活動Activities

開催日:2010.11.12[金]- 11.13[土]

研究会・シンポジウム / 国際シンポジウム・ワークショップ
終了

失われゆく言語の記録と保存をどう支えるか:未来に向けての人材育成のモデル

投稿日:2010.11.12

このシンポジウムは、少数言語・危機言語の記録研究・保存活動を支え展開していく人材の育成を中心テーマとし、特にアジア・太平洋地域において少数言語・危機言語の記録研究・保存活動を支える人材の育成に携わる研究教育機関や団体の代表者を招き、世界各地での人材育成を取り巻く多様な政治・社会環境や問題、また様々な活動目的や戦略などを比較対照することを通して、よりよい人材育成のモデルを探ろうとするものです。

これは、現在構築に向けて準備が進む国際コンソーシアム Consortium on Training in Language Documentation and Conservation (CTLDC)の必要性と構築趣旨に関する理解を広めるために計画されました。

Position Paper (pdf 70KB)

開催日

2010年11月12日(金)~13日(土)

場所

東京外国語大学アジア・アフリカ言語文化研究所 大会議室 (303)

スピーカー

  • Margaret CAREW (Batchelor Institute for Indigenous Tertiary Education, Australia)
  • Ganesh DEVY (Dhirubhai Ambani Institute of Information and Communication Technology and Bhasha Research and Publication Centre, India)
  • Akhunzada FAKHRUDDIN (Forum For Language Initiatives, Pakistan)
  • Margaret FLOREY (Resource Network for Linguistic Diversity, Australia; CTLDC co-Director)
  • Carol GENETTI (University of California at Santa Barbara, USA; CTLDC co-Director)
  • Lungtaen GYATSO (Institute of Language and Culture Studies, Bhutan)
  • Kathleen HEUGH (School of International Studies, University of South Australia)
  • Peter KEEGAN (Te Puna Wānanga, University of Auckland, New Zealand)
  • Daryn MCKENNY (Miromaa Aboriginal Language and Technology Centre, Australia)
  • Rozenn MILIN (Sorosoro, France)
  • Toshihide NAKAYAMA (Research Institute for Languages and Cultures of Asia and Africa, Tokyo University of Foreign Studies, Japan)
  • Misako OHNUKI (UNESCO Category II Centre for Intangible Cultural Heritage, Japan)
  • Suwilai PREMSRIRAT (Center for Documentation and Revitalization of Endangered Languages and Cultures, Mahidol University, Thailand)
  • Victoria RAU (Institute of Linguistics, National Chung Cheng University, Taiwan)
  • Yusuf SAWAKI (Centre for Endangered Languages Documentation (CELD), Papua, Indonesia)
  • Narayan SHARMA (SOAS, UK & Chintang and Puma Documentation Project, Nepal)
  • Akatsuki TAKAHASHI (UNESCO Office for the Pacific States in Apia, Samoa)
  • Nick THIEBERGER (Pacific and Regional Archive for Digital Sources in Endangered Cultures, Australia; University of Hawai’i, USA)
  • Anne-Marie WANAMP (Basic Oral Language Documentation (BOLD:PNG); Department of Language and Literature, University of Goroka, Papua New Guinea)
  • Feng WANG (Peking University, People’s Republic of China)

参加費

500円

主催

東京外国語大学アジア・アフリカ言語文化研究所 言語ダイナミクス科学研究プロジェクト

プログラム

プログラムの詳細は、下記をご覧ください。

登録方法

参加を希望される方は、「シンポジウム申込み」と明記し、下記の内容をご記入のうえ、11月8日(月)までに(懇親会ご参加希望の方は11月4日(木)までに)E-mailにて事務局宛にお申込みください。折り返しご連絡をさしあげます。どなたでもご参加いただけますが、お席に限りがございますので、できるだけ事前にご登録下さいますよう、お願いいたします。

  1. 氏名(名札用にローマ字表記も添えてください)
  2. 連絡先(ご所属、E-mailアドレス)
  3. 参加日程(全日程、12日のみ、など)
  4. 懇親会参加の有無(11月12日 18:00より東京外国語大学キャンパス内ホール(アゴラグローバル)にて開催予定。参加費 3,500円)

言語ダイナミクス科学研究プロジェクト(LingDy)事務局
lingdy-office[atmark]aacore.net

アクセス・お問い合わせ先

会場へのアクセスはこちらをご参照ください。
お問い合わせは、言語ダイナミクス科学研究プロジェクト事務局 lingdy-office[atmark]aacore.net 宛にお寄せください。

昼食について

当日は大学の食堂が営業しておりませんので、昼食はご持参いただくか、近隣のレストランをご利用ください。会場にお越しの方には大学周辺のレストラン等をご案内するランチマップを配布する予定です。

TIMETABLE

12 November (Fri.)

Session 1

9:00–9:15 President
9:15–9:30 CTLDC

Overview and opening

9:30–10:00 Toshihide NAKAYAMA

Linguistic Dynamics Science Project (LingDy)

Linguistic Dynamics Science Project (LingDy) is an institutional strategic project at the ILCAA, Tokyo University of Foreign Studies. The goal of this project is to invigorate research on linguistic diversity and documentation of under-studied languages. The main focus of our activities is to build a lasting academic infrastructure by providing trainings and by building academic communities and collaboration networks. Our activities to date includes: hosting of Fieldling, an academic community of junior field linguists; offering a number of workshops and conferences on various aspects of language documentation and description; providing support for collaborative documentation projects.
10:00–10:30 Carol GENETTI

The Institute on Field Linguistics and Language Documentation

The Institute on Field Linguistics and Language Documentation (InField) is a biennial summer institute which provides training in language documentation, maintenance, and revitalization. InField purposely brings together linguists and members of endangered-language communities for shared teaching and learning in an environment that is inclusive and supportive of all participants. InField consists of a two-week set of workshops covering diverse topics such as technologies, lexicography, orthography development, the use of archival materials, and language activism. This is followed by a four-week course in field training, designed to introduce students to the practice of language documentation and to serve as an intensive introduction to linguistic field methods.
10:30–11:00 coffee

Session 2

11:00–11:30 Ganesh DEVY

Language Conservation Experiments of Bhasha Research Centre

I intend to present an outline of the language conservation efforts of the Bhasha Research Centre and the Adivasi Academy. The languages with which these two institutions are engaged are the languages of the indigenous people and the nomadic communities in various parts of India. The experiments undertaken range from lexical and digital documentation, community mobilization and setting up of cultural festivals, curricular and educational reforms, institutionalization of threatened languages to creating popular campaigns, establishing reconciliation networks, policy changes and effecting legislation. In recent years, I have initiated a People’s Linguistic survey of India (PLSI) as a logical progression of the experiments undertaken previously. My presentation will offer a comment on the complexities, challenges and the social implications of the PLSI for the language diversity in India.
11:30–12:00 Akhunzada FAKHRUDDIN

Capacity Development in Language Documentation and Conservation

Forum for Language Initiatives (FLI) is a non-profit organization building capacity among disadvantaged language communities in northern Pakistan to solve language development and literacy issues through awareness raising, advocacy and networking. The informal curriculum is based on specific research i.e. basic linguistics, cultural research, project management, and leadership development. All trainers are nationals mentored by foreign consultants. Training sessions are usually 3-day to 2-week long, except for a 1-year Discovery program ran every 4-5 years. Training effectiveness is gauged by trainee initiatives for research, establishment of multi-lingual education projects, quality articles and/or books. More collaboration with like-minded organizations and funding sources would increase program effectiveness.
12:00–12:30 Daryn MCKENNY

Miromaa Aboriginal Language Technology Centre

The importance of empowerment for Indigenous people in language preservation and reclamation can never be underestimated, the importance of skills transfer can never be underestimated. Daryn will highlight how 9 years ago when embarking on an Australian Government funded language program there was next to no support for Indigenous run programs. The money was there but the support on what to do and how to do it was not. From language documentation to training, it was missing. We were on our own in many respects. Now today the work of Miromaa Aboriginal Language Technology Centre has been a key figure in developing support through technology, especially in the development of the computer program Miromaa, through to training and developing key strategies which all hinge on two things, empowering Indigenous people to be at the centre of maintaining their languages and encouraging methods for strong transfer of skills and language to Indigenous people. All this today funded by the Australian Government’s Maintenance of Indigenous Languages and Records Program (MILR).

Further Information:
Miromaa: http://www.miromaa.com.au/
ACRA: http://www.acra.org.au/
12:30–13:30 lunch

Session 3

13:30–14:00 Akatsuki TAKAHASHI

UNESCO policy instruments

UNESCO supports the protection of endangered languages and multi-lingual education one of its intersectoral platform and training programs through different modalities, such as on-line resources (World Endangered Languages Atlas), networking among universities and specialized centers, small grant for Member States initiatives/projects, pilot training workshops which have been implemented in partnership with external entities and experts. I will talk about the promotion of UNESCO policy instruments such as the Universal Declaration on Cultural Diversity (2000), the Convention for the Safeguarding of the Intangible Cultural Heritage (2001) in the Pacific carried out by the UNESCO Office for the Pacific States and its future project for language documentation and safeguarding.
14:00–14:30 Margaret FLOREY

The Resource Network for Linguistic Diversity: building an international strategy

The Resource Network for Linguistic Diversity was initially created as a web-based volunteer organization primarily serving the Asia-Pacific region. In six years, it has grown into a staffed peak body with some 475 members in 43 countries. The RNLD is funded by the Australian government to support Australia’s Indigenous languages, particularly through grassroots training activites.This presentation will discuss the growth of this international agency and its comprehensive approach in supporting language activities through networking, resource sharing and the development of capacity. Particular emphasis will be placed on discussing the innovative Documenting and Revitalizing Indigenous Languages (DRIL) training program.

14:30–15:00 Rozenn MILIN

Sorosoro, so the languages of the world may prosper!

Sorosoro is an NGO born in France in 2008. The first activity of the organisation is a patrimonial activity, consisting in setting up an audiovisual documentation for endangered languages, in collaboration with linguists and anthropologists. The field teams collect around 30 hours of rushes per language, ranging from narratives and songs to ritual ceremonies, traditional medicine, daily life scenes and interactions, basic terms, identity and contemporary issues etc. That data is then digitized and safely preserved and indexed. Alongside with the academic work provided by linguists, it can later be used for revitalisation purposes.
15:00–15:30 coffee

Session 4

15:30–16:00 Margaret CAREW

Language documentation training at Batchelor Institute of Indigenous Tertiary Education, NT, Australia

Batchelor Institute of Indigenous Tertiary Education (BIITE) is based in the Northern Territory of Australia. BIITE operates within a philosophy of Both Ways education which places Indigenous pedagogies and life patterns at the centre of education and training delivery. This presentation will give an overview of BIITE’s language and linguistics courses: a Bachelor of Arts (Languages and Linguistics) and the Certificates I/II in Own Language Work. A profile of one community level Own Language Work program will demonstrate that a long term commitment to relationship building, coupled with a project based and cross-disciplinary approach, contributes to participant engagement in the remote community training context.
16:00–16:30 Kathleen HEUGH

Collaboration in Language Training Programs: risks and opportunities

In this paper I shall compare approaches to language training programs for teachers, teacher educators and educational officials in South Africa and Ethiopia. This will draw attention to mechanisms and policies which have resulted in community empowerment and those which have resulted in the reverse. The programs to be discussed were designed to extend the use of (local) languages in formal education, which complements language documentation and revival. By way of supporting language documentation and revival, I shall include recent evidence of the superior academic achievement of students in poor and remote areas, where local languages are included in formal education.
16:30–17:00 Nick THIEBERGER

Training for LD&C

In this talk I outline several initiatives I have been part of in order to illustrate the overall process of training for the production of good records of languages, methods for preservation of those records, and adaptation of existing records for new uses. I suggest that we need to provide a service of advice and data conversion for those for whom it is simply too difficult to do this work themselves. It should always have been part of the discipline to produce good research data, but the use of digital recorders, storage and archives, together with the development of suitable standards for data and metadata construction, have all combined to refocus our efforts in this direction.

13 November (Sat.)

Session 5

9:00–9:30 Anne-Marie WANAMP

University of Goroka, Papua New Guinea with BOLD

Language is the key to indigenous systems. Oral history is important to people’s identity and existence in oral societies. The University of Goroka (UOG) has undertaken an exciting experiment to use the technique of Basic Oral Language Documentation (BOLD) with Alekano, after a BOLD:PNG workshop in February this year, 2010. UOG is the first and only university in PNG to teach an indigenous language – Alekano. This paper will describe the experiences of the BOLD experiment with Alekano and its methods as used by the lecturers, students and the Alekano community.
9:30–10:00 Yusuf SAWAKI

What is it to be shared with speech communities about language documentation? Learning from the Wooi and Iha documentation projects

Center for Endangered Languages Documentation (CELD) Papua, together with speech communities and university personnel (lecturers and students), frame what is so-called ‘triangular-participatory approach’ in the language documentation. We believe that working closely to speech communities and university personnel is a strategic approach to combine and to contribute ‘knowledges’, i.e. indigenous knowledge through speech communities, academic-structured knowledge (university) and practical knowledge (CELD) to the field of language documentation and conservation. A knowledgeable and state-of-arts training (incl. philosophy, methodology and curriculum) is a vehicle to share and to empower the ‘knowledges’ of these three parties that will be implemented in the field.
10:00–10:30 Peter KEEGAN

Language Documentation and Conservation in New Zealand

This paper provides an overview of language documentation and conservation activities in New Zealand. New Zealand does not yet have any specific training programmes or courses in language documentation and conservation. Researchers in various organizations are involved in language documentation activities on the indigenous language, Maori. Examples of this include the MAONZE (Maori and NZ English project) http://www.ece.auckland.ac.nz/~cwat057/MAONZE/index.html and Te Ipukarea (National Maori Language Institute) www.teipukarea.maori.nz. Other researchers are working with languages in wider Pacific region. The lack of training programmes is partially explained by Maori already being reasonably well documented and being subject to extensive revitalization efforts in the last three decades resulting in Maori-medium programmes in the education sector, Maori broadcasting (including Maori television) and increased provision of Maori in government sectors. In addition to this the philosophy of language documentation and conservation has not yet been widely embraced by linguistic departments in New Zealand universities and other relevant government/Maori language organisations.
10:30–11:00 coffee

Session 6

11:00–11:30 Victoria RAU

Training in language documentation and conservation in Taiwan

This presentation describes the two graduate courses on Austronesian Linguistics and Field Methods I am teaching at my institution in Taiwan in fall 2010. My Austronesian linguistics course features the Yami language and culture, drawing on the online resources I have developed from the ELDP grant, with a goal of applying linguistic theories to solve language problems in indigenous communities. My field methods course covers both traditional and documentary fieldwork. The participants are practicing the linguistic gratuity principle by assisting local community members to document their own languages, modeling after the language documentation training center at University of Hawaii (http://www.ling.hawaii.edu/~uhdoc/index.html).
11:30–12:00 Suwilai PREMSRIRAT

A Model for Capacity Building in Language Documentation and Language Conservation: Community-based Language Revitalization in Thailand

The indigenous languages in Thailand are at risk of extinction by the end of this century, like many other minority languages around the world. Out of the 70 + indigenous languages of Thailand, fifteen are seriously endangered, whereas the others are not safe. Over the past decade, linguists at Mahidol University have developed a model of community-based training which both documents endangered languages and at the same time encourages language revitalization through community empowerment. According to this model, linguists cooperate with community members in a community-own research project on language revitalization. In the early stage, awareness–raising is a crucial activity. Thereafter, the linguists and community members work together on phonological analysis which leads to the development of a writing system. The script gives the community the basic tool for compiling dictionaries, composing creation books on folktales, traditional medicine, everyday life etc. and other materials that serve to document and conserve the language, for its transmission to the younger generation through the formal school system and community learning center.
12:00–12:30 Feng WANG

Language documentation and conservation in Peking University

This presentation will briefly outline the three methods that have been tried at Peking University for training people in language documentation work: training students in standard courses, doing academic projects on endangered languages, and establishing language laboratories in the areas where the languages are spoken in collaboration with local academic institutions. This talk will examine the advantages and drawbacks of the three methods based on the experiences of Peking University. It is concluded that collaboration with local institutions may be the most effective method under the current conditions in China, especially for minority languages.
12:30–13:30 lunch

Session 7

13:30–14:00 Lungtaen GYATSO

Development of Orthography for Tshanglalo

Bhutan, which has a total area of 38,394 square kms and a population of less than 700,000, has about 19 different languages spoken across the rugged terrains. 18 out of the 19 languages belong to the Tibeto-Burman language family whereas one language belongs to the Indo-European language family. Interestingly, only Dzongkha the national language and the Nepalese language have written forms. The rest are just spoken languages without any documentation, as of now, of which some are in the verge of extinction.Tshanglalo (language of the Brahma), which is also known as Sharchopkha (language of the east) is spoken by a sizeable proportion of the Bhutanese population. I have taken the initiative to carryout a research project to develop the orthography of Tshanglalo with the aim of giving this language a written form. It is envisaged that one day the native speakers could be able to use this language in their day-to-day communication as any other language.

My presentation will basically highlight the development process of the orthography as well as the challenges involved along with some selected samples.

14:00–14:30 Narayan SHARMA

Endangered Language Documentation and Conservation: Evidence from Nepal

Language documentation has just emerged with the aim of documenting and conserving world’s endangered languages. To undertake documentation, the researchers must properly be trained in the techniques of recording (sound and video), transcribing, analysing, multi-tier annotating, relevant metadata on context and translating languages that have never been studied before.Apparently, speech community and researcher-based training would be the most effective for building capacity and successful documentation. They can be trained to be engaged in data collection themselves, and they could feel pride over their own language. Moreover, funds should be available to train more researchers, and to graduate more students in the field of linguistics to undertake language documentation works effectively.

14:30–15:00 Misako OHNUKI

A Practical Example of the ACCU’s book development project “Folk Tales from Asia”

Asia-Pacific Cultural Centre for UNESCO(ACCU), with the strong demands raised among UNESCO Member States in Asia, planned and produced numerous children’s books written in their indigenous languages under the programme of ACP (Asian/Pacific Copublication Programme). So far published 29 titles since 1971-2008, among which “Folk Tales from Asia” (Volume 1-6) the collection of stories that had been orally told in 14 countries in Asia was the most successful series – the total number of copies of the translated versions amounts to more than 2.1 million in 37 languages. My presentation will focus on the know how and outcomes of this project as an practical examples.
15:00–15:30 coffee

Session 8

15:30–17:00 plenary discussion
17:00–17:30 closing

ABSTRACTS

Margaret CAREW

Language documentation training at Batchelor Institute of Indigenous Tertiary Education, NT, Australia

Batchelor Institute of Indigenous Tertiary Education (BIITE) is based in the Northern Territory of Australia. BIITE operates within a philosophy of Both Ways education which places Indigenous pedagogies and life patterns at the centre of education and training delivery. This presentation will give an overview of BIITE’s language and linguistics courses: a Bachelor of Arts (Languages and Linguistics) and the Certificates I/II in Own Language Work. A profile of one community level Own Language Work program will demonstrate that a long term commitment to relationship building, coupled with a project based and cross-disciplinary approach, contributes to participant engagement in the remote community training context.

Ganesh DEVY

Language Conservation Experiments of Bhasha Research Centre

I intend to present an outline of the language conservation efforts of the Bhasha Research Centre and the Adivasi Academy. The languages with which these two institutions are engaged are the languages of the indigenous people and the nomadic communities in various parts of India. The experiments undertaken range from lexical and digital documentation, community mobilization and setting up of cultural festivals, curricular and educational reforms, institutionalization of threatened languages to creating popular campaigns, establishing reconciliation networks, policy changes and effecting legislation. In recent years, I have initiated a People’s Linguistic survey of India (PLSI) as a logical progression of the experiments undertaken previously. My presentation will offer a comment on the complexities, challenges and the social implications of the PLSI for the language diversity in India.

Akhunzada FAKHRUDDIN

Capacity Development in Language Documentation and Conservation

Forum for Language Initiatives (FLI) is a non-profit organization building capacity among disadvantaged language communities in northern Pakistan to solve language development and literacy issues through awareness raising, advocacy and networking. The informal curriculum is based on specific research i.e. basic linguistics, cultural research, project management, and leadership development. All trainers are nationals mentored by foreign consultants. Training sessions are usually 3-day to 2-week long, except for a 1-year Discovery program ran every 4-5 years. Training effectiveness is gauged by trainee initiatives for research, establishment of multi-lingual education projects, quality articles and/or books. More collaboration with like-minded organizations and funding sources would increase program effectiveness.

Margaret FLOREY

The Resource Network for Linguistic Diversity: building an international strategy

The Resource Network for Linguistic Diversity was initially created as a web-based volunteer organization primarily serving the Asia-Pacific region. In six years, it has grown into a staffed peak body with some 475 members in 43 countries. The RNLD is funded by the Australian government to support Australia’s Indigenous languages, particularly through grassroots training activites.

This presentation will discuss the growth of this international agency and its comprehensive approach in supporting language activities through networking, resource sharing and the development of capacity. Particular emphasis will be placed on discussing the innovative Documenting and Revitalizing Indigenous Languages (DRIL) training program.

Carol GENETTI

The Institute on Field Linguistics and Language Documentation

The Institute on Field Linguistics and Language Documentation (InField) is a biennial summer institute which provides training in language documentation, maintenance, and revitalization. InField purposely brings together linguists and members of endangered-language communities for shared teaching and learning in an environment that is inclusive and supportive of all participants. InField consists of a two-week set of workshops covering diverse topics such as technologies, lexicography, orthography development, the use of archival materials, and language activism. This is followed by a four-week course in field training, designed to introduce students to the practice of language documentation and to serve as an intensive introduction to linguistic field methods.

Lungtaen GYATSO

Development of Orthography for Tshanglalo

Bhutan, which has a total area of 38,394 square kms and a population of less than 700,000, has about 19 different languages spoken across the rugged terrains. 18 out of the 19 languages belong to the Tibeto-Burman language family whereas one language belongs to the Indo-European language family. Interestingly, only Dzongkha the national language and the Nepalese language have written forms. The rest are just spoken languages without any documentation, as of now, of which some are in the verge of extinction.

Tshanglalo (language of the Brahma), which is also known as Sharchopkha (language of the east) is spoken by a sizeable proportion of the Bhutanese population. I have taken the initiative to carryout a research project to develop the orthography of Tshanglalo with the aim of giving this language a written form. It is envisaged that one day the native speakers could be able to use this language in their day-to-day communication as any other language.

My presentation will basically highlight the development process of the orthography as well as the challenges involved along with some selected samples.

Kathleen HEUGH

Collaboration in Language Training Programs: risks and opportunities

In this paper I shall compare approaches to language training programs for teachers, teacher educators and educational officials in South Africa and Ethiopia. This will draw attention to mechanisms and policies which have resulted in community empowerment and those which have resulted in the reverse. The programs to be discussed were designed to extend the use of (local) languages in formal education, which complements language documentation and revival. By way of supporting language documentation and revival, I shall include recent evidence of the superior academic achievement of students in poor and remote areas, where local languages are included in formal education.

Peter J KEEGAN

Language Documentation and Conservation in New Zealand

This paper provides an overview of language documentation and conservation activities in New Zealand. New Zealand does not yet have any specific training programmes or courses in language documentation and conservation. Researchers in various organizations are involved in language documentation activities on the indigenous language, Maori. Examples of this include the MAONZE (Maori and NZ English project) http://www.ece.auckland.ac.nz/~cwat057/MAONZE/index.html and Te Ipukarea (National Maori Language Institute) www.teipukarea.maori.nz. Other researchers are working with languages in wider Pacific region. The lack of training programmes is partially explained by Maori already being reasonably well documented and being subject to extensive revitalization efforts in the last three decades resulting in Maori-medium programmes in the education sector, Maori broadcasting (including Maori television) and increased provision of Maori in government sectors. In addition to this the philosophy of language documentation and conservation has not yet been widely embraced by linguistic departments in New Zealand universities and other relevant government/Maori language organisations.

Daryn MCKENNY

Miromaa Aboriginal Language Technology Centre

The importance of empowerment for Indigenous people in language preservation and reclamation can never be underestimated, the importance of skills transfer can never be underestimated. Daryn will highlight how 9 years ago when embarking on an Australian Government funded language program there was next to no support for Indigenous run programs. The money was there but the support on what to do and how to do it was not. From language documentation to training, it was missing. We were on our own in many respects. Now today the work of Miromaa Aboriginal Language Technology Centre has been a key figure in developing support through technology, especially in the development of the computer program Miromaa, through to training and developing key strategies which all hinge on two things, empowering Indigenous people to be at the centre of maintaining their languages and encouraging methods for strong transfer of skills and language to Indigenous people. All this today funded by the Australian Government’s Maintenance of Indigenous Languages and Records Program (MILR).

Further Information:
Miromaa: http://www.miromaa.com.au/
ACRA: http://www.acra.org.au/

Rozenn MILIN

Sorosoro, so the languages of the world may prosper!

Sorosoro is an NGO born in France in 2008. The first activity of the organisation is a patrimonial activity, consisting in setting up an audiovisual documentation for endangered languages, in collaboration with linguists and anthropologists. The field teams collect around 30 hours of rushes per language, ranging from narratives and songs to ritual ceremonies, traditional medicine, daily life scenes and interactions, basic terms, identity and contemporary issues etc. That data is then digitized and safely preserved and indexed. Alongside with the academic work provided by linguists, it can later be used for revitalisation purposes.

Toshihide NAKAYAMA

Linguistic Dynamics Science Project (LingDy)

Linguistic Dynamics Science Project (LingDy) is an institutional strategic project at the ILCAA, Tokyo University of Foreign Studies. The goal of this project is to invigorate research on linguistic diversity and documentation of under-studied languages. The main focus of our activities is to build a lasting academic infrastructure by providing trainings and by building academic communities and collaboration networks. Our activities to date includes: hosting of Fieldling, an academic community of junior field linguists; offering a number of workshops and conferences on various aspects of language documentation and description; providing support for collaborative documentation projects.

Misako OHNUKI

A Practical Example of the ACCU’s book development project “Folk Tales from Asia”

Asia-Pacific Cultural Centre for UNESCO(ACCU), with the strong demands raised among UNESCO Member States in Asia, planned and produced numerous children’s books written in their indigenous languages under the programme of ACP (Asian/Pacific Copublication Programme). So far published 29 titles since 1971-2008, among which “Folk Tales from Asia” (Volume 1-6) the collection of stories that had been orally told in 14 countries in Asia was the most successful series – the total number of copies of the translated versions amounts to more than 2.1 million in 37 languages. My presentation will focus on the know how and outcomes of this project as an practical examples.

Suwilai PREMSRIRAT

A Model for Capacity Building in Language Documentation and Language Conservation: Community-based Language Revitalization in Thailand

The indigenous languages in Thailand are at risk of extinction by the end of this century, like many other minority languages around the world. Out of the 70 + indigenous languages of Thailand, fifteen are seriously endangered, whereas the others are not safe. Over the past decade, linguists at Mahidol University have developed a model of community-based training which both documents endangered languages and at the same time encourages language revitalization through community empowerment. According to this model, linguists cooperate with community members in a community-own research project on language revitalization. In the early stage, awareness–raising is a crucial activity. Thereafter, the linguists and community members work together on phonological analysis which leads to the development of a writing system. The script gives the community the basic tool for compiling dictionaries, composing creation books on folktales, traditional medicine, everyday life etc. and other materials that serve to document and conserve the language, for its transmission to the younger generation through the formal school system and community learning center.

Victoria RAU

Training in language documentation and conservation in Taiwan

This presentation describes the two graduate courses on Austronesian Linguistics and Field Methods I am teaching at my institution in Taiwan in fall 2010. My Austronesian linguistics course features the Yami language and culture, drawing on the online resources I have developed from the ELDP grant, with a goal of applying linguistic theories to solve language problems in indigenous communities. My field methods course covers both traditional and documentary fieldwork. The participants are practicing the linguistic gratuity principle by assisting local community members to document their own languages, modeling after the language documentation training center at University of Hawaii (http://www.ling.hawaii.edu/~uhdoc/index.html).

Yusuf SAWAKI

What is it to be shared with speech communities about language documentation? Learning from the Wooi and Iha documentation projects

Center for Endangered Languages Documentation (CELD) Papua, together with speech communities and university personnel (lecturers and students), frame what is so-called ‘triangular-participatory approach’ in the language documentation. We believe that working closely to speech communities and university personnel is a strategic approach to combine and to contribute ‘knowledges’, i.e. indigenous knowledge through speech communities, academic-structured knowledge (university) and practical knowledge (CELD) to the field of language documentation and conservation. A knowledgeable and state-of-arts training (incl. philosophy, methodology and curriculum) is a vehicle to share and to empower the ‘knowledges’ of these three parties that will be implemented in the field.

Narayan SHARMA

Endangered Language Documentation and Conservation: Evidence from Nepal

Language documentation has just emerged with the aim of documenting and conserving world’s endangered languages. To undertake documentation, the researchers must properly be trained in the techniques of recording (sound and video), transcribing, analysing, multi-tier annotating, relevant metadata on context and translating languages that have never been studied before.

Apparently, speech community and researcher-based training would be the most effective for building capacity and successful documentation. They can be trained to be engaged in data collection themselves, and they could feel pride over their own language. Moreover, funds should be available to train more researchers, and to graduate more students in the field of linguistics to undertake language documentation works effectively.

Akatsuki TAKAHASHI

UNESCO policy instruments

UNESCO supports the protection of endangered languages and multi-lingual education one of its intersectoral platform and training programs through different modalities, such as on-line resources (World Endangered Languages Atlas), networking among universities and specialized centers, small grant for Member States initiatives/projects, pilot training workshops which have been implemented in partnership with external entities and experts. I will talk about the promotion of UNESCO policy instruments such as the Universal Declaration on Cultural Diversity (2000), the Convention for the Safeguarding of the Intangible Cultural Heritage (2001) in the Pacific carried out by the UNESCO Office for the Pacific States and its future project for language documentation and safeguarding.

Nick THIEBERGER

Training for LD&C

In this talk I outline several initiatives I have been part of in order to illustrate the overall process of training for the production of good records of languages, methods for preservation of those records, and adaptation of existing records for new uses. I suggest that we need to provide a service of advice and data conversion for those for whom it is simply too difficult to do this work themselves. It should always have been part of the discipline to produce good research data, but the use of digital recorders, storage and archives, together with the development of suitable standards for data and metadata construction, have all combined to refocus our efforts in this direction.

Anne-Marie WANAMP

University of Goroka, Papua New Guinea with BOLD

Language is the key to indigenous systems. Oral history is important to people’s identity and existence in oral societies. The University of Goroka (UOG) has undertaken an exciting experiment to use the technique of Basic Oral Language Documentation (BOLD) with Alekano, after a BOLD:PNG workshop in February this year, 2010. UOG is the first and only university in PNG to teach an indigenous language – Alekano. This paper will describe the experiences of the BOLD experiment with Alekano and its methods as used by the lecturers, students and the Alekano community.

WANG Feng

Language documentation and conservation in Peking University

This presentation will briefly outline the three methods that have been tried at Peking University for training people in language documentation work: training students in standard courses, doing academic projects on endangered languages, and establishing language laboratories in the areas where the languages are spoken in collaboration with local academic institutions. This talk will examine the advantages and drawbacks of the three methods based on the experiences of Peking University. It is concluded that collaboration with local institutions may be the most effective method under the current conditions in China, especially for minority languages.

BIOGRAPHIES

Margaret CAREW

Batchelor Institute of Indigenous Tertiary Education, Australia

Margaret Carew is a lecturer for the Centre for Australian Languages and Linguistics, a section within Batchelor Institute of Indigenous Languages and Linguistics. She has worked with speakers from many language groups in Central Australia, including Warumungu, Warlpiri, Anmatyerr and Alyawarr. Her focus is community based training in language documentation and resource development.

Ganesh DEVY

Bhasha Research and Publication Centre, India

Ganesh Devy, a literary scholar and a cultural activist, writes in three languages – Marathi, Gujarati and English — and has received prestigious literary awards for his works in all three languages. Till 1996, he taught at the University of Baroda, but gave up his academic position to take up conservation of threatened languages in India. Among the several institutions he founded since then are the Bhasha Research and Publication Centre, Budhan Theatre, Adivasi Academy and Himloka: Institute for Himalayan Studies. He has put to script for the first time for 11 languages existing in oral traditions, promoted and published literature in 26 languages, helped educating in non-formal schools over 20,000 children from indigenous communities and has established economic empowerment activities in 1200 villages. Devy’s major publications in English include In Another Tongue (1993), Tradition and Modernity (1997), Painted Words (2002), Indian Literary Criticism: Theory and Interpretation (2002), A Nomad Called Thief: Reflections on Adivasi Voice and Silence (2006) Indigineity: Expression and Representation (2008) and The G. N. Devy Reader (2009).

Akhunzada FAKHRUDDIN

Forum for Language Initiatives, Pakistan

Fakhruddin is Assistant Director of Forum for Language Initiative (FLI), a non-profit and non government organization working to preserve and promote mother-tongues of disadvantaged language communities in northern Pakistan. He has 8 years of experience managing language development organization and he is also involved in training/facilitation. His mother-tongue is Khowar one of the disadvantaged language groups. He is engaged in ethnographic research of his native village, Kalkatak, and is co-author of the book “Kalkatak: A Crossroads of Cultures in Chitral”. He graduated from Peshawar universe e with a major in Sociology and Political Science and has attended a number of training events on language documentation, leadership and project management.

Margaret FLOREY

Resource Network for Linguistic Diversity, Australia

Dr Margaret Florey is co-Director of the Resource Network for Linguistic Diversity. She is currently piloting a model for grassroots training in language documentation and conservation for Australian Aboriginal communities. Margaret is actively involved in advocacy and international capacity building activities, and has focused primarily on the documentation of minority Indonesian languages.

Carol GENETTI

University of California, Santa Barbara, USA

Carol Genetti is a Professor at the University of California, Santa Barbara and Co-Director of the Consortium on Training in Language Documentation and Conservation. She served as the Director of the first Institute on Field Linguistics and Language Documentation and continues to play a central role in InField organization. Her research focuses on languages of the Himalayan region, especially eastern Nepal, and she has begun studying her heritage language, an endangered Rhaeto-Romance variety spoken in northern Italy.

Lungtaen GYATSO

Institute of Language and Culture Studies, Bhutan

Lungtaen Gyatso is the Director of the Institute of Language and Culture Studies (ILCS) at the Royal University of Bhutan. He holds Masters degrees in both Buddhist Philosophy and Sanskrit Literature, and a B.A. in English Language. His publications include developing and editing the ‘English-Dzongkha and the ‘Dzongkha-English’ Dictionary and “The Impact of Sanskrit Language on Dzongkha”. Mr Gyatso currently serves as a member of the Curriculum and Professional Support Board, Ministry of Education (1999-present) and the Dzongkha Development Commission (2002-present), and has chaired the Dzongkha Expert Committee (2000-2007) and the Dzongkha-English and English-Dzongkha Dictionary Editorial Board (2000-2005).

Kathleen HEUGH

Centre for Research on Languages and Cultures, School of Communication, International Studies and Languages, University of South Australia

Kathleen Heugh’s research, training and teaching has been largely located in linguistically diverse settings in Africa. Her focus has been on language policy and planning, bilingual and multilingual models of education, literacy development and language acquisition. She has designed, taught and evaluated teacher- and trainer-education programs in several African countries.

Peter J KEEGAN

Te Puna Wānanga, the Faculty of Education, University of Auckland, New Zealand

Peter J Keegan (Waikato-Maniapoto, Ngati Porou) is a senior lecturer in Te Puna Wānanga, the Faculty of Education, University of Auckland, New Zealand. His research interests include Maori language, Maori-medium education, Maori language testing and assessment, and language documentation and conservation. He is married to Rose, a teacher and they are raising their daughter as bilingual speaker of Maori and English.

Daryn MCKENNY

Miromaa Aboriginal Language Technology Centre, Australia

Daryn McKenny has been the manager of the Miromaa Aboriginal Language and Technology Centre since 2003. He is a passionate Aboriginal person and proudly acknowledges his traditional heritage to the Gamilaraay and Wiradjuri nations. Daryn has been instrumental in developing ways of using technology to assist in empowering Aboriginal people to be hands on at all levels of language activity through the creation of his program, Miromaa. His organisation also organises and hosts the National Puliima Indigenous Language and Technology conference every two years in Australia and also developed the “Our Languages” website. Daryn is always looking for innovative methods to help others find ways to stop the language loss and capture and disseminate our languages.

Rozenn MILIN

Sorosoro, France

Rozenn Milin was born in French Brittany and became an ardent defender of the Breton language at an early age. Historian by training, she has worked as a journalist, radio and television presenter, producer and director, in France and Great-Britain. In the years 2000 she founded and managed TV Breizh, a bilingual Breton television channel. She then created a language preservation programme called Sorosoro, that she has been running for the past 3 years.

Toshihide NAKAYAMA

ILCAA, Tokyo University of Foreign Studies, Japan

Toshihide Nakayama is an Associate Professor at ILCAA, Tokyo University of Foreign Studies, and the head of LingDy Project. His research focuses on languages of the southwestern part of British Columbia, Canada (Wakashan languages, in particular), and he has started working on a Ryukuan language of Okinawa, Japan.

Misako OHNUKI

Preparatory Office for Category II Centre, UNESCO, Japan

Associate Fellow,
Preparatory Office for Category II Centre, UNESCO
National Institute for Cultural Heritage

Former Director of Culture Division,
Asia/Pacific Cultural Centre for UNESCO (ACCU)
http://www.accu.or.jp/ich/en/index.html

Suwilai PREMSRIRAT

Center for Documentation and Revitalization of Endangered Languages and Cultures, Mahidol University, Thailand

Suwilai Premsrirat is a Professor of Linguistics in the Center for Documentation and Revitalization of Endangered Languages and Cultures, Research Institute for Languages and Cultures of Asia (RILCA) Mahidol University, Thailand. She has been researching and writing on ethnic minority languages in Thailand and mainland Southeast Asia since 1975 specializing in Mon-Khmer languages. Her major publications include a Thesaurus and Dictionary Series of Khmu in Southeast Asia (which was the result of her extensive studies of Khmu in Thailand, Laos, Vietnam and China), Ethnolinguistic mapping of Thailand, and Endangered languages. Her work on endangered languages includes a survey of endangered lanuages in Thailand; documentation work on languages in Thailand such as Nothern Khmer, So (Thavueng), Nyah Kur, Chong, Kasong as well as the Iduh language in Laos and Vietnam; and language revitalization programs for Chong, Nyah Kur, Thavueng, Gong, Lavua, Mpi and Mlabri. Professor Suwilai is the founder of the Research Center for Documentation and Revitalization of Endangered Languages and Cultures. She is currently working on language planning for bilingual education, using Patani Malay as bridge language of instruction in Thailand’s Deep South. Professor Suwilai Presrirat has received Mahidol Award as an outstanding researcher (Humanities) in 2001, National Research Council of Thailand Award as the Best Researcher in Philosophy of the year 2006, and CIPL (Comité International Permanent des Linguistes) Award as a linguist who work significantly on endangered languages in 2008.

Victoria RAU

Institute of Linguistics, National Chung Cheng University, Taiwan

Victoria Rau, Director of the Institute of Linguistics, National Chung Cheng University, is a leading scholar in language documentation and capacity building in Taiwan. She published a major monograph on Yami and edited a special monograph on language endangerment in Austronesia with Margaret Florey. Her current research is on ontolinguistics.

Yusuf SAWAKI

CELD UNIPA Manokwari, West Papua, Indonesia; MPI Leipzig, Germany; ANU Canberra, Australia

Yusuf Sawaki is an English and Linguistics lecture at Universitas Negeri Papua, Manokwari, West Papua. He earned his BA in English from Cenderawasih University in 1998 and an MA from Eastern Michigan University, US in 2002. He has been teaching linguistics at the university for 8 years. Starting in 2009, he is appointed as the Director of CELD in Manokwari, West Papua. Since 2009, he is taking his PhD study at the Australian National University, Canberra, Australia, sponsored by MPI, Leipzig, Germany. He has been working the fields of linguistics and language documentation since 1997, especially on Yali, a Papuan language, and Wooi, an Austronesian language of West Papua.

Narayan SHARMA

Tribhuvan University, Kathmandu, Nepal; SOAS, London, UK

Narayan did his graduate in Linguistics from Tribhuvan University, Kathmandu. In 2004, he joined the Volkswagen Foundation funded DOBES project ‘The Chintang and Puma Documentation Project (CPDP)’ as a Research Assistant, and spent more than five years at CPDP, taking responsibility for grammar and lexicon sections in the Puma language. He has published about half a dozen articles in national and international journals. Audio-visual recording, use of Toolbox, and ELAN are among his technology skills. Narayan started his PhD at SOAS in September 2009 under the supervision of Prof. Peter Austin. He was awarded an Overseas Research Student Award, and an Endangered Language Documentation Programme Individual Graduate Scholarship to work on the morpho-syntax of Puma.

Akatsuki TAKAHASHI

UNESCO Office for the Pacific States, Samoa

Ms Takahashi joined UNESCO in 1989, after having worked at the Asia/Pacific Cultural Centre for UNESCO in Tokyo. Since then, she has served different functions of the Culture Sector of UNESCO both at its Headquarters and Field Offices in Venice, Beijing. Ms Takahashi is currently working as Programme Specialist for Culture at the UNESCO Office for the Pacific States in Apia, Samoa, in charge of international cultural cooperation among sixteen Member States and one Associate Member of UNESCO in the Pacific, including fifteen small islands developing states. She is a holder of PhD from the Ritsumeikan University in Kyoto, specializing in the area of cultural heritage risk management.

Nick THIEBERGER

The University of Melbourne, Australia

Nick Thieberger works with Warnman, an Australian language from Western Australia, and South Efate, a language from central Vanuatu. In 2003 he helped establish PARADISEC (paradisec.org.au), an archive which that holds 5 Tb of data. He co-directs the Resource Network for Linguistic Diversity (RNLD) and in 2008 established a linguistic archive at the University of Hawai’i. He is interested in developments in e-humanities methods and their potential to improve research practice and he is now developing methods for creation of reusable data sets from fieldwork on previously unrecorded languages. He is the technology editor for the journal Language Documentation and Conservation. He is an Australian Research Council QEII Fellow at the University of Melbourne and an Assistant Professor in the Department of Linguistics at the University of Hawai’i at Manoa.

Anne-Marie WANAMP

University of Goroka, Papua New Guinea

Anne-Marie Wanamp is the Head of Department of Language and Literature and a lecturer at the University of Goroka, Papua New Guinea. She teaches Sociolinguistics, Folklore, Papua New Guinean Literature, South Pacific Literature and Post Colonial Literature.

WANG Feng

Department of Chinese Language and Literature, Peking University, China

Dr. Wang Feng completed his Ph. D degree in the Department of Chinese, Translation and Linguistics, City University of Hong Kong. From 2004 to 2006, he worked as a postdoctoral fellow at Peking University. After this, he taught in the Department of Chinese Language and Literature, Peking University. In 2008, he was appointed Associate Professor of Peking University. He is currently working on various aspects of historical linguistics, including historical phonology, Sino-Tibetan comparative studies, Chinese dialectology, language contact, and the Bai language.

印刷

PAGE
TOP