NO REST FOR THE AWAKE - MINAGAHET CHAMORRO

On Facebook I have a regular informal series titled "Adventures in Chamorro." It ranges from stories of speaking Chamorro with my kids, protests, decolonization activism and also teaching Chamorro at UOG. I have not been on a hike in quite a while and so here are two stories dealing with hiking and my students at UOG. ********************* Adventures in Chamorro #234: For my Chamorro language classes I often have them write up some simple love poetry. I normally begin those assignments by talking about most elderly Chamorros refer to as traditional Chamorro courtship rituals. As Spanish Catholic influence made it very difficult for young unmarried men and women to interact with each other romantically, so much of the courtship happened in secret or through intermediaries known as "chule'guagua'" or "basket carr iers." It was a time of early-morning meetings down by the riverbank, sneaking away to the blindspots behind churches or nig

Tomorrow for my free Chamorro lessons at a Hagåtña coffee shop, we'll be focusing on translating four Chamorro songs into English. The reason for this focus is that next week is the "Na'lå'la': Songs of Freedom" concert being organized by Independent Guåhan (July 4th, 2-5 pm at the Adelup Front Lawn). After the success of the Respect the Chamoru People Rally in April, our group decided to have a similar public event, although this time focus more on art, music and poetry, as opposed to speeches. To get my Chamorro students into the mood for the event (as most of them will be there or are even volunteering), I picked out four interesting songs, with various social/political messages. One of those songs was this one, "Ingrato" a traditional song written by Tun Jose Pangelinan, but made famous by Candy Taman and the groups Tropic Sette and Chamolinian. It has a simple, yet powerful message, especially profound in times of rapid social and cultural cha

This article, written in 2013 is a surprisingly complete look at issues of language revitalization in Guam today. The discourse on the death of the Chamorro language is common in the media, I myself often resort to using it in order to make a dramatic point. But these articles on the impending demise of the Chamorro language tend to be overly simplistic in a number of different ways. They can focus in very negative ways, by writing one-dimensional laments about the remaining life the language has. They can be cluelessly optimistic, by taking one positive example to mean "hallelujah" the language has been saved! I like this article because it approaches it from different points, from different perspectives and the projects that are being organized in order accomplished the shared goal of language revitalization. It would be interesting though to compare articles of this sort over time, to see how much changes and how much remains the same. If the same valiant individuals ma

I am in the very early stages of an article that was inspired by the Navajo dubbing Star Wars: A New Hope into their language several years ago. The use of native languages to talk about "pop-culture" in a general or sometimes considered to be colonial sense is not something new or recent for me. On this blog close to a decade ago I was already talking about everything from science fiction to manga to Bollywood movies in the Chamorro language. I have long felt that if you care about something, but it is alien to your native language, there should be ways to bridge that gap, especially if you are in a precarious situation in terms of language sustainability. The collective I started with Kenneth Gofigan Kuper, Guagua Tiningo' is built on this idea. We believe in it so strongly we made a film to show our ideas titled Påkto: I Hinekka last year which premiered at the Guam International Film Festival and was based on the premise that you can play a full game of Magic: The G

For the past year I've had students working on the project "I Hinekka i Tiningo' i Manamko'" or the collection of the knowledge of the elders. I originally started this project with Victoria Leon Guerrero out of the need to collect some info and Chamorro sayings to be used in the text for the Guam Museum. It has evolved into a regular project that I incorporate into my Guam History and Chamorro language classes. As part of it students have to go out and interview fluent Chamorro speakers and ask them questions on the Chamorro language, sayings, unique words, and even nursery rhymes or legends they were told when they were young. Students are encouraged to ask other questions related to history, although I try to steer them away from asking questions about I Tiempon Chapones, since there has already been quite a bit of research done on that topic. It could be said that any story from our elders could be important, but I would rather focus my s

For my CM 102 class or Beginners Chamorro Language 2, I've been experimenting with different assignments. I heard last year about a Navajo Star Wars, or the project to translate Star Wars into the Navajo language. For me, somehow who thinks that everything should be translated into Chamorro and is hoping to create a lexicon for playing 'Magic: The Gathering" in Chamorro, taking such an iconic nerdy movie and translating it into a native language is the height of awesome. I decided to incorporate something on a much smaller scale into my class.    Each student had to pick five minutes from a different movie and translate that portion into Chamorro. I told them to make sure that the segment wouldn't be too difficult for them to translate, because certain genres like sci-fi for example, might be a bit difficult for a lowly 102 student to translate effectively. They had to then record themselves or others reading the scene in Chamorro and then dub it into the film i

People take different approaches the language revitalization and preservation. You can often divide these interventions into either which segment of society they are focusing on, and whether their efforts deal with past, present or future forms of the language. For instance, when designing a language curriculum, which audience are you focusing the structure of your curriculum to satisfy or to appeal to? This is one thing that I have regularly been critical of in terms of how curriculum or language learning materials are created on Guam. As most people creating the curriculum are native speakers for whom Chamorro is their first language, they may struggle in understanding what it is like to learn Chamorro as a second language. Their interests in the language will be very different than someone who does not speak it but wants to learn. Their feel of the language will be drastically different than someone who is very unfamiliar with it. What will appeal to them or make them happy is not

Next week I'll be starting my Chamorro summer classes, and so those who are on Guam and interested in attending need to get in contact with me to learn the meetings dates and times. I've had these Chamorro classes for four years now, and they are alot of fun for me, and a good way to test out things that I eventually use when I teach Chamorro in a more formal setting. Below is a narrative I put together to shed light on how the classes evolved. ************************* I did not grow up speaking Chamorro. I am what is referred to as a “non-native” Chamorro language speaker. I only learned to speak Chamorro after taking classes at the University of Guam and also convincing my grandparents to speak to me in Chamorro. My experience in learning Chamorro was difficult. While I was supported by some, too many others were not supportive and were very counter-productive in my learning. The Chamorro language has come to the point where it is not quite dead

I began teaching the Chamorro language formally at the University of Guam this past semester. It was a very eye-opening experience. After 10 years of classes in the community, whether they be in coffee shops, community centers or via email, it was both empowering and frightening to have a classroom that was mine to design for 220 minutes each week. I found that alot of my informal style worked well, but that I needed to produce more materials and handouts to keep students engaged. More and more I realize students have trouble just listening and following instructions but constantly need a sheet of paper in front of them telling them what is what. When you organize lessons in a coffee shop only those that want to learn will attend, but when you teach a class the overwhelming majority who attend many not want to learn but simply want to pass and so I learned I needed to recognize this lack of motivation and compensate for it. But because I was focusing on teaching in the classroom I

Read below to learn more about a project I will be working on for the next few years: I Ma’adahen i Fino Chamorro gi Koleho. ************************ UOG Received a 3-Year Federally Funded Grant to standardize the Chamorro language curriculum for post-secondary instruction; it also plans to produce a textbook for student use. Starting this Fall Semester, the University of Guam will begin this 3-year project funded by the Administration of Native Americans to create a standardized curriculum for teaching the Chamorro language at the college level. The project entitled   “I Ma Adahen i Fino’ Chamorro gi Koleho” or “The Preservation of the Chamorro Language at the Post-Secondary Level” will bring together the four colleges that currently offer Chamorro language in their curriculum to work together to determine a unified curriculum for instruction for four-semesters of Chamorro language. Dr. Faye Untalan is the Principal Investigator of this project.   The Cham

The past few weeks have been crazy. You may or may not have noticed this on the lack of posting. The sparse amount of posts in no way means that I haven’t been doing anything. The truth is the opposite, I have been doing way to much lately. Sen tinane’ yu’, ya esta liso yu’ para bei lalango. I am working on two Administration for Native American Grants. One to standardize Chamorro curriculum at the college level. The other to create a publishing house at the University of Guam that will publish Chamorro children’s books. I’m not writing them alone, but for those familiar with ANA grants, there always seems to be an endless amount of workplans, appendixes and so on to tweak and fine tune. Another grant that I need to finish by next month is for the Guam Preservation Trust, and is requesting support to hold a mini-conference in the fall on language and culture shifts amongst Chamorros today. I am working with Faye Untalan, who teaches Chamorro at UOG on th

In December of last year I started a new feature on this blog titled "Learning Chamorro With Sumahi and Youtube," where I would pick a favorite video of i hagga-hu Sumahi from Youtube, and then list the Chamorro words which she usually uses to narrate the video as she watches it. In recent months my time has become very scarce because of work and family obligations and so I don't get to spend as much time with Sumahi as I'd like. There isn't much time to go to the beach or take a walk in a park or do any sort of normal bonding activities, and so often times, late at night, watching Youtube videos as our way of connecting. She usually sits on my lap, bouncing up and down as she gets excited at what she sees on my laptop screen. Its hysterical, because some videos she's already watched probably hundreds of times, and so even whens he watches it time #101, she'll still laugh and scream at the exact same moment. Unfortuantely, Sumahi's love of Youtube me