 students will increase their Ojibwemowin fluency level one ACTFL step each year. Objective 2: Establish a library at Endazhi-Nitaawiging with at least 500 books to support K-8 immersion education.
-Ojibwe curriculum k-12
-Language tables
-Public Awareness through city signage in Ojibwe
-Transfer of recordings of elder Ojibwe speakers from cassette to CD (35)
1. Develop a standardized assessment tool with fall, winter, and spring CBM (curriculum based measures) math assessments in Dakota and Ojibwe for students in grades K-8. 2. Be able to report to our authorizer the actual learning of math that occurs at our school as is assessed in Dakota and Ojibwe. 3. Be able to report to our authorizer the actual learning of math that occurs at our school as is assessed in Dakota and Ojibwe. 4. Develop an immersion focused scope and sequence for math for Ojibwe and Dakota classrooms.
1. Develop a standardized assessment tool with fall, winter, and spring CBM (curriculum based measures) math assessments in Dakota and Ojibwe for students in grades K-8. 2. Be able to report to our authorizer the actual learning of math that occurs at our school as is assessed in Dakota and Ojibwe. 3. Be able to report to our authorizer the actual learning of math that occurs at our school as is assessed in Dakota and Ojibwe. 4. Develop an immersion focused scope and sequence for math for Ojibwe and Dakota classrooms.
Maintenance of the Ojibwe language and culture classes, along withi participatioin in Ojibwe Quiz bowls, classroom presentations, language tables and Ojibwe cultural immersion camp, are essential for continued success of American Indian students and ensures a positive reinforcement of the self-image of American Indian students. The Dakota and Ojibwe Language Revitalization Grant will be monitored by the ISD 361 Indian Education staff and parent committee. Quarterly meetins will take place to monitor the program.
-Employ local elder language expert to conduct semi-weekly language tables
-Engage apprentices in basic Ojibwe conversation
-Obtain a state of MN American Indian Language and Culture teaching license (k-12)
-Hold culture committee meetings that will identify needs of language project and help to support
-Committee will also work to elicit maximum participation of community member in Ojibwe education
The objectives of this project will be to teach Takoda Prep's students Ojibwe and Dakota language at a level in which they feel comfortable conversing with fellow classmates and elders and can identify everyday objects and terms in Ojibwe and Dakota. This is important because connecting students' education to their Indigenous 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 Indigenous language they have learned.
The objectives of this project will be to teach Takoda Prep's students Ojibwe and Dakota language at a level in which they feel comfortable conversing with fellow classmates and elders and can identify everyday objects and terms in Ojibwe and Dakota. This is important because connecting students' education to their Indigenous 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 Indigenous language they have learned.
The objectives of this project will be to teach Takoda Prep's students Ojibwe and Dakota language at a level in which they feel comfortable conversing with fellow classmates and elders and can identify everyday objects and terms in Ojibwe and Dakota. This is important because connecting students' education to their Indigenous 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 Indigenous language they have learned.
The project goal is to enhance the Ojibwe language skills of the Minisinaakwaang young people interested in learning and carrying on the traditions of the community. This initiative will increase the number of young people using the language and ensuring that our ceremonies are conducted in the Ojibwe language. The grantees approach connects the first language speakers of the Minisinaakwaang community with the Ojibwe language apprentices that have made an investment in their ceremonies.
The goal of this project is to expand Ojibwe language class availability on the Bois Forte Reservation in terms of both the number and levels offered. This project will use local experts and form partnerships with existing language preservation programs to implement a plan to address the revitalization and preservation of the Native language on the Bois Forte Indian Reservation. The long term goal s to increase the Oibwe language fluency, proficiency, and literacy of the Bois Forte Indian Community. A local Elder language expert wil be hired at 16 hours per week.
The ISD 361 Indian Education Project will continue to work closely with the local school district, Indian education staff, and parent committee members in the evaluation process. The goal of this project is that American Indian secondary student participation in Ojibwe language and culture classes. Data will be reported to and reviewed by ISD 361 Indian Education program committee staff and parent committee quarterly. Tests will be administered. Attendance will be captured, and all date will be kept on file.
