Native American Verbal Art

2021 ◽  
Author(s):  
William M. Clements
Keyword(s):  
Native American ◽  
Verbal Art

The functions of rhetorical structure: A study of Central Alaskan Yupik Eskimo discourse

1985 ◽  
Vol 14 (2) ◽  
pp. 153-190 ◽  
Author(s):  
Anthony C. Woodbury
Keyword(s):  
Native American ◽  
Discourse Structure ◽  
General Notion ◽  
Native America ◽  
Oral Literature ◽  
Verbal Art ◽  
Affective Meaning ◽  
Rhetorical Structure ◽  
Communicative Functions ◽  
Dialogic Interaction

AbstractDiscourse structure in Central Alaskan Yupik Eskimo (CAY) narrative and conversation is examined, and a general notion of rhetorical structure is proposed, growing out of recent work in the poetics of Native American oral literature. Rhetorical structure in a given language would consist of prosodically and intonationally signaled phonological phrasing along with whatever other significant formal features consistently pattern or interact with it (minimally surface syntactic constituency, typically also the system of sentence adverbs and conjunctions, further intonational features, and patterns of parallelism and repetition). Findings for CAY as well as other works in the literature indicate at least four important communicative functions for rhetorical structure in addition to its role in verbal art: organization of information, expression of affective meaning, indexing of genre, and regulation of dialogic interaction. (Discourse, syntax–phonology–discourse interaction, ethnopoetics; Native America, Alaska, Yupik Eskimo)

Native American Verbal Art: Texts and Contexts.

1998 ◽  
Vol 4 (4) ◽  
pp. 833
Author(s):  
Jason Baird Jackson ◽  
William M. Clements
Keyword(s):  
Native American ◽  
Verbal Art

4. From artifact to intellectual

2018 ◽  
pp. 51-67
Author(s):  
Sean Teuton
Keyword(s):  
Native American ◽  
American Indians ◽  
Ways Of Knowing ◽  
Indian Policy ◽  
Indian Removal ◽  
Verbal Art ◽  
Federal Indian Policy ◽  
Indian Wars ◽  
Counter Narrative ◽  
Indigenous Lands

‘From artifact to intellectual’ describes the nineteenth-century Indian Wars and the numerous Native American autobiographies that provide a glimpse into indigenous patterns of living, ways of knowing, and verbal art. These autobiographies also deliver a powerful counter-narrative of US entitlement to indigenous lands during Indian removal. In an era of reform, from around 1890 to 1934, Native and non-Native activists sought legislation to “uplift” the Indian, though reformers’ goals often conflicted. Natives and whites actively collaborated through the Society of American Indians (SAI) to influence federal Indian policy. The SAI helped save Native American writers for the twentieth century, scattering the cultural seeds for later Native literary flourishing.

Native American Verbal Art: Texts and Contexts

1997 ◽  
Vol 28 (4) ◽  
pp. 582
Author(s):  
Catherine A. Corman ◽  
William M. Clements
Keyword(s):  
Native American ◽  
Verbal Art

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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