The mission of Oyate Nipi Kte (The People Shall Live) is to support the recovery of Dakota traditional knowledge including language, spirituality, and life-ways; develop initiatives for sustainable living based on a Dakota environment ethic; facilitate an understanding of the harmful effects of colonization; and empower individuals and collective communities to more effectively resist colonization and strengthen Dakota Sovereignty.
To revitalize our Dakota language and increase the use of our language through classes, immersion efforts and activities promoting Dakota use throughout the community.
The Dakota Language Project will print 400 Early reader Dakota language readers and 400 comic books in Dakota. A web page will also be created for Dakota language with a youth focus. Two Dakota language consultants will be hired to teach the Dakota language to the people of the Prairie Island Indian Community.
The goal for Project TALK (Technology-Assisted Language Keepers) is to increase technology-based resources and to create more opportunities for urban American Indian community members to learn their Native language(s). Objective 1: By the end of 24 months, continue to offer online introductory and intermediate language instruction classes in Ojibwe and Dakota, reaching 1,500 community members, mostly adults, with 67% reporting their level of fluency/understanding of their Indigenous language increased.
The goal for Project TALK (Technology-Assisted Language Keepers) is to increase technology-based resources and to create more opportunities for urban American Indian community members to learn their Native language(s).
The objective of this grant is to prevent the Ojibwe language loss, to increase and enhance the understanding of the American Indian language, to ensure positive reinforcement of the self-image and sense of identity with the empowerment of American Indian children. This will be done by offering and participating Ojibwe language competitions with other colleges, as well as, by offering immersion camps, fluent speakers in the classrooms, and language tables. Additionally, the youth will visit maple sugar and wild rice camps.
The purpose of the grant is to increase and enhance the understanding of the American Indian Ojibwe language and culture to ensure positive reinformcement of the self image and sense of identity four our American Indian Ojibwe people: To engage American Indian Ojibwe language and culture in our communities.
The OOG Adult Immersion Academy and Immersion Language Nest have created valuable opportunities for learners to practice well-spoken Ojibwe and prepare to teach it to others. Program participants have hailed from every Ojibwe band in Minnesota and several in Wisconsin and Canada. We do not study the language as a subject but produce capable practitioners of it. From the beginning, our program has met the key goal specified in Dakota and Ojibwe Language Revitalization in Minnesota (2011) “…to include immersive language experiences and leadership roles for fluent speakers” (pp. 7, 12).
The OOG Adult Immersion Academy and Immersion Language Nest have created valuable opportunities for learners to practice well-spoken Ojibwe and prepare to teach it to others. Program participants have hailed from every Ojibwe band in Minnesota and several in Wisconsin and Canada. We do not study the language as a subject but produce capable practitioners of it. From the beginning, our program has met the key goal specified in Dakota and Ojibwe Language Revitalization in Minnesota (2011) 'to include immersive language experiences and leadership roles for fluent speakers'(pp. 7, 12).
1.) By the end of the project year 1, Ojibwe language materials and language app will be created and distributed throughout the Red Lake Reservation. 2.) By the end of the project year 1, one Language and Cultural Immersion camp will be conducted on the Red Lake Reservation. Objective 3.) By the end of project year 1, Red Lake Nation will conduct eight community language vents (language table, storytelling, etc.) conducted in Ojibwe, in all four communities: Red Lake, Little Rock, Redby, and Ponemah.
Objective 1: By the end of project year 1, an Adult Immersion Cohort 2 will be developed by Waasabiik Ojibwemotaadiwin Immersion Program. Objective 2: By the end of project year 1, 20 Adult language learners from Red Lake will participate in an Adult Immersion Cohort provided by Waasabiik Ojibwemotaadiwin Immersion Program. Objective 3: By the end of project year 1, 150 community language learners will participate in either in-person and/or online community language and cultural initiatives provided by Waasabiik Ojibwemotaadiwin Immersion Program.
Objective 1: By the end of project year 1, curriculum materials will be developed and made available to community language learners Object 2: By the end of project year 1, 150 community language learners will participate in either in-person and/or online community language and cultural initiatives provided by Waasabiik Ojibwemotaadiwin Immersion Program
Objective 1: By the end of project year 1, curriculum materials will be developed and made available to community language learners Objective 2: By the end of project year 1, 250 community language learners will participate in either in-person and/or online community language and cultural initiatives provided by Waasabiik Ojibwemotaadiwin Immersion Program. Objective 3: By the end of project year 1, 150 community language learners will participate in a Ojibwe language Immersion camp
To support Ojibwe language learners on the Red Lake Nation through various platforms: community language efforts, cultural events, Ojibwe language Immersion camp and online.
The language and cultural needs of the American Indian community in the Twin Cities urban area are high. Additionally, the urban area has Dakota and Ojibwe tribal members, as well as, other tribal members.
1.) Train approximately 42 teachers in directions, numbers, greetings, thank yous, object and place names in either Ojibwe or Dakota 2.) Host three Language Celebrations for all teacher participants, their families and students, with Indigenous foods and cultural activities 3.) Provide teachers with a stipend and gift upon completion of the year-long curriculum
Objective 1: Software Development i. Activity 1.1: Create a Dakota language app ii. Activity 1.2: Create a keyboard for phones and computers Objective 2: Meet with Language Consultant(s) i. Activity 2.1: Lessons with an elder/language speaker ii. Activity 2.2: Consultation with an elder Objective 3: Curriculum Development i. Activity 3.1: Meet with developers ii. Activity 3.2: Create a language textbook
Ojibwemotaadidaa Omaa Gidakiiminaang - will train five staff members in the language and practice of traditional activities associated with babies and parenting, led by knowledgeable elder-first speakers with years of experience. Staff members will spend a total of 16 days with four elder-first speakers engaged in language associated with pregnancy, birthing, newborns, infants, toddlers, cradleboard, moss bags, baby swing, and baby rattles. We will make audio-video recordings of these training sessions to have as a detailed record and reference tool.
The Dakota Language Project, under the guidance of our dedicated Language Instructor, Mr. Barry Hand, represents a significant step forward in our ongoing efforts to preserve and revitalize our Dakota language. At its core, this project is designed to expand upon the successes we've achieved in language preservation. Our primary focus is cultivating the next generation of Dakota speakers with an unwavering commitment to youth-oriented instruction. Our approach contrasts traditional language learning methods that rely solely memorizing vocabulary and grammar rules.
The Dakota Language Project, under the guidance of our dedicated Language Instructor, Mr. Barry Hand, represents a significant step forward in our ongoing efforts to preserve and revitalize our Dakota language. At its core, this project is designed to expand upon the successes we've achieved in language preservation. Our primary focus is cultivating the next generation of Dakota speakers with an unwavering commitment to youth-oriented instruction. Our approach contrasts traditional language learning methods that rely solely memorizing vocabulary and grammar rules.
The primary project of the Bagidinise Project is to add wood to the fire of learning and revitalization of the Ojibwe language sparked by the Ishkodeke Project. Short term goals are to continue to create high school level curriculum for two more Ojibwe language classes, Ojibwe III and IV, to expand the Ojibwe I offering by an additional section.
The purpose of this grant is to produce quality (written and spoken) language materials, general use by different language revitalization efforts (colleges, communities, schools), and increased language learning for mulitple audience.
The Institute of Child Development has provided the home for the Laboratory School since 1925 and has a long history of supporting research, academics, and outreach programs in early childhood. The language nest program will be overseen by PI Sheila Williams Ridge who has been supporting or directing the Laboratory School since 2010. Sheila has a deep understanding of culturally appropriate early childhood education.
Our primary objectives during this project start are to plan and create a comprehensive curriculum based on the knowledge of Dakota elders and community members, early childhood educators, and families. This will begin by connecting with and visiting language nests (either in person or virtually) to build a program plan. The program plan will include the curriculum for young children, college students, and families. It will also include building a foundational knowledge base around Dakota culture and language for the Child Development Laboratory School staff.
The goals of the project are to create unique learning opportunities for Dakota language students and families, increase enrollment by Indigenous peoples into the early childhood program to help prepare students for teaching in Indigenous language immersion programs, and support language learning in early childhood that leads to continued learning in later years, and develop a parenting skills curriculum for parents.
-Expand American Indian studies curriculum
-Support college student fluency of Dakota and Ojibwe languages
-Support a pre-doctoral fellow to develop curriculum and begin to offer Dakota I and II and UMM
-Create a structure to support the development of leaders in the language-learning community
-Develop partnerships with local area tribal communities
Increase rural community capacity to teach and transmit Dakota language. Create a safe, nurturing immersion - learning environment that actively engages 15 intergenerational families in learning and speaking Dakota together through traditional Dakota lifeways.
By creating an active and joyful Dakota-speaking community learning environment, we anticipate that the proposed Unspeunkiyapi project will result in: 1. A unique language learning model for Dakota youth in rural southwestern Minnesota. 2. Increased trust, confidence, and ability to speak the Dakota language with adults, elders and other youth in our rural region. 3. Sustainable community expectations sills to continue speaking together into the future. 4. Informational language lesson videos made available for youth and adults who are not part of the program.
By creating an active and joyful Dakota-speaking community learning environment, we anticipate that the proposed Unspeunkiyapi project will result in: 1. A unique language learning model for Dakota youth in rural southwestern Minnesota. 2. Increased trust, confidence, and ability to speak the Dakota language with adults, elders and other youth in our rural region. 3. Sustainable community expectations sills to continue speaking together into the future. 4. Informational language lesson videos made available for youth and adults who are not part of the program.
1. Make Dakota Language revitalization the highest priority 2. Implement all strategies to revive the Dakota language 3. Take necessary steps to raise up a new generation of speakers
1. A completion of a Dakota Language Survey of adult Upper Sioux Community members 2. The development of a Dakota Language Game Application 3. The development and implementation of Dakota Language Lesson Plans for three age groups for both in-person classes and on-line classes (adult, youth, and preschool) 4. The development of an online Dakota Language teaching tool of basic terms and usage that will be art of an existing website project being created by the Upper Sioux Community Tribal Historic Preservation Office (THPO).
1. A completion of a Dakota Language Survey of adult Upper Sioux Community members 2. The development of a Dakota Language Game Application 3. The development and implementation of Dakota Language Lesson Plans for three age groups for both in-person classes and online classes (adult, youth, and preschool) 4. The development of an online Dakota language teaching tool of basic terms and usage that will be part of an existing website project being created by the Upper Sioux Community Tribal Historic Preservation Office (THPO)
The three (3) long-range goals of the Upper Sioux Community regarding the preservation and continuation of the Dakota language and culture are directly tied to the Mission Statement adopted in 1996 and delineated in the 2008 Dakota Language Revitalization Tribal Resolution that promises to: 1) Make Dakota Language revitalization the highest priority 2) Implement all strategies to revive the Dakota language; and 3) take necessary steps to raise up a new generation of speakers.
The three (3) long-range goals of the Upper Sioux Community regarding the preservation and continuation of the Dakota langauge and culture are directly tied to the Mission Statement adopted in 1996 and delineated in the 2008 Dakota Language Revitalization Tribal Resoulution that promises to: "1) [m]ake Dakota Language revitalization the highest priority 2)... implement all strategies to revive the Dakota language; and 3)... take necessary steps to raise up a new generation of speakers."
The purpose of this project goes beyond just offering classroom style learning options. The purpose of the project is to provide teachings in the classroom, in the community, and in nature with fluent speakers and language learners alike. This proposal is starting the process of Language Revitalization by laying the groundwork for our program to grow and sustain itself beyond grant funding.
Objective 1.) By the end of the project year 1, traditional food curriculum will be developed. Objective 2.) By the end of the project year 1, Waasabiik Ojibwemotaadiwin Immersion Program students will be skilled in identifying traditional foods and will display increased Ojibwemowin language skills.
Objective 1.) By the end of project year 1, traditional foods curriculum will be developed. Objective 2.) By the end of project year 1, Waasabiik Ojibwemotaadiwin Immersion Program students will be skilled in identifying traditional foods and will display increased Ojibwemowin language skills.
