I was reading, In the Language of Our ancestors, It says that the first language of two-thirds of today's Indian youth is Indian English. Indian English is described as English dialects used by American Indians that do not conform in certain ways to standard English. In the way it is spoken it reflects linguistic competencies that must underlie all languages. Rules of grammar and discourse from that tradition provide the basis for grammar and discourse in these English codes even when the speaker is not fluent in their ancestral language. (Magda Costantino, Joe St. Charles, and Denny Hurtado)

Then they proceeded to say that Indian English serves as a language bridge between the past and the present. I thought this was interesting and perhaps a product of families that want to keep the language alive with the little ancestral language they know. That's admirable.

I was studying pages 26/27. So far the only words I have retained are the ones that I already know. I will use flash cards to try and absorb the words.

As I was searching for information on eminence credentials or any kind of licensing for Ojibwe Language instructors, it was discouraging because this information wasn't on the internet. If the credentials are done by each band and they are different all over are they recognized everywhere you go?

Brian,
I was wondering if I could switch my website to 14 rather than five. 14 is still available. In 5 there is technical difficulties.

I was listening to the um connect session for chapter 12/Gresczyk text
I really like how Ojibwe words don't come right out and say the word because their isn't an actual word for ex: newspaper-so they describe it so others will know what they are talking about.

I watched the um connect session. Miigwech, Brian for the direction in how to go about doing our speeches. 

Hypothesis 1 means that the language learner must experience culturally appropriate activities to gain insight into the language, to learn when it's appropriate to use the language. If the student (language learner) is learning Ojibwe Ex. Powwows and Ceremonies would be great for hearing and using language in a culturally appropriate setting.

Hypothesis 2 means the student being expected to carry out tasks from the target culture, this will not only back up the lessons learned in their target language, it will reinforce what the pupil has already learned making it more interesting and actually start to sink in with stories and work that backs it up.

Hypothesis 3 encourages proficiency and the instructor will develope his or her own guidelines that work for the language learner to become fluent and develope the language so it is unblemished and coherent.

Hypothesis 4 means the language instruction should not only stimulate the students' minds it should suit their personalities and learning styles in a way that promotes successful learning and allows the students to retain and utilize what they have learned.

Hypothesis 5 teaches the language learners to be aware of other cultures and have respect for them and in turn this teaches pupils to have respect for their target culture and language as well. Being aware also show students the uniqueness of their target culture.

All of these 5 guidelines work best when adjusted to meet the needs of an individual students learning style and are in place to stimulate the student enough to be interested and consistent enough to be retained.

Thanks for the input I'll keep this in mind while I'm writing in Ojibwe. I think if there is no written record than how are you to preserve the language? I like rules where the language is concerned as for spelling and such, because then there is no confusion as to what someone is trying to say.

First of all Brian I would like to apolgize for not posting in a while. I have been sick. I had a cold and it turned into bronchitis.

Next I would like to ask you what morpheme means. I came across it in the Hadley readings.

I looked for it in the dictionary but had no luck. 

I did the learning Ojibwe with English support. This was very helpful to me in many ways. I was able to catch the inflections in the Ojibwe words with the repetitive practicing of the words. It was nice seeing the Ojibwe and English. I also liked how if you got the phrases meanings wrong it would circulate and come back to me until I eventually them right. I can't specify but I confuse she and I in Ojibwe. I tried to do the vocabulous, crosswords, plug-n-play, unscramble, and word dictionary -but was unsuccessful because I do not have very much Ojibwemowiin to do these activities yet.

I was reading others posts, very entertaining!

Everyday we try to do the Ojibwe Animals with HS students. Even when you think small children are not listening they will amaze you. The great big lots of information that these tots retain is astounding. I envy their ability to sponge up so much. 

I was listening to visiting an elder part 1. The words all scrambled together the first time I watched the video, the next time I listened I heard Boozhoo, Miigwech, Asemaa, Gego, Giga-waabamin. I heard other words of course but these are the ones that stuck out because I am familiar with these words. I was trying to figure out the conversation without looking at the words by observing the two womens' actions and facial expressions. Oh course you could tell there was pleasantries being exchanges by their smiles and welcoming behavior.

Today I was looking at the Concise Dictionary of Minnesota Ojibwe and discovered that I was spelling Miigwech wrong this whole time spelling it like this Miiwetch. (Embarrassing )!!

The random question I chose is interesting, because I have been hearing that very same question all over lately. Personally it is rare for there to be words in my dreams. When there are words it is always English, though. My dreams are always pictures hard to decipher.

Everyone is different though. 

BIZHIKIIWEBIIQUAY