Oral Traditions: The Pragmatics of Greetings, Leave-Takings Utterances In Our Daily Conversations by Keseloh McQuillen

Introductory Synthesis to Collection

kesejulia — 2025-03-21 03:23:32 UTC

Importance of Indigenous and Native Languages

kesejulia — 2025-03-21 03:55:35 UTC

7000 Languages

kesejulia — 2025-03-21 04:23:01 UTC

The 7000 Language website offers free online language courses & materials, through filling out a the contact/partner with us section, to acknowledge and restore status of endangered languages. As a 501(c)(3) public charity, the values include empowerment & ownership, respect & collaboration, diversity & inclusion, lastly technology & community access. The important technology features that are unique to this program is that there is 40+ activity types, grammar & culture slides, conversation practice, teacher tools to set up virtual classes, plus more that can be applied to various language needs.

The Power Of Revitalization - Colonizing CA, Tolowa Dee-ni', and Karuk Languages

kesejulia — 2025-03-21 05:40:37 UTC

The audio stories provided are apart of a larger six part series that has the main themes of the recognizing a few of the 'Keepers' of Indigenous languages. Located on the Global Oneness Project website there are stories, lesson plans, student galleries, discussion guides, projects, webinars, and more available as a free archive. The purpose for this website "aims to inspire students to expand their perspectives and worldviews, promoting inquiry, empathy, resilience, and a deep, sacred connection with our planet."

Teaching and Learning Pragmatics

kesejulia — 2025-03-21 06:16:39 UTC

In the book Teaching and Learning Pragmatics by Noriko Ishihara and Andrew D. Cohen, the term pragmatics is shared as having numerous meaning but if a person is being practical, the term pragmatic approach would be used. Pragmatic approach also encompasses the four (4) main channels for communication, the receptive ones, listening, reading, and the productive ones of speaking and writing. An additional foundational term that is important to this collection about Speech Acts, are the ways in which people carry out specific social functions (i.e greeting, apologizing, complaining, farewells, etc.). A crucial part is that in given the different language contexts, speech acts can exist in the differences of "when, how, and why," can depend that language and cultural values.

Principles of Pragmatic Meaning CH. 2 & 3

kesejulia — 2025-03-21 08:50:18 UTC

This chapter has several key terms that are deemed "the basics," of pragmatic analyses in chapter 2. The main theories that are the foundations for this collection is the Speech Act (SA) Theory and Conversation Analysis (CA). For CA, there are concerns when implementing turn-taking, adjacency pairs (i.e. two-part sequences in greetings "Good morning, how are you?"), and (dis)preferred/(un)expected responses in comments and/or statements (i.e. requesting & offering that can also include silence). The components of SA include the locutionary acts (literal meanings), Illocutionary acts (non-explicit inferences), and Perlocutionary acts (unpredictable for pragmatics) that can be included in language learning classrooms for exploring deeper meanings in various cultures and languages.

Language Endangerment and Revitalization

kesejulia — 2025-03-21 09:43:44 UTC

The book, Learning How to Learn Languages by Faith Alder, Logan Fisher, Bibi Halima, Cameron Keaton, Addy Orsi, Abhay Pawar, and Keli Yerian, has several key teachings about language acquisition but for the context of language revitalization Chapter 3 - Access and Power in Language Learning is beneficial. There is several modes of interaction within the chapter that learners are able to engage with and a section of this chapter titled What Does This Have To Do With Me? can promote relationship-building through advocacy for Indigenous languages for heritage/non-heritage learners. Overall, providing layers of visibility to Indigenous languages that are working diligently to revitalize and preserve languages must have various outlets of coordinated efforts among the community, state, and often times with the federal government.

Language is Culture is Language

kesejulia — 2025-03-21 09:50:32 UTC

The book, Learning How to Learn Languages by Faith Alder, Logan Fisher, Bibi Halima, Cameron Keaton, Addy Orsi, Abhay Pawar, and Keli Yerian, has several key teachings about language acquisition but for the context of pragmatics, Chapter 4 - Culture, Intercultural Competence, and Pragmatics, provides more insights. In this chapter, there is a Youtube video that shares pragmatics 101, and gives reasoning to why learners and educators should consider adding pragmatic components into their lessons and curriculum. Although, there isn't pertinent information regarding greetings & farewells, the perspectives of pragmatics within Indigenous languages can develop linguistic tools and strategies for successful communication and mean-making across the different languages.

Pragmatics by George Yule

kesejulia — 2025-03-21 10:17:50 UTC

The book, Pragmatics by George Yule, provides a useful definition of pragmatics that "is concerned with the study of meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader). It has, consequently, more to do with the analysis of what people mean by their utterances than what the words or phrases in those utterances might mean by themselves. Pragmatics is the study of speaker meaning" (p. 3). Another key term to consider from this book is back-channels, explained as, "very short pauses are simply hesitations, but longer pauses become silences...If one speaker actually does not speak, then the silence is attributed to the second speaker and becomes significant. It's an attributive silence" (p. 73). For many Indigenous language, there is difficulty when a conversation happens with no flow and all of a sudden there is that significant pause to eventually create that awkward feeling. There could be a variety of reasons, but to mention a few could be that the speaker is choosing their words carefully and needs more time and/or the speaker is trying to identify if they need to respond in a formal or informal manner.

Greeting and Leave-Taking in Sasak

kesejulia — 2025-03-21 10:40:32 UTC

This article provides how our greeting and farewell words/phrases are used in out daily-life conversations with the main language being Sasak. The authors, Istikohrini Atika and Sudirman Willian, stated this quote, " the forms and styles to express greetings and leave-takings in every culture (speech community) differ from one culture to another" (p. 58). For greetings, it is divided into two forms of time-free-greetings (i.e. How are you? etc.) and time-bound-greetings (i.e. Good Afternoon) and this might often be followed up with a question. Both the greeting and farewell utterances that the learners use can be classified into passing and engaging exchanges and more that happens during communication.

Ola Ka ʻŌlelo Hawaiʻi The Hawaiian Language Lives

kesejulia — 2025-03-21 11:02:05 UTC

This Youtube video provides information regarding the Hawaiian language movement that is beginning at a young age and is available for a formalized education in Ph.D. programs and teaching credentials to preserve language usage.

Basic Yurok by Andrew Garrett

kesejulia — 2025-03-21 11:23:50 UTC

The book, Basic Yurok by Andrew Garrett, holds critical information that was provided from numerous fluent Yurok L1 speakers to various linguists for the creation of this book. The inclusion of adding the resource of recognized dictionaries, grammar books, archives, etc. like Garrett's works, is important because it shifts that status and role that the language has. In the preface, Garrett shares, "this book is meant to be used by Yurok language teachers and advanced learners, in support of language restoration in the Yurok community. That goal has determined the contents and style of what follows... All readers should keep in mind that languages are best learned by speaking and listening; this is a supplement to the spoken language" (Preface). Over time, the book was built into a digital search engine for Yurok language that can provide learners with different modes of learning by listening to fluent speakers pronounce the words and reading the text(s) with examples (if available).

Language Curriculum Design and Evaluation for Endangered Languages by Coronel-Molina and McCarty

kesejulia — 2025-03-21 11:57:45 UTC

The article is relevant to this collection as educators are often needing to "develop culturally-relevant materials," that has a goal of increasing the numbers of speakers and teachers that go through similar processing of attaining the goals of learning a second language. A majority of this text focuses on formal/informal curriculum designs and assessment methods for four different language groups (all having different needs) to consider a few of the successes and challenges they have faced and/or continue looking for solutions for. It is often that Indigenous Languages are at a stage where they need to implement Language Policies and Planning (LPP) with their programs, formal institutions, etc. and so these planners need to adapt materials and knowledge that was once told only orally to creating adequate materials that can successful teach learners how to use the language back into their daily lives.

Conversation Analysis and Speech Act Performance by Marta González-Lloret

kesejulia — 2025-03-21 12:45:59 UTC

In the context of a second/foreign language classroom, CA and SA can be combined as a tool to understand the learners' performances of sequential development, but the differences are shown here to state the various interactions of comprehension about the crucial differences like the speaker intent, SA as actions-in-sequence, and data collection methodology. The first section about speaker intent, with the term intent dealing with other influential theories of "Grice's (1975) principles of cooperation and Brown and Levinson's (1987) politeness theory" (p. 61). In analyzing SA, utterances are not isolated as the intent of a speaker can have ideas/actions encoded in language use that produce significant impacts on the communication. The second section of actions-in-sequence refers to utterances that are also actions in SA but this also refers to turn-taking, social factors (age, gender, etc.) and adjacency pairs of understanding between interlocutors. The third and last section of data collection methodology which needs to rely on naturally occurring data (conversations) and this can be best elicited through role-plays, discourse completion tests (DCT's), multiple choice questions and rating scales. Some of these methods may be more/less suitable depending on scope and research questions but also considering the variable will help provide useful data.

Indigenous Language Greeting Poster - Example, Using Canva to Create One

kesejulia — 2025-03-21 13:06:23 UTC

Using Canva.com or the provided website, educators and curriculum developers can take their language greetings and farewell words and phrases to provide visuals for learners in the classroom. Another suggestion is to supply the posters as reinforcement as a tool for recognizing and attempting to pronounce the language each time the learners see it.

Speech Acts in Interaction: Towards Discursive Pragmatics by Gabriele Kasper

kesejulia — 2025-03-21 13:36:06 UTC

From pages 281-314, the author Gabriele Kasper shares this work to highlight how a larger approach of SA can pursue empirical extensions of literature, and examine from a perspective that differs from the (meta)theoretical stance of SA research in isolation. By applying CA to the SA research, the purpose is to not to just view the meaning and action of SA but examine it through social interactions with using "specifically Jacoby and Ochs's theory of construction (1995) and Arundale's co-constituting theory" (1999, 2005). The research is organized around the three concepts of action, meaning and context, to prove that certain concepts of CA have direct consequences SA research. Adding these concepts enables the CA to study "advice resistance, agreement and disagreements, apologies, complaints, compliments and compliment responses, invitation refusal sequences, questions, and requests," (p.305) and a key component in this research is that the learners need to have directed analytical attention to have the coordinated interactions.

Indigenous Languages Month Toolkit - Government of Northwest Territories

kesejulia — 2025-03-21 13:42:46 UTC

This website provides a toolkit example for learners to engage meaningfully with the contents of hashtags, social media engagement, social media images, social media messages, Indigenous language sheets, and much more. The language sheets contain terms and the English translations of the topic of Conversations with target vocabulary of greetings, asking questions, and leave-taking utterances that can be printed for classroom or at home activities.

Never Can Say Goodbye - by Arden Ogg

kesejulia — 2025-03-21 13:56:14 UTC

Located on the Cree Literacy Network, the author Arden Ogg shares about the topic of 'good-byes' in Cree. The structure of the website is similar to a language blog/lesson by providing learners comments about the differences between English and Cree to whether certain words/phrases would be polite or not. A few of the alternative provided have been collected using social media but there is also key information to ensure that if learners are wanting to use Cree 'leave-taking' utterances appropriately then acknowledging +/- solidarity in that relationship and if it is being used in a formal/informal context.

Native American Language Resources Center

kesejulia — 2025-03-21 14:13:30 UTC

The NALRC-NW supports Native language programs in Alaska, Washington, Oregon, Montana, and Idaho to provide resources for incorporating digital tools, enhancing curriculum, networking, and more on their website. In their contact form, educators/learners have the ability to choose to book an appointment for marketing, design, develop teacher skills, develop leadership, support policy and planning to achieve their main goals "to strengthen and sustain Indigenous languages for future generations."

Georgiana Trull's Yurok Language Conversation Book

kesejulia — 2025-03-21 14:56:43 UTC

In Georgiana Trull's Yurok Language Conversation Book, there are 31 chapters that have different topics to provide target language to learners along with audio listening of fluent L1 Yurok speakers. Chapter 1. Hello - Hellos and Goodbyes, is a great starting point for most program and language materials developed to say survival terms about who you are plus others that are important to communicating.

Greetings From My Indigenous Culture by Bitahnii Wayne Wilson

kesejulia — 2025-03-21 20:46:28 UTC

On the website BahaiTeachings.org, the author Butahnii Wayne Wilson shares a crucial part of greetings that many Indigenous language follow when introducing themselves to people. An important statement is the reasoning for particular aspects of the introduction sharing family is explained as, "the reason why I introduce myself in this way is because I was instructed by my elder and was raised to address myself in a respectful way to all my relative, the Holy People, and all the elements from the microcosm to the macrocosm within this universe and all existence." Indigenous perspectives on introductions are significantly different as explain our kin and background are explicitly stated to align with the cultural traditions and teachings.

Language For Life: Nourishing Indigenous Languages In The Home

kesejulia — 2025-03-22 00:30:22 UTC

This resource has several components that is useful for educators and learners of Indigenous languages such as creating a family plan, numerous activities of creating a family tree, claiming space of activities, seasonal chart, daily activities, and more supporting materials for challenges and solutions. Providing templates for these tasks and activities will useful as these are mostly using speech acts that will be occurring in our daily conversations.

Yurok Language Program - Resources

kesejulia — 2025-03-22 00:53:15 UTC

The Yurok Language Program is a good resource for educators and learners to learn songs, play games, read stories, find the dictionary, and discover more resources available. There is also other supplemental learning materials with the 'Yurok in 20!" Podcast, virtual learning spaces/pathways, and Yurok learning requests and this is an excellent framework for learners to start their language learning journey.

American Indian Language Develop Institute (AILDI)

kesejulia — 2025-03-22 01:16:33 UTC

The American Indian Language Develop Institute (AILDI) is located at The University of Arizona and their main goal is to "provide critical training to strengthen efforts to revitalize and promote the use of Indigenous languages across generations." There a several section that are highlighted in the website which is transformative teaching, longevity, purposeful research, summer sessions, services, additional resources, and collaborative partnerships.

The Routledge Handbook of Language Revitalization

kesejulia — 2025-03-22 01:37:23 UTC

The Routledge Handbook of Language Revitalization is a collection of 47 contributions from global and top scholars in the U.S. to bring attention to language revitalization issues of theory/practice along with a variety of perspective about decolonizing the language learning field. The significant loss of culturally significant languages turn to language revitalization movements "as paths to healing, justice, and empowerment" (p. 22). The collection is a compilation of hundreds of years of Indigenous knowledge being put at the forefront to reverse language loss and "establish language revitalization more firmly as an independent field of study and action, [for] more research and theorization" (p. 22).

Beyond the Curriculum: Extended Discourse Practice Through Self-Access Pragmatics Simulations

kesejulia — 2025-03-22 02:41:51 UTC

The article titled, Beyond the Curriculum: Extended Discourse Practice Through Self-Access Pragmatics Simulations by Sydorenko, et. al., with the section titled Implicit Versus Explicit Instruction, that is about how the features of pragmatics of authentic input, consciousness-raising practice, and feedback in the classrooms. The purpose of this article is to support how pragmatics can improve learner strategies and content in the different forms with explicit AND implicit instruction can improve the results of language learning.

Function #2 Activity Lesson Plan

kesejulia — 2025-03-22 04:13:18 UTC

For function #2, this lesson plan is incorporating greetings and farewell sequences in a role-play dinner activity with the learners practicing how they would use the language in a real-life situation.

Slideshow For Unit 3 Lesson Plan

kesejulia — 2025-03-22 04:22:44 UTC