I have really been enjoying reading up on the culture and history of the Yaqui. Unfortunately, this material tends to be in English or Spanish (not that I could even read it in Yaqui anyway). Being of Yaqui background, I am familiar with a few cultural and historical aspects already; the references I have provided are still quite beneficial as some information comes directly from the Yaqui people.
I read about the cultural traditions of the Yaqui and how tied into religion they are -this is due to their history of interaction withe Jesuits in the 1600s. But the Spanish arrived in the mid-1500s, so why the 1600's you ask? As it turns out, the Yaqui were one of the most defensive and resistant to Spanish troops and managed to maintain their way of living for many decades after the Spanish conquest of many other indigenous groups of Central America. Even today, their traditions are a blend of Catholicism and ancient beliefs. For example, the Pascua Yaqui hold their deer dances (ancient ceremony) during the Easter season (Catholicism). During the deer dance, a dancer will where a deer headdress and imitate the deer's movement. This is an important symbol of the Yaqui and to show respect for the ceremony and the people, you are not allowed to record (via video, audio, or sketch) the religious ceremony.
Language-wise, I have brushed up on some greetings (see Lesson Plan) and kinship terms. In Yaqui, men and women have, for the most part, different words for their relatives. For example, I would call my father "Hapchi" and my mother "Ae," while my brother would call our father "Achai" and our mother Ae." So, let me break down my own family for you, using the Yaqui kinship terms.
I live with my Hapchi, Ae, and Saila.
I have my: Mamai Rebecca, Mamai Debra, and Taata Tim (mom's side).
I have my: Samai Jerry (mom's side).
And my Apa Doug (mom's side). My Asu was 1/2 Yaqui and my Hamuli was 100% Yaqui.
I believe the words for cousin follow the say wording as brother and sister- there is also a distinction between older and younger siblings. Additionally, elder men are referred to as "Hapchi" (F) or "Achai" (M) and women in general are called "Maala."
Showing posts with label culture. Show all posts
Showing posts with label culture. Show all posts
Wednesday, April 28, 2010
Wednesday, April 21, 2010
Cultural Resources
Here are some fun resources for learning about Yaqui culture and history:
http://hemi.nyu.edu/cuaderno/yoeme/content.html In Yaqui, English, or Spanish!
http://www.pascuayaqui-nsn.gov/ Official Site!
http://jan.ucc.nau.edu/~jar/TIL_2.html Trilingualism!
http://latinola.com/story.php?story=8208 Newspaper POV from 1890s!
http://www.native-languages.org/yaqui_culture.htm Everything you need!
Text resources to come soon!
To be included: Deer Songs and Teachings of Don Juan.
http://hemi.nyu.edu/cuaderno/yoeme/content.html In Yaqui, English, or Spanish!
http://www.pascuayaqui-nsn.gov/ Official Site!
http://jan.ucc.nau.edu/~jar/TIL_2.html Trilingualism!
http://latinola.com/story.php?story=8208 Newspaper POV from 1890s!
http://www.native-languages.org/yaqui_culture.htm Everything you need!
Text resources to come soon!
To be included: Deer Songs and Teachings of Don Juan.
Lesson #3
As I mentioned last week, I have decided to change my learning approach from a linguistic-based learning style to a communicative-based method. That is, I will use the language structure text as a reference when I want to know more about a particular form. My primary language learning resource is now online materials, particularly these sites:
http://hemi.nyu.edu/cuaderno/yoeme/content.html
http://www.native-languages.org/yaqui.htm
The first is wonderful! I can read the same passage in Yaqui, English or Spanish. I think this site will be a good resources for learning phrases and complete sentences. On the other hand, the second site is more for individual vocabulary words (i.e. body parts, numbers, daily use terms).
This week I concentrated on individual vocabulary words and I will build up to complete sentences. I feel more comfortable learning with the new approach; learning through linguistics seemed like a daunting task. Using a more realistic means of learning, I believe I will better be able to concentrate my studying/learning to what will be useful to me.
Here are some new words:
Man = Takaa
Woman = Hamut
Black = Chukui
White - Tosai
Turquoise = Toloko
Red = Siki
See second site above for more new words I learned, including numbers, colors, and body parts (in case I injure myself!).
This week I also found myself reading up (in English) on the Yaqui culture and history. I remember doing an oral report on the Yaqui in my high school AP Spanish class. I recall it being about the legend of the "long-haired Yaqui." I should look for some more information on that folktale. Otherwise, I have read much about Yaqui relations (or lack thereof) with the Mexican government, their migration to the north (into the US), their religious affiliation and how it guides their traditions (especially among the Pascua Yaqui in AZ), and their famous Deer Songs.
Lesson #3: Be realistic.
Looking back at my first set of goals, including my goals for proficiency, they seemed unattainable by the end of 10 weeks. I have since adjusted them to be more attainable. Additionally, thinking about my actual use of Yaqui in the future, I believe speaking will be the primary function. Reading up on the Yaqui, it seems many native speakers are not literate (reading/writing) in their Yaqui L1- this is for the Sonoran Yaqui, I am unsure about the Pascua Yaqui. Therefore, I will not need much reading ability expect for academic purposed (however, it is unlikely I will attain that level of proficiency by the end of 10 weeks, maybe after a couple years). Writing, though possible not necessary for practical use, is essential to me for my learning process. I absolutely have to write vocabulary words out (and it cannot be typed, actually written with a pen and paper) to recall it later.
Being realistic about my current and prospective proficiency and actual language use is an important step in my language learning process. It has helped re-direct and guide my learning habits/method in order to (hopefully) better achieve my goals.
http://hemi.nyu.edu/cuaderno/yoeme/content.html
http://www.native-languages.org/yaqui.htm
The first is wonderful! I can read the same passage in Yaqui, English or Spanish. I think this site will be a good resources for learning phrases and complete sentences. On the other hand, the second site is more for individual vocabulary words (i.e. body parts, numbers, daily use terms).
This week I concentrated on individual vocabulary words and I will build up to complete sentences. I feel more comfortable learning with the new approach; learning through linguistics seemed like a daunting task. Using a more realistic means of learning, I believe I will better be able to concentrate my studying/learning to what will be useful to me.
Here are some new words:
Man = Takaa
Woman = Hamut
Black = Chukui
White - Tosai
Turquoise = Toloko
Red = Siki
See second site above for more new words I learned, including numbers, colors, and body parts (in case I injure myself!).
This week I also found myself reading up (in English) on the Yaqui culture and history. I remember doing an oral report on the Yaqui in my high school AP Spanish class. I recall it being about the legend of the "long-haired Yaqui." I should look for some more information on that folktale. Otherwise, I have read much about Yaqui relations (or lack thereof) with the Mexican government, their migration to the north (into the US), their religious affiliation and how it guides their traditions (especially among the Pascua Yaqui in AZ), and their famous Deer Songs.
Lesson #3: Be realistic.
Looking back at my first set of goals, including my goals for proficiency, they seemed unattainable by the end of 10 weeks. I have since adjusted them to be more attainable. Additionally, thinking about my actual use of Yaqui in the future, I believe speaking will be the primary function. Reading up on the Yaqui, it seems many native speakers are not literate (reading/writing) in their Yaqui L1- this is for the Sonoran Yaqui, I am unsure about the Pascua Yaqui. Therefore, I will not need much reading ability expect for academic purposed (however, it is unlikely I will attain that level of proficiency by the end of 10 weeks, maybe after a couple years). Writing, though possible not necessary for practical use, is essential to me for my learning process. I absolutely have to write vocabulary words out (and it cannot be typed, actually written with a pen and paper) to recall it later.
Being realistic about my current and prospective proficiency and actual language use is an important step in my language learning process. It has helped re-direct and guide my learning habits/method in order to (hopefully) better achieve my goals.
Reading Response: Culture and Community
In her book, Marshall (1989) gives a detailed guide to learning language in situ. Unfortunately, I do not have the advantage of being in or around a community that speaks Yaqui. Still, I believe Marshall's guide can be applied to my learning process.
Finding and learning a language with the help of a mentor (preferably a native speaker) would be invaluable. Though, I do believe it is possible to be your own mentor if you do not have access to a community of native speakers. Obviously, being your own mentor has some inherent drawbacks: lack of (modified) native speaker input, no partner for role=playing (unless you can convince a friend to do it!), no correction (unless you are self-monitoring- in which you are unlikely to catch most errors) and likely insufficient cultural input/behavior modeling. Nonetheless, the "mechanics of a learning relationship" (daily expectations, conducting hard-working sessions, varying activities, cultural differences) outlined by Marshall can be easily carried out by oneself.
I found Marshall's chapter (7) on "getting a head start at home" to be quite pertinent to my own language learning experience. Lets say I am preparing to go to a Yaqui community, what can I do to prepare myself (linguistically and culturally) before I immerse myself in the community? Marshall suggests "living abroad at home" (especially if language courses do not exist). This means finding possible mentors at home, in nearby communities (i.e. families, churches, social groups), and looking at literature (or other resources) to learn more about the target culture.
With LCTLs, it is difficult to locate a community of native speakers- even in Los Angeles. More than likely, most speakers may only have perceptive language abilities and do not speak the language. Furthermore, a native speaker will also speak English and/or Spanish. In this situation, it would be tempting to rely on those languages to talk about the LCTL, and not speak in it. One point that Marshall made on this topic of mentor selection was that learners should not ask "why" a native speaker says something one way (and not another, for example). I do not agree with this sentiment entirely. Being inquisitive about a language, its use as well as its form, I believe, is a sign of a good language learner. They want to know more about the language they are learning so to better use it when placed in the target culture environment. Although, being inquisitive and still not accepting the reasons for certain usage/form would not be acceptable.
Turning to the good language learner discussion in Finkbeiner, I believe the question about "good language learners being culturally more competent because they do not face culture shock" is an interesting one. While cultural competence in general can be difficult to attain when not studying a foreign language in the target community, a good language learner might seek out opportunities and resources to acquire cultural competency. For example, watching videos, reading about the target culture, interacting with native speakers, or studying abroad. Good language learners are probably more likely to accept the practices of the target culture without having to compare them (particularly by a better/worse standard) to their own cultural norms. This would make the "culture shock" phenomenon less traumatizing and could promote language learning.
Finding and learning a language with the help of a mentor (preferably a native speaker) would be invaluable. Though, I do believe it is possible to be your own mentor if you do not have access to a community of native speakers. Obviously, being your own mentor has some inherent drawbacks: lack of (modified) native speaker input, no partner for role=playing (unless you can convince a friend to do it!), no correction (unless you are self-monitoring- in which you are unlikely to catch most errors) and likely insufficient cultural input/behavior modeling. Nonetheless, the "mechanics of a learning relationship" (daily expectations, conducting hard-working sessions, varying activities, cultural differences) outlined by Marshall can be easily carried out by oneself.
I found Marshall's chapter (7) on "getting a head start at home" to be quite pertinent to my own language learning experience. Lets say I am preparing to go to a Yaqui community, what can I do to prepare myself (linguistically and culturally) before I immerse myself in the community? Marshall suggests "living abroad at home" (especially if language courses do not exist). This means finding possible mentors at home, in nearby communities (i.e. families, churches, social groups), and looking at literature (or other resources) to learn more about the target culture.
With LCTLs, it is difficult to locate a community of native speakers- even in Los Angeles. More than likely, most speakers may only have perceptive language abilities and do not speak the language. Furthermore, a native speaker will also speak English and/or Spanish. In this situation, it would be tempting to rely on those languages to talk about the LCTL, and not speak in it. One point that Marshall made on this topic of mentor selection was that learners should not ask "why" a native speaker says something one way (and not another, for example). I do not agree with this sentiment entirely. Being inquisitive about a language, its use as well as its form, I believe, is a sign of a good language learner. They want to know more about the language they are learning so to better use it when placed in the target culture environment. Although, being inquisitive and still not accepting the reasons for certain usage/form would not be acceptable.
Turning to the good language learner discussion in Finkbeiner, I believe the question about "good language learners being culturally more competent because they do not face culture shock" is an interesting one. While cultural competence in general can be difficult to attain when not studying a foreign language in the target community, a good language learner might seek out opportunities and resources to acquire cultural competency. For example, watching videos, reading about the target culture, interacting with native speakers, or studying abroad. Good language learners are probably more likely to accept the practices of the target culture without having to compare them (particularly by a better/worse standard) to their own cultural norms. This would make the "culture shock" phenomenon less traumatizing and could promote language learning.
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