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Unique ways of understanding the world
Before outsiders arrived, about 100 distinct Indian languages were spoken in California, many of them alive today. Each of these languages represents a unique way of understanding the world and expressing that understanding.
Flutes of Fire examines many different aspects of Indian languages: languages, such as Yana, in which men and women have markedly different ways of speaking; ingenious ways used in each language for counting. Hinton discusses how language can retain evidence of ancient migrations, and addresses what different groups are doing to keep languages alive and pass them down to the younger generations.
- Sales Rank: #187928 in Books
- Brand: Brand: Heyday
- Model: 3724741
- Published on: 1993-11-01
- Original language: English
- Number of items: 1
- Dimensions: 8.97" h x .74" w x 5.98" l, .98 pounds
- Binding: Paperback
- 264 pages
- Used Book in Good Condition
Review
''This is a wonderful book...well written, well edited, and full of useful information. Once begun, it is hard to put down.'' --American Indian Culture and Research Journal
''Succeeds admirably in bridging popular writing and academic scholarship.'' --American Anthropologist
About the Author
Leanne Hinton is associate professor of linguistics and director of the Survey of California and Other Indian Languages at the University of California, Berkeley. She also writes a column on languages for News from Native California and works with native people throughout the state on language preservation projects.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Well Researched and Written
By Laurie J. Brenner
I bought this book as a reference for a fiction novel that I am writing. I have enjoyed it immensely and it has served me well. Very well written with a lot of clear info. I am adding it to the bibliography for my book. Even though I am writing a fiction, I needed accurate, factual information and Native American words with their translations. This book has so much more than that. I enjoyed the writer's insights, and Native tales she also shared.
0 of 3 people found the following review helpful.
Claifornia Indian Languages
By Lisa-Oh
Amazon service was excellent as expected. I bought this book as a gift for a museum docent. It was much appreciated and will no doubt add to his already considerable knowledge of California's indigenous people.
2 of 2 people found the following review helpful.
A book that explains why language revitalization is so important, and how to accomplish it
By E. Glenn Anaiscourt
To give you a flavor for what is in store for you as a reader of this book, the author cites to some examples of how Wintu speakers think differently from English speakers. Instead of saying, “I live with my sister,” the Wintu person says, “I am sistered.” Rather than “I took the baby,” as a Wintu person you would say, “I went with the baby.” You conceive of your body and the clothes you are wearing holistically. So instead of saying, “Her dress is striped,” you say, “She is dress striped.” Rather than saying, “My head aches,” you say, “I head ache.” English has the concepts of singular and plural. The Wintu default is unified categories of beings, unless the speaker points specifically to an individual member of a category. So a person raised speaking English sees a painting of a deer. In fact, the Wintu painter is representing “deerness.”
Hinton’s point is that learning the Native language is not just about saying the same things as in English with different words. The language is a key to cultural understanding. Those who come to a Native Californian language from English may be perplexed initially because of how it is put together. The author explains that for example, the same stem for a verb may have a completely different meaning depending on which prefix is attached to the front of it. Hinton cites to the example of Kashaya, in which the verb “to hit” occurs with a prefix that shows exactly what “kind” of hit the speaker is referring to. She explains that in many Californian languages, different concepts are combined into a single grammatically complex word which can be a sentence unto itself.
You will enjoy pages 124-28, where the author reproduces Pomo design elements recorded in 1908, each of which are associated with several names. The presentation shows how much information is encoded in the design of a basket, and also presumably in other produced works such as many of the thousands of painted stone faces across the California landscape. The elements point to a complex writing system using patterns and shapes rather than words. Hinton notes that Indians referred to the images produced on rock as “rock writing,” and had their own words for "reading" and "writing" that were not borrowed from Spanish or English. The actual transcription of words was unnecessary because the messages were not intended for anyone outside the local area.
Hinton explains how Native Californian languages encapsulate unique historical information. In one example, people who lived separated by hundreds of miles had quite similar languages, showing that at one time they were one people. In another, people with completely different languages had substantially the same mythologies and traditions, indicating close ties and probably intermarriage and bilingualism. The upshot is that the Native languages contain a great deal of important cultural information that cannot be found by reference to English or Spanish.
The author discusses how a government policy of forced language eradication during the first half of the twentieth century did terrible damage to the Native languages of California. She provides excerpts from the personal stories of two Pomo women who grew up in the days of government-run Indian boarding schools, when severe corporal punishment was administered to children for speaking their own languages. One of the women arrived as a little girl speaking two words of English and thus found herself isolated and marginalized, disfavored, and treated as if she were severely disabled. Girls were dressed in shabby clothes and boy’s shoes, and returned home as skin and bones. The mistreatment produced so much pain that as elders, many who endured those times reflexively avoid using their languages and do not want to pass them on because it just brings up too many bad memories.
Then, however, there was a 180 degree shift in government policy. The author describes such legislation as the Native American Languages Act, which was enacted and signed into law by the first President Bush, and which encourages the preservation and revitalization of Native languages. An important question then was whether the policy change came too late. It only takes a generation or two to stamp out a language. Since the publication of Hinton's book, much progress has been made, and much remains to be done.
Hinton offers numerous valuable tips for those engaged in revitalizing and restoring the languages. She points out that among non-speakers, basic proficiency can be obtained in about 500 hours. Many of her suggestions involve incorporating learning into child rearing and early education, and creating natural language learning opportunities for all ages. Language use at home is a key. An appreciation for the richness of the heritages under threat and for the creativity and playfulness of the languages, and enjoying oneself along the way are positive weapons for learners engaged in this battle.
Hinton’s appendix of linguistic symbols is very user friendly, and in my opinion it is the clearest and best such symbol chart I have seen.
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