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Indian Education Newsletter, Vol. 5, no. 1/2 Indian Education Resources Center 1974-09

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IndiaEuctoNewslr IRVUnondiivameus1E0ty6u-c8fB,tro.CckRhHesalrbCin  VOLU 5 #1 & 2 SEPTEMBER & OCTOBER 1974  HOME SCHOOL CO-ORDINATOR * ***PROGRAM --VANCOUVER METRO*** 41**************************444444******#  By the time you read this there will likely be three Home School Co-ordinators working in the Vancouver Metro area. Meetings have taken place for several months between members of the Vancouver Board of School Trustees, and members of Staff and Board of Directors of the Vancouver Indian Friendship Center. As a result, plans are underway to appoint the three Home School Co-ordinators.  ,  This is not a first, the present Home School Co-ordinator program was started last school year when funds were solicited from the Department of Human Resources, and LIP to provide minimal salaries for Angie Dennis, and Vivian Ignace to operate as Home School Co-ordinators. Though not officially linked to the Vancouver School Board, the two Home School Coordinators established an informal working relationship with individuals from the Vancouver School Board and developed a very active enthusiastic working relationship with Vancouver schools and staff. Their operating year was very successful in spite of handicaps and impediments such as poor funding, lack of mobility, no official status, etc. They also worked strictly in elementary schools. This year the plan is to work officially with the Vancouver School Board, have two Home School Co-ordinators working in Elementary Schools and ore working in Secondary Schools.- The Homb School Co-ordinators will become employees of the Vancouver School Board, but decisions, and evallations regarding their performance, operation, and effectiveness will be made by a joint committee of Vancouver School Board members with at least an equal number of Indian people. Since 30% of status Indians live off-reserve, an indeterminate number of non-status Indians live in cities, and since Vancouver is the largest city in British Columbia, it is likely that we may soon uncover enough of the hidden city Indian population to justify a lot more than three Home School Co-ordinators.  *** ***************** ** *^* ***^*** ** #41. * ) * NUE! ****^** **^* * NITEP (Native Indian Teacher Education Program) is underway! A new "first' for British Columbia, this unique teacher training program offered by the University of British Columbia FaCulty of Education is the fruit of the combined efforts of Indian Educational LeadetS,in13.C., Pniversity of.B.C. personnel (names such as Dean John Andrews; Dt. p4t1lur More, Dr. I. Housego, and Mr. Jack Wallis), and the Provincial bepartment of Education, -  ••0  Minister Eileenqlailley. NITEP is a program that embodies such concepts as:^a) A means of increasing the Indian Teacher population in B.C. schools. b) A means, by the use of Indian Teachers, of providing models, and encouragement to Indian children in classrooms, and increasing school achievement. A means of providing opportunities for talented Indians who otherwise would never find their way into this fieldAeducation). d) A means of challenging the present system of teacher training by implementing an alternative. A means of providing impact and relevance to teacher training that makes it less of an investment and more of a preparation. The fact that we have begun the program is one mark of undertaking, and the fact that we must now await its success is another. Originated as a program designed strictly for Native Indians the program may in the future be open to, all teacher. trainees. Because of the efforts of a small core of Indian educational leaders whose initial thinking started in 1969, the emphasis at this point is to embark on a program for Native Indians. This was further supported by factual information indicating 'the serious number of Indians who never completed high school, and furthermore the serious lack of Indians in professional roles. Only 26 of the 23000 teachers in B.C. are Indian and if Indians were represented by population there should be as many as 1300 Indian teachers in B. C. If NITEP had not taken place the number of Indians enrolled in the Faculty c Education in B.C. Universities indicated that the maximum number of Indian teachers we could, look forward to for 1978 was three. We need Indian teachers. in:  Some of the unique features of NITEP include flexibility - entry points - many trainees are accepted on the mature entry program and without university entrance qualifications. - exit points -leavin4 at variouS leIrels of the program assures at leastsOme proficiency and qualifications for employment. This is missing' from the present teacher program. • performance over theory - trainees will be teamed with sponsor teachers for observation Pnd performance in classrooms. This takes. place immediately.  - 3 -  - Field k:enteredo training will take place in central local communities rather than isolated in the academic atmosphere of the university. Trainees will be more tuned in to the local needs and atmosphere. - Field training. university instructors will be going into local training centers to give instruction in various subject areas. Team Leaders as opposed to instructors: team leaders will act as instructors, organizers, managers, tutors, counsellors and resource personnel and will be responsible for the field centered training program. - Organized Structures although the university of B.C. is involved, much of the responsibility rests on the shoulders of Dean John Andrews (Faculty of Education, UBC) who in turn passes on responsibility to 'the Deans NITEP Committee" (made up of Indians and U.B.C. staff) and to the Co-ordinator of the NITEP program, Dr. Arthur Mote (presently on leave of absence from his regular role as instructor for EddCation 479 - Cross Cultural Indian Education, presently being handled by Dr. Richard Green). The Co-ordinatOr in turn oversees the operation of each field center and also in turn passes responsibility to the,Team Leaders, who in their turn assign various responsilities to the trainees. Some flexibility is built into this structure tcrinclude consideration for local Indian voice. - Certification: in consideration of the general accusation that programs designed for Indians are usually diluted or "watered down" we have designed this program to be so well planned, so well constructed, and so well implemented that its graduates could compete for any teaching position they SQ chose and that the Certificate they earned would be recognized as equal to or better than that which presently exists. - Fifty - six (56Y trainees have enrolled in the program and as of Sept. 20/74 in its second week, the frantic pace of the program is beginning to tell on the faces of the trainees where smiles of enthusiasm are giving way to a serious and quiet determination. In addition the Team Leaders, Joan Ryan - North Vancouver Center, Dave Walker - Terrace, Liz. Robertson - Williams Lake, and Bob Chenoweth - Kamloops Centers have added grey hair over schedules, accommodation, bursaries, and others. The four groups came together for one week `  - 4 -  4  at U.B.C., gePt'ember 1,6 - 20, 1974 for an orientation. The timing Was awkward because U.B.C. enrollment is up to an unexpected high this year, and classrooms or accommodations are difficult to find. Good Luck NITEP and everybody in it!! - Robert W. Sterling, A/Director - I.E.R.C. ^* *^ ** *** :t*^ *** ^ ** ************************* ****************************^ 48 *** ^ * * *********** ** ***^ * *^  HOME SCHOOL CO-ORDINATOR PROGRA  M  " V IfinCOUVER COMMUNITY COLLEGE LANGARA Vancouver Community College developed a Home School Co-ordillator program at the request of the Advisory Committee for Native Indian Programs. The course as laid out by the Advisory Committee is a one year, two term, (eight month) College Certificate Program. During the first semester, students in the course will be taking five first year courses; Political Science 117, Sociology 120, B.C. Studies 220, Psychology 115 and Communications 115. In addition to this, the students meet four days out of five for two hour seminars to cover the Home School Co-ordinator Skills section of the course. This section is used to inform students of all practical aspects of the duties of a Home School, Co-ordinator. During the first part of this semester, the students will tie lectured on Counselling Techniques, take part in seminars on Orientation to Life Styles, Reading labs and also take a Drivers Training Course. Guest speakers for this section will be brought in to lecture on various approaches to counselling. At the end of the first semester (January) the students will be required to complete a one or two week practicum in an areas other than their home area ^This wi 1 be done to give the students field experience and a chance to relate classroom work to the practical role of a Coordinator. The students will be placed in different areas throughout the province so that they will have the opportunity to obserSe and become aware of different programs that exist in Indian Education. Following this, the students will return to Langara to complete the second semester of the program. The courses included in the second semester are Political Science 119, Sociology 121, Psychology 215,  - 5 -  5 Communications 116, Home School Co-ordinator Skills 215 and 216. The Home -SC1)001 Co-ordinator* Ski Its section 215 will be ^follow up to HSC Skills section 115. During'ibis sactiow,of the prdgram, the students will meet with representatives from gOvernment agenties, band councils etc. to introduce and inform ihe students of Services offered by different agencies and how they will become involved in their role as Home School Co-ordinators. Home SchooLCo-ordlnator Skills section 216 is a job oriented study of methods that the Co-ordinator will use in various situations. Most sessions will be closely related to the presentations of HSC Skills sealop 215,or to field trips that illustrate the environment of case problems. 'Near the end of this second semester the students will be required to complete a final two week practicum. At this time the students will be placedinor near their home - area . .  ,To date,elevenstudents are enrolledi t e-course eight from B.C. and three from out-of-province. - ff , 'you:have any questions regarding the program, PlaSq do .not hesitate tO call e rne at 324-5248 or write to:  Ms. .StwirlY ..10 s 0 ph,AP.structo,r Home School Co-ordinator Program NancPtiver Community, college 100 West 001 Avenue  VancOuver,- 13, -,,)^**** *^ * Mg* ***;144**- *nn *******^********* *^********.^* ** **.,‘^  NOTICE: RE: REQUESTED RESCIJRCL PERSONNEL FROM THE I ND IAN EDUCATION RESOURCES CENTER ( UBC 8, THE BRITISH )  01.1p1I3I A NATIVE INDIAN TEACHERS ASSOCIATION TO SC8OPLS,, WORKSHOPS & CONFERENCES ETC , -  --  had to teveue chaAge6 to aneas,Aequating naounce pmsonna Aon Apeahing engagements. (Th24 doa nOt include honokalaumi.) Thiz came into e6iect, September 1, 1974.  Due to Lack of 6undS^thatietthe Resoukces Centek has  (@ 150 pet,miee),  In piteviou/S yeat& o4 opeution IERC/8CNITA has paid 4ox thea awn travel expen6e4 n Resoukce Peuonna to those meas. ******** ***** ******  6  **BOOK^W ** **^ ** THE FOURTH WORLD - An Indian Reality. George Manual/Michael Posluns, 1974  Corner -  MacMillan Canada Ltd. $7.95 - hardback (hb)  George Manuel a leader in the North American Indian Movement, along with co-author Michael Posluns, presents an informative and important historical document which traces the struggle for Indian survival as a nation culture, and as a reality. This struggle, as seen through the eyes and experiences of a leader in that battle sheds new light on alternatives for co-existence. The policies and those who make them have made an incredible Contribution to the situation in Which Indians fihd themselves today, and this book will develop the awareness needed by everyone involved with Indians (including Indians) to Shatter the mis-conceptions and stereo-types that have so long shadowed Indians. Excellent and a reading must for everyone! ************* by R.W. Sterling. ** *** *  NO FOREIGN LAND.  - The biography of a North American Indian. Wilfred and Ted Poole. 1973 Pantheon - Random House.  Pelletier  Pelletier and Poole combine to put on paper random thoughts and memories of Pelletier in his life as a child and the experiences he has as he grows up. Pelletier outlines very vividly the conflict that any Indian will experience if he attempts to become an active participant in both the Indian world and the non Indian world. He paints very vividly a picture of Indian life that is so "Indian" and beautiful that the book should be read by every Indian as a reminder of what stands to be lost through assimilation, and should also be read by every non-Indian because Pelletier says what Indians have always had a hard time saying... ** ** by R.W. Sterling *************************** *************** **^**  A 1L  1  :,t Vr1"4  '-r^171 {J^,  A^Ca■ -7,1::: .• h  A list 9  E^Al  ) et  r^riey  9 ,5  w^yew ea ;,';  t  aawm  ;  LA  ,,f  Nrw tsf'teri is at the Center (continued)  ZE 78 C2 A259  Sanders,  Dougla5  Wilbur, J.R.11.  Case LAW Ligo ;t. 1974. 55 pages. From Abler. Sanders, and Weaver, Eds., A_C anadin 1960-1970. ,  Canadian Indians: The Ways of the Wild. 1967. 24 pages. iirunswick Press.  .  "an attempt to bring tcgether all 03se law relating to /Canadian/ Indian logal goestion1-. since 1 July 1867." A bibliography of legal decisions. 1004 4404  A small illustrated booklet designed to quaint primary school children with the varfous Indian groups in Canada. Unfortunately, it is filled with slurs and inaccuracies. 2077 2000 5000  Story, Gillian and Constance M. Naish Vaudrin, Bill  alingit Verb Dictionary. 1973. 392 pages. Alaska Native Language Center, University of Alaska. A Tlingit-English verb dictionary intended for speakers of Tlingit and others. 2031 3701  igative/Non-Native Communication: Creating a Two-way Flow. 1974. 13 pages. In J. Orvik, Ed., Cultural Influences in Alaskan ,iative Education. Rules for communicating in workshops and get-togethers (e.g. talk slow, use common referent:4200 2088  dStudents at Romig Junior High, Anchorage Jangllemteggun: As We See It. 1974. 100 pages. Anchorage Borough School District. $1.25. Writings by native ninth grade students in 4 general areas: Village Profile, Interviews of Native People, Life in Anchorage from the Students' Viewpoint, and Life in the Village. 4501 2088  Turner, Nancy Chapman and Marcus A.M. Bell The Ethnobotany of the Southern Kwakiutl Indians of British Columbia, 1973. 54 pages. From Economic Botany, Vol. 27, No. 3. A list of the botanical, common, and Indian names of 142 plant species used by the Kwakiutl, and their collection, preparation, and use. 2015 3302  F^:Swan, James G. 891^ S97 The Northwest Coast, or, Three Years Residence in Washington Territory. 1972 (1857). 435 pages. Univ of Washington Press. $3.95. A record of 3 years (1852-55) at Shoalwater Bay (now Willapa Bay) on the coast of Washington, of frontier and Indian life. 2008 4001 4005  Turner, Nancy J. The ,Ethnobotany of the Bells Cools Indians of British Columbia. 1973. 28 pages. From S,yesis, Vol. 6. A list of the english and Indian names and the uses of the plants used by the Bella Coola Indiana. 2005 3302  ,Sylvester, Guy Indian-Inuit Authors; an Annotated Bibliography. 1974. 108 pages. National Library of Canada. $2.50. A bibliography of hocks, etc., written by Indian and Inuit authors. 1004  i  Theata. Periodical. Qnarterly. Student Orientation Services, University of Alaska.  A magazine of non-fiction articles by It ohman native students at the University of Alaska. 4501 2083  "r item Zealand Department of Education ,Committee on Communication Between ( heels and Parents  LB 1715 C2  -  Parent-School Cem.minication. 1973. 50 pages. New Zealand Dept of Ethic. A report of a committee which called upon "4 wide range of views and expertise in studninn ways of improving carriminication between _ed parents particularly whose children appear to nave  difficulty adjustirT to our schools, 4200^ item Zealand_  aational Advisory Committee  on Maori LducatIon.  liaorl Education. 1970. 19 pages, aew Zealand Dept of Educ. The Committee's report on education for ilaori children aad their recommendations on pre-schools, curriculum and staffinn, rotational traininn, teacher training, and adult education.  Paton, James M.  Current Thinking on Teacher Education. Education. Volvi,e 55. 1966. 56 pages. W.J. Gage, Ltd.  "An interpretation and discussion of the pro-  and publications of the Seminar on Teacher and Certification held in Ottawa, Ray 9-L1 1966, by the Canadian Teachers' Federation."  ceedings  Education  4200  Pennier, Henry 5836.9 ^ P455 ^Chiefly Indian. 1972- 130 pages. Graydonald Graphics Ltd. A3 $2.95. The recollections of Henry Pennier, aUlalkomelem (Coast Salish) Indian logger from Mission, B.C. 2011 4501  4200  E : North/Nord  Eskimo Art Issue.  1974. 52 pages. March, April issue of Northi  Nord. Information Canada, $1.50.  Articles on a number of art-producing communities in the Northwest Territories and Arctic. Quebec and on the history of Eskimo Art.  99 09 P44  Pelletier, Wilfred and Ted Poole  No Foreign Land. 1973. 212 pages. Random !louse.  The Biography of Wilfred Pelletier, an Ottawa Indian from Manitoulin Island, Ontario. 2056 4501  2078 1200  lteed, E. Irene  ,Orvik, James M. LAilinjual  The Eskimo Language Workshop 1974. 6 pages. In J. Orvik, ed., Cultural Influences in Alaskan Native Education.  Education and Cultural Identity.  1974. 8 pages. In J. Orvik, ed., Cultural Influences in Alaskan Native Education.  A report on bilingual education focussing on types of bilingualism and "cultural identity for-  mation."  ials preparation--and the materials produced so far 4200 2088  4200 2088  ()Irv*,  A brief description of the Workshop--which Is involved in teacher training and curriculum mater-  James and P.,17.' Barnhardt, editors  „Rider, Charles D.  Cultural Influences in Alaskan Native Education. 1974. 94 pages. Center for Northern national Research, linty of Alaska. papers on prominent issues of Alaskan edncation, teacher practices end behavior, bi-linnnal education and cross-cultural communication. Presented at the ocotitn;s of the Society for apnlind Anthropology.^4200 :088  Anthropological Research as an Approach to a Science of Cross-cultural Education: The Comparative lintnod and Theory dgildinn. 1974. 10 pages. In J. Orvik. ed., Cultural Influences in Alaskan dative Education. A discussion of anthropological theories of cross-cultural research as they apply to education.  4200  New Materials at the Center (contintlod)  Clarke, George Frederick 78 ^ M27 ^Someone Before Is Our Maritime Indians. 1974 (3rd Edition). 240 pages. Brunswick C43 Press. The author's observations about the archaeology of Oe maritimes with some information about pre4ent day Indian life there. Probably inaccurate in places.  Howard, Helen Addison and Dan L. McGrath 90 J8 ^War Chief Joseph. 1964 (1941). 368 pages. Univ of Nebraska H6 Press. $2.65.  The story of Chief Joseph and the Nez Farce uprising of 1877. 2034 4007  2050 2070 3902 ,Cline, Michael S.  Harris, Marvin  Covert Clans: Factionalism as an Additional Consideration for the Alaskan Bush Teacher. 1974. 9 pages. In. J. Orvik, od,, Cultural Influences in Alaskan Native Education.  Potlatch Politics and Kings' Castles. 1974, 7 pages, From Natural History, May, 1974.  "examines the development of factions in one village and their subsequent impact upon a series of teachers."  The economics, of the Kwakiutl potlatch and haw - it functions to maintain a high level of production by its connection with the system of status and prestige.  4200 2088  2015 3006  Sollier, John, Jr. Apassroom is not a Fish Camp. 1974. 7 pages. In J. Orvik, ed., Cultural Influences in 'Alaskan Native Education. The author's views of education, native self-determination, and the relationships of white and native culture. 4200 2088  207 9  ,Courtin, Stuart and Garnett' , Watters The Golden Bonk- Illustrated Dictionary. 1961. 8 Volumes (1ERC has Vols 1-6). Golden Presa. An illustrated dictionary for grade-schoolcrs. 5000  E78 C2 Ci6  C r owe, Keith 3.  A History of theOrlginslPeoples of Northern Canada. 1974. 226 pages, Arctic Institute of North America- Queen 4 s-McGi11 Univ Press. The history, culture, and current situation and Inuit peoples  the Algonkian. Athabaskan, )1 Northern Canada.  2.178 2061 2063 4001  ^ Feder, Norman E 98^ A7 ^American Indian Art. F38  1973. 150 'pages. Harry N. Abrams, Inc.  Photographs, descriptions, and analysis of,  American Indian art from the Plains, Southwest.  California, Basin-Plateau, Northwest Coast, Arctic, and Woodlands. Color and black-and-white victures. 2001 3200 3204  LC^Darnell, Frank, editor 2605 C654^,Education in the north. 1972. 363 pages. University of AlaskniArcti Institute of ;north America. "Selected papers of the nirst International Conference on Cross-Cultural Education in the CircumNlar Nations," Contains parts on The Cultural Situation, Economomics, Administration, and Pedagogy. 4200 2088  Darnell, Frank  Trends in the Development of Cross-cultura' Education in the Circumpolar Nations. 1974. 5 pages. In James Orvik, ed., Cultural Influences in Alaskan Native Educ. Trends the author identified from a year of travel in the northern countries and from a conference on' Northern education. 4200  New Materials at f  Cliter (continued)  Kitimat School District $O  ,  'Indian Studies 10--Proposed Course. 1974. 20 pages. Mimeo.  Ldaori  Education Foundation ,New Zealand Dept of Education.  An outline of a course in Indian Studies  You Can Help Your Children Now. n.d. Leaflet and pamphlet. New Zealand  proposed for Mount Elizabeth Secondary School,  Kitimat.  Dept of Education.  4200  EdUcational activities for Maori children to  be done at home and samples of conversations which may arise out of the activities. 4200 Lgeinfield,  Judith lataira, Ratarina ,Maori Education Foundation  1Effective Teachers of Indian and Eskimo High School Students. 1974. 28 pages. In J. Orvik, ed. 4 Cultural Influences in'Alaskan Native Education  Tamariki: Our Children Today. 1965. 40 pages. Government Frinter, Zealand.  ,  Attempts to define the psychological characteristics (and teaching styles) of effective and ineffective teachers of native highschool students. 4200 2088  A book of photograph showing children growing up and learning. 4200  .Lane, Robert B.  Moyers, William apd David C._Cooke  Canadian Indians. 1972. 9 pages. From The Canadian ps chologist, Vol. 13, No. 4. ,--  An examination of Indian education and the misconceptions that create problems in Indian education, for example, that the conflict of Indian culture and school culture "causes" problems in Indian education. Highly recotmended.  Famous Indian Tribes.  1954. 64 pages. Random House.  An illustrated book for ages five and Op on the Indians of the eastern woodlands, the plains the southwest, California, and the northwestcoast. Their way of life, great chiefs, and wars. -  2001 5000  2077 4200 AdacLeod, n. lorsell, Harold The ,Canford Tragedy. n.d, 14 pages, From "Law Znforcement of  Pioneer Days in South Central B.C." by Harold Forsell. Ma. bescribes'the case in 1934 where Indians from the Noositcn Reserve were convicted of the murder of two RC!? constables.  Ljative  Courtworker and Counselling Association of British Columbia  Constitution. i973. 11 pages. Mimeo. The constitution, by-laws, etc. of the association as filed ana registered under the societies act. 4304 4004  2030 4007 4303  Manuel, Ceorge  Fosluns, Michael  The Fourth World: An Indian Reality. 1974. 278 pages. Collier-MacMillan. $7.95. Ceorge Manuel, the Shuswap Indian president of the National Indian Brotherhood, talks about his life, the history of Native movements in Canada, and his vision nf a future Indian and North American "fourth World." ^ 2024 2077 4302 4304  Native Courtworker and Counsellins Association of British Colusbla Native Courtworker and Counselling Association of British Colr:bia n.d. I page pamphlet.  Describes the association, its aims and objectives, and the duties of conrtworkers and al-  cohol counsellors. 4304 4004  New Materials at the Center [cont.] Carrier Linguistic Committee  Bradley, Ian L. A Bibliography of Indian Musical Culture in Canada. 1974. 6 pages Mimeo. A bibliography of articles & books relating to Indian music in Canada. 323Z  Central Carrier Country.. 1974 9 pages: Carrier Linguistic Committee. Carrier Indian names for Islands Mountains, Lakes, and Rivers, with maps showing wherejhese places are. 2006 3701'3801y4400  B.C. Archaeological Sites Advisory Board. Reports on File with the Archeo1ogical Sites Advisory Board of B.C. -- July 1974. 15 pages Mimeo.  Carrier Linguistic Committee Hanuyeh Chun Utni-i Plants of Carrier Country. 1973. 91 pages. Carrier Linguistic Committee.  A list of the reports describing the excavations and surveys approved by the Sites Board from 1951 to 1973. 3902 2035  A Handbook, in Carrier & English, of trees, shrubs, flowers, berries, & other plants found in Central Carrier Country, & their uses. 2006 3302 3701 4200  Burnette, Robert & John Koster The Road to Wounded Knee. 1974 332 pages. Bantam Books. $1.95 The Yribal Chairman of the Rosebud Sioux Reservatoon tells about the events in Indian history and Indian relationships with the Bureau of Indian Affairs that lead to the occupation of Wounded Knee in 1973. Donated by Gerry Williams. 2062 2087 4302 4402  Ceerier Linguistic Committee Walker, Dick Nak'asdli Nut'ine Nawhuhulnuk. Carrier Short Stories. 1972. 48 pages. Carrier Linguistic Committee. Stories, in Carrier & English, designed to give practice in reading as well as enjoyment. Book 3 in a series. 2006 3201 3701 4200  Canada, Dept. of Indian Affairs & Northern Development. Indian Education Program. 1972. 52 pages, DIAND. Intended for DIA staff & Indian bands & organizations, this is an outline of the various education programs run by Indian Affairs. Includes administratiom, federal 6- nonfederal school, adult ed., vocational education, employment & re-location & student residences. 4200  Carrier Linguistic Committee Walker, Dick Nak'asdli Bughuni 1. Carrier Book One. 1972. 60 pages. Carrier Linguistic Committee., "One of two reading books produced to enable Carrier speakers to read their own language." Introduces new sounds one by one by means of keywords. Keyword & syllable drills enable new words to be built using know sounds. 2006 3701 4200  -  B  New Materials at the Center [cont.] ICaftier Linguistic Committee  Carrier Linguistic Committee Walker, Dick Central Carrier Grammar Sketch 1973. 38 pages. Carrier Linguistic Committee. "Written to provide the Carrier speaker with a descrip tive outline of the basic grammatical structure of his language. The outline is based on the eight parts of speech in the english language which the reader may knoW already..." 2006 3701 4200  Walker, Dick Nak'axdli Bughuni 2. Carrier. Book Two.^, 1972. 35 pages. Carrier Linguistic Committee. "One of two reading books pro duced to enable Carrier speakers to read their own language." 'IntrodUces' new'sOunds by means of Keywords. Keyword & syllable drills enable new words to be built using known sounds. 2006 3701 4200  **********************************^ ***************** *** *****-***********A************** •  PLEASE NOTE: BRITISH- COLUMBIA NATIVE INDIAN TEACHERS' ASSOCIATION MEMBERS'; THE BCNITA FALL CONFERENCE WILL BE POSTPONED UNTIL THE SPRING [1975]. [BUT, WILL BE HELD IN TSARLIP AS PLANNE0]. MEMBERS WILL BE INFORMED IN ADVANCE OF DATES.  * * * **  •**** *,^*, **** * * ****** • •  RETURN ADDRESS:  •^-^•  Indian Education ResourC.es Center University of BritishColumbi4-:-'. 2075 Wesbrook Place #106 - Brock Hall, Vancouver, B.C. V6T 1W5 .  -  ,  •  1  [  \A I ^ ' , . ' : ' ; L' ' , . ^ ,^•41,.^ (^ ,  , U  ,..„...,.  


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