Course Expectations

Archive of Language Revitalization and Language Revitalization Tool:
Total points: 20 points (five for choosing an endangered language; fifteen for content; five for applicability of language revitalization; five for formatting)

Every week students will meet in class to discuss the different efforts of language revitalization around the globe. From the different in-class examples, visit any language search engine such as ethnologue.com or the Linguistic Atlas Project, 7000.org, Where Are Your Keys or any others. You can also explore past archives of Endangered Language Resources.

Do a search for a language, specifically an endangered language of the world. In the archive add sections to 1) Describe the language (specific characteristics), 2) Describe the speakers (culture, location, and/or geography), 3) Other contact languages, 4) Language revitalization efforts (if any), 5) Any other important aspect of the language and the speakers, and 6) Discuss topics of “Land, Home, and Homemaking,” “Location and Dislocation,” and “home and belonging” through the eyes of the community of study.

Students should pay note that this assignment reflects research completed outside of the course readings. Please visit the Kalamazoo College Library Research Guides for more research tools. Finally, write a report with the information on the language. Organize reports by themes or categories.

Learning Goals

Students are encouraged to learn as much as possible about the language to think in a greater context about: 1) the difference between Indo-European languages and other languages (e.g., Uto-Aztecan languages), 2) The politics behind the language of choice, culture/identity, and the personal connections with language if any, and 3) different language projects and the efforts of language revitalization. The main goal is to become familiar with one endangered language and understand why people are not speaking, teaching, or producing speech in this language.

Language Revitalization Tool Proposal

After doing research on an endangered language, do a search on the different tools for language revitalization. Using the readings and online search as samples, we will create/develop or improve a tool for language revitalization for your language of choice. For the development of this tool, you can consider the difficulties of learning a language, the challenges, the accessibility to technology to its speakers, and other relevant aspects/factors. Be creative and use all the resources available online and research tools online. This is just a proposal of a tool, and you should include the type of funding available for the development of the tool. Search for some grants and/or potential grants on campus to complete this language tool.

Additionally, each student will contribute to the recompilation of tools for the Wixárika language to develop a Wiki for Indigenous languages. Review the current sources and add some entries for the Proyecto Taniuki (“Our Language Project”) a Wixárika collective. For more details visit Proyecto Taniuki or @taniukizitakua

Reading Responses

Total points: 10 points: Five Entries two points for entry (Reading Response #1 Due 9/18, Reading Response #2 Due 10/2, Reading Response #3 Due 10/16, Reading Response #4 Due 10/30, Reading Response #5 Due 11/13).

Provide a Reading Response on one or more pieces from the class. Each entry must consist of a minimum of three paragraphs, each containing five-six sentences (500 words minimum). The Journal Entries must include three-five sentences summarizing the article, two-three sentences relating the article to course material, and two-three sentences providing your opinion of/reaction to the reading. Students must submit their responses on the class website every Sunday no later than midnight. These Journal Entries are designed to expand your knowledge of the literature and deepen your summarizing and analytical skills. They also encourage you to make connections between a reading and your own ideas. These reports are informal: conceptualize them as “rough drafts” or “non-polished” pieces of writing.

Some questions to consider while writing the online response:

• What are the relevant issues surrounding the class themes?
• Why do you agree (or disagree) with the ideas you have read?
• In what ways have you witnessed the ideas in the article “in action?”
• How are the ideas in the article congruent with or contradictory to other articles?
• What practical application does the article have for your life?

Community-based Language Workshops Journal Entries

(Due Sunday before Midnight Reflection #1 Week 5; Reflection #2 Week 6; Reflection #3 Week 7; Reflection #4 Week 8; Reflection #5 Week 9)
Each Journal Entry must consist of a minimum of three paragraphs, each containing five-six sentences (500 words minimum). The Journal Entries must include three-five sentences summarizing the workshop or guest speaker presentation, two-three sentences relating the article to course material, and two-three sentences providing your opinion of/reaction to the workshop and/or presentation (Please see Moodle for specific guiding questions to approach this
assignment) Students must post their reflections on the class website every Sunday no later than midnight. These Journal Entries are designed to expand your knowledge of the topics, and the literature, and deepen your summarizing and analytical skills. They also encourage you to make connections between a reading and your own ideas. These reports are informal: conceptualize them as “rough drafts” or “non-polished” pieces of writing.

After posting, each student is required to engage in an online discussion by responding to one other Online Post. Some questions to consider while writing the online response:

• What are the relevant issues surrounding the class themes?
• Why do you agree (or disagree) with the ideas you have read?
• In what ways have you witnessed the ideas in the workshop/presentation “in action?”
• How are the ideas in the workshop/presentation congruent with or contradictory to otherarticles?
• What practical application does the workshop/presentation have for your life?

Final Report/Proposal (Due 11/18)

Total points: 30 points (twenty-five for content and five for formatting)

All students must work during the quarter toward the completion of a paper that: (1) thoroughly examines course themes; (2) analyzes course materials; (3) three outside scholarly sources; (4) includes Chicago Style endnotes and bibliography; (5) includes a section on the interconnection between the student and their language of choice. This paper is a reflection on the experiences in class, workshops, and important information each of you will collect from the readings, language archive, language revitalization tool proposal, and grant writing. Please make sure you understand the assignment. All the assignments in class build into this final report.

These final papers will be no less than ten pages (meaning that the paper extends to the final line of the twelfth page). The maximum paper length is twelve pages. In other words, you are responsible for editing a paper to be between ten to twelve pages long. The results of your research must be in written form. Students must follow the formatting guide available on the class website (Moodle). Students should also expect to discuss in section meetings not only the content of the course readings but also how to write as a means of critical thinking, rather than an outcome of critical thinking. In other words, students will be asked to discuss their writing process and offer examples of writing drafts to the class on a regular basis.

Attendance/Participation/Volunteer work

Total Points: 30 points; Due Week 10

These 30 points are earned as follows:
1) Please be on time for our meetings! Check the attendance box in Teams or the signing sheet in each session. Classroom attendance helps to monitor active participation. We have 29 required days of class and out of the 29 possible signatures/checkmarks, all students are allowed to miss two classes without any impact on their final grade.
2) Be active in class! Your active participation counts as part of your attendance. Speak up, share your thoughts, ask questions, and participate in our class activities. You earn one point every day you are in class and actively participate. Each student must present in class one of the assigned readings/articles. Sign up for presentations during Week 1. Additionally, during certain sections, I will have a question, a quote, a song, a poem, a picture, or a news article for you to make a connection with the week’s readings and key concepts. You need to write your thoughts and ideas in a 1/2 page to 1 full page handwritten and turned in during class after the exercise. This will also count towards your participation grade for the day. Later you will write on the board relevant quotes, ideas, page numbers, or keywords to discuss as a class.
3) Show up for your community! To get full points for Attendance/Participation/Volunteer Work you must visit your site once per week. We will begin placing students on sites during week 2. We will go together to the site (K College will provide transportation), and we will collaborate with our partners in their different activities. Please also share your availability for the volunteer schedule with TA.

Communication & Email Etiquette

If you feel yourself falling behind, or are stressing out, please email your instructor. Let me know what is going on. On the other hand, if you want to know my office hours or the due dates for class assignments, check the course website (Moodle) or the syllabus before messaging me. Please allow 24 hours during business days (Monday-Friday) for me to respond to your questions and/or concerns. If you email over the weekend, please anticipate a delayed response. In the heading, please note the course name and the general topic of your email (Examples: CES 240 Question).

Classroom Etiquette

Some of us are shy and some are more talkative, so please be mindful of the ways you are taking up space during the discussion: are you dominating the conversation? Have you been completely silent? Try to make meaningful contributions to enrich your and everyone else’s experience. Here are some ways you can participate: ask/answer questions, participate in group work, write down your thoughts in class, and come to office hours to discuss ideas with me. There will be several in-class exercises including games, group work, presentations, etc. You will receive full credit for your active participation throughout the entire quarter.
*Please Note: For online courses, you can raise your hand using the tools in Teams or simply unmute your microfine to ask a question.

Academic Honesty

In this course, we will collaborate with each other following the College Honor System. For this, we will treat each other with respect, we will nurture independent ideas, we will take responsibility for personal behavior, and we will accept environmental responsibilities. Academic honesty is a crucial aspect of our values system at Kalamazoo College. If you want to utilize ideas from an author acknowledge the source. For full policy, feel free to visit the Student Development site.

Late Policy

Any assignment that is turned in after the due day/time will receive a 1.5-point deduction per twenty-four-hour period late. The final paper, however, will receive a 2-point deduction per twenty-four-hour period late.

Accommodations

Students needing academic accommodations based should contact the Dean of Students Office. Please visit: Student Development or call the Associate Dean of Students Office (269) 337-7209.

Kalamazoo College Counseling Center

Kalamazoo College recognizes that there may be times, as a college student, when personal stressors interfere with your academic performance and your daily life. The K College Counseling Center supports students by addressing mental and emotional well-being and provides FREE and confidential short-term individual and group counseling, crisis intervention, outreach, and referral services. To schedule an appointment, please visit the Counseling Center and complete an intake form on one of the iPads in the lobby or email kenlana.ferguson@kzoo.edu. Our Counseling Center is located on the 1st floor of Hicks West next to the Health Center. Visit the Counseling Center site to learn more about our services and to access online resources.

Learning Commons

The Learning Commons is a network of peer support available to help you with a variety of skills and disciplines. The Writing Center, Research Consultant Center, and Center for New Media Design are on the first floor of Upjohn Library. Our English as a Second Language and Learning Specialist support programs are located there as well. The Math-Physics Center is in Olds Upton Hall. It is my observation that students who frequent these centers generally learn more and receive higher grades, so I encourage you to use them early and often. You can find more information about each of these centers at the Learning Commons site.

Other Resources

The Intercultural Student Life: Mission Statement “Through advocacy, education, and relationship-building, the Office of Intercultural Student Life (ISL) at Kalamazoo College strives to cultivate an inclusive campus culture that celebrates our community’s many differences while affirming our shared interconnections. ISL organizes programs, initiatives, and dialogues that center on the lived experiences and voices of minoritized students. Recognizing the value that our pluralistic and globally representative campus provides, the Office of Intercultural Student Life works with a range of stakeholders to foster a network of support that ensures all of our students can grow (academically, socially, and personally) through meaningful engagement across difference.” Learn more at the Intercultural Student Life site.

New Orleans Research Project

The objective of the project is to develop an original interpretation of the relationship of memory to some aspects of African diasporic history and culture in New Orleans. Students can choose their projects, but projects must be designed with the assistance and approval of the professor. The research paper should be no less than 20 pages in length. I suggest you use this assignment to start thinking about the project you will be working on during the December experiential experience in New Orleans. I suggest reviewing the websites of our New Orleans community partners as a source of inspiration for ideas and topics for your papers.

Your paper will be evaluated on the following criteria:

• Understanding of the concept, idea, or issue that you have chosen to investigate; and
• Ability to draw upon, analyze and use the knowledge gained from the research in making an argument;
• Clarity of writing (punctuation, grammar, sentence construction, spelling);
• Formatting and style (use of standard in-text citation and referencing system).

Paper Proposal and Bibliography

To facilitate the task of the final project, you will complete two preliminary assignments geared toward developing the final research question and kick-starting the research process.

The first part of the preliminary assignment is a 2-page paper proposal. The proposal will describe the research topic and formulate the research question the paper intends to pursue. When writing the research proposal, imagine the audience as scholars interested in the subject but unfamiliar with it. The goal is to give a good overview of the topic and get the audience excited about the project. Please schedule a meeting to discuss your paper proposal as soon as possible.

Annotated Bibliography

The second part of the goal of the bibliography will help you start the research process and begin thinking critically about the different writings on your topic. You will prepare an annotated bibliography of no less than 10 peer-reviewed journal articles on the subject.

You may use class readings as part of your bibliography.

Final paper presentation

During 9^th and 10^th week, students present the results of their research to the class

reading and course assignment schedule

Placement Descriptions:

Niñas del Corazón at El Concilio

The after-school program, Niñas del Corazón, has the mission to help Latinx girls (8-15 years old) and families heal from acculturation, language barriers, environmental high-risk factors, and disparities. El Concilio and The Community Healing Center joined forces to design a program to benefit Latinx girls; through a four-stage program, adolescent girls will have the opportunity to get in deep conversations about social-emotional skills, life skills, and good choices as well as engage in community volunteer work. Parents will also be included since they’re key to healthy youth development.

• Mondays- Thursdays from 4:00 pm – 6:00 pm. (At least one hour per day for at least two days)
• 1-3 K students will be chosen for this placement (female-identified students, tutoring math and science)

Tutoring Program at El Concilio

The Tutoring Program is an after-school program designed to help children in the Latino community with their homework or any other academic assistance they might need. Tutors can help with Math, Reading, English, Spelling, Science, History, and many other subjects as well. Talking about events in South and Central America, as well as Hispanic leaders and cultures around the world is encouraged.

• Monday and Thursday from 5 pm – 6 pm with the Elementary School group
• Tuesdays and Thursdays from 5 pm – 6 pm with Middle and High School group
• No limit – Default placement (Sep 26th-Nov 18th)

Danza folklórica at El Concilio

Danza Folklórica is a space for youth to connect and explore their Hispanic roots; It started ayear ago as an initiative of two young college sisters who are passionate about teaching traditional Mexican dances. Currently, a mom who is a leader in the community is running this group, teaching Mexican dances to about 17 boys and girls between 4 to 15 years old. Their goal is to perform these dances at different community events to share the Hispanic traditions with
new people. Another goal of the Folkloric Dance group is to strengthen their goal-directed behavior as well as their self-management skills.

• Friday 5-7 PM
• 1-2 K students will be chosen for this placement

ESL (English as a second language) for adults

In partnership with the Kalamazoo Literacy Council and Kalamazoo Public Schools Adult Education, El Concilio is hosting ESL classes at our building

• Mondays and Wednesdays from 6:30 pm – 8 pm (At least one day
• 1-2 K students will be chosen for this placement

Proposal for an alternative site or project

Discuss with Cyndy and TA if you currently do volunteer work with an org.

If you, for any reason, cannot volunteer at any site please talk to Cyndy and TA about alternative projects before Friday of Week 1 for approval.