Our Language Our Souls:
The Yup'ik bilingual curriculum of the
Lower Kuskokwim School District: A continuing success story.
Edited by Delena Norris-Tull,
University of Alaska Fairbanks,
School of Education, Fairbanks, Alaska
copyright
1999
Chapter 3
Creating Yup'ik Books, Translating,
and Orthography
By Pamela Yancey and Sophie Shield
Bethel, Alaska
Copyright 1998
People who are publishing books for children strive to create
books that are pleasing, informative, entertaining, and grammatically
correct. The LKSD Yup'ik teachers and Yup'ik instructional aides are
responsible for creating books for the Yup'ik bilingual programs and
strive to create books for children that are both educational and
enjoyable to read.
For the 1998 Summer Institute, the Lower Kuskokwim School District
hired Yup'ik teacher Sophie Shield as a Yup'ik orthography instructor
for the Yup'ik teachers and aides. She was also asked to edit and
proofread the books that were translated and created during the LKSD
Summer Institute.
Part of creating books is to be able to write in the new writing
system that was created back in the 1970's at UAF by Irene Reed. (The
old writing system developed by the Moravian missionaries was hard to
learn because each sound was written in several different ways. As a
result, writing varied from person to person.)
During the school year prior to the Summer Institute, Sophie wrote
a letter to the teachers and aides who had expressed an interest in
coming to Bethel for the institute. In that letter (written in
Yup'ik) Sophie stated that she wanted them to respond in Yup'ik so
that she could have an idea in which Yup'ik orthography class to
place them. Like the previous summers, we were planning on offering
three levels of Yup'ik orthography. We had plans to have Walter
Tirchick teach a beginning class, Sophie would teach the intermediate
class, and James Berlin would teach the advanced group. Almost all
the teachers responded to the letter and were placed into their
classes correctly on the first day.
About the same time the Summer Institute was starting,
Sophie's
responsibility as an editor and proofreader for the translated books
started. This task continued throughout the summer. This is not an
easy task to take on for she has to go through the English text while
proofing and editing. The most important process while working on
this was to keep in mind if the translators followed the translation
rules laid out by James Berlin, titled "Translation Checklist." (See
Attachment A). Sophie must look very carefully at the translation to
see if the meaning came across effectively. For example in one
instance, a translator translated the sentences literally and skipped
some important information that the students should be learning while
reading the book. The translator skipped the names of the trees
whereas the original author seemed to be emphasizing the particular
names of certain trees. The Yup'ik students around here should know
that they have different kinds of trees all over the world as we do
around here. In the last part of the book, there was a sentence that
read, "The mango trees were at the end of a road lined with coconut
palms." (As it is, this sentence is confusing in English.) Anyway, it
was translated as, "The bushes were at the end of the road, on the
edge of the big trees." These are the kinds of things Sophie has to
look for and change if necessary. That part of editing is the hard
part of the job because some people are very defensive about other
people changing their work. Sophie doesn't make changes just to make
changes or because the translator is using his/her own dialect. She
makes changes so that the material will be easier for the students to
understand what they are reading. Just to give you an idea of how
demanding this job is, she realized that in one night, she had
proofread about 80-90 short books.
Attachment B contains the rules for writing in Yup'ik. If they
know and understand the rules by heart, they will become pretty good
spellers. The rules are pretty basic and are appropriate for
beginning and for intermediate students. There are other rules that
are introduced as the students get more advanced, like rhythmic
lengthening and gemination rules.
Our hope is that the teachers and teacher aides that are working
in the villages will take every opportunity they can to learn how to
write using the new Yup'ik orthography.
Anyone attending college and going after a teacher's certificate
is required to pass certain subjects in college in order to become a
certified teacher and one is to be competent in his/her language. We
recommend that LKSD bilingual teachers be required to pass certain
levels of Yup'ik orthography before becoming teachers or teacher
aides. This would greatly benefit the students in the LKSD
region.
Attachment A
Translation Checklist
___Did you translate holistically (and not literally, word
for word)?
___Did you only use genuine Yup'ik words (and not invented
ones)?
___Did you use fluent Yup'ik phrases?
___Did you use correct subject/verb agreement?
___Did you use correct punctuation?
___Did you use correct spelling?
___Did you follow grammatical rules?
___Did you keep to the true message?
___Did you use good foreign words for those that aren't
translatable in Yup'ik?
Attachment B
Yugtun Igaryaramta Alerquutait
- Eltetuli erinangqerquni akuliigni erinitulik, ataucirqumek
igausngaarkauguq. (ex. ulik, tusek, araq)
- Eltetuli erinailkuni akuliigni erinitulik malrurqugnek
igausngaarkauguq, cali-llu ataucitun erinituliunrilngurtun
aulukumaarkauluni. (ex. kaassaq, alla, teggalquq)
- Eletulik makruk erinalgek ayuqevkenatek caniqliqlutek
uitakunek akuliigni erinitulik, ataucitaarlutek igausngaciquk.
(ex. agalria, nerliu, malruk, agluk)
- Eltetulik malruk erinailnguuk ayuqevkenatek caniqliqutek
uitakunek, ciuqliq eltetuli malrurqugnek igausngaarkauguq,
tunglia-llu ataucirqumek. (ex. uggluku, aqessluni, qerrluku)
- Eltetuli erinailkuni qengakuatulim ciungani wall'u kinguani,
malrurqugnek igausngaarkauguq. (ex. ellma, anlleq, amllertut)
- Qengakuatulit arulaitulit kinguantaqameng erinaitelartut. (ex.
apnia, utnguk, atmak)
- Qengakuatuli erinangqerqan arulaitulim kinguani, taukuk
avvnarqagken apostrophe-mek aturluten. (ex. up'nerkaq,
at'ngellruuq)
- Eltetuli erinangqerqan arulaitulim ciungani wall'u kinguani,
apostrophe-mek aturluten avvnarqagken. (ex. at'lek,
nut'legni)
- Eltetuli erinangqerquni qengakuatulim ciugani wall'u kinguani
atauciuluni igausngaarkauguq. (ex. arnaq, erneq, qanra,
ermia)
- Eltetuli erinailkuni arulaitulim ciungani wall'kinguani
atauciuluni igausngaar-kauguq. (ex. arca, pista)
- Erinituli e-aaaq igausngaciquq niicugngakevni. (ex. anerneq,
tepet)
- Arulaitulit, qengakuatulit, w-aaq, y-aaq-llu malrurqugnek
igausngangaitut.
- Erinituliunrilnguut ayuqevkenateng quyungqangaitut
pingayuuluteng, wall'amllerrluteng ataucimi qaneryarami.
Table of Contents
- Introduction to the Kuskokwim
Delta - Delena Norris-Tull
- Introduction to the Yup'ik
Language and Culture Programs of the Lower Kuskokwim
School District - Delena Norris-Tull &
Beverly Williams
- Chapter 1: The Yup'ik
First Language Program: Lower Kuskokwim School District
- Mary Lou Beaver & Evon Azean, Sr.
- Chapter 2: The Balanced
Literacy Program in Yup'ik - Pamela Yancey & Sophie
Shield
- Chapter 3: Creating Yup'ik
Books, Translating, & Orthography - Pamela Yancey
& Sophie Shield
- Chapter 4: Ayaprun Immersion
School - Loddie Ayaprun Jones
- Chapter 5: Analysis of the Yup'ik
Immersion Program In Bethel - Agatha Panigkaq
John-Shields
- Chapter 6: Yup'ik Language and Culture: A
Description and Analytical View of the 4-6 Yup'ik Thematic
Unit - Dora E. Strunk
- Chapter 7: K-3
Thematic Units and the Alaska Cultural Standards - Nita
Yurrliq Rearden
- Chapter 8: Yup'ik Language and Culture: A
Description of the 5th-12th
Yup'ik Curriculum and its Revision - Rosalie
Lincoln
- Chapter 9: Yup'ik
Discipline Practices Inerquutet and Alerquutet To
Implement Into Yup'ik Schools - Theresa Arevgaq John
- Chapter 10: Recommendations
for Yup'ik Curriculum at Lower Kuskokwim School District - Sally
Casey
email the
editor, D. Norris-Tull
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