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Sam Prins (she/her/hers): Alright, it looks like we are up and running.

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Sam Prins (she/her/hers): And it does look like it just automatically started recording there so

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Sam Prins (she/her/hers): Hi everyone, that's joining us. We're going to just give it a couple of minutes for everyone to get signed in, and logged on here and then we'll get started in just to, just a sec.

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Sam Prins (she/her/hers): Also asked that anyone who is a panelist today or a speaker today. And if you want to go ahead and use your panelists link to join you can jump in with just your camera and your microphone off.

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Sam Prins (she/her/hers): And then we'll have you ready to go for when your session pops up.

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Sam Prins (she/her/hers): Okay. Um, so I think people are still logging in here, but we'll go ahead and get going. I want to pass it over to zucchini to kick us off. MUSIC He is one of the co directors of filling 2020 and one of the organizers of this web series. So take it away.

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Mizuki Miyashita: Okay, thank you, Sam. So we'll get started. Now the session is recorded, so you know it will be made available later this week, or after this week for the wide wider audience now. Welcome to Day two of the specials web series presented by calling 2020 team.

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Mizuki Miyashita: On music and we asked our director of linguistics program and the University of Montana at the end co director of colon 2020

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Mizuki Miyashita: And this event is hosted by our team organizing team, which is of course in here at the University of Montana located in Missoula, Montana United States.

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Mizuki Miyashita: And we are on the traditional land of the sailfish in Kalispell people we honor the past they have shown us in caring for this place in past present and for the future now on. So we are so disappointed about the cancellation of a colon.

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Mizuki Miyashita: Though, as announced yesterday and before yesterday, very happy to announce that Montana team is going to host colon 2022

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Mizuki Miyashita: And so, please.

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Mizuki Miyashita: Stay tuned for more information later on. Now, I would like to introduce our organizing members for this web series, starting from Sam Prince open up on this with zoom. So she is the lead organizer of the moderator and moderator of this today's session and

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Mizuki Miyashita: Matt Madeline check and

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Mizuki Miyashita: Yes, she's going to be assisting Sam today and

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Mizuki Miyashita: Colon advisory circle Coke on Venus. They're helping us from the planning stage of this event, Caroline O'Meara angelic period. Now I'm

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Mizuki Miyashita: Mountain a call and CO directors Suzanne paint field and myself musically. So today's topic is colon practical showcase I'm so excited about this again MC sampling. So go ahead, Sam.

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Thanks, Vicki.

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Sam Prins (she/her/hers): Hi again I'm fat my pronouns are she heard her and and today we're gonna be talking about a couple of different practices that have taken place.

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Sam Prins (she/her/hers): At cooling throughout the years and but I just wanted to briefly before we get into the sessions, go over some logistics.

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Sam Prins (she/her/hers): And so today, if you guys were on yesterday. I don't think we had the chat feature enabled, but we added the chat feature so that you can add your questions in the Q AMP a box and do your

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Sam Prins (she/her/hers): Commenting and chatting back and forth in the chat box. So, let us know if that is working for all of you.

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Sam Prins (she/her/hers): And, if any, anything comes up with that. But how we're going to do each session is we're going to have like a little

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Sam Prins (she/her/hers): Interview period with with each practical team. And then we're going to kick it over to a Q AMP a session where we would like to take questions from the audience and

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Sam Prins (she/her/hers): Feel those to our presenters and see if we can get some of these questions answered for you. We're going to be keeping track of the questions that are in the Q AMP a

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Sam Prins (she/her/hers): So even if we don't get to answer them right away during the live portion. People can still be in there, answering them after we've moved along

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Sam Prins (she/her/hers): And so we're going to start out with a presentation of the upload a nice tech practical with Christian Tucano and Catherine Donaldson.

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Sam Prins (she/her/hers): Then we'll move to the Q AMP. A and then we'll actually have a brief intermission today from about 240 ish just three

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Sam Prins (she/her/hers): But we'll still have the webinar open and chats can still be occurring q&a can still be occurring at that time.

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Sam Prins (she/her/hers): And then at 3pm. We're going to welcome the Alabama practical team, which is calling Fitzgerald Janelle, the teeth and Haley dar dar

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Sam Prins (she/her/hers): Followed by another Q AMP. A and then we'll be finishing out with a with them Jaco practical team your shadow and Toshi Nakayama and then your she will be joining us for the live Q AMP, a portion of that.

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Sam Prins (she/her/hers): So I think that's everything for logistics. Again, this is being recorded and I also wanted to just put a PSA that even when you do private messages those do get recorded in the in the transcripts. So just, just FYI.

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Sam Prins (she/her/hers): So, um, I think that's everything. I have to say. So, um, I think, let's just move over to the apple of me SEC practical presenters Christian and Catherine. If you want to jump in here.

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Sam Prins (she/her/hers): Hi guys. Hi.

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Katharine Donelson: Hi.

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Sam Prins (she/her/hers): Thank you so much for joining us. We really appreciate it. We're so excited to hear about your experience with this practice and so you both are involved in this practice them at coding 14 in Texas. Right. Yes.

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Sam Prins (she/her/hers): Okay, cool. And so I was hoping you guys wouldn't mind just briefly introducing yourselves and then we can jump in to the to the content.

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Okay.

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Christian Di Canio: I'm Christian to Kenya. I'm an assistant professor at the University of Buffalo M. I. A petition and field worker. I've done fields work in rural Mexico on automatic gain languages in particular, and the second languages for about 16 years now, and I was the

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Christian Di Canio: Whatever you call it instructor sort of mediator of the field methods class on the practical at Apollo me stuck in

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Katharine Donelson: Right, I'm Katherine Donaldson. I'm a postdoc at you and our University of Nevada Reno. I'm a semantic topology test and that cognitive linguist and I work. Do you feel to work in Chiapas on salt on my own. I took the practical in 2014 from question.

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Sam Prins (she/her/hers): Great, thank you. Um, and then I'm also wondering, briefly, if you could just give us a little bit of background information on on the language itself.

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Christian Di Canio: Yeah, so, um, so there's some nice tuck in is a large language family within

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Christian Di Canio: Autumn again within the family, which is one of the oldest families in the Americas on it. I'm within mean. Second, there's a branch called nice talk and

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Christian Di Canio: People are often I sort of always put in this plug because when people see me stuck. They think language, but it's like thinking that romance is a language.

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Christian Di Canio: It's extremely varied and actually quite old as a branch. And so there's a lot of branches of Nice tech, some of which are more conservative historically up wallabies type is the variant spoken in

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Christian Di Canio: The town of up wala as well as nearby towns like enjoy Jaco which is where are the person that we worked with will say, Carlos humanists is from and it is a conservative variety of music, in many ways, um,

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Christian Di Canio: It also has some cultural importance. Historically, so the birthplace of Nice tech people's was in the rivers of our Paula.

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Christian Di Canio: Which is where the sort of according to the cosmology that the

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Christian Di Canio: Thank you. My team is being delivered within the cosmology is where

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Christian Di Canio: The sort of the Tree of Life gave birth to be stuck people. So, um, so it has this cultural significance that has a significance in the Mesoamerican Kota sees as well as a place that was named

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And

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Christian Di Canio: And there hasn't really done anybody that has worked with speakers to have on the language basically before field, but then some. Well, the speaker that I work with to he had he had done some work with me a little bit, but this was a more in depth.

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Sam Prins (she/her/hers): Investigation into the language. Okay, thank you. And that brings me to my next question. I know, Christian, you said you were a facilitator and Catherine, you were a participant.

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Katharine Donelson: Yes, one

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Sam Prins (she/her/hers): And then can you, can you introduce your, your speaker consultant again.

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Sam Prins (she/her/hers): Christian. He's not able to be here today. But yeah.

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Christian Di Canio: He wasn't so hosted Carlos human is is a

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Christian Di Canio: He's a speaker of meats talk and he attended this sort of gets into the sort of what this means, this particular practical was a little bit different in many ways. And so

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Christian Di Canio: I had worked with Jose Carlos for several years and will Haka there had been a some a workshop that would have been held every summer in Haka city organized by a media Santa Cruz.

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Christian Di Canio: And it was really focusing on getting speakers of different elements and language is

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Christian Di Canio: Into learning about linguistics and learning about tone, so that they could develop orthogonal fees and and develop language materials on their language and learn about

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Christian Di Canio: These, these tools. So it was really only only, the only participants of that were speakers and there was facilitators and speakers of different languages that would come and attend these workshops. And so I had worked with a group of

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Christian Di Canio: Eight to 10 speakers of different means taking languages for three summers in a row at these workshops

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Christian Di Canio: And Jose Carlos was one of these people and I had worked with him for a couple years. He was interested in linguistics interested in learning about literacy and tone and everything else. And so then

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Christian Di Canio: When I was asked to become a facilitator for the practical at co Lang by Colleen Fitzgerald. Hi Kelly,

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Christian Di Canio: I was I, we had talked about looking for languages that might be interesting people that might be interested in working with me and I had floated the idea of

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Asking if Jose Carlos would would want to come to Texas for the summer. And so that's actually what we ended up doing.

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Christian Di Canio: So, um, so, yeah, and

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Christian Di Canio: Yeah, so, um, I don't know, I could say more, but I don't, I don't want to take up the whole time. Well, you

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Sam Prins (she/her/hers): You mentioned, you know, a couple ways in which this may have been different from other practical cooling, and as I understand, another thing that might have been different is that the language of contact used in this practical was not English right

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Christian Di Canio: No, it was all in Spanish.

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Sam Prins (she/her/hers): Okay. Yeah. Can you talk a little bit about that. Yeah.

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Sam Prins (she/her/hers): What's up, I said, Could you just talk a little bit about that and

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Christian Di Canio: How that ended up working out. Yeah, I mean, so I i've done field work in Mexico for a lot of years and so for and I think like having done these workshops in will Haka working with speakers.

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Christian Di Canio: It was not so hard for me to transition to I'm going to teach in Spanish, in the context of, um, I think that

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Christian Di Canio: It's, you know, it obviously is also I think good practice for people that are interested in field work in a Latin American context where the contract language will not be English for the most part will be Spanish or Portuguese or maybe other languages.

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Christian Di Canio: in those contexts. It's, I think, important to also learn about how to talk about how to go about

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Christian Di Canio: eliciting certain things go about

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Christian Di Canio: Ensuring that the contact language is clear enough in for the

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Christian Di Canio: Both the facilitator and for the participants, so that they can understand that they're actually getting at what they are asking. And that's always a challenge, specifically when you might have a speaker who is Jose Carlos is very bilingual speak Spanish very fluidly as a second language.

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Christian Di Canio: But it's not always the case that all of us who are participating were, you know, totally fluent Spanish speakers.

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Christian Di Canio: I feel like I'm pretty good. I'm having worked there for a long time, but people have varying levels. And I think that this is always a concern. Then in using a language that is not your L one in the context of working with a speaker.

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Sam Prins (she/her/hers): Sure. So was that I'm just to clarify, was that a prerequisite for participating in this in this particular practice them. Yes, you have to have some level and maybe Catherine, you can jump in on this to

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Sam Prins (she/her/hers): Just the the different levels of proficiency, is that maybe were represented in the in the participant group.

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Sam Prins (she/her/hers): And well experience was with that.

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Katharine Donelson: I think that I was maybe the weakest and Spanish if we're being honest. Um, and I get better every day.

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Katharine Donelson: But it was it was a good range. There were a few native Spanish speakers in the group. And that was really helpful and like Christian said

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Katharine Donelson: I'm sometimes your contact languages and going to be English and having the possibility to practice working with Spanish was a real draw for me.

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Great.

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Sam Prins (she/her/hers): Thank you guys so um, I guess, moving through this list of questions here. And if you could sort of break down the day to day of the practical how it was structured. What types of things were recovered. What types of skills were developed any sort of questions that may have come up

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Christian Di Canio: Yeah, just how it went. Yeah, so I mean

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Christian Di Canio: I don't know if I was like other other facilitators or not. Um, I sort of thought to myself that, you know, going into this, that the practical should be kind of like a semester long field methods, but over four weeks.

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Sam Prins (she/her/hers): Well,

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Christian Di Canio: Maybe that was not the right perspective. So we kind of were. It was a very busy very busy days. So we had two hours in the morning, all of us working together and then there were three hours where students

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Christian Di Canio: Basic we had a lunch break two, but THREE HOURS. Then we're students were meeting with Jose Carlos and talking with him about different aspects of the language.

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Christian Di Canio: And then we met for one hour in the afternoon I'm without Jose Carlos, we give them a break and and then we just were discussing sort of things that we came up with and the plans for the next day. So it was kind of all told six hours per day.

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Christian Di Canio: Of the

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Christian Di Canio: Not, not for every student but six hours in total per day devoted to the practical, which is fairly hefty I thought, yeah, as far as time commitment as far as the topics.

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Christian Di Canio: I wanted to ensure that we were covering a range of topics, not only. I mean, I could keep as a politician and as a finale, just as a nice tackiness, I could stay on more phonology and tone for a long time because Tony is tackling these tech languages is very interesting and

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Christian Di Canio: But obviously we can't devote the entire summit, the entire practical to just looking at

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Christian Di Canio: How tone is produced in different contexts, but we we got, I would say a week week and a half of phonetics and phonology and tone and then there's a lot of aspects of the morphology that are very important to figure out, and that does involve tone. So

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Tone distinguishes verbal aspect.

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And also it's important

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Christian Di Canio: It's important with possession as well. So there's various things that are that are crucial.

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Christian Di Canio: But there's many other things. We ended up covering so beyond questions of phonetics and phonology, morphology. We got into

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Christian Di Canio: There's a very

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Christian Di Canio: Traditional. It's actually this is one aspect of that makes up while I'm he's tech very traditional very conservative, it retains what is many people consider a very old, old

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Christian Di Canio: Nice tax forms of address where all the entire phenomenal system is very complicated.

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Christian Di Canio: And the relationship between the addressee and the hearer, I'm sorry, the addressee and the speaker.

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Christian Di Canio: Is encoded with the different pronouns. So I'm young person speaking to an older man and the young person speaking to an older woman.

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Christian Di Canio: They use different pronouns, then, for I and for you then would be used from the opposite perspective or among equals and then of course opposite gender pronouns are different as well.

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Christian Di Canio: So, this meant that people that were interested in this question in particular, Kate was very interested in this question of audience design in languages. And so here we have a language that is does all of this and and requires all of it so

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Christian Di Canio: So we got into that aspect of the language we got into

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Christian Di Canio: Aspects of the syntax and particular something else. Kate was working on was this sort of funny.

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Christian Di Canio: Interesting. I don't really know what to think of it, because I don't know what linguists. Think of it this marker for something like a public, it is and then also the transitive ization

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Christian Di Canio: That gets used in the language. Um, we also covered a text in the last week. And that was something I believe that we probably should have done earlier.

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Christian Di Canio: So I'm mainly because through it through texts you end up getting a lot more detail that might be missing, certainly from a situation

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Christian Di Canio: Or I definitely wanted to cover more traditional field methods with this students to make sure that they were able to understand how to elicit total contrast, for instance, and look at

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Christian Di Canio: Sort of how these aspects of the phonology can influence the morphology of a particular language and how to investigate that.

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Sam Prins (she/her/hers): Okay, so, um,

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Christian Di Canio: I could talk more about issues that I think came up and things that are in general a challenge in teaching Practical. Practical but I don't know if that

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Sam Prins (she/her/hers): Well, I have a question about the practical and I'm getting the question in the Q AMP. A as well and

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Sam Prins (she/her/hers): We are wondering if you can talk a bit more about how like ways in which a

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Sam Prins (she/her/hers): Colin practical might actually be quite different from a traditional field methods course. And I know each practice them, you know, is handled differently and so will probably ask the same question to our other presenters today too. But could you talk a little bit more about that.

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Christian Di Canio: Um, well, traditional field methods course. I feel like that. There's more. There's more time in a semester long course or two to semester course for students to

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Christian Di Canio: Go home tackle you know their field notes and look through things and talk with other people.

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Christian Di Canio: Over the weekend, and here we don't. We didn't really have that. So it was basically every evening review what we've done and you have to end up coming up with some sort of interim class decision about how something we think something works.

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Christian Di Canio: And I think one example of that is an orthogonal. So coming up with an, you have to have an authority for tone, which means that

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Christian Di Canio: Tone is contrast, if you get to figure out how many contrasts exists, how you're going to transcribe it whether you're leaving something out by transcribing in a certain way that ends up being relevant

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Christian Di Canio: Are we being consistent. Do we think that we actually have came come up with some sort of

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Christian Di Canio: Practical or authority that we're using in the class that we all agree on.

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Christian Di Canio: And that these sorts of decisions have to be made within a week and in traditional field methods course.

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Christian Di Canio: You probably would have, you know, three, four weeks. Look, working through the phonetics and phonology, I would say, especially with a language that is has a more has more complicated song contrasts, and it would take you a little bit longer to work through these sorts of questions.

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Christian Di Canio: You have to come up with something

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Katharine Donelson: You have to come up with something practical sometimes because you want to move into

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Christian Di Canio: practical questions about how you will transcribe things as a class when people are transcribing together and writing together on the board.

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Christian Di Canio: And it also adds up being relevant for lexical graphic work and writing a dictionary that you're creating so that the class can see, hey, we already know the word for white. We already know the word for read. What's the word for blue

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Christian Di Canio: And so keeping track of a lexicon.

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Christian Di Canio: Requires that you have to have the sort of questions about the practical Arthur graffiti resolved.

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Christian Di Canio: In other ways, I just think it's faster. Um, and

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You know,

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Christian Di Canio: Certainly we don't end up covering the full range of topics that one might imagine in the year long or semester long feel about this class, but

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Christian Di Canio: Certainly I thought my goal was to try to come up. Try to touch on each area to certain degree.

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Sam Prins (she/her/hers): And provide some readings to students along the way so sure. I mean, I imagine another way in which a co Lang practical might be a little bit different than I feel methods class.

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Sam Prins (she/her/hers): Is that, and this is, you know, in terms of coaching in general is that we try to have an element of collaboration built in to to everything that we're doing.

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Sam Prins (she/her/hers): And can you talk a little bit about ways in which collaboration might be built in.

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Sam Prins (she/her/hers): To to the practical in terms of addressing things like, what, what are the needs of the speaker community that you're working with. What are the needs with the of the participants, you're working with.

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Sam Prins (she/her/hers): Right. Um, and how can you respond to those needs. Sort of like nimbly within this short period of time.

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Christian Di Canio: Yeah i mean i think i think that it is. I think that every community has very sort of different

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Christian Di Canio: Goals for this. So has it Carlos has goal was to be more comfortable with the authority in the language and be able to

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Christian Di Canio: Write in the language. And I felt like our building up to working with a text actually ended up being a good way to have something that was collaborative as a class so

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Sam Prins (she/her/hers): Travel students took on really delving into a text which was basically

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Christian Di Canio: About Jose Carlos his experience. I think of coming to Texas.

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Christian Di Canio: I think if I recall it was that particular narrative. So, and he wanted to make sure you include all the total authority and everything else. And he had that as a goal, um,

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Christian Di Canio: You know,

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Christian Di Canio: Certainly if it gets in the context of, I have to say. It depends on the Community, of course, but in the context of like Jose Carlos is community.

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It's not um

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Christian Di Canio: Everybody in the community speaks the language. So, and I think that the one of the goals is literacy and one. Another one of the goals is language empowerment to certain degree. And so I think that, you know, Jose Carlos isn't here. But I think that that aspect was

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Christian Di Canio: We had some sort of collaboration in that to address that, to bring into the into the practical

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Christian Di Canio: And we thought for a time where students were matched together in the afternoon so that they could collaborate working on some other projects are investigating some of the topics together with with Jose Carlos. And so that later there was some collaboration built in so

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Sam Prins (she/her/hers): Um, how

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Katharine Donelson: Things out

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Sam Prins (she/her/hers): Oh, go ahead. Sorry, I was just gonna ask how many people were in the practical total

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Christian Di Canio: Of

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Christian Di Canio: Five students and Jose Carlos.

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Sam Prins (she/her/hers): OK, so the groups were able to be pretty small. At that point, yeah. Yeah, sorry, capital. Please go ahead.

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Katharine Donelson: One of the things that we did, towards the end. That was collaborative with Jose Carlos as we started to look for apps so that

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Katharine Donelson: Degree ones that can be downloaded and that could be used offline so that people could practice and like with this goal of literacy like trained vocabulary, etc. Great. Thank you.

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Sam Prins (she/her/hers): Okay, I think we're sort of coming to the end of our time slot. But when one last question. I just wanted to ask you guys was about. I think you mentioned Christian and an outcome of the of the practical was this

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Sam Prins (she/her/hers): text that was about Carlos, or about the trip to Texas. Were there any other outcomes or can you talk a little bit more about that. What the products of the of the practical work.

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Christian Di Canio: Um, so we wanted to

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Christian Di Canio: I certainly wanted students to sort of get a sense of how many aspects of the language linked together and then how this sort of comes to a head when you're looking at something like a text and so

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Christian Di Canio: We gave a presentation at the end of the under the practical to the entire co Lang, and we presented on all different aspects of the language and all sorts of different things.

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Christian Di Canio: So the sound system. The total phonology, the morphology, a little bit about syntax and then talking about the text and delving into examples from the text that Jose Carlos wrote himself well and so I'm

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Christian Di Canio: A Jose Carlos right now is he's not currently a student. I mean, he's kind of a non traditional

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Christian Di Canio: Um, so there's many people that attend these workshops in Mexico. At least I know that

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Christian Di Canio: end up going into linguistics and they're of college age and stuff. Hold it, because it Carlos is a little bit older and was not in college. And so I'm not sure what he's doing, right at the moment. A couple years ago, I thought I think that he's still interested in

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Furthering his education and doing more work on the language, but um

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Christian Di Canio: Yeah. So certainly, I mean that that's the outcome. I could speak to

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Christian Di Canio: From the point of view of the semester where I was teaching the practical or I was facilitating the practical so

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Christian Di Canio: I don't know, Catherine do you think of other outcomes and various things.

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Katharine Donelson: I'm

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Katharine Donelson: Couple of us were working on a paper, but I don't know that it's really gone any place and we all still keep in contact. So

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Katharine Donelson: At least relationships were built.

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Sam Prins (she/her/hers): Okay, great. Um, well, I do have some more questions, but I also wanted to just open it up to the, the general Q AMP. A if anyone wanted to throw anything in the Q AMP a chat box.

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Sam Prins (she/her/hers): And we can get that answered for you. So I'll keep an eye on that. And one of the other things. In the meantime, I was curious about and

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Sam Prins (she/her/hers): I think in in this particular coaching as it is currently, you have to take the first two weeks of workshops in order to participate in the practical right

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Sam Prins (she/her/hers): And maybe Catherine. This is more of a question for you. Did you come across anything in the in those first two weeks that you ended up using in the practical or that you ended up using even beyond that in your work that you're you're doing now.

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Katharine Donelson: Yes, so I took video

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Katharine Donelson: workshops and audio workshops and a database workshop and an Alien Workshop and I used all of that almost immediately, and I am still using all of that the file naming system that I came up with during that database class. I still use so

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Katharine Donelson: Yeah, it was all immediately relevant

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Sam Prins (she/her/hers): That's great that you did that before starting a project I've had to go back and do renaming and that's not fun. That's really great. Um,

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Sam Prins (she/her/hers): Yeah, I'm checking the chat box.

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I would encourage anyone to to jump in.

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At any time.

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Last I just keep talking.

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Sam Prins (she/her/hers): Okay, well, I have another question. Um, can you can you clarify about the authority or were you saying that there was not an Arthur GRIFFEY in use already in the community or were using a different like

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Sam Prins (she/her/hers): Functional field methods IE or thuggery for the sake of the practical itself or can eat. Can you just talk about that a little bit.

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Christian Di Canio: Um, yeah, I mean the one of the, one of the challenges is that

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Christian Di Canio: Certainly up while we were using an orthogonal that

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Christian Di Canio: Since everybody spoke some degree of Spanish people were familiar with Spanish is our authority and the practice, often for indigenous or photography is in Latin America is certainly in Mexico. I should say us to use

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Christian Di Canio: Basically, the closest

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Christian Di Canio: The closest symbol in the in the in Spanish authority to sounds and me stuck.

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Christian Di Canio: And then to use two letters for sounds that don't exist in Spanish. So

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Christian Di Canio: And in particular, we have to sort of work out some of the morphology, because there's a voicing alternation

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Christian Di Canio: That occurs under possession enemies tech. So this ends up becoming relevant to the to the morphology, because you have words like Vito

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Christian Di Canio: And then if you want it to possess that word. That's a noun. I'm forgetting that flower sorry fetus flower and you want to possess it its feet up. So you change from the to thaw. And so then you have to have some way to encode that in the warthog

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Katharine Donelson: roughy

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Katharine Donelson: But the only

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Christian Di Canio: Place that you've seen it is

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Sam Prins (she/her/hers): Once you've delved into the morphology.

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Christian Di Canio: And so this ended up being a sort of ongoing

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Christian Di Canio: Conversation and some of some of these things are

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Christian Di Canio: Easier to resolve than others.

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And I

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Christian Di Canio: Yeah, that's, I don't know. Did I answer your question.

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Sam Prins (she/her/hers): Yeah. Yeah, I think so. Um, yeah, it's really interesting.

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Sam Prins (she/her/hers): I am getting another question in the Q AMP. A That was nice. This person says that in many practical they're funny things that happened or just, you know, more interpersonal fun things that happened, could you could you talk about a time when you all laughed. That's the question.

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Katharine Donelson: Can you think of something

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Katharine Donelson: Know, the one thing that I can think of wasn't in class one Saturday afternoon, a bunch of us were just going through doing cleaning the lexicon and making sure that we all had

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Katharine Donelson: The same stuff and that it was correct. And Jose Carlos joined us. And at some point, we ended up just watching YouTube videos of how to cook with insects.

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Katharine Donelson: That was like the thing that we did all afternoon. Instead of working

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Katharine Donelson: But

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Christian Di Canio: The thing that I can think of is

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Christian Di Canio: It ended up, it always you're the example sentences end up being very critical. And so I'm not going to get into details but

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Christian Di Canio: If you have an example sentence and you want to ask Jose Carlos pay. How do you say this music, um, you always have to you have to. He has to know who's speaking to who

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Sam Prins (she/her/hers): And so then

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Christian Di Canio: You know the context for the sentence, then becomes more awkward because it's awkward for maybe two adults to say the sentence to each other.

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Christian Di Canio: But it's more natural for an adult like a parent and the child to say the sentence to each other. And so we actually laughed a lot in class.

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Christian Di Canio: Over the example sentences that we would come up with where it seemed very innocuous to us.

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Christian Di Canio: But then he would say, oh, but if you're a child saying if you're a young girl saying this to somebody else. It sounds

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Christian Di Canio: Strange or, you know, there's other there's unintended meanings that come out of the things. So that was something that we had to that we were laughing about it constantly nervous about and trying to resolve because

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Christian Di Canio: You know the language makes you think about who is speaking to whom in relation to the the sentences. This all goes back to the phenomenal.

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Christian Di Canio: Thing and the sort of audience design that's part of the language. So, so that was that was I remember that being definitely something that we laughed about only scratched our heads about quite a bit. Great. Yeah.

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Sam Prins (she/her/hers): Thank you. I have a comment in here, which I think would be good to just say out loud to everyone I know you can probably read it. But, um, if I can paraphrase for his comments a little bit in here.

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Sam Prins (she/her/hers): And they're saying that a thing that they've noticed over the years in the infield and calling practical is that they're very innovative and this might be another way in which they're different from a regular field methods class.

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Sam Prins (she/her/hers): You know, in terms of I think being sort of, you know, flexible, adaptable nimble, you know, finding out what works and doesn't work and adjusting on the fly. Is that your experience both of you with this as well.

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Katharine Donelson: I think so, um,

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Christian Di Canio: Yeah, I mean, Catherine, do you want to say to

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Katharine Donelson: Um, well, I can't imagine taking field methods in Spanish anywhere in the US. Maybe that's just, I'm not thinking outside the box enough but

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Katharine Donelson: If you like English is usually the contact language. They go to language.

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Yeah.

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Christian Di Canio: I mean, I think that there's a little bit of a

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Christian Di Canio: I think in some ways, it actually meant that this field methods class was a little bit more natural field methods context, even if it's at a university. And that's very unlike what we think of as many fields methods context.

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But

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Christian Di Canio: It was more like it in so far as we're using the contact language that should would be used in Mexico. Somebody was working with, you know, a mistake speaker.

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Christian Di Canio: You know, using Spanish as a contact language. So, um, one thing I also think that is crucial for other instructors is

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Christian Di Canio: I've taught field methods at the University of Buffalo and CO Lang, and something that I always have is a clear syllabus about everything I need to cover from week to week

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Christian Di Canio: Um, and usually halfway through the semester or halfway through the practical in this particular case, a lot of that gets kind of thrown out the window.

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Christian Di Canio: Because you discover what you actually have to focus on the language tells you what you have to focus on. So we have to spend days on the phenomenal system and Nice tech

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Christian Di Canio: Because there's a lot of complexity there and we want to figure out how that all works because that will mediate all of our ability to talk about to even ask how to how to translate sentences. Let's say into Spanish

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Christian Di Canio: So getting that is not something that we necessarily foresaw as and so that means that it has to be adaptable and then if you don't, you know, if you don't cover transitive at alternate options, then so be it. You know,

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Christian Di Canio: So this is where you have to be flexible, I think. Great.

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Sam Prins (she/her/hers): And then I do have one more question from the chat and Allison is talking about.

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Sam Prins (she/her/hers): Managing the intensity of the practical

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Sam Prins (she/her/hers): Both in terms of managing on the data you're quickly collecting and also spending, you know, all those hours each day and immersed in the work and she asks, Was it difficult to work through that intensity and yeah, how did you, how did you

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Manage with that.

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Christian Di Canio: I'm Catherine. How did you manage

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Katharine Donelson: I think it was good preparation for going into the field and you just

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Katharine Donelson: Know that you have a short time. And so you do what you can and try to do your best and try to keep track of everything and then make sure you get a good night's sleep like there's nothing really well. Mm hmm. One thing I mean if I could.

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Christian Di Canio: Sort of, I'm gonna, I want to answer that question. But I also want to bring up something else that relates to the intensity and that is working through

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Christian Di Canio: Catherine mentioned this earlier cleaning up the lexicon. So one thing that I feel is really important for field methods classes or practical in a colon context is you have to come up with some sort of lexicon of words.

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Christian Di Canio: Because you have to you're learning the language along the way. And you're you want to learn enough so that you can be comfortable asking more detailed questions and delving into aspects of language and

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Christian Di Canio: It's not clear in the field methods context, who is responsible for cleaning up the lexicon. I asked students to do it.

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Christian Di Canio: And. But I also know that, hey, they have other things to do. So it was always something that I felt like

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Christian Di Canio: Oh, we have to get back to the lexicon, we have to go back to the dictionary, we have to check with Jose Carlos, are these words. Right. Are these. Is this correct is this transcribed incorrectly.

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Christian Di Canio: And checking that aspect over to make sure that we have that down was something that

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Christian Di Canio: In a practical was really hard to manage. Um, I kind of felt feel like if I am to teach a practical ever in the future and cooling, I would. It would be come a different students homework every Sunday.

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Christian Di Canio: Or something, you know, so that we were sure that that got resolved, because I feel that this is also, it's really good content and working with speakers that

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Christian Di Canio: They could, you know, it's not, you know, a full lexicon or anything, but at least it's hey we have 300 words that are all transcribed. We've talked to you about what they mean. We have translations, we have baby sentences. This is, I think,

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Christian Di Canio: An outcome that many people find very valuable. I know. Jose Carlos liked it. Um, so

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Christian Di Canio: That, that, in particular was hard to manage while you're also asking all these other questions about how the grammatical aspects of the language work.

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Sam Prins (she/her/hers): Great, thank you. Well, I think that's our time. I just want to thank you both again for coming on here, especially on short notice. We really appreciate it.

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Sam Prins (she/her/hers): So thank you, Christian, and Catherine and also thanks to Jose Carlos, who is not here right now, but was obviously a very integral part of this whole experience.

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Sam Prins (she/her/hers): I'm going to leave the Q AMP. A app. So if you guys are around enough time and want to respond to anything in there and feel free to keep jumping in that Q AMP a box.

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Sam Prins (she/her/hers): And originally, it sounded like we're going to have a intermission. At this point, but I think we might have a surprise guest and I am looking for her in the participant list Aspen

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Aspen Decker: Hey,

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Hi.

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Sam Prins (she/her/hers): How's it going, so good.

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Aspen Decker: Good.

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Sam Prins (she/her/hers): Um, so I this is Aspen Decker I'm everybody Aspen

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Sam Prins (she/her/hers): Is a student at USC in linguistics as well. And she's been sharing her language with us in the form of those really lovely Facebook.

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Sam Prins (she/her/hers): Posts in sailesh with words of encouragement and different things and we just wanted to see if if Aspen, you could jump in here briefly and sort of talk about your experience.

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Sam Prins (she/her/hers): With linguistics and with your, your own language work and how you incorporate those things together. And I think that's, yeah, we have like maybe 10 ish minutes to talk. And we're so grateful that you're able to just jump in, like this. So, thank you.

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Aspen Decker: Yeah, most, most touch Lewis is rooted in Scott, could you scared to net disclaimer still unknown filling in question. Oh, yes. Yes, question. Let's

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Aspen Decker: See hook, which is quite the quite the next one.

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Aspen Decker: So yeah, my name is Desmond Dekker and I'm a member of the Federated Sunni tribes. So it's an interior sailing solution tribe.

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Aspen Decker: And I started learning language when I was 13 I went to increase them Salish immersion school and one of our elders, there was my teacher so he helped me become a fluent speaker.

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Aspen Decker: And then today. I only speak English to my four kids. So they're the first bilingual children speakers first language figures in my tribe and over 70 years

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Aspen Decker: And so yeah, this has been my passion. And what I want to do is just to revitalize my language. And so that's why I became a teacher first and then I decided to get into linguistics and so now I'm at the U of M.

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Aspen Decker: Trying to get my masters in linguistics and I think it's going to be beneficial for my revitalization efforts, because it's kind of opened my eyes to all the different papers and things that are already out there.

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Aspen Decker: So I'm hoping to do a master's thesis on like the 1840s Salish and the way that they spoke versus contemporary

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Aspen Decker: And to see kind of the differences because there has been a lot of language change and there's not too many speakers left. We only have 13 flow and elders left in my tribe.

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Aspen Decker: So I would like to work with them and then just see the way that things have changed and how to possibly bring some of those old words back and just to, I guess, start more language revitalization efforts on my reservation.

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Aspen Decker: And the questions.

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Sam Prins (she/her/hers): I know I'm well, thank you for summarizing that I know that's like such a big question to just throw you and

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Sam Prins (she/her/hers): But I do have the chat box or the Q AMP a box open so if anyone has a question they want to ask Aspen that's available.

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Sam Prins (she/her/hers): Also if if music here, Susan, or anyone else wants to jump in here. Please feel free. I'm asking, do you want to talk a little bit more about the the posts, you've been making or that you've been sharing with us on our cooling page.

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Aspen Decker: Yeah, sure. I've been just I'm kind of choosing a random words and then just um yeah adding them to the calling that kind of has like something to do with language usually or

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Aspen Decker: Month and kind of like what the Salish yearly round is, um, I guess I could kind of talk about the coven two and kind of how that's affected me, I guess, or is that more for tomorrow.

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Sam Prins (she/her/hers): Yeah, and I think we've got john Luke here right now and we were going to plug our session for tomorrow on that. So if you'd like to touch on that. That would be wonderful. I think

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Aspen Decker: Yeah, I think with this coven stuff. It's kind of like has good and bad at to it. Like, I'm really grateful that I'm able to like be home with my kids.

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Aspen Decker: So they were only getting like, you know, half the day and say, English, and then they would go to school and get that like an English side. And so it's been nice just being able to stay for fully immersed and being able to go and like gather foods and do cultural things like all day long.

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Aspen Decker: I think the downfall is like not being able to teach sailfish in person, because I teach at the sailor scrutiny college

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Aspen Decker: And so it's been a lot of different happy to teach it online. But I do think it's also helping me to like do some cultural adaptation, where it's like, how do we teach these cultural values online and I think

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Aspen Decker: I think people are gonna be able to, like, change and it's going to be maybe a good thing that we could like learn online and establish all these different all these different like language content for online. Yeah.

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Sam Prins (she/her/hers): Could you talk a little bit more about the transition for your class to a remote version at what what are you using. How are you, how are you doing the instruction now.

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Aspen Decker: I just pretty much took the curriculum that we have. It's like one through 45 for the lower levels.

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Aspen Decker: And there's like I think 12 different words on each lesson. And so I'm I just ended up recording myself saying it. And then we also have a website where our elders say the words. And so they can click on it and then keep listening to it.

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Aspen Decker: And then just putting out there, some videos, even some of the linguistic content of, like, this is what the word the structure of the word and how it breaks down to the morphology of it.

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Aspen Decker: And then I just pretty much make them have to record themselves. So I know that they're trying to it on their own and then add in some like art to so whatever the vocab is I make them sketch it out and then say the word and then post it. So we could all see there are two great

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Sam Prins (she/her/hers): See, I've got, I've got a question in the in the Q AMP. A if I could ask you that.

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Sam Prins (she/her/hers): This person says, what kind of revitalization work, do you intend to do after your graduation. Will you join a pre existing revitalization effort, or will you seek a grant or perhaps work within your community. I know you sort of touched on these things.

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Aspen Decker: Yeah.

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Sam Prins (she/her/hers): More about that.

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Aspen Decker: Yeah, I'm hoping to be like one of the first sailor speaking linguists and my tribe, because right now we don't have a linguist, who's an actual fluent speaker.

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Aspen Decker: Or even five. It's kind of all this, like outside linguist to kind of been helping our language efforts.

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Aspen Decker: But I would like to get a grant to and just keep building on revitalization right now I have a grant for Indian sign language.

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Aspen Decker: So I'm a curriculum, because one of our elders. He got like 500 or so gestures down on paper for us. So now I just want to make it into a curriculum where people could watch it and learn how to actually do the gestures, because there's only a handful of fluent signers today.

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Sam Prins (she/her/hers): Cool.

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Sam Prins (she/her/hers): Very cool. Um. Any other questions from the audience. While we have Aspen here.

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Sam Prins (she/her/hers): Christian, are you raising your hand.

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Christian Di Canio: Yes.

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Sam Prins (she/her/hers): I know panelists.

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Christian Di Canio: The Q AMP. A so I raised my hand and said,

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Sam Prins (she/her/hers): That's perfect. Please go ahead.

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Christian Di Canio: Yeah, so I was, I was actually interested in, um, it's been an issue with online access sometimes online access has been tough in times of code is this tough for the population that is learning Salish

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Christian Di Canio: And how is that, how is that, is there some way to address it or what is, what are the issues that come up there.

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Aspen Decker: Yeah, I think there's a lot of issues. Just because a lot of the curriculum is belt belt for like in person games interactive like

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Aspen Decker: What do you call that when it's touch a key. I forgot. Sorry. Um, but, you know, like a lot of physical CPR. That's what I'm looking for. Right. Yeah, total physical response.

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Aspen Decker: So I think that's kind of difficult where we don't really get to do the interactive like funnest of it. So it's hard to like, I guess, retain it as much as well.

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Aspen Decker: But I think it depends on the person to because I know I like to learn kind of remotely to just being home.

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Aspen Decker: But, um, there's been a few like apprenticeships that have been hard to actually meet so they've been just home and I don't know if they're furthering their learning through the lessons, or not. Um, so yeah, I think it's been difficult for sure.

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Christian Di Canio: Internet access. I guess I was also curious what Internet access is that was a tough thing.

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Aspen Decker: Yeah, I guess it just depends on the person to find out we have quite a few students who even didn't have laptops or online access. So we had to kind of get them their material in person and mail it to them. So yeah, it's been kind of difficult

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Thank you.

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Sam Prins (she/her/hers): Great. So if there unless there. Any other questions right now. Maybe john Luke. If you can jump in and sort of talk about more of the cove, it impacts and what we're going to cover

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Tomorrow,

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): So definitely, of course, we're not we're not meeting live at University of Montana, because of the

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): Beyond growth on going global pandemic and as part of the web series, we just kind of wanted to have a session to sort of

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): Explore sort of the impact what the response from the collaborative language research community and and then across community language activists and academic linguists. So we've lined up for tomorrow.

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): From the National Coalition of Native American language schools and programs Roslyn people up here who is going to talk about advocacy around

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): Federally funded Native American Language Center as as part of covert really packages. We're also going to faculty stations in the Maya Health Alliance from Brent Henderson Michelle walrus and Karen enjoy

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): Talking about how they are working to unite medicine culture and language and then doubling one piece of a piece of the response from the my Health Alliance. So I'll just leave it that dumb to sort of elaborate on that.

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): And then I will also returning to the international scene with my fellow AC member suddenly who will be talking about coven 19 Myth Busters in world languages. This is a project that is incorporated a World Health Organization Information and I'm sort of crowd.

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): Not crowdfunded crowd source translations in 86 different languages. And then we're going to turn in have like a special, special section of the special session.

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): Not necessarily because these are my cousin, but at the ad. They are my cousin.

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): The homeowner Language Project and digital language community to have Haley dar Dar, then we're Brittany men and Colleen.

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): And

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): His beautiful

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): It makes me most about sort of the inflection, because we're all sort of getting used to this whole new normal of, you know, video conferences and

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): Digital digital first reality and they're going to talk about that digital first reality, but not in the context of the pandemic, but also the

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): Sort of the ecosystem. That's disappearing and southern Louisiana in terms of like rising sea levels and in coastal erosion, so

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Jean-Luc Pierite Tunica-Biloxi (he/him/his): Lots of lots of the content they're really rich conversation. So I really look forward to seeing everybody tomorrow.

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Sam Prins (she/her/hers): Thanks john Luke and yeah, that's what's going on tomorrow and thank you ask them for coming on super short notice today.

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Sam Prins (she/her/hers): And it's just so good to see you and hear from you. And I think we're at the end of the first hour of our session here and maybe we can just take the next few minutes to reconnoiter and

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Sam Prins (she/her/hers): Get our next presenters. In our next session is going to be on the Alabama practical with the album of practical team. I see Haley jumping on and I think we've got janell and Colleen as well.

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Sam Prins (she/her/hers): And asked, and I don't know if you have time to stick around. But we've been leaving our Q AMP a box open. So maybe if you wanted to, and had time people could send you some little quick questions in there. If you wanted to answer them.

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By typing. Yeah, definitely. Cool, thanks aspen. You're welcome.

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Sam Prins (she/her/hers): Alright so Haley and Joe now and Colleen.

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Sam Prins (she/her/hers): Good to see you, please feel free to jump in with your cameras and my except this time, I think, Colleen might be actually in a finishing up a different meeting, but

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We'll see.

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Sam Prins (she/her/hers): And during this time the chat is open and the Q and A's open so everyone watching, please feel free to jump in over there with any questions or comments.

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Sam Prins (she/her/hers): Hi Haley and Janelle

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Sam Prins (she/her/hers): How's it going,

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Jonelle Battise: What do you

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Sam Prins (she/her/hers): Think, we'll just hang out maybe for another minute or two, like Colleen jumpin

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Sam Prins (she/her/hers): Hi Colleen.

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Colleen Fitzgerald: Welcome. Oh my gosh.

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Sam Prins (she/her/hers): Well, I mean, this is an exercise and whenever new online normal we're doing right now. So this is great.

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Sam Prins (she/her/hers): Alright, so I'm just gonna let it hang out until three o'clock when we were scheduled to start. But another minute.

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Okay.

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Colleen Fitzgerald: screen share capabilities. It looks like. Okay.

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Sam Prins (she/her/hers): I think so, um, I would just remind me to check the share computer audio and if you have any video. There's a button, you can check that says to optimize video

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Colleen Fitzgerald: No, we just, I didn't. There's did you would have been too big.

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Colleen Fitzgerald: Pictures. That's perfect.

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Sam Prins (she/her/hers): Alrighty. Well, it is now 3pm here in Missoula, and I am very pleased to introduce the members of the Alabama practical team. This was a practical that took place in 2014 at the Texas cooling which Colleen.

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Sam Prins (she/her/hers): You are all over that one. And you did this one as well, which is great. Um, so just before we jump in. Would you guys all mind introducing yourselves.

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To everyone

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Jonelle Battise: So I'll go first.

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Jonelle Battise: My name is john Albert cheese and I am Alabama. I'm a member of the album and fish out of tribe of Texas, and I was the Alabama language consultant during the Alabama practical

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Colleen Fitzgerald: Or the last

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Hali Dardar: OK, I can go next. My name is Haley dar Dar, I'm a member of the United Nation and at the time of the practical. I was a community of the just get started with our project. We started in 2013 so for the 2014 Colin. I was very excited very new to the field and very interested of

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Hali Dardar: Learning language in participating and Coleen

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Colleen Fitzgerald: Coleen Fitzgerald. I was the director of 2014 in UT Arlington, I am no longer UT Arlington, I am at Texas a&m Corpus Christi, the traditional people are there around a while here um

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Colleen Fitzgerald: And Texas does not have a good history with its indigenous people, but we were so excited when we had the opportunity to work with Alabama or whenever our Texas indigenous languages.

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Colleen Fitzgerald: And to work with janell and who was the youngest speaker. And so I'm I'm Associate Vice President for Research here at eight in Corpus Christi.

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Colleen Fitzgerald: Um, I've been at every collating since 2010 I did not go to the original one, and this class was a blast in large part to the two ladies. I'm here with so

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Sam Prins (she/her/hers): Alright, thanks guys. Um, did you want to just jump in and start chatting, or should I ask you some questions.

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Colleen Fitzgerald: And you want me to. What do you want me to just do the PowerPoint and maybe you guys can talk a little

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Jonelle Battise: More yeah

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Hali Dardar: Well, she said, set up, I found my my research book from calling a great my notebook my own notebooks. I found it found a lot of great things lucky.

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Hali Dardar: This is when we were we were breaking. I saw, I saw you saw

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Hali Dardar: You saw us

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Hali Dardar: was fond memories.

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Colleen Fitzgerald: I can't share my screen because I apparently have not given zoom permission to do this and I would have to leave but maybe one of the

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Colleen Fitzgerald: Associate shared the link earlier.

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Sam Prins (she/her/hers): Yeah, I can. Okay. Can you guys share it.

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Hali Dardar: I can try. Okay. I mean, I'll pull it up on my

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Colleen Fitzgerald: Wall. She's pulling that up. I'm gonna she showed me her notes. This is the book, she wrote out of our class oh la um you know. Little did we know that her notes were turning into a guide that would be

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Colleen Fitzgerald: Something that brought everyone together with a Kickstarter. Um, it's really like a lay person is you to feel methods textbook, it's, it's great, it's it's really, she just really

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Colleen Fitzgerald: paid attention like did ethnography of our class like how to, you know, these

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Colleen Fitzgerald: Linguists they're weird people and ask strange questions and don't often or always think about how those questions work and

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Colleen Fitzgerald: I'm you know we're strange beast and you know she observed how that went. And how we had to find other ways to get our questions answered. And so, and she came up with like a recipe for how to do that in a better way.

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Hali Dardar: Thank you.

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Colleen Fitzgerald: We are. We're definitely send

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Hali Dardar: Me.

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Colleen Fitzgerald: A better future.

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Colleen Fitzgerald: So this is our logo. I'm going to give a shout out to Joshua hinson who whose artwork was featured very prominently done by my brother, my brother in law is a graphic artists Chris Canty, so this logo was everywhere. It was the summer of 2014 and so we can't have anything

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Colleen Fitzgerald: We, the, I think one of the coolest things in our class is that we

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Colleen Fitzgerald: Apparently we're, we're, we're, respectful and collaborative and had a good enough relationship with janell

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Colleen Fitzgerald: That we got invited to her community and in and into her family's home. Her mother cook for us. We got to meet all sorts of people. And this is our group, our class at the tribal administrative offices.

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Colleen Fitzgerald: And these are some pictures of us hard at work. There were a lot of curly headed people in the class.

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Colleen Fitzgerald: And here's our team.

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Colleen Fitzgerald: And this is Haley. You want to talk about your

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Colleen Fitzgerald: This is yours.

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Hali Dardar: This was, this was dance. I would leave

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Colleen Fitzgerald: You, you, it's the

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Heart.

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Hali Dardar: No, yeah, one of the one of the outputs, we thought would be great was to know having something that was immediately applicable.

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Hali Dardar: Use if Jenna was spending so much of her time supporting us. How is a way that our learning can help support them. And the one thing that we thought might may work is creating a memory game. I don't know if you guys ever played memory games.

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Hali Dardar: You have a word you have two items and then you try to match them when the cards are are down and you can't see the item.

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Hali Dardar: So you have to remember on the board where the card goes. It was a very simple thing to do. It was a very, very

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Hali Dardar: Very simple vocabulary that can be made into a children's game. And so after we listened to the certain amount of words. We thought that this might be a good output to give back to the community and

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Hali Dardar: And so we developed this we reuse some of the art from some of the general art from calling pulled some stuff down from a bunch of different places with the help of whole group and went to Kinko's

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Hali Dardar: Hi. Yeah, and that's someone playing it.

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Colleen Fitzgerald: That's not just so you know, I think there's a story there.

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Jonelle Battise: The little girl that's playing it. That's my one of my younger nieces like Zora she she's very competitive. So think she was beating everybody at the memory game.

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Colleen Fitzgerald: BP.

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Hali Dardar: could almost see the expression in someone's hands back there.

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Jonelle Battise: Yeah, this was at my mom's work at our

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Jonelle Battise: At the housing place she was kind enough to

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Jonelle Battise: Have us at at her work, and she fed us in the tacos and the group was able to spend time with my family, my aunt was there as well as

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Jonelle Battise: My uncle, who's now our first Chief. And so they were both there as well. And I'll talk a little bit about my experience as the language consultant. I'm not in the linguistic field. So it was very different and interesting for me.

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Jonelle Battise: To be a part of this, but I really enjoyed it, because I learned about my language from a linguistic point of view because I grew up speaking my language.

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Jonelle Battise: From my parents. That's my first album was my first language.

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Jonelle Battise: My parents had decided that my brothers and I, that was what we're going to speak first Milan got a lot of pushback from people saying

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Jonelle Battise: That what have a difficult time, things like that. But she continued, anyway. And so that's what we spoke at home and weren't allowed to speak English. And so we learn English.

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Jonelle Battise: Through watching TV. And so just like I just speak the language. And so coming into this as a consultant

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Jonelle Battise: Language consultant. It was difficult to kind of figure out what they wanted, but I'm also wonder as well. Like I said, because

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Jonelle Battise: Some of I speak it. But I know what I'm saying. But looking at some of the things that I said I was like oh okay so this is what this means in this context, in this context, so

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01:08:36.570 --> 01:08:41.820
Jonelle Battise: It was really interesting. An eye opening for me and I really enjoyed it. I got to

444
01:08:42.720 --> 01:08:48.420
Jonelle Battise: It was kind of grueling at times. And I know there was a lot of different people dynamics in the group.

445
01:08:48.780 --> 01:08:58.350
Jonelle Battise: But it was really good just to see how it all came together to come up with these different products that I was able to take back into my community and

446
01:08:59.160 --> 01:09:12.000
Jonelle Battise: This one, the member game and also dealing with Facebook, I was able to give out to the cultural camp that was going on. A few days after like coaching had ended so

447
01:09:12.600 --> 01:09:25.710
Jonelle Battise: I was able to take that back to the community and give this to the kids as well. And this is something I'm thinking I might bring back again to what I'm doing in my work as a program director for

448
01:09:26.730 --> 01:09:35.850
Jonelle Battise: A program called Native Connections and we're called it slightly, which means strong person. So we use language and a program that I'm using, and

449
01:09:36.540 --> 01:09:49.260
Jonelle Battise: And everything we do with I think operate our culture. And so I'm thinking, working with youth and young adults, this would be a good way for them to learn the language as well. So this is something I'm thinking about bringing back as well.

450
01:09:53.340 --> 01:09:54.360
Colleen Fitzgerald: And that was something you wanted

451
01:09:54.360 --> 01:09:55.530
Jonelle Battise: To write that was

452
01:09:55.740 --> 01:10:10.020
Colleen Fitzgerald: We talked about that back then because she had just graduated with her masters in social work and so it was also this bridge from that life into her next life. And that was one of the things you talked about wanting to get out of the class.

453
01:10:10.140 --> 01:10:19.710
Jonelle Battise: Yes, yes. And so I'm able to do that now. So I'm really excited. I'm thinking that this would be really good, especially with everything going out going on with

454
01:10:20.640 --> 01:10:35.250
Jonelle Battise: coven 19, this would be a great way to reach the youth, youth and young adult population and have them in their families, learn the language, a few phrases and things like that. So that's something I'm thinking about incorporating into the work I'm doing now.

455
01:10:36.960 --> 01:10:49.140
Colleen Fitzgerald: So it's a pretty exciting experience to be, um, you know, we were, we went into these projects because Haley asked, you know, hey, what, what do you, what do you need, what could we do

456
01:10:49.620 --> 01:10:53.910
Colleen Fitzgerald: And these were things that that we, you know,

457
01:10:54.570 --> 01:11:04.530
Colleen Fitzgerald: Were able to put together and to know that by the end of that class. They were instantly going into the language camp and it's just a really exciting thing that kind of thing you

458
01:11:04.770 --> 01:11:13.380
Colleen Fitzgerald: I mean for me as a linguist. That's one of the things I would always love to be able to do. And so this for me working with the this group, and in particular janell

459
01:11:13.710 --> 01:11:23.130
Colleen Fitzgerald: Was was just exciting because it was exactly what I think one ought to get out of a practical matter methods class out of a collaborative contexts, like a colon.

460
01:11:26.970 --> 01:11:39.030
Hali Dardar: I have a question about that. Colleen. I've always been curious did was the I'm imagine you you would talk practice comes before was this similar to teaching practice comes in different in different settings.

461
01:11:39.360 --> 01:11:43.830
Colleen Fitzgerald: Um, yeah. So I've done. I think I've done in four different languages.

462
01:11:44.940 --> 01:11:46.560
Colleen Fitzgerald: And maybe five

463
01:11:48.420 --> 01:11:57.450
Colleen Fitzgerald: And, um, and they're all very different because you know you've got different personalities. Each time the languages are different and the ways that

464
01:11:58.200 --> 01:12:16.590
Colleen Fitzgerald: You know, I mean for me what I have always been struck by is how much and this should be informative. How much linguists struggle to ask a question that is something they would never say try it. So using solicitation as this like artificial construct

465
01:12:17.700 --> 01:12:26.820
Colleen Fitzgerald: That's just completely counterintuitive. You would never, like, people will put together sentence and maybe it's just the people I you know the classes I've, you know, facilitated but

466
01:12:27.210 --> 01:12:36.480
Colleen Fitzgerald: That you know it's it's like really listening to the body language to how people are responding as you're trying to kind of

467
01:12:37.410 --> 01:12:51.990
Colleen Fitzgerald: You know, pull things out, it's, it's a lot of purse interpersonal interactions where you have to kind of pay attention to. Am I leading this in my lead. Am I trying to get information. It's just not there and someone's maybe being nice.

468
01:12:52.860 --> 01:13:02.670
Colleen Fitzgerald: So I you know what I loved about our class. So this is the first time I've done a class like this where I had a non linguist in it. So you were

469
01:13:03.300 --> 01:13:11.340
Colleen Fitzgerald: You know, it was great because it was a different perspective. And it really, I really learned a lot from doing that as well. And I think, you know, with coaching.

470
01:13:12.030 --> 01:13:21.630
Colleen Fitzgerald: You know, you just you have such a wide different audience that you would want a workshop like that a practical like that to be something that someone could

471
01:13:22.260 --> 01:13:36.990
Colleen Fitzgerald: Really move into it. The next phase of their life, whether it's what janell wants to do with these materials we prepared or whether it's what you've been doing with your community and now at the Smithsonian, so you know it's

472
01:13:38.040 --> 01:13:43.230
Colleen Fitzgerald: That's what you want. You want to, you know, have these opportunities where people grow and

473
01:13:44.310 --> 01:13:49.980
Colleen Fitzgerald: But it was definitely very different than my other experiences, maybe six languages.

474
01:13:59.400 --> 01:13:59.760
Oh, yeah.

475
01:14:01.290 --> 01:14:14.340
Colleen Fitzgerald: So there's the audio. This was Dan Amy worked on this project and did a really nice job. And I was actually looking at the files earlier. So he had set it up where you could it could be expanded by someone else. So

476
01:14:20.880 --> 01:14:28.470
Hali Dardar: Yeah. And this is what what a non linguists perspective on what was going on. So I was interested in getting a good

477
01:14:28.980 --> 01:14:37.560
Hali Dardar: Good understanding. I thought it was very impactful and I learned a lot and I think I'm very grateful for Colleen for pushing me to do this. I wasn't

478
01:14:38.130 --> 01:14:48.240
Hali Dardar: When I first came there. I thought I was only going for two weeks and then the more I stayed I realized that that taking the practical and taking that time will be very useful for me. So I really, there's a lot of gratitude for pushing me to do that.

479
01:14:48.690 --> 01:14:51.540
Hali Dardar: And a lot of gratitude to Chanel for for putting up

480
01:14:52.620 --> 01:14:53.070
Hali Dardar: With us

481
01:14:54.240 --> 01:15:08.070
Hali Dardar: You know, and I learned a lot about about interactions. I remember, I remember what Christine Christian and Catherine were saying earlier about the difficulties of solicitation and trying to get get

482
01:15:09.480 --> 01:15:15.840
Hali Dardar: A situation together in order to ask a question we had done a similar thing and when

483
01:15:16.410 --> 01:15:20.820
Hali Dardar: We had similar about one thing that I noticed was in going through this was

484
01:15:21.270 --> 01:15:30.930
Hali Dardar: Gee, you know, like, this is what, not only would this be a great way to elicit information about a language. But if you're a person within the community and might be a great way to bring up

485
01:15:31.650 --> 01:15:38.640
Hali Dardar: Conversational history or or ask some conversational cultural questions along with language information.

486
01:15:39.180 --> 01:15:47.250
Hali Dardar: So trying to elicit language information in a way that you can also get a cultural perspective, particularly for someone who is in that culture in the community.

487
01:15:48.000 --> 01:15:58.500
Hali Dardar: For generational language passing but also generational cultural passing. And so in that I started to to look kind of like take a different lens at what's happening and I tried to consider what was

488
01:15:59.370 --> 01:16:10.050
Hali Dardar: What was, what were we doing in each section what was produced what was effective. What was ineffective and then trying to balance that out and think, what would be done differently. And that's, that's kind of

489
01:16:11.250 --> 01:16:11.460
What

490
01:16:12.510 --> 01:16:13.830
Colleen Fitzgerald: I mean, and I think

491
01:16:15.450 --> 01:16:31.710
Colleen Fitzgerald: You know, linguistics, as a as a science as a language science. Um, and I you know it's it's not often there's there's well the second get really involved. But basically, there is a tendency often to de contextualize language.

492
01:16:32.490 --> 01:16:45.930
Colleen Fitzgerald: To divorce it from its cultural context and that is very as I'm thinking about Wes Leonard's work, for example, talking about how it's really, really distancing for community members and so

493
01:16:46.350 --> 01:16:53.250
Colleen Fitzgerald: I felt like this was such a good reminder of, you know, if you go back to the slide and the

494
01:16:53.790 --> 01:17:00.990
Colleen Fitzgerald: The things that she has on here are the things that people will want to be able, some of these are things that are vital for people

495
01:17:01.320 --> 01:17:12.060
Colleen Fitzgerald: If that's all they have for their language. This is more likely to be the kind of information that people want rather than lots of conjugations of, you know,

496
01:17:13.170 --> 01:17:14.400
Colleen Fitzgerald: Die transitive verbs.

497
01:17:20.100 --> 01:17:21.720
Colleen Fitzgerald: Are there. I had to get my my thing.

498
01:17:22.650 --> 01:17:30.060
Colleen Fitzgerald: So we were having speaking of, you know, eliciting inflected birds third person is sometimes notoriously hard to

499
01:17:31.350 --> 01:17:35.940
Colleen Fitzgerald: Elicit it's often zero marked and Native American languages to give you a little jargon.

500
01:17:37.590 --> 01:17:44.640
Colleen Fitzgerald: But so we there's these totems storyboards and this is, you know, you can go to the next screen because apparently I took a screenshot is

501
01:17:44.970 --> 01:17:55.860
Colleen Fitzgerald: Nothing but but basically we use these total storyboards which you can see it's the you could get them online. This was the chameleon story and janell narrated it for us.

502
01:17:56.190 --> 01:18:06.150
Colleen Fitzgerald: And so we've got a kind of narration on that I didn't. There's no video here. But you've got as a book and you've got it as a as a movie.

503
01:18:14.970 --> 01:18:26.430
Colleen Fitzgerald: So I think we were kind of maybe, you know, so at our so Christian you heard different Christian and Christian was at 2014 and for field methods for practical courses at

504
01:18:27.840 --> 01:18:36.600
Colleen Fitzgerald: A colleague 2014 and and I should give a shout out to Mary Lynn, who is the reason we were able to work with Janelle

505
01:18:37.560 --> 01:18:46.500
Colleen Fitzgerald: You know through her connections that oh you Mary was originally supposed to teach the course and we also had Monica McCauley and

506
01:18:47.160 --> 01:18:55.110
Colleen Fitzgerald: And Amanda Miller and when we did, we had this like last day where everyone did their, you know, all the groups did their presentations and

507
01:18:55.920 --> 01:19:08.460
Colleen Fitzgerald: Each group really reflected the kind of characteristic, I would say like this sort of characteristics or the ethos of the instructor. I was amazed how much Monica McCauley. I mean, how much your students that are listed. I was just like,

508
01:19:09.030 --> 01:19:17.280
Colleen Fitzgerald: Oh my gosh, I can't believe how much, how much materials they listed Christians was just meticulous I was just really, really beautiful.

509
01:19:17.580 --> 01:19:30.900
Colleen Fitzgerald: Amanda's they didn't. They, they did a lot of work on phonetics. She's does phonetic fieldwork and ours was a little quirky, but also had this really nice community product. These Community products that that we

510
01:19:31.560 --> 01:19:36.270
Colleen Fitzgerald: You know, had had put together. And so it was it was, you know, they were all really different. So I know

511
01:19:36.330 --> 01:19:44.940
Colleen Fitzgerald: You know, people are always like, what is it going to be like, it's really going to depend on the group. It's going to depend on the instructor is going to depend on the language. It's going to depend on your language expert.

512
01:19:46.860 --> 01:19:47.550
Colleen Fitzgerald: It's a crapshoot

513
01:19:54.000 --> 01:19:59.490
Colleen Fitzgerald: Looking at some of the questions. Are there some things that I know we I know we've got a little bit of time or

514
01:19:59.610 --> 01:20:07.800
Sam Prins (she/her/hers): Yeah. Um, so I'm just going to open up our Q AMP a box here, I've got a question from Alice. If you guys want to speak to this.

515
01:20:09.030 --> 01:20:26.190
Sam Prins (she/her/hers): The question is about using free or cheap apps like quiz letters you will lingo to put language materials in there into that is instantly generated activities for understanding speaking reading and writing. And do any of you have any experience with using those types of tools.

516
01:20:30.000 --> 01:20:31.650
Colleen Fitzgerald: We're old school used Excel.

517
01:20:32.370 --> 01:20:33.060
Yeah.

518
01:20:36.270 --> 01:20:36.870
Sam Prins (she/her/hers): That's awesome.

519
01:20:37.560 --> 01:20:42.240
Katharine Donelson: It was one of the apps that we worked on with Jose Carlos. I don't know if he's still using it, though.

520
01:20:42.990 --> 01:20:43.410
Okay.

521
01:20:44.520 --> 01:20:47.610
Sam Prins (she/her/hers): I'm equivalent like flashcards. I'm sorry.

522
01:20:47.790 --> 01:20:57.930
Katharine Donelson: I just like flashcards, and it's nice because you can download it, you don't always have to have an internet connection. Yeah, so you're on your phone. Nice.

523
01:20:59.190 --> 01:21:03.240
Sam Prins (she/her/hers): I love that we've got a 2014 killing reunion happening here now.

524
01:21:03.960 --> 01:21:04.590
Colleen Fitzgerald: When I saw her.

525
01:21:06.300 --> 01:21:07.170
Colleen Fitzgerald: And I was

526
01:21:07.350 --> 01:21:19.830
Colleen Fitzgerald: Christian was, I have to say this, of course, Christian was my undergraduate when I was on faculty at SUNY Buffalo. So, you know, I like this little proud mama as well. You know, it was the first ever Spanish medium calling

527
01:21:20.340 --> 01:21:28.080
Colleen Fitzgerald: Practical um, you know, it was just, it was a really got a 2014 you really missed out because it was like

528
01:21:29.640 --> 01:21:30.270
Colleen Fitzgerald: It was great.

529
01:21:31.530 --> 01:21:41.820
Hali Dardar: But one thing that I felt at 2014 particularly coming and kind of being new I came with a lot of ideas of what I what I wanted, and a vision of what I wanted to see our language group doing

530
01:21:42.300 --> 01:21:50.130
Hali Dardar: And we're still very far away from from an acting that but I'm calling out that definitely felt like a network of support.

531
01:21:50.520 --> 01:21:59.130
Hali Dardar: And that's one thing that I feel like, you know, kind of remiss that we can't all be in person, because that was a very important thing as a community language learner.

532
01:21:59.820 --> 01:22:11.190
Hali Dardar: To understand that there is a lot that that can be done and that there is also a lot of support and that you're not alone in what you're doing and just being around the the the eat those of Colin how its run

533
01:22:11.730 --> 01:22:19.620
Hali Dardar: The activities. The collaboration. You really get to feel that, and you really get a sense of the field that's that's really important for continuing this work.

534
01:22:23.340 --> 01:22:35.010
Colleen Fitzgerald: And I think that's why those of us who, you know, I mean, I also was the program officer for the program that has funded calling. So after 2014 and 2015 I went to National Science Foundation, and I ran what was

535
01:22:35.340 --> 01:22:41.010
Colleen Fitzgerald: Then documenting endangered languages. Now it's slightly renamed but you know which funded

536
01:22:42.300 --> 01:22:49.500
Colleen Fitzgerald: Um, but, you know, and it also I picked up the 2016 grand I that was awarded by somebody else. But then I managed it.

537
01:22:49.890 --> 01:22:59.370
Colleen Fitzgerald: And you know, you could tell when a panel would meet to talk about these proposals for calling. They viewed as the most important thing that

538
01:22:59.760 --> 01:23:14.640
Colleen Fitzgerald: The Dell program funded because of that impact for indigenous community members for young linguists for older linguists, you need to brush up on their tech skills. And for that, that collaborative spirit.

539
01:23:15.120 --> 01:23:24.840
Colleen Fitzgerald: That networking and frankly, I mean, I would say that the networking is not just social it is it it has transformed our discipline.

540
01:23:25.560 --> 01:23:42.630
Colleen Fitzgerald: It's transformed the way people are doing linguistics language sciences and it's broadening the participation, who is doing linguistics and it's raising other voices than the voices that have traditionally been raised. So that's a really awesome thing as well.

541
01:23:45.150 --> 01:23:47.520
Mizuki Miyashita: I just wanted to jump in, Colleen. Hi.

542
01:23:48.840 --> 01:24:05.850
Mizuki Miyashita: This is a little bit of a 14 year reunion. This is nice cup takes us colon was my first call and that I attended to this very nice memory. Oh, yeah. And here we are hosting Call nine. Thank you.

543
01:24:06.150 --> 01:24:15.180
Colleen Fitzgerald: You one. So we have a lot of like gimmicks. So we have water bottles, because the LSA Summer Institute. They had really sold them.

544
01:24:15.540 --> 01:24:26.910
Colleen Fitzgerald: And we had a giveaway for registration baszucki was the very first person who registered for Colin 2014 and got the one of the 10 water bottle giveaway, which they were a hot item.

545
01:24:29.190 --> 01:24:29.490
Colleen Fitzgerald: Yeah.

546
01:24:31.320 --> 01:24:42.270
Susan Penfield: To jumped into and you said 2014 reunion. I thought I met Haley, they're at in the class, right. I was talking to your deeper milking everything you could get out of that.

547
01:24:43.950 --> 01:24:51.420
Susan Penfield: Show that you know everything back with you. It was great, you know, is so much energy so much good energy. They're calling that was a wonderful

548
01:24:51.870 --> 01:25:01.710
Susan Penfield: Every co like I've been out of that sort of special attributes, I think. And I've enjoyed them all, but I have really fond memories in 2014 as well. It's nice to see all of you on their

549
01:25:02.280 --> 01:25:09.930
Hali Dardar: Day I finally remember your class. Also, I remember we were back channeling yesterday while watching the presentations. And one thing that I said was

550
01:25:10.260 --> 01:25:17.250
Hali Dardar: Margaret and Susie's grant writing class and students good grant writing class like transformed my life. Honestly though I learned so much. Thank you so much.

551
01:25:20.340 --> 01:25:20.700
Go ahead.

552
01:25:22.080 --> 01:25:26.910
Susan Penfield: Energetic people coming into the field is like, wow, you know, excited calling

553
01:25:27.330 --> 01:25:40.470
Colleen Fitzgerald: I was just going to say, you know, it's the hardest work I've ever done that I still love I see pictures. I mean, I worked so hard so hard for that institute and for all the people and

554
01:25:41.070 --> 01:25:53.610
Colleen Fitzgerald: But it's one of those events that was so amazing. I still see pictures and I'm. It makes me really happy. So, you know, we've got 2022 covered but 2024 is still in the making. And so somebody needs to get that Kickstarter.

555
01:25:53.880 --> 01:26:03.060
Colleen Fitzgerald: Set up, you know, so that the the funds are there and this is this is sustained because it may, you know, may not always be the National Science Foundation is there.

556
01:26:03.300 --> 01:26:13.320
Colleen Fitzgerald: And that that sustainability. I feel like there should already be a GoFundMe set up that we could flash on the screen right now and people could just donate but

557
01:26:13.860 --> 01:26:25.020
Colleen Fitzgerald: You know, because that's what's really needed for sustainability is some kind of mechanism, rather, you know, right now, it's really cobbled together but you know 2024 it's open.

558
01:26:27.090 --> 01:26:30.750
Susan Penfield: These we will be so happy just to get through to 2022 anymore.

559
01:26:33.810 --> 01:26:42.780
Susan Penfield: But that's great. You're right, calling eventually there has to be some other mechanism to sustain anything yeah grants, just don't do it all. It gets you started though.

560
01:26:43.950 --> 01:26:51.840
Colleen Fitzgerald: Yeah, and they provide leverage. Right, so, um, you know, I was able to, I think that I could be wrong, but I think that

561
01:26:53.340 --> 01:27:00.750
Colleen Fitzgerald: That every Native American every US Native American person who attended co laying was fun fully funded

562
01:27:01.800 --> 01:27:11.640
Colleen Fitzgerald: Or most of it because we, I was able to, I set up an endowment and on the campus and, you know, was able to say, you know, I

563
01:27:12.030 --> 01:27:17.070
Colleen Fitzgerald: Was on a review committee for something with a colleague and they had run up an article on my work and

564
01:27:17.940 --> 01:27:24.630
Colleen Fitzgerald: And he said something nice, and I emailed back and said, You know, I appreciated that note, you know, for the price of $700

565
01:27:25.230 --> 01:27:39.870
Colleen Fitzgerald: You know, a tax deductible donation. You could enable someone to come to our campus for this. And so I was able to you know get, get some funding that way and and and have different strategies to try and create opportunities for people

566
01:27:41.640 --> 01:27:43.680
Susan Penfield: While I worked. Yeah.

567
01:27:45.510 --> 01:27:48.930
Colleen Fitzgerald: John Luke also a 2014 or I can't Catherine

568
01:27:51.090 --> 01:27:52.830
Colleen Fitzgerald: This is. Yeah. It's just like everybody

569
01:27:54.690 --> 01:27:55.380
So exciting.

570
01:28:00.060 --> 01:28:02.940
Sam Prins (she/her/hers): A lot to derail this awesome reunion that

571
01:28:02.970 --> 01:28:03.750
Are happening.

572
01:28:06.660 --> 01:28:21.690
Sam Prins (she/her/hers): Um, I did get a comment in the in the Q AMP. A about co Lang swag. And I just want everyone to know that we are all over it. And I think this is a great time to shout out again the wonderful work that Kaylee big knife has done in designing our logo.

573
01:28:22.350 --> 01:28:31.680
Sam Prins (she/her/hers): Both for 2020 and for 22 and I am just going to briefly share my screen because I have those up and I want everyone in the world to see them.

574
01:28:32.940 --> 01:28:48.960
Sam Prins (she/her/hers): So this is our beautiful logo which you've all been seeing on various communications and our website. And then we've got this beautiful new set of logos for 2022 so

575
01:28:50.100 --> 01:28:53.730
Sam Prins (she/her/hers): You know, and not not to focus solely on the swag, but

576
01:28:54.840 --> 01:29:07.080
Sam Prins (she/her/hers): We were just hoping that you know having a new logo set having a new energy and you know would just be really beneficial way to kick off 2022 and since we're talking about it. I just wanted to plug those there again.

577
01:29:08.640 --> 01:29:09.900
Colleen Fitzgerald: Speaking of swag.

578
01:29:11.580 --> 01:29:17.880
Colleen Fitzgerald: You can see it way back in the corner. But we had these posters that were, I don't know, like 10 by 14 or something.

579
01:29:18.150 --> 01:29:20.460
Colleen Fitzgerald: And someone that one of the co visors were

580
01:29:20.460 --> 01:29:26.520
Colleen Fitzgerald: Native American Student Association whenever they had an event with posters, he would get it mounted on phone board.

581
01:29:27.330 --> 01:29:45.030
Colleen Fitzgerald: And we also got so we did that and then had them signed by the artist, you know, again, lots of different ways to, you know, keep those memories going in a way that reflects your personal aesthetic, but also helps the event to happen. Mm hmm.

582
01:29:45.510 --> 01:29:49.530
Hali Dardar: I have another question. But I was curious about this now that we're bringing up logos and swag.

583
01:29:50.670 --> 01:29:58.140
Hali Dardar: So, did it happen to happen that before calling 2020 was cancelled was there may be a run of T shirts that was made.

584
01:29:59.400 --> 01:30:11.670
Sam Prins (she/her/hers): There was a tiny run a t shirt. And I think maybe Madeline can correct me here, but we might only have like a few left in like various sizes.

585
01:30:12.150 --> 01:30:14.130
Hali Dardar: I feel like that's such a limited press

586
01:30:14.400 --> 01:30:16.200
Sam Prins (she/her/hers): It was it was highly limited

587
01:30:17.400 --> 01:30:29.520
Sam Prins (she/her/hers): And we we have not submitted our new order to print the shirts for everyone. And before we ended up having to cancel. So, but if you can get your hands on one of those. It's a highly coveted piece of sweat.

588
01:30:30.870 --> 01:30:36.540
Madeleine Shek (she/her/hers): We have run up to X and three x is left and we're talking about raffling them off as a

589
01:30:36.540 --> 01:30:43.530
Madeleine Shek (she/her/hers): Fundraising. I'm getting so you know, buy a raffle ticket. We'll see if we can pull your name.

590
01:30:43.770 --> 01:30:49.650
Colleen Fitzgerald: Can I still have some two, x three, x polling 2014 shirts. If

591
01:30:49.680 --> 01:30:52.620
Sam Prins (she/her/hers): I commented highly coveted

592
01:30:52.860 --> 01:30:53.370
Colleen Fitzgerald: One might

593
01:30:53.460 --> 01:30:55.590
Colleen Fitzgerald: Even have another water bottle or two.

594
01:30:55.770 --> 01:30:56.580
Hali Dardar: Wow.

595
01:30:56.700 --> 01:30:59.130
Colleen Fitzgerald: I know people really the water bottles. People love

596
01:31:00.840 --> 01:31:04.020
Sam Prins (she/her/hers): Well, you guys. I do have to move on to our next session.

597
01:31:04.020 --> 01:31:04.890
Hali Dardar: Here, but please

598
01:31:05.490 --> 01:31:12.360
Sam Prins (she/her/hers): keep jumping in on the chat and Q AMP. A and let us know what kind of cool merge. You want to see.

599
01:31:12.690 --> 01:31:13.650
Sam Prins (she/her/hers): In the future.

600
01:31:14.670 --> 01:31:20.670
Sam Prins (she/her/hers): But I am going to transition over to our next session, which is the Jaco practice on which is not from

601
01:31:21.570 --> 01:31:37.230
Sam Prins (she/her/hers): The famous 2014 practical or cooling, but it is from a different cooling and so I don't think maybe you she is on here if you want to jump in. But, um, if not, I'm just going to show this video that Yoshi and Toshi and I made

602
01:31:38.460 --> 01:31:56.700
Sam Prins (she/her/hers): Toshi is in a very different time zone than we are right now. And so he's not here for the live session, but we were able to generate this video for you all. So I'm just gonna kick over to that I'm going to turn my video off so you don't have to look at me twice.

603
01:31:57.810 --> 01:31:59.730
Sam Prins (she/her/hers): And I'm going to go ahead and get this going.

604
01:32:16.590 --> 01:32:18.300
sharing my screen.

605
01:32:22.740 --> 01:32:25.590
Sorry guys, this is always harder than I think it's gonna be

606
01:32:51.360 --> 01:32:51.720
Sam Prins (she/her/hers): Okay.

607
01:32:53.220 --> 01:32:54.420
Sam Prins (she/her/hers): Here we go.

608
01:32:56.190 --> 01:33:03.990
Alright, so I am here with your shin Toshi and we're going to be doing our little bit on the macro practice.

609
01:33:04.860 --> 01:33:22.860
And so first of all, I just wanted to pass it over to you to introduce yourselves Yoshi start, we can hook it senior okay I'm your, I'm your See I I teach at the University of Alberta, Canada, him and my Japanese linguist.

610
01:33:23.880 --> 01:33:29.430
Discussing list and I will clone Japanese and Nico Nico.

611
01:33:32.490 --> 01:33:36.960
He hi I'm. My name is Toshi Nakayama and

612
01:33:38.370 --> 01:33:40.050
Base in Japan.

613
01:33:41.070 --> 01:33:45.840
I'm at Research Institute for languages and cultures of Asia and Africa.

614
01:33:46.950 --> 01:34:01.710
Tokyo University for in studies and I have worked with new chocolate in spoken in Canada and also yeah cool with you. She. Um, so in that connection, I got involved in full length.

615
01:34:02.610 --> 01:34:14.610
Great. And then beyond just this practical. Now we're talking about today. I understand both of you have been involved in coaching and other ways could you talk a little bit about the other roles, you've had it cooling or other experiences you've had

616
01:34:16.530 --> 01:34:24.330
Um, I have works as one of the advisory member

617
01:34:26.100 --> 01:34:30.450
Members and also cool convenor with married then

618
01:34:31.980 --> 01:34:47.700
I tried to remember like a 12 2012 to 14 or 16 or something like that. Um, so I've involved in sort of inner working with of colon to as well as

619
01:34:48.120 --> 01:35:10.650
Role as a instructor and also participants and most of the teaching. I've done is with Yoshi. We have been doing this gig on audio for a long time, I think, and for Alaska with the the spread them together. So most of the teaching work.

620
01:35:11.760 --> 01:35:14.520
We're in we work with as a team.

621
01:35:17.190 --> 01:35:21.120
To talk about my life on it so

622
01:35:22.290 --> 01:35:27.360
Yeah, I've been teaching colon colon from actually from the first one and

623
01:35:29.040 --> 01:35:38.430
Sam Prins (she/her/hers): Audio basically the audio and I guess I I've taught transcription. A few times. Right. And I talked about it. I'm just a teacher.

624
01:35:39.690 --> 01:35:49.350
Great. Um, okay. So for this practical specifically. This was in the Alaska coaching and you were both facilitators for the practical

625
01:35:51.150 --> 01:35:58.650
And the speaker consultant for that practice of them was hero. Yes, he will not comma

626
01:35:59.880 --> 01:36:11.490
Make you know like a consultant, not just for me. But for for a whole bunch of people great consultant, create a cultural ambassador.

627
01:36:12.570 --> 01:36:14.160
So they will happen, what

628
01:36:15.510 --> 01:36:25.890
The Alaska cold. And I think the team was a Pacific Rim. And I thought that are Japan on Jaco count count.

629
01:36:27.780 --> 01:36:40.050
Part of that and I thought that I could do we had this wonderful speaker consultant in touch, though it might motivational motivation. Yeah, he

630
01:36:40.710 --> 01:36:58.170
Had long sort of experience in a way of working with linguists, so he was well aware of what kind of thing involved in the work. And so in that sense. He's kind of season kind of speaker, that's quite helpful for

631
01:36:59.430 --> 01:36:59.850
His work.

632
01:37:00.990 --> 01:37:17.400
He's quite a character and he really enjoys working with people and and going to different places. So I thought that he will be a wonderful consultant to have a colon and shows us without another motivation. I had

633
01:37:18.540 --> 01:37:22.590
To to propose that the course.

634
01:37:23.910 --> 01:37:31.560
Great. Excellent. And could you say just a couple things about them Jaco language itself and just introduce those, those that don't know about it.

635
01:37:34.410 --> 01:37:38.430
It's one of the real Korean languages. So it's

636
01:37:39.660 --> 01:37:52.620
Sort of a culturally or socially it's considered or treated as dialect of Japanese within the society. But in terms of language or mutual you know arm intelligibility.

637
01:37:54.360 --> 01:38:05.040
The gap between the difference between, you know, Mia Ami Okinawan languages and mainland Japanese languages are quite different. So it's quite

638
01:38:06.330 --> 01:38:22.230
Different and now it's considered there, you know, separate like different languages and among African languages. There are two main branches northern ones and southern ones and Miyako, you know, to the southern

639
01:38:24.180 --> 01:38:41.580
Rican languages. And there are a couple of languages among the southern McEwen yet, which is one of them. And now I'm, how many would you say, I mean, is there estimate good estimate of number of speakers corner. Yeah, yeah.

640
01:38:43.110 --> 01:38:48.840
Yeah, probably 15,020 Yeah, maybe.

641
01:38:52.050 --> 01:39:11.190
So that's so language wise, um, if you analyze deep enough, you start to see the of course correspondence between, you know, among of course Rican languages and even connection to Japanese structurally, or he knows a phonetic systems and stuff but

642
01:39:12.360 --> 01:39:15.900
If you just listen to them it's white yeah different

643
01:39:17.700 --> 01:39:31.020
Thank you. Um, so my next question is just sort of about the structure of the practical this took place over a few weeks. Right. And what sort of you know what topics are covered. What sort of prep went into this

644
01:39:32.220 --> 01:39:35.370
What was you know the day to day of this proctor come

645
01:39:37.320 --> 01:39:42.450
And I'm also wondering about any sort of products that came out of it or outcomes as well.

646
01:39:44.340 --> 01:39:57.090
Right. Oh, in Luke. So we had like four weeks. And, um, we actually in preparation for main part of the practical we had prep.

647
01:39:58.380 --> 01:39:59.850
Like a pre practical

648
01:40:01.290 --> 01:40:02.760
Like one week.

649
01:40:04.500 --> 01:40:23.760
Pre preparatory sort of a workshop sessions and in that session. Actually, I'm looking at the kind of general structure and like a we introduced explain what the language of documentation is about. And, of course, that is also covered in other courses that was running

650
01:40:27.600 --> 01:40:31.110
In the main, you know, General section of the colon, but

651
01:40:32.310 --> 01:40:41.820
And also gave them background info about Okinawan Miyamoto history and culture and also general introduction

652
01:40:42.930 --> 01:40:58.350
To the dialects that not dialects, but the language structure and also try to get the feel of what kind of things people were interested. So it was that these

653
01:40:59.070 --> 01:41:13.500
Prep week was the opportunity for us to get the sense of what people are up to. And what kind of thing they have in mind and and sort of let us prepare for

654
01:41:15.240 --> 01:41:28.230
To that kind of interests and and other than that I tried to get to know them so that because the for the main parts we were

655
01:41:29.250 --> 01:41:37.140
Thinking of organizing the session on terms of like a group work so divide the group, according to the interests

656
01:41:38.580 --> 01:41:40.530
And let them sort of

657
01:41:42.120 --> 01:41:55.710
So for us, we had sort of a general session and in each session, pretty much, we had like a class in class sort of whole class session and then divided into groups and take turns.

658
01:41:56.970 --> 01:42:13.860
You know, interviewing with the Speaker and then at the ends, we'd come back and share the what they found, and what kind of problem they experienced and try to learn from that. So pretty much the main part was organized

659
01:42:14.970 --> 01:42:17.940
Around that projects or project based

660
01:42:19.020 --> 01:42:20.910
Work and try to

661
01:42:22.110 --> 01:42:36.630
Extra sort about identify problems and things to learn from these experiences, instead of us sort of a preparing no set kind of agenda to cover

662
01:42:38.790 --> 01:42:50.700
Yeah, we're pretty flexible. I tell you what, how they call it a participant centered kind of thing my hands on every day we have bunch of

663
01:42:51.720 --> 01:42:53.610
Meetings sentence and I, we

664
01:42:54.960 --> 01:43:00.720
Changed, you know, modified plants every single day depending on how

665
01:43:02.310 --> 01:43:06.540
What people are getting from from

666
01:43:07.800 --> 01:43:15.300
The sessions and meetings, my hand and also based on what they wanted to do next to me. I don't think we ever

667
01:43:16.560 --> 01:43:27.810
Like came up with a list of things which you want people to to to do. It's like even the list was created by the group.

668
01:43:29.250 --> 01:43:36.360
And I guess the idea was, I mean, at least I thought that a better learning

669
01:43:38.910 --> 01:43:51.210
Setup done us telling people what to do, sure, sure, sure. So the think yeah the beginning we like the first two

670
01:43:52.440 --> 01:43:53.370
Maybe a week.

671
01:43:55.080 --> 01:43:57.270
First week or something at the beginning.

672
01:43:58.650 --> 01:44:09.390
We shuffle the groups so that I try you know on the participant get to work with different people to experience difficult different kind of dynamics, because

673
01:44:09.930 --> 01:44:21.660
The way team works would be very different depending on what kind of people you end up with. And I'm we wanted them to have experience working

674
01:44:22.830 --> 01:44:23.850
Out sort of

675
01:44:26.610 --> 01:44:28.410
Various quirks and of

676
01:44:29.970 --> 01:44:49.320
Course for language documentation situation you often but sort of a team works, you know, setting and it's very important to develop these sort of personal skills or not only in relation to the speaker, but also among yourselves.

677
01:44:51.270 --> 01:44:55.770
So that's so first part by shuffling the group.

678
01:44:57.270 --> 01:44:58.260
Yeah, you wanted them to

679
01:44:59.580 --> 01:45:01.140
You don't find out

680
01:45:02.880 --> 01:45:12.150
Unless you do it. You did this kind of thing. You just have to do it and you make mistakes and whatever you get frustrated and you try to fix it. Next day

681
01:45:13.230 --> 01:45:17.910
No, I'm roughly how large was your group of participants in this practical

682
01:45:22.050 --> 01:45:31.320
people listen to and it was pretty small. Yeah, yeah, yeah. And what sort of experiences where people coming into this with like hadn't had people done

683
01:45:32.130 --> 01:45:41.880
Field work before or taken you know field methods class and in you know at university or where these people working with their own Community languages.

684
01:45:43.860 --> 01:45:49.560
Some of them are like salad, I think, yeah, yeah. Some of them were on

685
01:45:51.030 --> 01:46:03.270
I'm working on another endangered language. Yeah, and doing a dissertation. I know we had undergraduate students like a half and half. Yeah.

686
01:46:06.960 --> 01:46:17.760
Great. Um, and what, what would you say were the, you know, goals, going into it. I mean, it sounds like it was pretty free form in terms of the actual structure of each day, but

687
01:46:18.060 --> 01:46:28.170
Were you going in, hoping that there was a particular outcome or skill set for you know experience that the participants or or the Hero would be able to come away with

688
01:46:30.930 --> 01:46:33.990
Yeah, I guess we forgot to mention the outcome.

689
01:46:35.580 --> 01:46:43.320
Um, so we took a second half of the practical, we asked them to

690
01:46:44.400 --> 01:47:03.600
Identify or, you know, like a things that they want to create some porn, like so. Some created like word list, you know, like a little dictionary and some wanting to create like storybook and so on and so a different group.

691
01:47:04.800 --> 01:47:05.970
Produce

692
01:47:07.440 --> 01:47:17.430
Different things. And let's see. One was, I mean they create websites I just sent a link to that chat box. I

693
01:47:18.570 --> 01:47:30.810
Do I just saw that. Do you think we could look for. Yeah, that's, uh, yeah, sure. That's the public yeah would want to have you share it on your screen and sort of tourists. Can I, can I shall

694
01:47:31.800 --> 01:47:46.290
We try to see, I see it. Yes. Okay, great. So the survey the group came up with. I mean I this even this design this page was done by by participants. I had

695
01:47:48.240 --> 01:47:52.740
This is done in in English and then in Japanese.

696
01:47:53.940 --> 01:48:00.120
Meet me Jaco isn't a written language. So, yeah, yeah, or even the aqua speakers Japanese

697
01:48:01.980 --> 01:48:12.210
The method of writing. And so one group worked on songs, another one. Once you do have some kind of or

698
01:48:13.950 --> 01:48:26.370
You know, some people are more linguistic piece of electrons sound and grandma and yeah so I cycled English so perception. Right. Let me go to the perception page. Okay.

699
01:48:27.750 --> 01:48:30.030
I'll get some people working on the color. Yeah.

700
01:48:31.740 --> 01:48:41.190
SOUND Yeah, this is pretty nice. Yeah. Yeah. That's wrong. I think the sound of, you know, water different

701
01:48:42.600 --> 01:48:58.410
words or expressions for the different sounds of water, um, could you play a sound. I don't know if it would if we would be able to be in bed. Yeah, I haven't played it for a long, long time. I don't know. No. Okay, let me, let me try.

702
01:49:04.080 --> 01:49:04.710
You hear

703
01:49:06.120 --> 01:49:06.630
A little bit.

704
01:49:07.650 --> 01:49:09.810
Okay, let me try this noise.

705
01:49:14.310 --> 01:49:23.940
And no word for it at the same time. Yeah. Gotcha. I tried it. So there is actually so yeah yeah and even small. I don't know if he can swim okay no smelling that

706
01:49:25.740 --> 01:49:29.370
Way. That's not feeling texture, color.

707
01:49:30.390 --> 01:49:30.900
And

708
01:49:32.310 --> 01:49:33.420
Me see

709
01:49:36.180 --> 01:49:36.750
How I can

710
01:49:39.780 --> 01:49:58.350
Kind of tailor. Yeah, the homepage. Yeah. Then we even had a social event miracle evening so as some live video and audio stuff. Yeah. So on that sound a speaker. Oh, great. No speaker and he he bought bought a

711
01:49:59.430 --> 01:50:00.390
New Car Insurance.

712
01:50:01.680 --> 01:50:01.920
So,

713
01:50:04.290 --> 01:50:10.710
Yeah, there is a video so would we be able to share this page with the viewers here.

714
01:50:12.210 --> 01:50:14.880
In the chat. Good to be really cool.

715
01:50:17.760 --> 01:50:23.580
Awesome. Yeah. So I think part of the idea was not just

716
01:50:24.930 --> 01:50:37.650
To do linguistics by also do other things and and our speaker is very interested in these other things right and and i mean

717
01:50:39.000 --> 01:50:40.530
Linguistics, you can do it.

718
01:50:41.670 --> 01:50:46.410
On campus right you can just bring in a speaker and even as do

719
01:50:48.060 --> 01:50:58.830
Field work sessions. You can do these other things, it's much more difficult than I can. So we wanted to have the participants, you know, experience.

720
01:50:59.490 --> 01:51:10.230
And we thought that district just consultant here what sir. It's a great one to have four topics great that actually brings me to one of the questions I had

721
01:51:11.430 --> 01:51:19.980
So I think at cooling. There's this sense that the practical are not exactly the same as, you know, taking a field methods class.

722
01:51:21.120 --> 01:51:27.480
You know, in school and you just mentioned some ways in which the sounded like it was different. Could you talk a little bit more about

723
01:51:29.040 --> 01:51:33.720
How it's different and why it's important to sort of have this this different type of experience.

724
01:51:36.930 --> 01:51:48.780
Thank you. In a typical sort of school setting the whole frame and we get, you know, like a course word is geared toward language. So people are sort of

725
01:51:50.280 --> 01:52:13.170
mindset is or sort of framework, the they have is, you know, you got to work on language tried to figure out structure of language. So an outcome expected outcome is some sort of a word list or text collection or some sort of a linguistic outcome. So naturally, they are more sort of

726
01:52:15.720 --> 01:52:16.440
What can I say

727
01:52:19.560 --> 01:52:19.980
Sort of

728
01:52:21.270 --> 01:52:33.570
For not forest. But, you know, the mind is toward figuring out, let's work on this language structure and that itself is sort of okay

729
01:52:34.770 --> 01:52:35.370
But

730
01:52:36.450 --> 01:52:51.150
It's really hard to get the sense of who the speaker is and why you know how that person communicate using the language and also it's really hard to sense the Community High in the speaker.

731
01:52:51.750 --> 01:53:15.600
So, um, by sort of being outside of that kind of setting you get more of a sense of, you know, what language is used for. And you know how the speaker feels when you holy anguish and so on. So that's one really big advantage or sort of a difference.

732
01:53:17.700 --> 01:53:30.210
From you know working on this in a university setting in the courses in in the way in the framework with linguistic force, I think, um, yeah.

733
01:53:31.290 --> 01:53:43.380
Yeah you legal almost liberal is, you know, the speaker for three weeks. And yeah, I mean you're forced to get to know the person and also your team members and

734
01:53:44.790 --> 01:53:47.430
You get to develop

735
01:53:49.080 --> 01:53:54.090
Skills to work with other people to work with. Speaker two

736
01:53:55.500 --> 01:53:58.410
Different culture to which people bring in and

737
01:54:00.300 --> 01:54:16.800
We felt a lot more important time focusing on the language and I mean it's only three weeks so you, you cannot do a grammar for Jaco for his sons, right, you will complete description of the philosophy. I mean, that's not possible, and that's

738
01:54:17.850 --> 01:54:20.370
And we taught her. It's more important for

739
01:54:21.480 --> 01:54:23.550
People to experience what

740
01:54:25.860 --> 01:54:28.050
They might get

741
01:54:29.280 --> 01:54:37.680
When they go out to the community and and work with, you know, all kinds of people. And we thought that this would be a great time in

742
01:54:39.630 --> 01:54:40.260
A first step.

743
01:54:42.390 --> 01:54:54.420
And colon colon is this has this atmosphere that, you know, was there a lot of community members participants and you hear a lot about that you know what

744
01:54:55.590 --> 01:55:04.260
The communities, trying to do and what kind of thing. They are valued in the community. So you're. I mean, even if you're a linguist.

745
01:55:05.310 --> 01:55:06.420
You are

746
01:55:08.340 --> 01:55:25.170
Developed sort of different kind of world view. I guess you're surrounded, not only by different linguistic weeds more, you know, like, yeah, the curiosity, but also the community needs and

747
01:55:26.280 --> 01:55:43.710
There's a lot of sense of like working with the community. So you approach this language work from completely different kind of perspective and expectation. So, you know, having this practical in that kind of setting.

748
01:55:44.970 --> 01:55:55.530
Is quite useful and quite unusual. I mean, I mean, that's not something you can get in the ordinary sort of a university instruction setting.

749
01:55:57.540 --> 01:55:58.170
Mm hmm.

750
01:55:59.640 --> 01:56:05.100
Well, I think we're running short on time here but I just wanted to ask another final question.

751
01:56:06.300 --> 01:56:14.430
If you were approached by by someone who had not attended ko Lang, or who have not attended a coaching practice come in particular, and they were

752
01:56:15.240 --> 01:56:32.610
You know, wondering, you know, am I ready for this, am I qualified, what sort of, you know, preparation, do I need to do, is there anything you would say to people who are interested in this type of experience and you know if they're just sort of on an information gathering mission.

753
01:56:33.660 --> 01:56:34.770
In can talk to you about it.

754
01:56:36.630 --> 01:56:37.530
Um,

755
01:56:39.120 --> 01:56:39.570
I

756
01:56:40.620 --> 01:56:47.190
See, they should just jump in. Yeah. Yeah, because it's

757
01:56:48.540 --> 01:57:09.930
More progress in the way more preparation, you have more difficult in a way, things get if you come in with an open mind because colon is about diversity, I think. So in learning about the diverse needs. Try to respect diverse set of perspectives.

758
01:57:11.010 --> 01:57:16.710
So in a way, it's harder for you know well trained students

759
01:57:17.970 --> 01:57:30.600
Than actual complete newcomer, I think it was when you are well trained, that means you're, you know, like a thinking is more entrenched and more kind of narrowly

760
01:57:31.320 --> 01:57:53.910
Focused. And in a way, the cool thing is a place where you try to undo some of them and diversify and learn, you know, there are different needs and different things you have to think about different stakeholders and so on. So, I'm the newer, the better. I think

761
01:57:58.290 --> 01:58:03.600
Yeah, no, I completely agree. I was going to say we should just wait and see what happens.

762
01:58:05.010 --> 01:58:16.500
Right, yeah. You cannot we really have to do to find out what's what's involved. Mm hmm. Then, you, you, you, you'll see if you like it or not, for instance.

763
01:58:17.370 --> 01:58:27.480
He a couple of weeks. Anyway, yeah. So you should just let me know. Well, you heard it here first jump in with both feet is the advice. We're getting

764
01:58:28.050 --> 01:58:39.360
Um, I think that's all over time right now. Thank you both so much for coming on here and chatting with me for a minute, and we hope to see you at the next co Lang whenever it may be

765
01:58:42.870 --> 01:58:43.590
Thank you guys.

766
01:58:44.670 --> 01:58:45.330
Very much.

767
01:58:56.610 --> 01:59:02.340
Sam Prins (she/her/hers): Hi, I'm okay. So I think we're back. Can everyone hear me.

768
01:59:05.880 --> 01:59:06.420
Sam Prins (she/her/hers): I'm

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Sam Prins (she/her/hers): Great, great. So I know we're running a little bit late today. But if if anyone's available wants to stick around. And if you're she is available wants to stick around. Maybe we can take a couple of questions on on that Jaco practical I Yoshi.

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Yoshi Ono: Hi. Hi.

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Yoshi Ono: Thank you for joining us. Thank you very much for including us in the project. Yeah, absolutely.

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Sam Prins (she/her/hers): Um, so anyone feel free to jump into the Q AMP. A I am scrolling back up through the chat as well to look for questions. I do have a question. And this was addressed to Toshi who's not able to be here right now, but maybe Yoshi, you could answer this

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Sam Prins (she/her/hers): Mary is mentioning that to she was at the fort wayne International Year of indigenous languages perspective.

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Yoshi Ono: I have to say, I have no idea what he did. He didn't

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Sam Prins (she/her/hers): Do

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Sam Prins (she/her/hers): That with them Jaco community to that.

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Yoshi Ono: I don't think so, because I would have heard it.

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Sam Prins (she/her/hers): So, I think. Either way, the question though is, if you could talk a little about a little bit about the language work that's happening in the community today. I know that.

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Sam Prins (she/her/hers): We edited the video down for time, but you guys talked about something that you guys were doing out on Jaco Island. Maybe you could

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Yoshi Ono: Monitor. So we have been running this like own site workshop for the past

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Yoshi Ono: Six. I think we started in 2014 and

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Yoshi Ono: We basically bring

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Yoshi Ono: Participants from all over the world and we meet, actually it Jaco airport. We don't even meet in Tokyo, we just get together in Jaco and normally in December and we have like a week long session in the community and it's it's more real than what you can get out of

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Yoshi Ono: Colon practical and I guess the question I kind of decided that we have to do it step by step. I mean, I guess not alternative would be just to send people to New York or something. But we thought that it might be easier to do it this way. So we and this

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Yoshi Ono: Workshop.

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Yoshi Ono: Its annual and we got the participant from all over the world, not just Japan and us but

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Yoshi Ono: Other countries in Asia, Europe, and Australia and South America pretty international. And

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Yoshi Ono: So it's been fun. And so that's one thing we've been doing

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Sam Prins (she/her/hers): It, um,

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Sam Prins (she/her/hers): Are there any questions in the chat. But I'm missing. I'm sorry, I'm having to scroll through a bunch here but

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Please feel free. Anyone that's still on this call to jump down in there.

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Sam Prins (she/her/hers): Oh, Alice commented, I think I mentioned something about whenever the next killing maybe in the video, but I just wanted to clarify that was before we made the official announcement that we are in fact hosting it in Montana and 2022

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Sam Prins (she/her/hers): But as I was also mentioned, we do have a session tomorrow again. And so I just wanted to mention that as well.

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Okay.

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Sam Prins (she/her/hers): I think maybe since it's after four weeks, we may be lost some viewers and don't have any other questions.

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Sam Prins (she/her/hers): But

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Sam Prins (she/her/hers): I think I'm just gonna wrap us up on that note, since we are over time.

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Yoshi. Thank you so much again.

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Sam Prins (she/her/hers): And thanks to Toshi as

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Sam Prins (she/her/hers): Well, who isn't here right now but helped us with that video.

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Sam Prins (she/her/hers): And thanks to everyone that joined us on this edition of the webinar. Sorry for the technical difficulties, we are still learning as we go.

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Sam Prins (she/her/hers): Thanks again to the rest of the Montana team Madeline baszucki Susan who lost her internet and got kicked off, but she was still here.

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Sam Prins (she/her/hers): Thanks to john Luke and Carolyn, who are cooking winners who are helping us out so much with this.

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Sam Prins (she/her/hers): I will leave this up just a little bit longer if anyone wants to jump into the chat and say anything but

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Sam Prins (she/her/hers): I just really encourage everyone to jump on tomorrow, same time, we have a really exciting session prepared for everybody with john Luke as the moderator that day. I'm really looking forward to hearing about what everyone has to say.

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Sam Prins (she/her/hers): But I think that's it. I think we're we're signing off.

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Sam Prins (she/her/hers): Alright, see you guys all tomorrow.