Donald Gene Frantz (Jan. 20, 1934 - Sept. 20, 2021)

Professor Donald Gene Frantz, Don to his friends, family, and colleagues, passed away at the age of 87 on September 20, 2021.

Don’s principal contributions to linguistics were in the field of Algonquian Studies, in particular through his lifelong work on the Blackfoot language. He also worked on other languages, including Cheyenne and Southern Tiwa.

Don laid the groundwork upon which those of us who work on Blackfoot build our efforts. His dissertation, published by SIL in 1971, became the foundation for the first and to date only modern grammar of the language, first published in 1991 with updated editions in 2009 and 2017. His lexicographic work resulted in the publication, with Blackfoot co-author Norma Russell, of the Blackfoot Dictionary of stems, roots and affixes, also in three editions, 1989, 1995 and 2017. Don donated his lexicographic database to serve as the initial building blocks for the Blackfoot Digital Dictionary (https://dictionary.blackfoot.algonquianlanguages.ca/.)

Don was originally from Alameda, California. Before his career as a linguist, he was a member of the Coast Guard. He studied linguistics at Berkeley and was sponsored to do missionary translation work by the Wycliffe’s Summer Institute of Linguistics (SIL) program in Norman, Oklahoma. After he graduated from Berkeley with a BA in Linguistics in 1960 he was sent to northern Montana and Southern Alberta to work on the Blackfoot language. He moved with his wife Patty and daughter Lisa, first to the Blackfeet reservation in Browning, MT, and later to Siksika, Alberta, where they lived in Gleichen and later in Arrowwood, where sons Tim and Jeff were born in the next few years. He graduated with a PhD in Linguistics from the University of Alberta in 1970.

In addition to his work on the grammar and the dictionary, Don also developed the first formal orthography for Blackfoot. His system was officially adopted by the Canadian schoolboards in 1975, and is still the most commonly used writing system, although others also continue to be used.

Don remained active in bible translation and other missionary projects throughout his life. He was responsible for the production of the Blackfoot version of “The Jesus Film” into Blackfoot.

Don did language consulting work in New Mexico, Eastern Canada, Nigeria, and Cameroon. He also taught language development classes in Alaska and Peru. He regularly spent summers teaching at SIL back in Norman, and then in North Dakota when the program moved there.

Don spent his formal academic career at the University of Lethbridge. In 1977 he was hired to the new department of Native American Studies by Professor Leroy Littlebear. He was promoted to associate professor in 1989 and to full professor in 1990. He officially retired the next year, in 1991, but continued to teach courses in Blackfoot grammar until 2016.

Don was a quiet, unassuming, deeply religious man, who generously supported, advised and encouraged the next generation of Blackfoot linguists. We hope his work lives on in our own.

—Inge Genee, University of Lethbridge

Language Documentation & Programming at Max Planck Institute

For a project funded by the Volkswagen Foundation, the Max Planck Institute currently has a job opening. Please pass on the link to anyone who might be interested:
 
https://www.mpi.nl/career-education/vacancies/vacancy/documentary-linguist-programming-skills


The project has as its main goal the establishment of an accessible mirror of the DOBES endangered languages collections at the Institute for the German Language (IDS) in Mannheim, thereby making them part of the recently funded Text+ research data infrastructure consortium in Germany. Creating such a mirror of collections that are still subject to change poses some technical challenges, as well as some legal and organizational aspects that need to be worked out. The ideal candidate will work on all of these and has experience in language documentation as well as some programming skills.

Applications are due July 1, 2022.

Small Grants from The Dictionary Society of North America

The Dictionary Society of North America will award small grants in support of practical or scholarly lexicographic projects by independent researchers, dictionary makers, and early-career scholars. The awards aim to support existing projects for which a small grant would make a substantial difference in bringing the project to a more advanced stage or to completion. The grants may be used to support purchase of necessary resources, including travel to sites to gather data from libraries or native speakers. While awards are not limited as to language, projects related to Indigenous languages of the Americas are encouraged. DSNA will make one or two awards, not exceeding $2,500 each.

Applications comprise three items: 1) a description (not to exceed 1,200 words) of the overall project, indicating what has been accomplished to date, what remains to be completed, and what the award funds would cover or enable; 2) a list of other sources of support for the project that have been secured or are on request, if any; 3) the applicant’s curriculum vitae or resumé.

Applications must be received by June 17, 2022, and a successful applicant must be a member of DSNA before receiving the award. Announcement of awards will be made before the end of July 2022. Award winners must furnish a brief report on the progress of the project within one year of the award and must remain a DSNA member through completion of the award period and submission of a report.

A second round of award applications will be announced in late summer, 2022.

Applications should be submitted by email attachment, with the subject line DSNA AWARD APPLICATION and sent to:  

Edward Finegan, DSNA President

Finegan@USC.edu

Victor Golla (1939-2021): Some Personal Remembrances

Sean O’Neill

(This was originally posted on the In Memoriam 2022 page for the on-line 2022 Annual Meeting)

 Most of you know about Victor Golla, as the founder of this organization (SSILA) and is the namesake for one of the awards. Many of you also knew him, either personally or in passing. If you knew him at all, you knew that he loved backstories, especially those with intrigue and lurid details. 

 I first met him when I was a motorcycle-riding teenager Northwest in California, and after taking one of his classes on linguistics, I never looked back. There was nothing dry about it. Even as we took a fine-grained look at the mechanics of languages, it felt more like we were learning about the inner workings of the human soul.

 His storytelling was mesmerizing, and he knew so many backstories about the great scholars--not just in anthropology or linguistics, but throughout history. He shared things you would never find in the literature, cobbling together poignant psychological sketches of the brilliant minds throughout the ages. Many of them were what we might politely call “characters,” like John P. Harrington, but Victor could always see beyond all those quirks and foibles. Of course, the value in each character was hearing their unusual—and often hard-won—insights and perspectives, not to be found elsewhere.

 In this spirit, let me now share a few backstories on Victor, who was as fascinating as some of characters that intrigued him—on par with Sapir or Harrington or all of the others, some of them less famous, that he admired. In his own work, such as his monumental volume on California Indian Languages, Victor was able to distill a lifetime of insights from past generations, weaving that wisdom into the stories he was telling in his own writing. Hence his interest in backstories had a purpose, giving him a panoramic view of the profession. He cared about every voice, which was probably part of his vision in bringing this organization into existence.

 For my part, I will always picture Victor at two o’clock in the morning furiously typing out another paper, away from the fray of academic discord—and with a cat nearby. He was so quick to return emails between two and four PM!  (He loved typewriters and once showed me some special ones that were modified for working on Indigenous languages, with their special characters.)

 Some of you may not know Victor’s pathway to linguistics, which was circuitous, to say the least. Inspired by Alan Turing, he sought to build his own machine—this one, for translating Russian scientific literature into English at the height of the Cold War. His first love was Russian linguistics, and he always had an eye for science. But the mainframes of his time (with punch cards and vacuum tubes) were simply not up to the task. His dream is probably still out of reach today, and others, like Chomsky, encountered difficulties here, moving on to more tangible problems.

 As it became clear that challenge—however worthy—was impossible, given the limited technology of the day, his mentor, Mary Haas, stepped in to talk some sense into the young Victor Golla. As he parted ways with this impossible dream, Haas convinced him to take up the study of an Indigenous language. She apparently had a quiet sense of social justice, and she often asked the students to forge relationship with one of the communities near where they grew up.

 At that point, his fate was sealed. Victor grew up near Mount Shasta, and he was a great admirer of Edward Sapir, who shared his fascination with linguistic diversity and the psychological that animates human social life. She showed him an unfinished manuscript, left behind by the great Edward Sapir, something he hoped (in vain!) to publish in a few short years. In time, Hupa became the subject matter of his dissertation, and an endless, lifelong fascination which culminated in volume 14 of the Collected works of Edward Sapir, which I helped him finish with my knowledge of computer programming, a shared passion.

 I would be remiss if I didn’t mention his love of cats. Apparently, he wanted his pets to be mentioned in his obituary--the ones that sat at his side on his deathbed and the ones that accompanied him in the night when he was writing.

 Now I have one more cat story to share. When news came that his mentor, Mary Haas had passed away, Victor was understandably shaken. We were working together that night on Sapir’s unfinished works. When our meeting ended, I walked him to his car, a little worried about his shell-shocked state of grief. Along the way, we encountered a small cat, which was somehow drawn to him. (Somehow, they sense a cat lover!) At that moment, Victor Golla, the great scholar, set his books on the ground and lovingly pet the cat on the street for a few minutes, perhaps finding solace. At that moment, I remember him telling me that Mary Haas was also a lover of cats.

 With both scholars, I feel this sense of kindness reveals something about the depth of their empathy--the same trait that made both great scholars: seeing the people behind the social and linguistic facts we study in linguistics. At that point, Victor treated the cat with same care and devotion that can be seen in all his professional work. Never too important to connect with a cat! Never lost on the facts, but cognizant of the human dramas that shape and echo through the linguistic forms.

 Let me end on a note of humor, directly from the mind of Victor Golla. His wife, Ellen, shared a note that he wrote in his final months, with his vision for a memorial. He pictured a tribute where I would read short passage in Hupa, and Andrew Garrett would read something in Yurok. In the background, a song by Monty Python would be playing, namely, “Always Look on the Bright side of Life,” the tune Pythons wrote to accompany the death of “Brian,” fictional contemporary of Jesus. Let me add that Michael Silverstein also loved the Pythons, raucous comedy from a highly intelligent troop and a sign of a great deal of right-brained thinking--seeing larger patterns beyond the obvious minutia, the global thinking that might be lost on a more narrowly focused mind.

John Powell Named to the Program Committee

The Executive Committee and Martin Kohlberger, the Program Committee Administrator, has named John Powell to the Program Committee 2022-2024. John is PhD candidate in the Department of Linguistics at the University of Arizona, specializing in historical linguistics, morphosyntax, language documentation and revitalization, and linguistic geography. He works primarily with Yuman languages and he has collaborated with the Piipaash (Maricopa) community within their community-centered research since 2016. He has been a member of SSILA since 2018.

John has much relevant experience already. He recently chaired Arizona Linguistics Circle (ALC), a regional peer-reviewed conference primarily attended by graduate students and junior faculty. Under his leadership, they successfully conducted a hybrid conference, such that attendees and presenters could participate either remotely or in-person with the same experience – something that is becoming ever more important as we realize that Covid is here to stay and as we reach out to our membership who are not able to travel to the USA.

Welcome, John, to the Program Committee!

2021 Ken Hale Prize Awarded to Dr. Richard Littlebear and the Cheyenne Language Texts Project Team

The Society for the Study of the Indigenous Languages of the Americas (SSILA) Executive Committee is honored to present the 2021 SSILA Ken Hale Prize to Dr. Richard Littlebear, Dr. Wayne Leman, Dr. Sarah Murray and the Cheyenne Language Texts Project team. The SSILA Ken Hale prize is presented in recognition of outstanding community language work and a deep commitment to the documentation, maintenance, promotion, and revitalization of Indigenous languages in the Americas.

The SSILA Ken Hale Prize committee whole-heartedly agreed with the nominators that this project has made incredibly important contributions to the documentation, analysis and revitalization of the Cheyenne language and that it inspires the people who work to document and sustain Indigenous languages in North America, the Americas and beyond. Drs. Littlebear, Leman, and Murray were able to join us for the announcement at the 2022 SSILA Annual Business Meeting. The awardees generously donated the $500 prize to the Chief Dull Knife College Cultural Center. We congratulate the awardees on their outstanding work - it truly exemplifies the spirit of Ken Hale.

Submissions for the 2022 SSILA Ken Hale Award are due by June 15, 2022. Please see the Ken Hale Prize page for instructions.

2022 Best Student Paper Award  

Congratulations to Alonso Vásquez Aguilar!


This year, the Best Student Paper Award goes to Alonso Vásquez Aguilar for his paper, "Non-moraicity and weight augmentation in Shiwilu (Kawapanan)." Alonso is a student at the University of California, Santa Barbara. 

The reviewers commented on his use of relevant diagnostics and providing quantitative support for his hypothesis and situating this language typologically in his conclusion. One commented, "Great job including naturalistic data! It was clearly a huge amount of work to measure and compile." The forthcoming statistical analysis should hopefully strengthen the work. The committee was made up of volunteers chaired by Jack Martin, VP/President-Elect.

This year, students will able to tick a box again stating whether they wish to be considered for the Best Student Paper Award when they submit their abstracts on Easy Chair.

SSILA Program Committee - Call for New Member

The SSILA Program Committee (PC) is the body responsible for organizing the SSILA annual meetings.  It is made up of all the voting members of the elected SSILA Executive Committee, as well as three dedicated PC members who serve for three-year terms.  The chair of the PC is the member who is in their third year.  As the senior PC member this year, Bernat Bardagil will chair the PC as we prepare for the 2023 Annual Meeting.  Martin Kohlberger will continue to serve in his role as Program Committee Administrator, facilitating PC members in their tasks throughout the year.

 We are now requesting nominations for a SSILA member to serve as the newest member of the Program Committee.  The appointment will begin in March 2022 and conclude at the end of the 2025 Annual Meeting.

Volunteers for this position can expect the following yearly tasks:

  • Preparing calls for papers in mid-February and early May

  • Assigning abstracts to external reviewers in mid-July

  • Reading abstracts and making acceptance decisions in early May and late August

  • Preparing the program for the annual meeting in September

  • Making logistical decisions in October and November for how the conference will be run

  • Participating in the annual meeting in early January

Please nominate yourself or someone else by February 28, 2022.  Please give a brief explanation of why you or the person that you nominate would be a good fit for this position. If you nominate someone else, please confirm with them that they would be willing to serve on the committee for a three-year term.

Nominations should be sent to SSILA president Gaby Caballero (gcaballero@ucsd.edu) and SSILA secretary Mary Linn (secretary@ssila.org).

We hope to receive your nomination soon.

Thank you for your support!

Heidi Anna Johnson / Anna Castle (1956-2022)

Dear SSILA members,

AILLA has heartbreaking and unexpected news to share. Our friend, mentor, and colleague, Heidi Johnson, passed away unexpectedly on Wednesday, February 2, 2022. Heidi was the manager of AILLA from 2001 through 2012, and she built this archive into the internationally recognized language repository that it is. She laid the groundwork and built the foundation for everything that we do today.

Heidi spread the word about language archiving and its best practices not only among fellow archivists, but to a broader audience, including Indigenous communities working to preserve and use records of their heritage languages and linguists assisting in such efforts.

After retiring from AILLA in 2012, Heidi launched a successful writing career. As an independent author, she published fifteen mystery novels under the pseudonym Anna Castle (https://www.annacastle.com/about/), her most popular, the Francis Bacon Mysteries series. As reflected in her tagline, she wrote with "heart and wit." 

Heidi was a major contributor to the documentation of Indigenous languages of Mexico; her 2000 (UTA) dissertation "A Grammar of San Miguel Chimalpa Zoque" was a Mary Haas Book Award honorable mention; a pioneering digital language archivist. She was a gifted and charismatic teacher and speaker, and a clever and engaging author. And, most importantly, she was a loving daughter and sister and an unflaggingly enthusiastic and supportive friend. She will be missed by all whose lives she touched.

In sadness,

Susan Smythe Kung

 

 

2022 Mary Haas Book Award

The Mary R. Haas Book Award is presented to a junior scholar for an unpublished manuscript that makes a significant substantive contribution about Indigenous languages of the Americas. The award carries no financial stipend, but the winning manuscripts will be considered for publication under the Society’s auspices in the University of Nebraska Press series “Studies in the Native Languages of the Americas.”

SSILA received a large number of excellent nominations for the Mary R. Haas Book Award this year.  As a result, the committee chose to award one winner and three honourable mentions. Please join us in congratulating the following young scholars and their work!

Dr. Ryan Henke has been awarded the Mary Haas Book Award for his University of Hawai‘i at Manoa dissertation The First Language Acquisition of Nominal Inflection in Northern East Cree: Possessives and Nouns. The well-written dissertation describes and analyzes the L1 acquisition of Northern East Cree nominal inflections which are linguistically expressed in polysynthetic and morphological form in Northern East Cree speech. Henke draws from data found in a rich corpus containing said language samples of child directed NEC speech. Henke’s study is undeniably original and significant given the paucity of linguistic research in this area, and the current realities of language endangerment involving Indigenous communities. This sensitivity represents the current new paradigm in linguistics where acknowledgment is given the one’s positionality and them problem of adopting of positivistic science approaches that may otherwise come into conflict with interpretive Indigenous communities. In this regard, Henke’s dissertation shows a unique commitment and understanding to linguistics theory and its place in the world of living interpretive speech communities.

Dr. Esteban Diaz Montenegro was awarded an Honourable Mention for his Université Lumière Lyon 2 dissertation entitled El habla nasa (páez) de Munchique: nuevos acercamientos a su sociolingüística, fonología y morfosintaxis [The Nasa (Paez) language of Munchique : new approaches to its sociolinguistics, phonology and morphosyntax]. This social and grammatical description is very clear with multiple examples, gathered from exemplary work in an in-flux community. It is an important contribution especially given the paucity of knowledge of this language. Dr. Diaz chose to write his dissertation in Spanish so that it could be more accessible to the community.

Dr. John Elliott received an Honourable Mention for his University of Hawai‘i at Manoa dissertation A Grammar or Enxet Sur. This is a very comprehensive grammar of an under-described language. The writing, formatting, and organization are all commendable, and thus, it is a stellar example of both documentation and description of a language.

Dr. James Sarmento received an Honourable Mention for his University of California, Davis dissertation The Shasta Language: A One-Hundred Year Conversation. Sarmento’s approach is theoretically and methodologically grounded in the realities of a living Indigenous community absent of its heritage language. This reality therefore shapes that way in which Sarmento designs his methodology. His claim is that the Indigenous language revitalization and reclamation of Shasta requires an emergent ‘conversation’ (as community-engaged practice) between living Shashta and the historical and idealogical dimensions of Shashta language work. In this way, Sarmento’s dissertation is original and compelling given the current realities of Shashta language and culture.

Statement regarding social impacts/outcomes/implications requirement in SSILA abstracts

In 2019, SSILA began requiring authors submitting abstracts to the Annual Meeting to include a statement on social outcomes/impacts/implications of the work presented, whether positive or negative, immediate or potential. This initiative was adopted as part of an ongoing change within our field that strives to increase our accountability as individual researchers and members of professional societies in terms of the implications our work may have for members of sovereign Indigenous nations (whether we ourselves are members of Indigenous communities or outsiders). The SSILA Executive Committee recognizes that research is never carried out in a socio-political vacuum and takes the position that research on Indigenous languages should occur with a strong awareness of its real or potential social impacts. Discussion of those impacts in turn needs to be part of how the research is presented and evaluated. In a survey conducted in 2020, SSILA members expressed strong support for this requirement. At the same time, there was a generalized call for the development of guidelines for its successful implementation moving forward. 

In response to this mandate, an ad-hoc committee was formed in the fall of 2021 to develop guidelines and resources for abstract writers and abstract reviewers. The committee (Aaron Broadwell, Gabriela Caballero, Wesley Y. Leonard, and Keren Rice) selected a sample of successful abstracts from prior meetings and developed additional examples to illustrate possible social impacts, both positive and negative, that might develop from a broad range of research contexts. While not exhaustive, these illustrations and examples are meant as a starting point for abstract writers and reviewers. These resources are now available on the SSILA webpage in the Meetings pages, under Resources for Social Impacts & Outcomes.

We acknowledge that social implications vary tremendously across contexts, and that a given project’s implications can be assessed only within the frame of the relevant community’s language practices and ideologies, regional norms, relevant disciplinary and institutional protocols, and other socio-political variables specific to each case. Abstracts writers are thus asked to situate the broader significance of their proposals within the specific contexts in which they operate, with particular emphasis on the needs, intellectual tools, and cultural protocols of the Indigenous communities they work with or who are represented in the research. Successful implementation of the requirement does not presuppose preconceived notions of what the broader significance should be, but rather involves linking broader impacts/implications, even if hypothetical, to attested needs and issues that language communities deem to be important. By extension, this requirement also serves to document that abstract authors are aware of communities’ needs and concerns, and that both inform the research.

In some cases, broader social impacts are not easily separable from the scientific objectives of specific projects (e.g., those focusing on language revitalization, reclamation, pedagogical issues, or language activism). In other cases, social implications/outcomes are better framed in terms of the larger context in which research is situated. For example, language documentation projects often include development of resources for community use, community literacy work, training, etc. Some SSILA paper abstracts may arise out of larger projects, and describe smaller projects whose social impacts are unclear when considered in isolation. In these cases, providing an explanation of the larger project from which the abstract proposal arises helps the reader of the abstract situate this research within the broader context of how the work occurs.

As stated above, these guidelines and examples are only a starting point of a developing repository of resources that we can collectively develop moving forward with the input from members working across different regions, disciplines, and perspectives. We hope these will be helpful.

All the best,

Aaron Broadwell, Gabriela Caballero, Wesley Y. Leonard, and Keren Rice


Call for MA Student applications at Carleton University

The School of Linguistics and Language Studies at Carleton University is offering up to two funded graduate student positions at the MA level (1–2 years), beginning in September 2022. These positions are part of the project 21st Century Tools for Indigenous Languages (https://21c.tools/), funded by a Social Sciences and Humanities Research Council (SSHRC) Partnership Grant in 2019–2026 and hosted by the Alberta Language Technology Lab (ALTLab; https://altlab.ualberta.ca/) at the University of Alberta.

The 21st Century Tools for Indigenous Languages project is developing language technological models, tools, and resources for Indigenous languages in Canada. This includes: intelligent electronic dictionaries, linguistically analyzed collections of spoken and written texts, spell-checkers, language learning and practice tools, and word form analyzers and generators. All our tools are created in close collaboration with Indigenous communities in order to facilitate and support the use of their languages in all spheres of life by community members.  

More information about these positions and the application process is now available on the Partnership’s website (URL below):

https://21c.tools/2021/12/14/call-for-ma-student-applications-at-carleton-university-application-deadline-january-15th-2022/

 Application Deadline: January 15th, 2022

Student/recent Ph.D. Support Available for Workshop

Students and recent Ph.D. recipients are invited to apply for a funded opportunity to attend a National Science Foundation (NSF) workshop entitled Language Learning in Native American Revitalization Programs (LLiNARP). The workshop will take place at the Institute of American Indian Arts (IAIA) in Santa Fe, NM, on April 1-2, 2022. Leaders in language revitalization will discuss research studies addressing the health benefits of language maintenance and revitalization as well as implications for theoretical linguistics.

The NSF award notice and brief description can be found here:
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2037209

Students in Native American studies, linguistics, anthropology, health, and other fields associated with language revitalization are invited to apply for one of 10 positions available. Those who were recently (in the past two/three years) awarded a Ph.D. are also eligible.

To apply, send an email describing your interest in the topics of language revitalization, linguistic theory, language acquisition, and/or connections to health. Because many of language revitalization programs are found in Native American communities, there will be a focus on those programs. In the email, include a description of your student/recent Ph.D. status.

Send applications to NSFWorkshop2022@endangeredlanguagefund.org byJanuary 15, 2022.

Questions can be addressed to the above email as well.
We hope to see your application.

Doug Whalen, Endangered Language Fund (SSILA member)
Peggy Mainor, MICA Group, PI
Porter Swentzell, IAIA, Co-PI

Assistant Director, Serrano Language Revitalization Project

Reporting to the Director of Education, the Assistant Director, Serrano Language Revitalization Project (SLRP) is responsible for developing the strategy and building/amending the overall plan to ensure the proficiency of the Serrano language within the tribal community. In addition to driving the overall strategy, the individual will also oversee the day-to-day operations of the Serrano Language Revitalization Project team to meet the intended long-term objectives for staff, activities, and indigenous language resources. They will work in collaboration with the Assistant Director of Education, the Director of Education and the Education Board to ensure the quality and future vision of the overall SLRP program services, activities, and initiatives provided to the San Manuel Community. The objective of this program is to create a high achieving culture which leads to college completion or career readiness for the Tribal Community all while supporting the tribal community to become proficient in the Serrano language.

The Assistant Director, Serrano Language Revitalization Project champions the educational goals and priorities of the Tribe in a manner that faithfully reflects and upholds the Tribal Community’s vision, mission, and values.

Please see the complete job announcement, with the Essential Duties & Responsibilities, Qualifications, and Licenses, at  https://www.sanmanuelcareers.com/job/R0007347/Assistant-Director-Serrano-Language-Revitalization-Project

Information Needed for 'Archiving the Future' Update

Dear Friends and Colleagues,

This semester I’m revising Archiving for the Future: Simple Steps for Archiving Language Documentation Collections. I am on a tight deadline to get the revisions done, so if you have any feedback available for me at this time, please send it to me at skung@austin.utexas.edu at your earliest convenience and no later than October 18, 2021.

 If you know anyone who is using or has used the course (e.g., as part of a field methods or language documentation course or for personal use) and who is not on this list, please forward this message to them.

The tight deadline is due to the good news that I’ve been funded to get the course translated into both Latin American Spanish and Brazilian Portuguese this academic year, so I need to get the revised draft to the translators very soon.

Thank you for your feedback!

 Susan

SUSAN KUNG, PhD, Archive Manager, Archive of the Indigenous Languages of Latin America (AILLA) ailla.utexas.org The University of Texas at Austin