Language Documentation -- Title page -- LCC data -- Table of contents -- Contributors -- Preface -- 1. The origin of this book -- 2. The conversations and conference -- 2.1 Participants -- 2.2 The LSA conversations -- Appropriate roles for the LSA -- 3. The conference on language documentation: Theory, practice, and values -- 4. Conclusion -- Part 1 Praxis and values -- Language documentation -- 1. Theory and practice -- 1.1 The theory of linguistic description and the practice of language documentation -- 1.2 The dilemma of practice in absence of theoretical guidance -- 2. The metamodels approach: Emerging consensus for Tojolabal evidentials -- 3. Sharing responsibility -- 4. Chiwere adoptive kinship: Emergent phenomena, negotiated consensus -- 5. Conclusion -- 5.1 Trends -- 5.2 Changes in style of research and argument -- The linguist's responsibilities to the community of speakers -- 1. The changing world of ethical responsibilities, Part I: The linguistic community -- 2. The changing world of ethical responsibilities, Part II: Aboriginal research paradigms in the Canadian context -- 3. The Canadian context: Development of new research programs -- 4. A comparison with programs elsewhere -- 5. Consequences for linguistic documentation -- 6. Responsibilities to the community of speakers -- Language documentation -- Prologue -- 1. Characterizing languages in terms of their endangerment -- 2. Language documentation -- 3. Ownership and access -- 4. Endangered languages -- 5. Archived materials -- 6. Goals for collaboration -- Part 2 Adequacy in documentation -- Adequacy in documentation -- 1. Introduction -- 2. What is documentation? -- 3. What is the role of description vis-à-vis documentation? -- 4. What gets documented? -- 5. The role of uniqueness in documentation -- 6. Who gets documented? -- 7. Who does the documenting?.

8. Who is the documentation for? -- 9. What does "adequacy in documentation" mean specifically for the work of linguists? -- 10. Conclusion -- Necessary and sufficient data collection -- 1. Introduction -- 2. Our Boasian legacy -- 3. Potawatomi legacy documentation -- 4. Lessons for modern endangered language documentation -- Documenting different genres of oral narrative in Cora (Uto-Aztecan) -- 1. Introduction -- 2. Two genres of Cora narrative -- 2.1 The genre níukari hí'iwahkari -- 2.2 The genre níukari míme'ekan -- 3. Comparisons and conclusions -- Constructing adequate language documentation for multifaceted cross-linguistic data -- 1. Theoretical issues -- 1.1 Data creation -- 1.2 Language-acquisition data -- 2. Values and practices -- 3. Training -- 4. Case study -- 4.1 Interlibrary collaboration -- 4.2 Institutional repository -- 5. Technology: The DTA tool -- 6. Conclusions -- Appendix 1 -- Virtual Center -- Cornell University Virtual Linguistics Laboratory -- Data-Creation Steps -- Appendix 2 -- Data Transcription and Analysis (DTA) Tool Sample Screens -- Part 3 Documentation technology -- Valuing technology -- 1. Introduction -- 2. Technology and linguistics -- 2.1 Introduction -- 2.2 Overview of Bird and Simons -- 2.3 The values-desiderata-recommendations model -- 3. Language documentation studies -- 3.1 Introduction -- 3.2 The fuzzy boundary between documentation and description -- 3.3 The consequences of technology for linguistics and language documentation -- 3.4 Some features of language documentation studies -- 3.5 The values of language documentation studies -- 3.6 Summary -- 4. A case study in conflicts -- 4.1 Similarities in the two lines of research -- 4.2 Differences in the two lines of research -- 4.3 Evaluating values -- Using the E-MELD School of Best Practices to create lasting digital documentation.

1. Introduction: E-MELD in context -- 1.1 Background -- 2. Overview of the E-MELD School of Best Practices -- 2.1 What is the School? -- 2.2 The Classroom -- 2.3 Case Studies -- 2.4 Other rooms and facilities in the School -- 3. Using the School -- 3.1 Conducting background research -- 3.2 Researching best practices -- 3.3 Preparing to collect data -- 3.4 Storing and presenting data -- 3.5 Helping others -- 4. Future of the School -- Sharing data in small and endangered languages -- 1. Introduction -- 2. The perspective of PARADISEC -- 3. The LACITO archiving project -- 3.1 The archiving project -- 4. Sharing data: How and why? -- Representing minority languages and cultures on the World Wide Web -- 1. The Web as majority technology -- 2. Object-of-study websites -- 3. Subject-oriented websites -- 4. Group names and Web identities -- 5. Recommendations -- Part 4 Models of successful collaborations -- Beyond expertise -- 1. Background -- 2. What are linguists good for? -- 3. Why are linguists misunderstood? -- 4. What do communities want? -- 5. Getting the most out of your linguist -- 6. The intellectual-property issue -- 6.1 The data debate -- 6.2 The dissemination issue -- 7. Conclusion -- Models of successful collaboration -- 1. The different kinds of collaboration -- 2. The case for collaborative research -- 2.1 "Lone-ranger" linguistics versus collaborative work -- 2.2 Maximizing scarce resources -- 3. Case studies -- 3.1 Kickapoo language reacquisition (Grandstaff 2005) -- 3.2 The Ega documentation project -- 3.3 Monguor and Wutun: Two languages of Northern Tibet -- 3.4 Conclusions from case studies: The benefits of cooperation -- 4. Issues in ethics and responsibility -- Collaborations between academics -- Collaborations between speaker communities and outside academics -- The role of technology in collaboration.

5. General principles of collaboration -- Working with language communities in unarchiving -- Saving languages, saving lives -- 1. Introduction -- 2. Background -- 3. The special role of NGOs in conflict areas -- 4. Deepening collaborations in health studies leading to language preservation activities -- 5. The health research NGO as nursery to a language documentation center -- Language documentation in the Tohono O'odham community -- 1. Background -- 2. Legacy documentation -- 3. Our community-based collaboration -- 4. Implications for other collaborative teams -- 5. Conclusion -- Documentation of pragmatics and metapragmatics -- 1. Introduction: Hmong language shift in North America -- 2. The data-collection process -- 2.1 Speakers -- 2.2 Data collection -- 3. Sociopragmatic change: Responses to invitations to play a courting game -- 4. Pragmalinguistic change: Increase in use of thov -- 5. Metapragmatic change: Comment on the use of thov -- 6. Discussion and conclusions -- Part 5 Training and careers in field linguistics -- Training graduate students and community members for native language documentation -- 1. Preparing to go to the "field" -- 1.1 Salvage linguistics -- 2. Salvage linguistics, education, and revitalization -- 3. Documentation and ethnic identity -- 4. Documentation and linguistic theory -- 5. Preparation for the field -- 6. Quick and dirty run-through of pre-field considerations, needs, intellectual tools, and physical tools -- 6.1 Field consultants -- 6.2 Equipment -- 6.3 Keeping up -- 6.4 The ad rem experience, a.k.a. "it's all data" -- 6.5 Know as much as you can before you get to the field -- 6.6 When the researcher is "from" the field -- 6.7 Dissemination -- 7. The bottom line -- Native speakers as documenters -- 1. Two trends in documentary linguistics -- 2. Language documentation training center program.

3. Targeted documentation training -- 4. Products relevant to language communities -- 5. The role of the native speaker -- 6. Raising language awareness -- 7. Collaboration -- 8. Language documentation training center limitations -- 9. Conclusion -- Language documentation and field linguistics -- 1. Introduction -- 2. The role of technology -- 3. Stakeholders -- 3.1 Building successful collaborations -- 3.2 Intellectual-property rights -- 3.3 Other kinds of collaborations -- 4. Training -- 4.1 The limitations of traditional field-methods classes -- 4.2 Training in language documentation -- 4.3 Challenges in language documentation -- 5. Conclusions and future directions -- Selected online resources -- TOOLS -- Software -- Reference -- Institutes -- References -- Name index -- General index.