International Mother Language Day —21 February 2018
During time of contact here in northwestern California’s Humboldt County there were many different tribal groups. We were home to 3 distinct language families—2 language families and a language isolate might be more accurate. Since First Contact in approximately 1850 the status of our local tribes went from endangered to dire very quickly. This was especially the case for the smaller tribes of the area. The larger tribes were able to withstand the onslaught of Euro-American society.
For many of us today the loss of our languages, stories and songs was an unacceptable loss. Since contact there has been an continuing effort by our fluent elders to keep our languages alive. The belief is our languages were given to us by the Creation itself. With the passing of our elders who were raised in homes where our languages were primarily spoken many of us have dedicated ourselves to acquiring our languages. The specific motivation to do so differs for each of us, but the love of our languages is at the heart of our efforts.
The following is a proclamation to designate the 21st of February as Mother Language Day. A local group of native language activists created this first Proclamation as a first step. Each year we hope to remind our local county neighbors of the rich linguistic diversity that is indigenous to Humboldt County.
This assignment is based on the 4th, 5th and 6th audio and typewritten sentences of the text entitled Puxára Ihrûuvtihap—They Don’t Use It For Long. Additional sections will be posted as students return their responses.
Listen to the audio recordings of the selected text. Each sentence is repeated in the recording. Listen to and repeat out loud the recorded text refer to the typewritten text. Listen to the recording again and read along with the underlined text (highlighted in yellow) which should correspond to the recordings. (Note: You will find a pdf download option of the text at end of the post.)
Your assignment is to indicate all of the accent marks on the written text. Take a picture of your notated text and send it to me either through the comment section or via Facebook Messenger or SMS. I will go over your “answers” and let you know how you did! Yay! No grade or anything–this is a way to practice hearing the language, noticing what and where the syllables of words are stressed or have a rising-falling tone to them. You must also indicate when a vowel is long.
This assignment is based on a lengthier text than that included in Áraar Úpeenti previously. The subject is the Indian pipe. In the first section the speaker is describing the general usage of the hand made Indian pipe, pa’úhraam. Other sections will be posted later.
ASSIGNMENT: Listen to the audio recordings of the selected text. It is presented sentence by sentence and is in two parts. After listening and repeating the spoken text refer to the typewritten text. Rehear the recording and read along with the underlined text which should correspond to the recordings. (You will find a pdf download option of the text at end of the post.)
As in previous assignment you must indicate all of the accent marks on the written text. Take a picture of your notated text and send it to me. I will go over your “answers” and let you know how you did! Yay! No grade or anything–this is a way to practice hearing the language, noticing what and where the syllables of words are stressed or have a rising-falling tone to them. You must also indicate when a vowel is long.
PDF: you can download the typewritten text here: Text02
The following text is taken from the Smithsonian website. The text itself is typewritten from hand written texts documented by John Harrington in 1930 era. The typewritten form is good for learning purposes since it doesn’t include any accents or glottal stops. In addition there is an audio reading of the text that I recorded.
Assignment: Listen to the audio and repeat until you feel comfortable with your pronunciation. Then review the jpeg of the typewritten notes (it is a bit blurry unfortunately) and match what you heard with the written words.
When you have done this now listen to the recording along with the written text and INDICATE the accent marks. The is the ´, acute accent, the ˆ, circumflex (hachik), and the glottal stop which we indicate with the ‘, apostrophe
Take a photo of your work after you have inserted the proper accents (´, ˆ, ‘) to texts. Use a pen, pencil or marker. Send in your work via Comments and we will review and reply to your work ASAP! Yay!
The Native language portion of our site will be including video programming. As an example here is a very short video made at night using an iSight camera on a MacBook computer. It isn’t technically a “program” since it was done without much forethought. Just wanted to tell my son and his family ‘hello’. (They live in Oz, down under.)
After recording my message in English I decided to add Karuk language subtitles. And then it was time to post. Here it is.
The really funny thing about populating a site with Native language materials is the ‘search’ for images. When looking for body parts you often are presented with images of medical afflictions. Very gruesome sometimes. Don’t like it. Horrible at times.
So for me it’s almost always better to draw body parts. Animals are a different matter. So is just about every other kind of image that you might seek to illustrate and populate your language site.
Welcome to the resumption of the website for the Institute of Native Knowledge. Our goal with the site is to provide a location to access a bevy of info and connections pertaining to learning to SPEAK the Karuk language!