Lesson #4

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."

Week 5 Reading Response

Marshall, Chapter 6

The lesson plans provided by Marshall in Chapter 5 are a nice starting-off point for learning a language, especially one that an entire community speaks, and maybe reads and writes. However, what about even less well known (or even less commonly taught languages)? This is where I believe his advice for interaction, techniques, and topics presented in Chapter 6 become quite useful. Since my LCTL, Yaqui, does not have a native-speaker community nearby, nor does the target language community function ONLY in Yaqui (as mentioned before, it is a trilingual group in the US and at the very least, bilingual in Mexico), Marshall's suggestions on varying lessons (to keep up my own interest, if nothing else) and the topics to learn (which are categorized and provide a great overview of useful aspects to any language) provide a basis from which to structure and organize my language learning endeavor.

Going sequentially, Marshall presents ideas for increasing interaction opportunities. While I do not feel this does not apply to my own situation, at least at this stage in my learning, I think Marshall proposes realistic opportunities to practice the language in question. I did not notice this word in Marshall's chapter, but what I believe it comes down to is MOTIVATION. That is, if you are motivated to learn the language, you will make opportunities to use it. No matter the situation, employed or stay-at-home spouse, a motivated learner will incorporate language learning into their daily routine, chores, job, errands, down-time, etc.

As for techniques for activities, I found Marshall's suggestions to be very reminiscent of Total Physical Response (TPR). For example, there are multiple suggestions regarding realia, drawing, visual aids, and role-playing. My experience with TPR has been primarily with children; however, I think immersing yourself in a language requires you, no matter your age, to use all the senses to interact with and learn the language. A skill Marshall mentions is Mnemonic devices; this is something I like to use when I teach Spanish and it always comes as a total revelation to students (Oh! you mean I use that weird subjunctive conjugation when it is for Wishes, Emotions, Impersonal Expressions, Recommendations, Doubt, Ojala = WEIRDO). Other skills listed include using gestures, asking for repetitions or slower speech, paraphrasing, using what you know but being attentive as to what native speakers do and say (and how they say it). Thinking about the good language learner, I think these are skills that one would possess or try to pick up on.

Finally, Marshall's topics for lesson plans are varied, including topics for beginning to advanced learners. The ones I felt most related to my study include: informal socializing, interactions with "family," greeting/departing, personal information, questions/requests, polite phrases, +/- statements, action words, kinship terms, time expressions, descriptors, non-verbal cues, taboos, and pronunciation (personal interest). I believe most of these topics are at a beginning level and some can even be incorporated into more advanced levels.

I appreciated Marshall's note on practicality- not only for practicality in actually learning the language (i.e. time spent, using L1 versus TL) but for knowing what to expect of yourself in the language learning process. For example, I am constantly reevaluating my goals as I understand more about my own learning process and what I will be able to achieve in a given time frame. I had previous hoped to reach almost intermediate proficiency, though now I believe I will be lucky to achieve mid-novice.

Lessson Plan

Here is a sample lesson plan for my Yaqui learning, using Marshall (Ch. 5) as a guide. Of course, I am still at a very elementary level and it has been difficult to find resources with phrases already made for me (the morphology/syntax is quite complex and I do not want to learn too many incorrect forms through my "hypothesis testing" of the language).


Task: Greet locals (i.e. native speakers) as you meet them on the street, in shops, etc.

Dialogue:

Sl: Lios em chama.
S2: Lios em chiokoe.
S1: Empo allea.
S2: Kettu'i.

Practice:
Backwards build-up drill- repeat segments of the phrase, starting from the back to build up the entire phrase.

Substitution- the only other greeting I have found is: Aman ne tevote yevihnewi.

Realism:
Or, Marshall's Wokabaot

Since I do not have a mentor to practice these dialogues with, I will instead enlist the help of my friends (who will not have to memorize the passage, they can carry around a cheat sheet with the phrases). Still, in normal greeting situations, I can use the script above, even with non-Yaqui learners and just explain what I am doing (my excuse: I am a linguist).

Evaluation and More Practice:

Record the Dialogue, Listen, and Self-Evaluate- in the recording leave time after each phrase for repetition. Practice phrases at least 5 times.

Supplemental Activities:

Gesturing while greeting- How do the Yaqui use gestures when greeting? A handshake, a wave, a smile? When and with whom are certain gestures appropriate?
Introductions- Practice introducing myself to others. "My name is..." and "What is your name?"

Cultural Note:
Greetings are nearly always formal in Yaqui, even when greeting close friend. The four-phrase dialogue above is the common way to greet strangers as well as friends.

How to use gestures? (see questions above)

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.

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.

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.

Goals Revised

Here are my more focused, less vague, more attainable, revised goals for learning Yaqui:

1. Speak (including greetings/closings, asking simple questions) and use gestures appropriately in informal conversations about familiar/simple topics such as family, personal information, etc.

2. Ask and answer questions in an informal interview about personal background, daily life, education, and language.

(see my previous goals here: http://learningyaqui.blogspot.com/2010/04/goals.html)