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.
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.
The Gegaanaongejig Ji-Aabadak Ojibwemowin Program will provide the children and adults of our reservation with the opportunity to acquire our Ojibwe language in such a way that Ojibwemowin becomes an integral part of their lives and shapes their knowledge of the world around them.
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.
Objective 1: Offer enhanced Ojibwemowin curriculum and language learning activities to students in the classroom and through the Language and Culture Center. Objective 2: Offer thoughtfully planned and well-developed Ojibwe language activities and monthly cultural awareness in-service activities for college staff/ faculty.
1. Confirm the participation of 6 elders and 5 parents with infants and toddlers 2. Conduct 15 immersion sessions led by elder-first speakers with parents, children and staff 3. Complete audio-visual recordings of elders interacting with babies and parents 4. Engage in 15 sessions with parents to prepare multi-media parenting resources 5. Finalize parenting resources including videos, audio stories and picture books in Ojibwe 6. Distribute the resources to individuals, preschools, daycares, and immersion programs
1. Confirm the participation of 6 elders and 5 parents with infants and toddlers 2. Conduct 15 immersion sessions led by elder-first speakers with parents, children and staff 3. Complete audio-visual recordings of elders interacting with babies and parent
The Perpich Arts Integration Network of Teachers (PAINT) fosters collaborative arts integration in Minnesota through K-12 teacher professional development and funding to schools. With Perpich Center facilitation, teacher teams develop and implement arts-integrated lessons and units. PAINT program components include:
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).
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.
1.) Develop and create an Ojibwe Language Resource Kit for our White Earth Ojibwemowin Teachers who have attained Eminence. 2.) Provide technology for Ojibwemowin Teachers to utilize language apps and programs in the classroom during community gatherings. 3.) White Earth will purchase a block of Rosetta Stone Level 1 Ojibwemowin subscriptions for Enrollees and Non-Enrollees. 4.) White Earth will establish virtual weekly community Language Tables. 5.) White Earth will establish virtual weekly Teacher language tables, closed to the public.
1.) WETCC Cultural Director will identify facilitators, coordinate dates, events, location, agenda and professional development credit for participant and utilize WETCC co-curricular assessment to capture and assess data. 2.) WETCC Cultural Director will identify and coordinate dates, location, facilitatory, agenda, food, advertisement and Professional Development Certificates for participants.
1.) WETCC Cultural Director will identify facilitators, coordinate dates, events, location, agenda and professional development credit for participant and utilize WETCC co-curricular assessment to capture and assess data. 2.) WETCC Cultural Director will identify and coordinate dates, location, facilitatory, agenda, food, advertisement and Professional Development Certificates for participants.
