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Summer Institute 2012

The 15th Annual NILI Summer Institute will be held Monday, July 9, 2012 to

Friday, July 20, 2012 at the University of Oregon campus. This year we are

offering a third week for people who wish to have a more “hands-on” experience with materials and

curriculum making. The third week will begin July 23, 2012 and end July 27, 2012.

“Reclaiming Daily Conversations” is the theme for the 2012 Summer Institute. Our thought behind this theme

is to teach participants strategies on how to reclaim daily conversations from English. For example, instead of

greeting someone in English with “Hi,” one could say, “He’ba’lo’,” which is a Wiyot greeting. You could then

ask after a person’s family by saying “ʔəsxid s(ə) adsyayayəʔ” in Lushootseed or tell someone that it’s cold,

“dret khul alta” in Chinuk Wawa. This may seem a small thing, but when we begin to use our ancestral

languages in daily life, it becomes easier to make room in other areas of our lives for our languages.

Other NILI courses will cover a range of topics including: Northwest Native languages, linguistics, teaching

materials and technology development, and teaching methods.

this issue

Summer Institute 2012 P.1 Reclaiming Lushootseed Domains P.2

Language in the Home: Card Games P.2 Summer Institute 2011 Recap P.4

Hawaiian Language Revitalization Model P.5 NILI Collaborates with Tribes P.6

Thank you, NILI Donors! P.10 Upcoming Events P. 11

Stay in Touch There are lots of ways to stay in

touch with NILI and the things we

are doing. Check out our News

page and “like” us on Facebook.

NILI News Feed

NILI Facebook Page

Support NILI

There are lots of way you can sup-

port NILI. You can donate to our

fund, host a training, donate items

to be used for materials or curricu-

lum, or write to the University of

Oregon to let them know how NILI

supports your community.

Northwest Indian Language Institute Bi-Annual Newsletter

Fall/Winter 2011

“Reclaiming Daily Conversations”

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Reclaiming Lushootseed Domains By Zalmai ʔəswəli Zahir

Start playing card games in

your language! If you trans-

late a few basic phrases and

practice them each time you

play, the whole game can be

immersed in your language.

Here are some good starting

phrases to begin playing:

It’s my turn.

It’s his turn.

It’s her turn.

Whose turn is it?

Who starts?

I start.

He starts.

You start.

She starts.

Are you finished?

I’m finished.

He’s finished.

She’s finished.

I first heard the concept of reclaiming

language domains from Lindsay Marean

while attending the 2008 Northwest Indian

Language Institute (NILI) at the University of

Oregon. Marean was teaching a course in

teaching methods. Although I and other

language teachers have taught our students

to try to begin using language learned in the

classroom in everyday life, Marean was the

first to put it in terms of ‘reclaiming

domains back into the language’. Learning

language is not the only element in

language revival. We must also speak it. In

other words, if we are serious about

reviving endangered languages, then it’s

important we begin using the language in

everyday life.

Let’s breakdown the concept of language

domain. As I think about it, it seems a

language domain can be many things. Here

are some examples:

1. A domain can be a topic, such as a

greeting. I could decide to only say ʔəsxid

cəxʷ for how are you when greeting people.

If I commit to using this phrase every time,

then I’ve reclaimed this one greeting FOR

Lushootseed.

2. A domain can be a location. It can be my

kitchen, my car, or walking along the water.

When I’m in that location, I only speak

Lushootseed.

3. A domain can be an activity. Let’s say my

goal is to make my kitchen the location

where I only speak Lushootseed, but let’s

assume I don’t have enough fluency to do

everything. So I start with one activity, such (Continued on page 3)

Language in the Home: Playing Cards By Judith Fernandes

I already played.

He already played.

She already played.

Did you already play?

Draw a card.

Put down a card.

Take a card.

Deal the cards.

How many cards?

I win.

You win.

He wins.

She wins.

Do you have a “2, 3 ,4, 5, 6, 7,

8, 9, Jack, Queen, King, Ace”?

Yes

No

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as, putting away food in the

refrigerator to begin my goal of

total kitchen immersion.

ʔudəgʷəd cəd ti sqəbuʔ ʔal tə

səxʷƛuxʷilali I am putting the

milk into the refrigerator, and so

on. Once I’ve done this, then I

can add another activity, until all

my kitchen domains are

reclaimed FOR Lushootseed.

4. A domain can be a relationship

to a person or group of people.

For example, those with good

fluency may decide to only speak

Lushootseed to their child, or a

teacher may only speak

Lushootseed to their students.

Once again, this relationship

domain is reclaimed FOR

Lushootseed. These are just four

examples of what a language

domain might mean. You are

encouraged to consider others

and please feel free to share your

ideas.

When considering reclaiming a

language domain, you will also

need to consider to what extent

you will reclaim it. In particular,

who is your audience? Are you

going to say ʔəsxid cəxʷ how are

you to everyone, your

community or only those that

know Lushootseed? If you decide

to say it all of the time, are you

(Continued from page 2)

Student Highlight: Carson Viles

going to translate for those who don’t

understand you? Questions like these

and others are for you to think about.

Again, please feel free to share your

ideas. We all benefit.

Now consider the big picture.

Although ʔəsxid cəxʷ is only one small

phrase, what if one hundred people

decided to reclaim it FOR

Lushootseed? Then five hundred.

Then a thousand, and so on. One

definition of an endangered language

is one spoken by less than five

hundred people. If over five hundred

people said this one phrase every day,

all the time, then would this not be an

elegant seed to plant for Lushootseed

revitalization and preservation?

huyəxʷ cəd I am finished now.

Reclaiming Lushootseed Domains, continued Carson, a Siletz tribal member and University of Oregon student, worked at NILI this fall term on formatting an elder-wawa storybook project for the Confederated Tribes of Grand Ronde.

Carson is an Honors College student who is majoring in Environmental Studies. He is currently in his fifth year of studies and is a “senior in standing.” He is presently doing an internship with the Tribal Climate Change Project which is a collaborative project between the UO Environmental Studies Program and the USDA Forest Service Pacific Northwest Research Station.

Out of respect for culture-bearing Native languages, Carson took two years of Ichishkíin taught by Yakama tribal members Roger Jacob, Greg Sutterlict, and elder Virginia Beavert.

He is also studying his ancestral language Dee-ni’, a coastal Athabaskan language with the help of Pyuwa Bommelyn. Carson believes language is an important and powerful part of culture and that language carries cultural information. He observes that it is a struggle to maintain culture without language. Modern day Indians are going through this struggle and he’d like to see less of this and more language spoken.

Carson says there is a lot of work to be done on his language as well as other Native languages in general. He feels it is important for the Native youth to be proactive in the language preservation effort.

Another facet of Carson is his desire to be active and fit. Basketball is his sport of choice. He says that it is extra important for the Indian community to be fit because they have a lot of hurdles to face. Fitness is a way to strengthen oneself for those hurdles. He says he really stays fit for fun but the struggles of the Indian community are in his mind.

A lesser known fact about Carson is his passion for preparing acorns. Every time there is a food celebration at the Longhouse and elsewhere, Carson can be counted on to bring acorn soup.

Share your ideas about

reclaiming domains with others.

Ideas can be posted to the NILI

Facebook page or shared via

email. Let us know your

thoughts!

NILI Facebook

NILI Email

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Summer Institute 2011 Recap Overview of NILI 2011, June 20-July 1

Another great Summer Institute was enjoyed by NILI Staff and tribal communities! Language teachers and learners from Muckleshoot, Smith River Rancheria, Quinault, Warm Springs, Yakama, Colville, Wiyot, and Siletz were represented this year. The participants started their day with a class offered by Dr. Michelle Jacob from the University of San Diego and a member of the Yakama Nation. Her class, Indigenous Language Revitalization Issues and Human Rights, culminated in an action project taking steps towards language revitalization. Projects made for the class were assembled into a booklet and include posters, resolutions, open-letters, language learning activities, and petitions. Participants next attended Linguistics classes, helping them take an analytical look at their language. Classes taught by NILI faculty included topics about grammar, vocabulary and phonology. The morning ended with intensive language courses in participants' languages. The language courses taught this year were: Sahaptin 1 (Virginia Beavert and Roger Jacob); Sahaptin 2 (Virginia Beavert and Gregory Sutterlict); Lushootseed (Zeke Zahir); and Tolowa Dee-ni’ (Loren Bommelyn). Based on this year’s theme of “Sharing Stories," afternoon classes were centered on teaching methods and teaching materials related to stories and teaching them. In the curriculum class, participants learned how to build language curriculum around a story, and went home with three new

stories they could teach in their languages. In the materials class in the late afternoon, teachers created materials around the teaching of a story, including digital and/or print versions of the stories, which they could also take home. Most participants stayed on the UO Campus for the two weeks of Summer Institute. We were able to gather for several group events, such as a dinner at the Longhouse, as well as a barbecue at the NILI house. This year, we welcomed Dr. Kimberly Espy, the incoming Vice President for Research and Innovation, and honored Dr. Rich Linton, Vice President for Research and Graduate Studies, and Dr. Charles Martinez, Vice President for Institutional Equity and Diversity, both of whom retired this past summer. Dr. Linton formalized NILI’s status as an Institute at UO. He and Dr. Martinez have supported NILI participant scholarships for the past 6 years. Perhaps one of the most discussed issues this year was the desire for more support for Distance Education initiatives. Based on this discussion, NILI is exploring technological solutions and is piloting a distance class this Fall in Lushootseed. Further feedback included the desire to extend the Summer Institute. For summer 2012, there will be an optional 3rd week based on this feedback. Be sure to check out the 2012 Summer Institute website for more information.

NILI Summer Institute 2012

http://pages.uoregon.edu/nwili/summer-institute

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Hawaiian Language Revitalization Model October 5-8, 2011, the Northwest

Indian Language Institute,

University of Oregon, and the

America’s Big Idea were pleased to

host Dr. Kauanoe Kamana and Dr.

Pila Wilson for a week of events

highlighting their work in the

Hawaiian Model for Language

Revitalization for building speakers

of endangered indigenous

languages.

Like many other indigenous

languages, Hawaiian is critically

endangered. Fluent first-language

speakers are elderly and often

scattered across the islands. For 20

years, there has been a coordinated

community and government effort

to save the Hawaiian language and

culture.

The Hawaiian Model for Language

Revitalization features community-

family immersion language nests as

the most successful model for

building speakers of endangered

languages. Hawaiian language

programs have expanded from

these nests into immersion

preschools and Kindergarten-12

schools and the Hawaiian Language

College at the University of Hawai‘i

at Hilo. Drs. Pila Wilson and

Kauanoe Kamana were the first of a

number of couples in Hawai‘i who

revived Hawaiian as the first

language of their home.

While Kauanoe and Pila were here

they gave three presentations - all

aimed at different members of the

UO Community. Their first

presentation Hawaiian Language

Revitalization and the Role of

Schools was geared towards the

greater UO and Eugene/Springfield

communities. A special

introduction was given by Tony

Johnson, Chinook Tribal Member

and artist, who spoke about the

revitalization of Chinuk Wawa. An

overview of how the early Hawaiian

preschools were established was

shared as well as what it took for

the small group of Hawaiian

language advocates to come

together and build their speech

communities. The second

presentation, Issues in Hawaiian

Language Revitalization, was

geared towards folks who are

interested in the study of

languages. Many students and

faculty from the UO Linguistics

Department and tribal community

members were in attendance.

Saturday’s workshop, Hawaiian

Insights Regarding Language Nests

and Survival Schools, hosted local

tribes working to reclaim their

August 8 - 15, 2012

Lushootseed Immersion

Week 2012

The Northwest Indian Language

Institute will offer a one-week

Lushootseed full-immersion course

at the University of Oregon this

summer. Students will be fully

immersed in Lushootseed (Puget

Salish) for seven days. All

participants will be staying on the

same floor of a dormitory, living,

eating, and sleeping Lushootseed.

Classes will include art, games,

stories, and more.

No prior knowledge of Lushootseed

is necessary.

Registration Fee $470.00

Room & Board

Double room

($49.00/night x 7 nights) $392.00

Single room

($69.00/night x 7 nights) $483.00

For more information, please visit

the Lushootseed Immersion

webpage here:

http://tinyurl.com/lushootseed2012

ancestral languages in the

home and schools. These

videos will be available on the

NILI website soon. Please

check back for further

information.

We thank our partners,

College of Arts and Sciences,

Center for Latino/a and Latin

American Studies, and

Department of Linguistics!

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NILI’s Collaborative Projects: 2012

Throughout the year, we are

privileged to work with tribes and

organizations on various short and

long term projects. We very much

appreciate being invited to be a

part of this kind of work, and we

learn and grow through these

collaborative efforts. Here are

some of the projects of the past

year:

Strategic Plan for Karuk Language

Restoration

NILI staff worked with the Karuk

Language Restoration Committee

and Karuk Tribal and Language

Program staff in the spring and

summer of 2011 to develop a

Strategic Plan for the continued

restoration of the Karuk language.

This work involved planning and

facilitating a retreat with

participation from Tribal staff,

council members, language

speakers and learners, and

community members with a

sustained interest in language

restoration. During the retreat

weekend we evaluated resources

and challenges, set long-range

goals, and developed a rough

timeline and plan for attaining

those goals. NILI staff then drafted

a plan and revised it based on

feedback. The overall goal is to

restore the Karuk Language to

something that is heard and

spoken by Karuk people every

day throughout the Karuk

homelands. Joana, Regan and

Zeke were very pleased to share

this work with the Karuk

community. The Plan is now

being edited by the Karuk

Language Restoration

Committee and will be

presented to the Karuk Tribal

Council for review.

Ichishkíin Culture and Language

as Protective Factors

This project is a collaboration

between NILI, the Yakama

Nation Language Program, the

Yakama Reservation Wellness

Coalition, and three school

districts on the Yakama Nation.

The goal of the program is to

increase self-esteem, cultural

pride and drug and alcohol free

lifestyles in our Yakama Nation

at-risk teenagers. With tribal

teachers and NILI summer

institute students, the team is

developing culture-based

curriculum centered around

traditional foods and nutrition,

longhouse protocol and legends

that link powerful moral

lessons with sites on the

Reservation. We will also

develop two evaluation

measures that assess (1) the

effectiveness of language and

cultural teachings in

preventing drug and alcohol

abuse among Native youth;

and (2) the relationship

between language and cultural

teaching and increased self-

esteem and self-worth in

Native youth.

Nimiipuu Language Teaching

and Family Learning

At the beginning of October,

Judith and Joana spent a

weekend with the Nez Perce

Language program in Lapwai

to work with teachers and

community members on

activities and strategies for

teaching language and using it

in the home. The first day

focused on teachers, with an

emphasis on using stories and

legends in the classroom. The

second day focused on using

the Nez Perce language at

home during play time, story

time, in different areas of the

(Continued on page 7)

Page 7

Collaboration, continued

house and while doing everyday

activities. Also, a special honoring

was made to Haruo Aoki, a

Japanese linguist who worked with

the Nez Perce elders for more than

twenty years on creating the Nez

Perce Dictionary. Other elders who

participate in language

revitalization were also

recognized.

There was a great turnout,

including a number of elders and

master learners who provided the

Nimiipuu words and sentences for

the activities as well as rich

cultural information. The Nez

Perce Language Program is now

offering to their community

monthly language sessions using

methods that were taught at the

training. Many who attended the

event continue to give positive

reports to the language program

about the event.

Grand Ronde and Yakama Nation

ANA projects

NILI just finished supporting two

three-year ANA grants, one with

the Confederated Tribes of Grand

Ronde and one with the Yakama

Nation. The Grand Ronde project

(Continued from page 6) focused on the development of

place and culture based

language immersion curriculum

for grades K-5. Topics included

berries, salmon, acorns, camas,

canoes and canoe journeys and

cedar basketry. Units contained

math, science and language arts

lessons in Chinuk Wawa. The

Confederated Tribes of Grand

Ronde has just been awarded

another three year ANA grant.

NILI will support teachers with

training and curriculum writing.

The purpose of the new project

is to create a Chinuk Wawa

immersion school for K-1. Seven

new place and culture based

units will be created based on

language arts, math and science.

The just-ending Yakama Nation

ANA grant paired 8 learners

with 4 Elders in a Master-

Apprenticeship program, with

the goal of building speakers

and language teachers who are

knowledgeable about their

language and traditions, and

who maintain the virtues of

respect, honor, and discipline

towards the Elders and within

the family. Four different

dialects of the Yakama Nation

were included, with Master-

Apprentice teams based in

Toppenish, Goldendale,

Wapato and White Swan. In

addition, teams documented

traditional activities to be used

in creating lessons and to be

archived for future use. The

learners are now teachers,

with various community

classes taking place. NILI

supported this project with

teacher training in curriculum

development, and linguistics

training.

The Tolowa Athabaskan

Lexicon and Text Collection

Project: Recording the Last

Speakers of the Tolowa

Dee-ni' Language

This National Science

Foundation funded

documentation project will

result in an audio and written

catalogue of Tolowa Dee-ni’

language as well as a

dictionary with selected sound

files. It is a collaboration

between the Del Norte County

Unified School District and

NILI, and is supported by the

Smith River Rancheria Tolowa

Dee-ni' Tribe.

(Continued on page 8)

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Staff Highlight:

Judith Fernandes

With a background in teaching that

spans preschool to college level

students, Judith is part of the NILI

team as a teacher trainer and

curriculum writer. She has several

specializations areas in the field of

education - language immersion,

language teaching, language

assessment, materials

development, and creating

teaching activities.

Judith’s favorite project in recent

years was centered on compiling

basketry curriculum for classroom

teachers at the Confederated

Tribes of Grand Ronde. They

worked with master basketry

weavers to create curriculum for

both adults and children. Several

children’s storybooks that were

written as a literacy component in

Chinuk-Wawa and a pictorial essay

was developed for the harvesting,

processing, and weaving of juncus

and hazel. Master basket weavers

went into the classroom to help

even the smallest of hands to have

an age-appropriate weaving

experience. A traveling box with

basketry materials and weavings

were developed to permit others

to borrow and implement the

curriculum.

Other projects Judith has enjoyed

collaborating on include generating

curriculum for teaching about:

condors, turkey buzzards, canoes,

wolves, beavers, bears, salmon,

berries, acorns, camas, Native

children’s games, and cedar. These

all include age appropriate math,

science, art, reading, and writing

activities.

What can Judith collaborate with

you on? Give us a call to discuss!

Collaboration, continued

Topics like personal recollections,

geography, weather, birds,

animals, food, and sayings.

Sayings are central to the

recordings, as these are subjects

that provide rich insights into

Tolowa Dee-ni’ culture in addition

to supplying language for the

databases. Along with recording

new material, the project is taking

an inventory of existing recordings

and creating a searchable database

with speaker names, time indexes,

and summaries. This work

supports Tolowa Dee-ni' Wee-

ya' (language) Restoration Strategy

and their culture preservation, and

will provide rich sources that

teachers can use to develop

classroom materials.

Ichishkíin/Sahaptin: Language

documentation of Yakama natural

and cultural resources

The importance of Yakama natural

and cultural resources, and all that

their Yakama names represent, is

expanded upon and reinforced in

the Yakama language by elders

(Continued from page 7)

through recollections, stories,

songs and ceremonies. This

NSF-funded project documents

the knowledge of the elders in

their own language. It is a

collaboration between the

Yakama Nation Division of

Natural Resources and NILI.

During the project, we will

record elders speaking to the

broad themes of places and

cultural and natural resource

management and preservation

within the Yakama Nation;

transcribe, translate and

annotate these recordings, and

produce a digital and paper

catalogue of Yakama natural

resources, including places,

plants, animals, fish, birds, and

insects significant to Yakamas.

This work will support and

strengthen natural and cultural

resource management and add

to efforts to teach and

preserve Ichishkíin.

Do you have a project you’d like to collaborate on with NILI?

If so, contact us. We’d welcome the opportunity to collaborate and create language

revitalization curriculum, materials, strategic planning, etc.

Page 9

Happy 90th Birthday to Virginia Beavert!

Graduate Student Highlight:

Zalmai ʔəswəli Zahir

Zalmai ʔəswəli Zahir is a Ph.D.

student in the Theoretical

Linguistics Program at the

University of Oregon. He is from

the Puget Sound region of Western

Washington and the primary

language he works on is

Lushootseed. Lushootseed is the

language of thirteen different tribes

in the Puget Sound area. ʔəswəli’s

Puyallup Indian step-father began

teaching him Lushootseed in 1974 when he was eleven. In doing so,

ʔəswəli began his journey of discovering the very rich heritage of the

Lushootseed people. Through his father and other Lushootseed speaking

elders, he has learned language is culture and describes Lushootseed as the

‘heart’ and essence of the people.

ʔəswəli continued to work on Lushootseed through high school and college

and soon after graduating from school in 1988 with his undergraduate

degree he began voluntarily teaching Lushootseed out of his home. Since

then, his language work has included contracts with tribal language

programs, doing full language-immersions for children and adults (reaching

over a thousand tribal people), field and archival research, and

development of Lushootseed text, audio, video and CD-ROM materials.

ʔəswəli’s goal is to pass on the ‘heart’ of the people through Lushootseed

to the next generation and to help keep Lushootseed alive. “Time is of the

essence, for we no longer have first-language Lushootseed speakers, and

the fast-pace life of the modern world is taking our younger generation

further away from the language and culture of their ancestors,” ʔəswəli

says.

His work at NILI, and being a linguistics graduate student at the UO, is an

essential part of achieving his language goals. ʔəswəli says that “Learning

linguistics is giving me tools to understand the underlying mechanics of

Lushootseed, as well as, other North American languages. This includes

language sounds, grammar and evolution. Working through NILI with a staff

of some of the most premier, active people connected with language

stabilization and revitalization on the West Coast, I am involved with

creating and implementing approaches for creating healthy language

programs.”

During the fall term, 2010, ʔəswəli had the opportunity to help develop

canoe curriculum, lesson plans and materials for the Grand Ronde Tribe. In

Summer 2012, ʔəswəli will lead a seven-day full-immersion course in

Lushootseed for adults. The Program will be presented through NILI at the

UO and is aimed to provide students language skills to take back to their

tribal programs.

Virginia Beavert celebrated her 90th

birthday at the end of November at the

Many Nations Longhouse with friends, UO’s

President Richard Lariviere, students and

faculty at UO. The party was a gift to her by

NILI friend and donor, Dr. Taylor Fithian, NILI

staff and her students. She was honored

with a legend adapted into a play by her

students, the Swan song sung by Zalmai

Zahir and danced by students and NILI

faculty, tributes, a Pendleton ‘Celebrate the

Horse’ blanket, and many flowers including

90 roses.

Page 10

Thank you NILI Donors!

Your gifts enabled us to provide 4 Summer Institute scholarships, 5 teacher training workshops that included

immersion language teaching strategies and materials development; and to develop 4 more storybooks. The

AMB Foundation provided us grant funds to purchase software, laptops, iPods, and recording equipment for our

language teachers to document their language and create teaching materials. We were able to bring Dennis

Banks to UO for a pre-diabetes health fair and talk.

Your tax deductible gift of any amount contributes to our special programs, supports teachers to become more

skilled, and provides scholarships for Summer Institute participants, and can put books in the hands of tribal

children by supporting our Storybook Project. NILI could not do the work we do without your generous support.

A gift to NILI supports the Native languages, cultures and history of the Northwest. Together we can support our

most precious heritage. We extend a heartfelt thanks to you all.

Aikens Trust Mrs. Robin Jaqua

AMB Foundation Mary Miller

Anonymous Native American Student Union (UO)

Associated Students (UO) Newman’s Fish Company

Lynne Bonnett Oregon Humanities Center

Mr. Dave Easly Sauk-Suiattle Indian Tribe

Dr. Taylor Fithian and Family Smith River Rancheria

I would like to contribute to the Northwest Indian Language Institute, fund 20-6150.

Name

Address

City, State, Zip

Phone/E-mail

Please charge my $ donation to my credit card

Card Number Exp /

My check, payable to UO Foundation, is enclosed

Please mail payment to: University of Oregon Foundation, 1720 E. 13th Avenue, Suite 410, Eugene, OR 97403-1905

AS0709

Page 11

NILI Newsletter

Fall/Winter 2011

Dates: June 18 - 29, 2012 and July 2 - 27, 2012 Location: University of Kansas, Lawrence, KS Website: http://idrh.ku.edu/colang2012/

CoLang/InField 2012

Dates: May 17 - 19, 2012 Location: Thompson Rivers University, Kamloops, BC Website: http://www.tru.ca/sils.html

19th Annual Stabilizing Indigenous Languages Symposium

Dates: August 8 - 15, 2012 Location: University of Oregon, Eugene, OR Website: http://tinyurl.com/lushootseed2012

Lushootseed Immersion Week 2012

Dates: July 8 - July 201, 2012 Location: University of Oregon, Eugene, OR Website: http://pages.uoregon.edu/nwili/summer-institute

Northwest Indian Language Institute

1629 Moss Street

University of Oregon

Eugene, Oregon 97403

541.346.0730 ph

541.346.6086 fax

nwili@uoregon.edu

http://pages.uoregon.edu/nwili/

Upcoming 2012 Conferences & Events

NILI Summer Institute 2012