https://surveywiki.info/api.php?action=feedcontributions&user=Admin&feedformat=atomSurveyWiki - User contributions [en]2024-03-28T15:49:17ZUser contributionsMediaWiki 1.33.0https://surveywiki.info/index.php?title=Main_Page&diff=1291Main Page2020-09-12T09:35:27Z<p>Admin: </p>
<hr />
<div><!-- BANNER ACROSS TOP OF PAGE --><br />
{| id="mp-topbanner" style="width:100%; background:#F2FFBF; margin-top:1.2em; border:1px solid #D9C95F;"<br />
| style="width:46%; color:#000;" |<br />
<!-- WELCOME AND ARTICLE COUNT --><br />
{| style="width:280px; border:none; background:none;"<br />
| style="width:280px; text-align:center; white-space:nowrap; color:#000;" |<br />
<div style="font-size:162%; border:none; margin:0; padding:.1em; color:#000;">Welcome to SurveyWiki</div><br />
<div style="top:+0.2em; font-size:95%;">home of practical sociolinguistic assessment</div><br />
<div id="articlecount" style="width:100%; text-align:center; font-size:85%;">[[Special:Statistics|{{NUMBEROFARTICLES}}]] articles</div><br />
|}<br />
<!-- PORTAL LIST ON RIGHT-HAND SIDE --><br />
| style="width:90px; font-size:95%;" |<br />
* [[Equipment]]<br />
* [[Personnel]]<br />
| style="width:120px; font-size:95%;" |<br />
* [[Academic Writing]]<br />
* [[Statistics]]<br />
| style="width:110px; font-size:95%;" |<br />
* [[Data Collection]]<br />
* [[Data Analysis]]<br />
| style="width:115px; font-size:95%;" |<br />
* [[Academia]]<br />
* [[Links]]<br />
| style="width:120px; font-size:95%;" |<br />
* [[Case Studies]]<br />
* [[Small Furry Animals]]<br />
|}<br />
<br />
<table cellpadding=10><br />
<tr><td valign="top" width="50%"><br />
== New to SurveyWiki? ==<br />
'''SurveyWiki''' is an information source for professionals engaged in sociolinguistic survey of language communities around the world. This site is built using [http://www.mediawiki.org/wiki/MediaWiki MediaWiki] the same [http://en.wikipedia.org/wiki/Wiki wiki] software that runs [http://www.wikipedia.org Wikipedia]. Any registered users can create and edit content and this means that '''SurveyWiki''' is only as good as we make it!<br />
{| style="border:1px solid #FFCDCD; background:#FFEBEB; vertical-align:top;" |<br />
|'''[[Special:RequestAccount|Register]]''' to join and start editing content or '''[[Special:UserLogin|log in]]''' if you're already a contributor.<br />
|}<br />
</td><br />
<td valign="top" width="50%"><br />
== New to Survey? ==<br />
'''Language survey''' involves collecting data to assess languages for language development. For a great overview of the language survey process, download a copy of Ramzi Nahhas' excellent document [[Media:The_Steps_of_Language_Survey.pdf|Steps of Language Survey]].<br />
</td><br />
</tr><br />
<tr><td valign="top" width="50%"><br />
==How You Can Help SurveyWiki==<br />
Visit our [[SurveyWiki Work]] page to see what content we need to add to the site to make it a one-stop assessment shop.<br />
</td><td valign="top" width="50%"><br />
==How SurveyWiki Can Help You==<br />
[[About:SurveyWiki|About SurveyWiki]]&nbsp;'''·'''&nbsp;SurveyWiki [[Rules]]&nbsp;'''·'''&nbsp;[http://en.wikipedia.org/wiki/Wikipedia:Tutorial Editing Pages]&nbsp;'''·'''&nbsp;[[Questions about SurveyWiki|FAQ]]&nbsp;'''·'''&nbsp;[http://en.wikipedia.org/wiki/Wikipedia:Cheatsheet Cheatsheet]&nbsp;'''·'''&nbsp;[http://en.wikipedia.org/wiki/Wikipedia:Sandbox Wikipedia's Sandbox]&nbsp;'''·'''&nbsp;[[Help:Contents|Get Help]]&nbsp;'''·'''&nbsp;[[Help:Style_Guide|Style Guide]]&nbsp;'''·'''&nbsp;[[Help:Starting_a_new_page|Start a New Page]]<br><br />
[[Survey FAQs]] - see answers to questions that surveyors frequently ask.<br />
</td></tr></table><br />
<br />
<!-- TITLES TABLE --><br />
== What do you want to assess today? ==<br />
{| style="border:1px solid #cef2e0; background:#f5fffa; vertical-align:top; color:#000;" |<br />
{| style="width:600px; vertical-align:top; background:#F4FFE8;"<br />
<br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Inherent Intelligibility]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Attitudes]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Language Vitality]]</h2><br />
|-<br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Extensibility of Literature]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Social Networks]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Dialect Boundaries]]</h2><br />
|-<br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Bilingualism]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Multilingual Education]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Partnership]]</h2><br />
|}<br />
|}<br />
<br />
==New Content==<br />
<table><br />
<tr><br />
<td>'''Tools'''</td><br />
<td>'''Methodology'''</td><br />
<td>'''Research Topics'''</td><br />
<td>'''Resources'''</td><br />
<td>'''Research'''</td><br />
</tr><br />
<tr><td><br />
<DynamicPageList><br />
category = Tools<br />
count=5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Methodology<br />
offset = 5<br />
count= 5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Research_Topics<br />
offset = 10<br />
count=5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Resources<br />
offset = 15<br />
count=5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Research<br />
offset = 20<br />
count=5<br />
</DynamicPageList><br />
</td></tr></table><br />
<br />
__NOTOC____NOEDITSECTION__</div>Adminhttps://surveywiki.info/index.php?title=Main_Page&diff=1290Main Page2020-09-12T09:35:16Z<p>Admin: </p>
<hr />
<div><!-- BANNER ACROSS TOP OF PAGE --><br />
{| id="mp-topbanner" style="width:100%; background:#F2FFBF; margin-top:1.2em; border:1px solid #D9C95F;"<br />
| style="width:46%; color:#000;" |<br />
<!-- WELCOME AND ARTICLE COUNT --><br />
{| style="width:280px; border:none; background:none;"<br />
| style="width:280px; text-align:center; white-space:nowrap; color:#000;" |<br />
<div style="font-size:162%; border:none; margin:0; padding:.1em; color:#000;">Welcome to SurveyWiki banana</div><br />
<div style="top:+0.2em; font-size:95%;">home of practical sociolinguistic assessment</div><br />
<div id="articlecount" style="width:100%; text-align:center; font-size:85%;">[[Special:Statistics|{{NUMBEROFARTICLES}}]] articles</div><br />
|}<br />
<!-- PORTAL LIST ON RIGHT-HAND SIDE --><br />
| style="width:90px; font-size:95%;" |<br />
* [[Equipment]]<br />
* [[Personnel]]<br />
| style="width:120px; font-size:95%;" |<br />
* [[Academic Writing]]<br />
* [[Statistics]]<br />
| style="width:110px; font-size:95%;" |<br />
* [[Data Collection]]<br />
* [[Data Analysis]]<br />
| style="width:115px; font-size:95%;" |<br />
* [[Academia]]<br />
* [[Links]]<br />
| style="width:120px; font-size:95%;" |<br />
* [[Case Studies]]<br />
* [[Small Furry Animals]]<br />
|}<br />
<br />
<table cellpadding=10><br />
<tr><td valign="top" width="50%"><br />
== New to SurveyWiki? ==<br />
'''SurveyWiki''' is an information source for professionals engaged in sociolinguistic survey of language communities around the world. This site is built using [http://www.mediawiki.org/wiki/MediaWiki MediaWiki] the same [http://en.wikipedia.org/wiki/Wiki wiki] software that runs [http://www.wikipedia.org Wikipedia]. Any registered users can create and edit content and this means that '''SurveyWiki''' is only as good as we make it!<br />
{| style="border:1px solid #FFCDCD; background:#FFEBEB; vertical-align:top;" |<br />
|'''[[Special:RequestAccount|Register]]''' to join and start editing content or '''[[Special:UserLogin|log in]]''' if you're already a contributor.<br />
|}<br />
</td><br />
<td valign="top" width="50%"><br />
== New to Survey? ==<br />
'''Language survey''' involves collecting data to assess languages for language development. For a great overview of the language survey process, download a copy of Ramzi Nahhas' excellent document [[Media:The_Steps_of_Language_Survey.pdf|Steps of Language Survey]].<br />
</td><br />
</tr><br />
<tr><td valign="top" width="50%"><br />
==How You Can Help SurveyWiki==<br />
Visit our [[SurveyWiki Work]] page to see what content we need to add to the site to make it a one-stop assessment shop.<br />
</td><td valign="top" width="50%"><br />
==How SurveyWiki Can Help You==<br />
[[About:SurveyWiki|About SurveyWiki]]&nbsp;'''·'''&nbsp;SurveyWiki [[Rules]]&nbsp;'''·'''&nbsp;[http://en.wikipedia.org/wiki/Wikipedia:Tutorial Editing Pages]&nbsp;'''·'''&nbsp;[[Questions about SurveyWiki|FAQ]]&nbsp;'''·'''&nbsp;[http://en.wikipedia.org/wiki/Wikipedia:Cheatsheet Cheatsheet]&nbsp;'''·'''&nbsp;[http://en.wikipedia.org/wiki/Wikipedia:Sandbox Wikipedia's Sandbox]&nbsp;'''·'''&nbsp;[[Help:Contents|Get Help]]&nbsp;'''·'''&nbsp;[[Help:Style_Guide|Style Guide]]&nbsp;'''·'''&nbsp;[[Help:Starting_a_new_page|Start a New Page]]<br><br />
[[Survey FAQs]] - see answers to questions that surveyors frequently ask.<br />
</td></tr></table><br />
<br />
<!-- TITLES TABLE --><br />
== What do you want to assess today? ==<br />
{| style="border:1px solid #cef2e0; background:#f5fffa; vertical-align:top; color:#000;" |<br />
{| style="width:600px; vertical-align:top; background:#F4FFE8;"<br />
<br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Inherent Intelligibility]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Attitudes]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Language Vitality]]</h2><br />
|-<br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Extensibility of Literature]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Social Networks]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Dialect Boundaries]]</h2><br />
|-<br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Bilingualism]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Multilingual Education]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Partnership]]</h2><br />
|}<br />
|}<br />
<br />
==New Content==<br />
<table><br />
<tr><br />
<td>'''Tools'''</td><br />
<td>'''Methodology'''</td><br />
<td>'''Research Topics'''</td><br />
<td>'''Resources'''</td><br />
<td>'''Research'''</td><br />
</tr><br />
<tr><td><br />
<DynamicPageList><br />
category = Tools<br />
count=5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Methodology<br />
offset = 5<br />
count= 5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Research_Topics<br />
offset = 10<br />
count=5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Resources<br />
offset = 15<br />
count=5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Research<br />
offset = 20<br />
count=5<br />
</DynamicPageList><br />
</td></tr></table><br />
<br />
__NOTOC____NOEDITSECTION__</div>Adminhttps://surveywiki.info/index.php?title=Main_Page&diff=1289Main Page2020-09-12T08:55:11Z<p>Admin: Undo revision 1288 by Admin (talk)</p>
<hr />
<div><!-- BANNER ACROSS TOP OF PAGE --><br />
{| id="mp-topbanner" style="width:100%; background:#F2FFBF; margin-top:1.2em; border:1px solid #D9C95F;"<br />
| style="width:46%; color:#000;" |<br />
<!-- WELCOME AND ARTICLE COUNT --><br />
{| style="width:280px; border:none; background:none;"<br />
| style="width:280px; text-align:center; white-space:nowrap; color:#000;" |<br />
<div style="font-size:162%; border:none; margin:0; padding:.1em; color:#000;">Welcome to SurveyWiki</div><br />
<div style="top:+0.2em; font-size:95%;">home of practical sociolinguistic assessment</div><br />
<div id="articlecount" style="width:100%; text-align:center; font-size:85%;">[[Special:Statistics|{{NUMBEROFARTICLES}}]] articles</div><br />
|}<br />
<!-- PORTAL LIST ON RIGHT-HAND SIDE --><br />
| style="width:90px; font-size:95%;" |<br />
* [[Equipment]]<br />
* [[Personnel]]<br />
| style="width:120px; font-size:95%;" |<br />
* [[Academic Writing]]<br />
* [[Statistics]]<br />
| style="width:110px; font-size:95%;" |<br />
* [[Data Collection]]<br />
* [[Data Analysis]]<br />
| style="width:115px; font-size:95%;" |<br />
* [[Academia]]<br />
* [[Links]]<br />
| style="width:120px; font-size:95%;" |<br />
* [[Case Studies]]<br />
* [[Small Furry Animals]]<br />
|}<br />
<br />
<table cellpadding=10><br />
<tr><td valign="top" width="50%"><br />
== New to SurveyWiki? ==<br />
'''SurveyWiki''' is an information source for professionals engaged in sociolinguistic survey of language communities around the world. This site is built using [http://www.mediawiki.org/wiki/MediaWiki MediaWiki] the same [http://en.wikipedia.org/wiki/Wiki wiki] software that runs [http://www.wikipedia.org Wikipedia]. Any registered users can create and edit content and this means that '''SurveyWiki''' is only as good as we make it!<br />
{| style="border:1px solid #FFCDCD; background:#FFEBEB; vertical-align:top;" |<br />
|'''[[Special:RequestAccount|Register]]''' to join and start editing content or '''[[Special:UserLogin|log in]]''' if you're already a contributor.<br />
|}<br />
</td><br />
<td valign="top" width="50%"><br />
== New to Survey? ==<br />
'''Language survey''' involves collecting data to assess languages for language development. For a great overview of the language survey process, download a copy of Ramzi Nahhas' excellent document [[Media:The_Steps_of_Language_Survey.pdf|Steps of Language Survey]].<br />
</td><br />
</tr><br />
<tr><td valign="top" width="50%"><br />
==How You Can Help SurveyWiki==<br />
Visit our [[SurveyWiki Work]] page to see what content we need to add to the site to make it a one-stop assessment shop.<br />
</td><td valign="top" width="50%"><br />
==How SurveyWiki Can Help You==<br />
[[About:SurveyWiki|About SurveyWiki]]&nbsp;'''·'''&nbsp;SurveyWiki [[Rules]]&nbsp;'''·'''&nbsp;[http://en.wikipedia.org/wiki/Wikipedia:Tutorial Editing Pages]&nbsp;'''·'''&nbsp;[[Questions about SurveyWiki|FAQ]]&nbsp;'''·'''&nbsp;[http://en.wikipedia.org/wiki/Wikipedia:Cheatsheet Cheatsheet]&nbsp;'''·'''&nbsp;[http://en.wikipedia.org/wiki/Wikipedia:Sandbox Wikipedia's Sandbox]&nbsp;'''·'''&nbsp;[[Help:Contents|Get Help]]&nbsp;'''·'''&nbsp;[[Help:Style_Guide|Style Guide]]&nbsp;'''·'''&nbsp;[[Help:Starting_a_new_page|Start a New Page]]<br><br />
[[Survey FAQs]] - see answers to questions that surveyors frequently ask.<br />
</td></tr></table><br />
<br />
<!-- TITLES TABLE --><br />
== What do you want to assess today? ==<br />
{| style="border:1px solid #cef2e0; background:#f5fffa; vertical-align:top; color:#000;" |<br />
{| style="width:600px; vertical-align:top; background:#F4FFE8;"<br />
<br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Inherent Intelligibility]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Attitudes]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Language Vitality]]</h2><br />
|-<br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Extensibility of Literature]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Social Networks]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Dialect Boundaries]]</h2><br />
|-<br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Bilingualism]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Multilingual Education]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Partnership]]</h2><br />
|}<br />
|}<br />
<br />
==New Content==<br />
<table><br />
<tr><br />
<td>'''Tools'''</td><br />
<td>'''Methodology'''</td><br />
<td>'''Research Topics'''</td><br />
<td>'''Resources'''</td><br />
<td>'''Research'''</td><br />
</tr><br />
<tr><td><br />
<DynamicPageList><br />
category = Tools<br />
count=5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Methodology<br />
offset = 5<br />
count= 5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Research_Topics<br />
offset = 10<br />
count=5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Resources<br />
offset = 15<br />
count=5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Research<br />
offset = 20<br />
count=5<br />
</DynamicPageList><br />
</td></tr></table><br />
<br />
__NOTOC____NOEDITSECTION__</div>Adminhttps://surveywiki.info/index.php?title=Main_Page&diff=1288Main Page2020-09-12T08:54:11Z<p>Admin: small test edit</p>
<hr />
<div><!-- BANNER ACROSS TOP OF PAGE --><br />
{| id="mp-topbanner" style="width:100%; background:#F2FFBF; margin-top:1.2em; border:1px solid #D9C95F;"<br />
| style="width:46%; color:#000;" |<br />
<!-- WELCOME AND ARTICLE COUNT --><br />
{| style="width:280px; border:none; background:none;"<br />
| style="width:280px; text-align:center; white-space:nowrap; color:#000;" |<br />
<div style="font-size:162%; border:none; margin:0; padding:.1em; color:#000;">Welcome to SurveyWiki</div><br />
<div style="top:+0.2em; font-size:95%;">home of practical sociolinguistic assessment</div><br />
<div id="articlecount" style="width:100%; text-align:center; font-size:85%;">[[Special:Statistics|{{NUMBEROFARTICLES}}]] articles</div><br />
|}<br />
<!-- PORTAL LIST ON RIGHT-HAND SIDE --><br />
| style="width:90px; font-size:95%;" |<br />
* [[Equipment]]<br />
* [[Personnel]]<br />
| style="width:120px; font-size:95%;" |<br />
* [[Academic Writing]]<br />
* [[Statistics]]<br />
| style="width:110px; font-size:95%;" |<br />
* [[Data Collection]]<br />
* [[Data Analysis]]<br />
| style="width:115px; font-size:95%;" |<br />
* [[Academia]]<br />
* [[Links]]<br />
| style="width:120px; font-size:95%;" |<br />
* [[Case Studies]]<br />
* [[Small Furry Animals]]<br />
|}<br />
<br />
<table cellpadding=10><br />
<tr><td valign="top" width="50%"><br />
== New to SurveyWiki? ==<br />
'''SurveyWiki''' is an information source for professionals engaged in sociolinguistic survey of language communities around the world. This site is built using [http://www.mediawiki.org/wiki/MediaWiki MediaWiki] the same [http://en.wikipedia.org/wiki/Wiki wiki] software that runs [http://www.wikipedia.org Wikipedia]. Any registered users can create and edit content and this means that '''SurveyWiki''' is only as good as we make it!<br />
{| style="border:1px solid #FFCDCD; background:#FFEBEB; vertical-align:top;" |<br />
|'''[[Special:RequestAccount|Register]]''' to join and start editing content or '''[[Special:UserLogin|log in]]''' if you're already a contributor.<br />
|}<br />
</td><br />
<td valign="top" width="50%"><br />
== New to Survey? ==<br />
'''Language survey''' involves collecting data to assess languages for language development. For a great overview of the language survey process, download a copy of Ramzi Nahhas' excellent document [[Media:The_Steps_of_Language_Survey.pdf|Steps of Language Survey]].<br />
</td><br />
</tr><br />
<tr><td valign="top" width="50%"><br />
==How You Can Help SurveyWiki==<br />
Visit our [[SurveyWiki Work]] page to see what one can see what content we need to add to the site to make it a one-stop assessment shop.<br />
</td><td valign="top" width="50%"><br />
==How SurveyWiki Can Help You==<br />
[[About:SurveyWiki|About SurveyWiki]]&nbsp;'''·'''&nbsp;SurveyWiki [[Rules]]&nbsp;'''·'''&nbsp;[http://en.wikipedia.org/wiki/Wikipedia:Tutorial Editing Pages]&nbsp;'''·'''&nbsp;[[Questions about SurveyWiki|FAQ]]&nbsp;'''·'''&nbsp;[http://en.wikipedia.org/wiki/Wikipedia:Cheatsheet Cheatsheet]&nbsp;'''·'''&nbsp;[http://en.wikipedia.org/wiki/Wikipedia:Sandbox Wikipedia's Sandbox]&nbsp;'''·'''&nbsp;[[Help:Contents|Get Help]]&nbsp;'''·'''&nbsp;[[Help:Style_Guide|Style Guide]]&nbsp;'''·'''&nbsp;[[Help:Starting_a_new_page|Start a New Page]]<br><br />
[[Survey FAQs]] - see answers to questions that surveyors frequently ask.<br />
</td></tr></table><br />
<br />
<!-- TITLES TABLE --><br />
== What do you want to assess today? ==<br />
{| style="border:1px solid #cef2e0; background:#f5fffa; vertical-align:top; color:#000;" |<br />
{| style="width:600px; vertical-align:top; background:#F4FFE8;"<br />
<br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Inherent Intelligibility]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Attitudes]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Language Vitality]]</h2><br />
|-<br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Extensibility of Literature]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Social Networks]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Dialect Boundaries]]</h2><br />
|-<br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Bilingualism]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Multilingual Education]]</h2><br />
| <h2 style="margin:3px; background:#cef2e0; font-size:120%; font-weight:bold; border:1px solid #a3bfb1; text-align:center; color:#000; padding:0.2em 0.4em;">[[Partnership]]</h2><br />
|}<br />
|}<br />
<br />
==New Content==<br />
<table><br />
<tr><br />
<td>'''Tools'''</td><br />
<td>'''Methodology'''</td><br />
<td>'''Research Topics'''</td><br />
<td>'''Resources'''</td><br />
<td>'''Research'''</td><br />
</tr><br />
<tr><td><br />
<DynamicPageList><br />
category = Tools<br />
count=5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Methodology<br />
offset = 5<br />
count= 5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Research_Topics<br />
offset = 10<br />
count=5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Resources<br />
offset = 15<br />
count=5<br />
</DynamicPageList><br />
</td><br />
<td><br />
<DynamicPageList><br />
category = Research<br />
offset = 20<br />
count=5<br />
</DynamicPageList><br />
</td></tr></table><br />
<br />
__NOTOC____NOEDITSECTION__</div>Adminhttps://surveywiki.info/index.php?title=User:John_Sacson&diff=1286User:John Sacson2019-08-09T18:00:49Z<p>Admin: Creating user page with biography of new user.</p>
<hr />
<div>My name is John Sacson and I am a language surveyor in Nigeria. I am hoping to learn as much as possible from this website and to take a look at some of the modules. I was trained at Canada Institute of Linguistics and met my wife Iris there in 2015. We have been serving in Nigeria for one year.</div>Adminhttps://surveywiki.info/index.php?title=User_talk:John_Sacson&diff=1287User talk:John Sacson2019-08-09T18:00:49Z<p>Admin: Welcome!</p>
<hr />
<div>'''Welcome to ''SurveyWiki''!'''<br />
We hope you will contribute much and well.<br />
You will probably want to read the [[Help:Contents|help pages]].<br />
Again, welcome and have fun! [[User:Admin|Admin]] 13:00, 9 August 2019 (CDT)</div>Adminhttps://surveywiki.info/index.php?title=User_talk:Ken_Decker&diff=1285User talk:Ken Decker2019-08-09T18:00:17Z<p>Admin: Welcome!</p>
<hr />
<div>'''Welcome to ''SurveyWiki''!'''<br />
We hope you will contribute much and well.<br />
You will probably want to read the [[Help:Contents|help pages]].<br />
Again, welcome and have fun! [[User:Admin|Admin]] 13:00, 9 August 2019 (CDT)</div>Adminhttps://surveywiki.info/index.php?title=User:Ken_Decker&diff=1284User:Ken Decker2019-08-09T18:00:16Z<p>Admin: Creating user page with biography of new user.</p>
<hr />
<div>Approx. 30 years of survey experience with SIL. I have conducted surveys in Pakistan, Belize, Honduras, Nicaragua, Colombia, Venezuela, Guyana, Dominica, Barbados, St. Kitts & Nevis, Antigua & Barbuda, US Virgin Islands, and the United States. Designed and taught several version of the survey training course. Co-authored "Understanding Language Choices, A Guide to Sociolinguistic Assessment." Former Americas Area Survey Coordinator and International Language Assessment Coordinator for SIL International. Taught linguistics and sociolinguistics courses at four universities. Currently (2019), contracted as a Sociolinguistics Consultant to the Collaborative Translation Needs Assessment pilot project in Nigeria and Indonesia.</div>Adminhttps://surveywiki.info/index.php?title=User_talk:Erin_Padgett&diff=1283User talk:Erin Padgett2018-03-16T11:16:10Z<p>Admin: Welcome!</p>
<hr />
<div>'''Welcome to ''SurveyWiki''!'''<br />
We hope you will contribute much and well.<br />
You will probably want to read the [[Help:Contents|help pages]].<br />
Again, welcome and have fun! [[User:Admin|Admin]] 06:16, 16 March 2018 (CDT)</div>Adminhttps://surveywiki.info/index.php?title=User:Erin_Padgett&diff=1282User:Erin Padgett2018-03-16T11:16:10Z<p>Admin: Creating user page with biography of new user.</p>
<hr />
<div>I am a translator and linguist working with SIL in Mexico. I currently serve in a Mixtec language area in the beginning stages of language learning for a translation project. I am also conducting a survey of all the Mixtec languages in the nearby region, with a focus on language vitality and mutual intelligibility.</div>Adminhttps://surveywiki.info/index.php?title=User_talk:Gabriele_Iann%C3%A0ccaro&diff=1274User talk:Gabriele Iannàccaro2012-10-31T20:54:14Z<p>Admin: Welcome!</p>
<hr />
<div>'''Welcome to ''SurveyWiki''!'''<br />
We hope you will contribute much and well.<br />
You will probably want to read the [[Help:Contents|help pages]].<br />
Again, welcome and have fun! [[User:Admin|Admin]] 13:54, 31 October 2012 (PDT)</div>Adminhttps://surveywiki.info/index.php?title=User:Gabriele_Iann%C3%A0ccaro&diff=1273User:Gabriele Iannàccaro2012-10-31T20:54:13Z<p>Admin: Creating user page with biography of new user.</p>
<hr />
<div>Professor of Linguistics at the University of Milano-Bicocca<br />
Founder and co-director of the Centre d’Études Linguistiques pour l’Europe<br />
Made a quantity of field research, both qualitative and quantitative, in the fields of dialectology, sociolinguistics, demo linguistics, linguistic geography<br />
Research interests: dialectology, sociolinguistics, demo linguistics, linguistic geography, writing systems, anthropological linguistics, minority languages</div>Adminhttps://surveywiki.info/index.php?title=User:TibiKora&diff=1271User:TibiKora2012-10-31T20:49:20Z<p>Admin: Creating user page with biography of new user.</p>
<hr />
<div>I met with Wycliffe/SIL people at my Bible College on the GLIF conference in 2010, I think it was. I was helping out with the conferences during the summer, and I did sound for them.<br />
<br />
I became a Wycliffe member in March 2012, and I just started my training for survey in Horsleys Green, England.<br />
<br />
I plan moving to Nigeria around March/April 2013 to join the survey team.</div>Adminhttps://surveywiki.info/index.php?title=User_talk:TibiKora&diff=1272User talk:TibiKora2012-10-31T20:49:20Z<p>Admin: Welcome!</p>
<hr />
<div>'''Welcome to ''SurveyWiki''!'''<br />
We hope you will contribute much and well.<br />
You will probably want to read the [[Help:Contents|help pages]].<br />
Again, welcome and have fun! [[User:Admin|Admin]] 13:49, 31 October 2012 (PDT)</div>Adminhttps://surveywiki.info/index.php?title=User:Wilco_van_den_Heuvel&diff=1265User:Wilco van den Heuvel2012-09-07T01:26:08Z<p>Admin: Creating user page with biography of new user.</p>
<hr />
<div>I'm a linguist, conducted fieldwork in Indonesia in 2001 and 2002 (on the Biak language), and wrote my doctoral dissertation on this language, which was published in 2006. After this, I coordinated a sociolingistic survey on Romani in Transylvania, Romania in 2007-2009. Nowadays, I am working at VU University Amsterdam as a researcher / lecturer.</div>Adminhttps://surveywiki.info/index.php?title=User_talk:Wilco_van_den_Heuvel&diff=1266User talk:Wilco van den Heuvel2012-09-07T01:26:08Z<p>Admin: Welcome!</p>
<hr />
<div>'''Welcome to ''SurveyWiki''!'''<br />
We hope you will contribute much and well.<br />
You will probably want to read the [[Help:Contents|help pages]].<br />
Again, welcome and have fun! [[User:Admin|Admin]] 18:26, 6 September 2012 (PDT)</div>Adminhttps://surveywiki.info/index.php?title=Church_Domains_Tool&diff=1256Church Domains Tool2012-07-11T05:43:51Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
This tool aims to help the community describe both the domains of church language use that are important to them and which languages they use for each.<br />
<br />
==Materials==<br />
* '''pre-printed domain labels''' with typically encountered church domains<ref>For surveys in PNG, the following domains were pre-printed: liturgy, preaching, notices, prayer, youth meetings, womens meetings, Sunday School and Bible readings</ref>. These should be laminated or otherwise made durable and preferably in colour to engage the community.<br />
* several '''blank labels''' - enough for the community to write their village name, their language name, and any domains they might suggest in addition to those you've pre-printed<br />
* '''non-permanent marker pen'''<br />
* '''pre-printed "other language" label'''<br />
* enough '''red plastic chips''' to mark every label including their language label<br />
* enough '''yellow plastic chips''' as red plastic chips<br />
<br />
==Procedure==<br />
In the following tables, a phrase in ''italics'' means that the tool leader can vary the phrase depending on the context. Also, V = vernacular and OL = other language<br />
<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1a || style="width:350px;" | Clarify what denominations exist. || style="width:350px;" | Now we’d like to talk about church. First, we’d like to know what denominations you have in ''village.'' || style="width:350px;" | Data recorder writes down all denominations mentioned.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 1b || To introduce church domains show ''preaching'' card. || One church activity is ''the sermon''. Can you please put this card on the ground? || Volunteer takes card and puts it down. Repeat step for announcements and singing cards.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1c || Encourage the community to produce more domains. || Now we’ve put some on the ground. There are others. Can you suggest more? [When they run out of ideas, prompt them with remaining domains] || If they say domains that you already have cards for, provide them. If not, provide a pen and blank card for them to write a key word on.<br />
|- bgcolor=#C6AEC7 valign="top"<br />
| || || || <br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2a || To confirm the name of the vernacular used in this location, hand a blank card to a volunteer. || What's the name of your language? Can you write it on this card? || Volunteer takes card and writes language before putting it on the ground.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2b || Show the "other language" card. || Do you use other languages apart from V in ''village?'' If so, please put this card down next to your language card. || If they agree, take the OL card and put this on the ground next to their V card.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2c || To key the V with a colour, give volunteer a red chip. || Now, we’d like to mark these cards with colours. Put this red chip on the card with your language name on it. || Volunteer puts red chip on the V card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2d || If the OL card is used, key it with a colour. Give volunteer a yellow chip. || I’ll give you another colour. Yellow represents other languages. Please put this chip on the OL card. || Volunteer puts yellow chip on the OL card.<br />
|- bgcolor=#C6AEC7 valign="top"<br />
| || || || <br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3a || To identify which domains they use V for in church, hand a volunteer some red chips. || Now, we’ll give you some red chips. Together, mark each activity where you use V by putting a red chip on top of the card. If you use another language as well as V, put a red chip too. If you only use a language other than V, leave the card blank. || Volunteer follows community prompts to place red chips on domains they use V for. <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3b || To identify which domains they use OL for in church, hand a volunteer some yellow chips. || Now, we’ll give you some yellow chips. Together, mark each activity in the church where you use OL by putting a yellow chip on the card. If you use OL as well as V, put a yellow chip. If you only use V and don’t use OL, don’t put a yellow chip on the card. || Volunteer follows community prompts to place yellow chips on domains they use OL for. <br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3c || Check that what they have given represents what they want to say. || Okay, let’s check. You use OL for ''domain'', ''domain'' etc. You don’t use only V for ''domain'', ''domain'' etc. || Community agree or revise their answer as necessary.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3d || Discover what OL they use in addition to V by asking them to give you details of these. || For ''domain'' you use another language. What is this? Do you use another language too or just this one? || Community detail languages other than V which they use in these church domains.<br />
|}<br />
<br />
<br />
<br />
[[Image:Church_Domains_Tool.jpg|none|frame|A community leader identifies church languages in Morobe Province, Papua New Guinea. February, 2012.]]<br />
<br />
<br />
<references/><br />
<br />
Go back to [[Participatory Methods]]<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Church_Domains_Tool&diff=1255Church Domains Tool2012-07-11T05:37:15Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
This tool aims to help the community describe both the domains of church language use that are important to them and which languages they use for each.<br />
<br />
==Materials==<br />
* '''pre-printed domain labels''' with typically encountered church domains<ref>For surveys in PNG, the following domains were pre-printed: liturgy, preaching, notices, prayer, youth meetings, womens meetings, Sunday School and Bible readings</ref>. These should be laminated or otherwise made durable and preferably in colour to engage the community.<br />
* several '''blank labels''' - enough for the community to write their village name, their language name, and any domains they might suggest in addition to those you've pre-printed<br />
* '''non-permanent marker pen'''<br />
* '''pre-printed "other language" label'''<br />
* enough '''red plastic chips''' to mark every label including their language label<br />
* enough '''yellow plastic chips''' as red plastic chips<br />
<br />
==Procedure==<br />
In the following tables, a phrase in ''italics'' means that the tool leader can vary the phrase depending on the context. Also, V = vernacular and OL = other language<br />
<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1a || style="width:350px;" | Clarify what denominations exist. || style="width:350px;" | Now we’d like to talk about church. First, we’d like to know what denominations you have in ''village.'' || style="width:350px;" | Data recorder writes down all denominations mentioned.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 1b || To introduce church domains show ''preaching'' card. || One church activity is ''the sermon''. Can you please put this card on the ground? || Volunteer takes card and puts it down. Repeat step for announcements and singing cards.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1c || Encourage the community to produce more domains. || Now we’ve put some on the ground. There are others. Can you suggest more? [When they run out of ideas, prompt them with remaining domains] || If they say domains that you already have cards for, provide them. If not, provide a pen and blank card for them to write a key word on.<br />
|- bgcolor=#C6AEC7 valign="top"<br />
| || || || <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2a || To confirm the name of the vernacular used in this location, hand a blank card to a volunteer. || What's the name of your language? Can you write it on this card? || Volunteer takes card and writes language before putting it on the ground.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2b || Show the "other language" card. || Do you use other languages apart from V in ''village?'' If so, please put this card down next to your language card. || If they agree, take the OL card and put this on the ground next to their V card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2c || To key the V with a colour, give volunteer a red chip. || Now, we’d like to mark these cards with colours. Put this red chip on the card with your language name on it. || Volunteer puts red chip on the V card.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2d || If the OL card is used, key it with a colour. Give volunteer a yellow chip. || I’ll give you another colour. Yellow represents other languages. Please put this chip on the OL card. || Volunteer puts yellow chip on the OL card.<br />
|- bgcolor=#D7D3D2 valign="top"<br />
| || || || <br />
|- bgcolor=#C6AEC7 valign="top"<br />
| 3a || To identify which domains they use V for in church, hand a volunteer some red chips. || Now, we’ll give you some red chips. Together, mark each activity where you use V by putting a red chip on top of the card. If you use another language as well as V, put a red chip too. If you only use a language other than V, leave the card blank. || Volunteer follows community prompts to place red chips on domains they use V for. <br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3b || To identify which domains they use OL for in church, hand a volunteer some yellow chips. || Now, we’ll give you some yellow chips. Together, mark each activity in the church where you use OL by putting a yellow chip on the card. If you use OL as well as V, put a yellow chip. If you only use V and don’t use OL, don’t put a yellow chip on the card. || Volunteer follows community prompts to place yellow chips on domains they use OL for. <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3c || Check that what they have given represents what they want to say. || Okay, let’s check. You use OL for ''domain'', ''domain'' etc. You don’t use only V for ''domain'', ''domain'' etc. || Community agree or revise their answer as necessary.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3d || Discover what OL they use in addition to V by asking them to give you details of these. || For ''domain'' you use another language. What is this? Do you use another language too or just this one? || Community detail languages other than V which they use in these church domains.<br />
|}<br />
<br />
<br />
<br />
[[Image:Church_Domains_Tool.jpg|none|frame|A community leader identifies church languages in Morobe Province, Papua New Guinea. February, 2012.]]<br />
<br />
<br />
<references/><br />
<br />
Go back to [[Participatory Methods]]<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Church_Domains_Tool&diff=1254Church Domains Tool2012-07-11T05:36:23Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
This tool aims to help the community describe both the domains of church language use that are important to them and which languages they use for each.<br />
<br />
==Materials==<br />
* '''pre-printed domain labels''' with typically encountered church domains<ref>For surveys in PNG, the following domains were pre-printed: liturgy, preaching, notices, prayer, youth meetings, womens meetings, Sunday School and Bible readings</ref>. These should be laminated or otherwise made durable and preferably in colour to engage the community.<br />
* several '''blank labels''' - enough for the community to write their village name, their language name, and any domains they might suggest in addition to those you've pre-printed<br />
* '''non-permanent marker pen'''<br />
* '''pre-printed "other language" label'''<br />
* enough '''red plastic chips''' to mark every label including their language label<br />
* enough '''yellow plastic chips''' as red plastic chips<br />
<br />
==Procedure==<br />
In the following tables, a phrase in ''italics'' means that the tool leader can vary the phrase depending on the context. Also, V = vernacular and OL = other language<br />
<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1a || style="width:350px;" | Clarify what denominations exist. || style="width:350px;" | Now we’d like to talk about church. First, we’d like to know what denominations you have in ''village.'' || style="width:350px;" | Data recorder writes down all denominations mentioned.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 1b || To introduce church domains show ''preaching'' card. || One church activity is ''the sermon''. Can you please put this card on the ground? || Volunteer takes card and puts it down. Repeat step for announcements and singing cards.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1c || Encourage the community to produce more domains. || Now we’ve put some on the ground. There are others. Can you suggest more? [When they run out of ideas, prompt them with remaining domains] || If they say domains that you already have cards for, provide them. If not, provide a pen and blank card for them to write a key word on.<br />
|- bgcolor=#D7D3D2 valign="top"<br />
| || || || <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2a || To confirm the name of the vernacular used in this location, hand a blank card to a volunteer. || What's the name of your language? Can you write it on this card? || Volunteer takes card and writes language before putting it on the ground.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2b || Show the "other language" card. || Do you use other languages apart from V in ''village?'' If so, please put this card down next to your language card. || If they agree, take the OL card and put this on the ground next to their V card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2c || To key the V with a colour, give volunteer a red chip. || Now, we’d like to mark these cards with colours. Put this red chip on the card with your language name on it. || Volunteer puts red chip on the V card.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2d || If the OL card is used, key it with a colour. Give volunteer a yellow chip. || I’ll give you another colour. Yellow represents other languages. Please put this chip on the OL card. || Volunteer puts yellow chip on the OL card.<br />
|- bgcolor=#D7D3D2 valign="top"<br />
| || || || <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3a || To identify which domains they use V for in church, hand a volunteer some red chips. || Now, we’ll give you some red chips. Together, mark each activity where you use V by putting a red chip on top of the card. If you use another language as well as V, put a red chip too. If you only use a language other than V, leave the card blank. || Volunteer follows community prompts to place red chips on domains they use V for. <br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3b || To identify which domains they use OL for in church, hand a volunteer some yellow chips. || Now, we’ll give you some yellow chips. Together, mark each activity in the church where you use OL by putting a yellow chip on the card. If you use OL as well as V, put a yellow chip. If you only use V and don’t use OL, don’t put a yellow chip on the card. || Volunteer follows community prompts to place yellow chips on domains they use OL for. <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3c || Check that what they have given represents what they want to say. || Okay, let’s check. You use OL for ''domain'', ''domain'' etc. You don’t use only V for ''domain'', ''domain'' etc. || Community agree or revise their answer as necessary.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3d || Discover what OL they use in addition to V by asking them to give you details of these. || For ''domain'' you use another language. What is this? Do you use another language too or just this one? || Community detail languages other than V which they use in these church domains.<br />
|}<br />
<br />
<br />
<br />
[[Image:Church_Domains_Tool.jpg|none|frame|A community leader identifies church languages in Morobe Province, Papua New Guinea. February, 2012.]]<br />
<br />
<br />
<references/><br />
<br />
Go back to [[Participatory Methods]]<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Church_Domains_Tool&diff=1253Church Domains Tool2012-07-11T05:35:19Z<p>Admin: Created page with "{{pmtoolsbox}} ==Purpose== This tool aims to help the community describe both the domains of church language use that are important to them and which languages they use for each..."</p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
This tool aims to help the community describe both the domains of church language use that are important to them and which languages they use for each.<br />
<br />
==Materials==<br />
* '''pre-printed domain labels''' with typically encountered church domains<ref>For surveys in PNG, the following domains were pre-printed: liturgy, preaching, notices, prayer, youth meetings, womens meetings, Sunday School and Bible readings</ref>. These should be laminated or otherwise made durable and preferably in colour to engage the community.<br />
* several '''blank labels''' - enough for the community to write their village name, their language name, and any domains they might suggest in addition to those you've pre-printed<br />
* '''non-permanent marker pen'''<br />
* '''pre-printed "other language" label'''<br />
* enough '''red plastic chips''' to mark every label including their language label<br />
* enough '''yellow plastic chips''' as red plastic chips<br />
<br />
==Procedure==<br />
In the following tables, a phrase in ''italics'' means that the tool leader can vary the phrase depending on the context. Also, V = vernacular and OL = other language<br />
<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1a || style="width:350px;" | Clarify what denominations exist. || style="width:350px;" | Now we’d like to talk about church. First, we’d like to know what denominations you have in ''village.'' || style="width:350px;" | Data recorder writes down all denominations mentioned.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 1b || To introduce church domains show ''preaching'' card. || One church activity is ''the sermon''. Can you please put this card on the ground? || Volunteer takes card and puts it down. Repeat step for announcements and singing cards.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1c || Encourage the community to produce more domains. || Now we’ve put some on the ground. There are others. Can you suggest more? [When they run out of ideas, prompt them with remaining domains] || If they say domains that you already have cards for, provide them. If not, provide a pen and blank card for them to write a key word on.<br />
|- bgcolor=#D7D3D2 valign="top"<br />
| || || || <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2a || To confirm the name of the vernacular used in this location, hand a blank card to a volunteer. || What's the name of your language? Can you write it on this card? || Volunteer takes card and writes language before putting it on the ground.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2b || Show the "other language" card. || Do you use other languages apart from V in ''village?'' If so, please put this card down next to your language card. || If they agree, take the OL card and put this on the ground next to their V card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2c || To key the V with a colour, give volunteer a red chip. || Now, we’d like to mark these cards with colours. Put this red chip on the card with your language name on it. || Volunteer puts red chip on the V card.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2d || If the OL card is used, key it with a colour. Give volunteer a yellow chip. || I’ll give you another colour. Yellow represents other languages. Please put this chip on the OL card. || Volunteer puts yellow chip on the OL card.<br />
|- bgcolor=#D7D3D2 valign="top"<br />
| || || || <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3a || To identify which domains they use V for in church, hand a volunteer some red chips. || Now, we’ll give you some red chips. Together, mark each activity where you use V by putting a red chip on top of the card. If you use another language as well as V, put a red chip too. If you only use a language other than V, leave the card blank. || Volunteer follows community prompts to place red chips on domains they use V for. <br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3b || To identify which domains they use OL for in church, hand a volunteer some yellow chips. || Now, we’ll give you some yellow chips. Together, mark each activity in the church where you use OL by putting a yellow chip on the card. If you use OL as well as V, put a yellow chip. If you only use V and don’t use OL, don’t put a yellow chip on the card. || Volunteer follows community prompts to place yellow chips on domains they use OL for. <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3c || Check that what they have given represents what they want to say. || Okay, let’s check. You use OL for ''domain'', ''domain'' etc. You don’t use only V for ''domain'', ''domain'' etc. || Community agree or revise their answer as necessary.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3d || Discover what OL they use in addition to V by asking them to give you details of these. || For ''domain'' you use another language. What is this? Do you use another language too or just this one? || Community detail languages other than V which they use in these church domains.<br />
|}<br />
<br />
<br />
<br />
[[Image:Church_Domains_Tool.jpg|none|frame|A community leader identifies Morobe Province, Papua New Guinea. February, 2012.]]<br />
<br />
<br />
<references/><br />
<br />
Go back to [[Participatory Methods]]<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Template:Pmtoolsbox&diff=1252Template:Pmtoolsbox2012-07-11T05:34:35Z<p>Admin: </p>
<hr />
<div>{{Infobox<br />
|above = Participatory Methods Tools <br />
|abovestyle= background:#FFCC33;<br />
|image = [[Image:Tools.png|50px]]<br />
|header1 = [[Dialect Mapping Tool]]<br />
|header2 = [[Bilingualism Tool]]<br />
|header3 = [[Domains of Language Use Tool]]<br />
|header4 = [[Appreciative Inquiry Tool]]<br />
|header5 = [[Cause and Effect Tree]]<br />
|header6 = [[Stakeholder Analysis]]<br />
|header7 = [[Force Field Analysis]]<br />
|header8 = [[Community Connection Tool]]<br />
|header9 = [[Traffic Light Tool]]<br />
|header10 = [[Wheel of Vitality]]<br />
|header11 = [[Church Domains Tool]]<br />
}}</div>Adminhttps://surveywiki.info/index.php?title=File:Church_Domains_Tool.jpg&diff=1251File:Church Domains Tool.jpg2012-07-11T05:29:27Z<p>Admin: A community leader identifies languages used for church domains in Morobe Province, Papua New Guinea, February 2012.</p>
<hr />
<div>A community leader identifies languages used for church domains in Morobe Province, Papua New Guinea, February 2012.</div>Adminhttps://surveywiki.info/index.php?title=Social_Connections_Tool&diff=1250Social Connections Tool2012-07-11T04:54:35Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
==Purpose==<br />
The purpose of this tool is to reveal the types and number of connections that one community feels they have with other communities. These connections could be marital, social, trade-based, educational, etc. They need not be positive either. Connections could emerge which are negative, such as conflict. The tool also aims to evaluate these connections thus informing decisions about potential community participation in language development.<br />
<br />
==Materials==<br />
* pieces of '''paper''' (or pieces of banana '''leaves''')<br />
* bold '''markers'''<br />
* a reel of '''string''' - preferably brightly coloured<br />
* as many '''stones''' as places they will have connections with<br />
<br />
[[Image:Connectionsdetail.jpg|frame|Detail of Malalamai village connections. Garpunei was the name that the community gave for their village. Malalamai is the government name. Each white stone represents a village that Garpunei is connected with. The string represents these connections and the banana leaves are labels indicating what kind of connection (work, school, trade, etc.) exist. Madang Province, February, 2011.]]<br />
==Procedure==<br />
{| cellpadding="4" <br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! Do<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="text-align: top; width:400px;" | What's the name of your village? || style="text-align: top; width:400px;" | - <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;"| What is another place that your village has a connection with? || width=400 | Put down a stone to represent their village and another to represent the place they have a connection with. Lay a string between them. As you do this, describe what these things represent. Ask whether someone can label the stone with the village name. If they cannot, do this for them based on what they say.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="width:400px;" | Let’s talk about this connection. What kinds of connection do you have with this other place? || style="text-align: top; width:400px;" | As they describe the connections, have them draw a symbol to represent each connection, and ask them to place these symbols on the string.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;" | What other places do you have connections with? What kinds of connections are they? || style="width:400px;" | Repeat step 3 ensuring that if similar connections are described, the same symbol is used to represent these. Continue this process as long as the community has something to offer. <br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="width:400px;" | Are there any places that are a long way away that you have a connection with? || style="width:400px;" | If needed, prompt them for different kinds of connections and try to ensure that even geographically remote places are considered.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;" | I’d like to ask about ____? || style="width:400px;" | Place a stone on the ground somewhere in the map to mark a specific place you want information about. '''Note:''' The people may not mention all the communities that are relevant to your research. If they do not, carry out this step to elicit the status of connections with those remaining communities. If they do not know the communities or have no connections just leave the stones as they are.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="width:400px;" | Which is the number one place you have a connection with? || style="width:400px;" | Show them a piece of paper with a number 1 on it and ask them to put this on one of the places/stones.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 8 || style="width:400px;" | Which place is number one from the places that remain? || style="width:400px;" | Help them to rank the remaining places until there’s only one left by handing them a number 2 (if they don’t write one themselves), 3, 4, etc.<br />
|- bgcolor=#FFFFCC<br />
|}<br />
[[Image:Village connections.jpg|none|frame|Connections created by Malalamai village, Madang Province, Papua New Guinea. February, 2011.]]<br />
<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=File:Connectionsdetail.jpg&diff=1249File:Connectionsdetail.jpg2012-07-11T04:51:35Z<p>Admin: Detail of Malalamai village connections. Garpunei was the name that the community gave for their village. Malalamai is the government name. Each white stone represents a village that Garpunei is connected with. The string represents these connections and </p>
<hr />
<div>Detail of Malalamai village connections. Garpunei was the name that the community gave for their village. Malalamai is the government name. Each white stone represents a village that Garpunei is connected with. The string represents these connections and the banana leaves are labels indicating what kind of connection (work, school, trade, etc.) exist. Madang Province, February, 2011.</div>Adminhttps://surveywiki.info/index.php?title=File:Village_connections.jpg&diff=1248File:Village connections.jpg2012-07-11T04:39:30Z<p>Admin: Connections made by Malalamai village in Madang Province, February 2011.</p>
<hr />
<div>Connections made by Malalamai village in Madang Province, February 2011.</div>Adminhttps://surveywiki.info/index.php?title=Social_Connections_Tool&diff=1246Social Connections Tool2012-07-11T04:36:44Z<p>Admin: moved Community Connection Tool to Social Connections Tool</p>
<hr />
<div>{{pmtoolsbox}}<br />
==Purpose==<br />
The purpose of this tool is to reveal the types and number of connections that one community feels they have with other communities. These connections could be marital, social, trade-based, educational, etc. They need not be positive either. Connections could emerge which are negative, such as conflict. The tool also aims to evaluate these connections thus informing decisions about potential community participation in language development.<br />
<br />
==Materials==<br />
* pieces of '''paper''' (or pieces of banana '''leaves''')<br />
* bold '''markers'''<br />
* a reel of '''string''' - preferably brightly coloured<br />
* as many '''stones''' as places they will have connections with<br />
<br />
==Procedure==<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! Do<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="text-align: top; width:400px;" | What's the name of your village? || style="text-align: top; width:400px;" | - <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;"| What is another place that your village has a connection with? || width=400 | Put down a stone to represent their village and another to represent the place they have a connection with. Lay a string between them. As you do this, describe what these things represent. Ask whether someone can label the stone with the village name. If they cannot, do this for them based on what they say.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="width:400px;" | Let’s talk about this connection. What kinds of connection do you have with this other place? || style="text-align: top; width:400px;" | As they describe the connections, have them draw a symbol to represent each connection, and ask them to place these symbols on the string.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;" | What other places do you have connections with? What kinds of connections are they? || style="width:400px;" | Repeat step 3 ensuring that if similar connections are described, the same symbol is used to represent these. Continue this process as long as the community has something to offer. <br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="width:400px;" | Are there any places that are a long way away that you have a connection with? || style="width:400px;" | If needed, prompt them for different kinds of connections and try to ensure that even geographically remote places are considered.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;" | I’d like to ask about ____? || style="width:400px;" | Place a stone on the ground somewhere in the map to mark a specific place you want information about. '''Note:''' The people may not mention all the communities that are relevant to your research. If they do not, carry out this step to elicit the status of connections with those remaining communities. If they do not know the communities or have no connections just leave the stones as they are.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="width:400px;" | Which is the number one place you have a connection with? || style="width:400px;" | Show them a piece of paper with a number 1 on it and ask them to put this on one of the places/stones.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 8 || style="width:400px;" | Which place is number one from the places that remain? || style="width:400px;" | Help them to rank the remaining places until there’s only one left by handing them a number 2 (if they don’t write one themselves), 3, 4, etc.<br />
|- bgcolor=#FFFFCC<br />
|}<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Community_Connection_Tool&diff=1247Community Connection Tool2012-07-11T04:36:44Z<p>Admin: moved Community Connection Tool to Social Connections Tool</p>
<hr />
<div>#REDIRECT [[Social Connections Tool]]</div>Adminhttps://surveywiki.info/index.php?title=Social_Connections_Tool&diff=1245Social Connections Tool2012-07-05T01:57:59Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
==Purpose==<br />
The purpose of this tool is to reveal the types and number of connections that one community feels they have with other communities. These connections could be marital, social, trade-based, educational, etc. They need not be positive either. Connections could emerge which are negative, such as conflict. The tool also aims to evaluate these connections thus informing decisions about potential community participation in language development.<br />
<br />
==Materials==<br />
* pieces of '''paper''' (or pieces of banana '''leaves''')<br />
* bold '''markers'''<br />
* a reel of '''string''' - preferably brightly coloured<br />
* as many '''stones''' as places they will have connections with<br />
<br />
==Procedure==<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! Do<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="text-align: top; width:400px;" | What's the name of your village? || style="text-align: top; width:400px;" | - <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;"| What is another place that your village has a connection with? || width=400 | Put down a stone to represent their village and another to represent the place they have a connection with. Lay a string between them. As you do this, describe what these things represent. Ask whether someone can label the stone with the village name. If they cannot, do this for them based on what they say.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="width:400px;" | Let’s talk about this connection. What kinds of connection do you have with this other place? || style="text-align: top; width:400px;" | As they describe the connections, have them draw a symbol to represent each connection, and ask them to place these symbols on the string.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;" | What other places do you have connections with? What kinds of connections are they? || style="width:400px;" | Repeat step 3 ensuring that if similar connections are described, the same symbol is used to represent these. Continue this process as long as the community has something to offer. <br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="width:400px;" | Are there any places that are a long way away that you have a connection with? || style="width:400px;" | If needed, prompt them for different kinds of connections and try to ensure that even geographically remote places are considered.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;" | I’d like to ask about ____? || style="width:400px;" | Place a stone on the ground somewhere in the map to mark a specific place you want information about. '''Note:''' The people may not mention all the communities that are relevant to your research. If they do not, carry out this step to elicit the status of connections with those remaining communities. If they do not know the communities or have no connections just leave the stones as they are.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="width:400px;" | Which is the number one place you have a connection with? || style="width:400px;" | Show them a piece of paper with a number 1 on it and ask them to put this on one of the places/stones.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 8 || style="width:400px;" | Which place is number one from the places that remain? || style="width:400px;" | Help them to rank the remaining places until there’s only one left by handing them a number 2 (if they don’t write one themselves), 3, 4, etc.<br />
|- bgcolor=#FFFFCC<br />
|}<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Traffic_Light_Tool&diff=1244Traffic Light Tool2012-07-05T01:57:49Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is twofold<br />
# to isolate the community's perspective on ethnolinguistic groupings, the community identify the name for their vernacular and then which other communities also speak this language.<br />
# to assess which communities’ vernaculars are closely related irrespective of what labels they use, the community is helped through a process by which they rank perceived similarity of other community varieties<br />
<br />
==Materials==<br />
Although laminated labels can be used, banana leaves can be cut up on the spot to provide labels.<br />
* '''blank labels''' for community to write their language name on<br />
* '''pre-printed labels''' with local community names on (as many as the survey team are interested in plus some blanks for ones the community also mention)<br />
* bold '''markers'''<br />
* '''blue and green string''' circles each approx. 3 ft/1m in diameter<br />
* '''yellow string''' circle approx. 5 ft/1.75m in diameter<br />
* '''red string''' circle approx. 7 ft/2.25m in diameter<br />
<br />
==Procedure==<br />
===Part 1: The Blue Circle (Ethnolinguistic Grouping)===<br />
[[image:Bluecircle.jpg|thumb|250px|A community at the blue circle stage of the tool in Morobe Province, Papua New Guinea, February 2012.]]<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! What happens<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="text-align: top; width:400px;" | What's the name of your village? || style="text-align: top; width:400px;" | If the name is one of the labels you have pre-prepared, show them this card and hand it to them. If not, hand them a blank and ask someone to write the name of the village on the label. The label is placed on the ground.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;"| What is the name of the language you speak here? || width=400 | They write the name down on a blank label and place this next to the village name label on the ground. Give the volunteer the blue string and ask them to put it on the ground to form a circle.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="text-align: top; width:400px;" | Can you please put this blue string on the ground to form a circle. Put the label with your language on it on top of the circle and your village card inside the circle. || style="text-align: top; width:400px;" | The community respond.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;"| I'd like a volunteer to read out these names and put these cards on the ground. || width=400 | Volunteers reads out remaining village labels and places them on the ground outside the circle.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="text-align: top; width:400px;" | Which other villages also speak your language? || style="text-align: top; width:400px;" | The community place those village labels which they consider to share their vernacular inside the blue circle.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;"| Now I'd like to check this. || width=400 | Surveyor clarifies that those villages in the circle also speak language X while those outside do not. If the community agrees then Part 1 is finished. In preparation for Part 2, clear the labels and leave only the community's village name label on the ground.<br />
|}<br />
<br />
<br />
===Part 2: The Traffic Light (Perceived Similarity)===<br />
[[image:Greencircle.jpg|thumb|250px|A community working through the Traffic Light Tool and at the green circle stage of identifying communities which speak exactly like they do. Morobe Province, Papua New Guinea, February, 2012.]]<br />
[[image:Redcircle.jpg|thumb|250px|A community in Morobe Province Papua New Guinea completing the Traffic Light Tool, February, 2012.]]<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! What happens<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="text-align: top; width:400px;" | Please put this green string around your village name in a circle. Put all the other village names outside the circle. || style="text-align: top; width:400px;" | Community take the string and make a circle with their village label at the centre and all other village name cards outside it.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;"| What other village speak exactly like you do? Please put them inside the circle. || width=400 | Community place all other village cards where people speak exactly the same as them inside the green circle. Check this before moving on. If all cards are in the green circle at this point and the community confirm this, the tool is complete.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="text-align: top; width:400px;" | Please put this yellow string around the green circle. Put village name cards that are not in the green circle outside the yellow circle. || style="text-align: top; width:400px;" | Community take the string and make an yellow circle outside the green one and move all cards that are not in the green circle to the periphery.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;"| What other village speak differently from you but you can understand a lot? Please put them inside the yellow circle. || width=400 | Community place relevant villages inside the yellow circle. Check that none of the yellow circle villages should be in the green circle and that none left outside need to be in the yellow circle before moving on. If all cards are in the yellow circle at this point and the community confirm this, the tool is complete.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="text-align: top; width:400px;" | Please put this red string around the yellow circle. Put village name cards that are not in the yellow circle outside the red circle. || style="text-align: top; width:400px;" | Community take the string and make an red circle outside the yellow one and move all cards that are not in the yellow circle to the periphery. <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;"| What other village speak differently from you but you only understand a little? Please put them inside the red circle. || width=400 | Community place relevant villages inside the red circle. Check that none of the red circle villages should be in the yellow circle and that none left outside need to be in the red circle before moving on. If all cards are in the red circle at this point and the community confirm this, the tool is complete.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="text-align: top; width:400px;" | As a double check, say: Look at the villages outside the red circle. Can you understand anything of their language? If you can understand a little, move them into the red circle. If not, leave them outside. || style="text-align: top; width:400px;" | Community decide whether they can understand any of the peripheral villages even a little. If not, the tool is complete.<br />
|- bgcolor=#FFFF99<br />
|}<br />
<br />
Download the [[Media:Traffic_Light_Tool_Script.docx|Tok Pisin Traffic Light Tool Script]] (doc file @ 1.4Mb)<br />
<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Dialect_Mapping_Tool&diff=1243Dialect Mapping Tool2012-07-05T01:57:00Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is to assist speakers of a specific dialect in discussing information they already know about the dialects and levels of comprehension between dialects. Another purpose is to encourage them to think about which varieties of their language could use a single set of written or oral materials<br />
<br />
==Approach==<br />
This tool should be adapted to the local geographic terms such as municipality, district. Labels should usually refer to “[L1] spoken in [place name]”. Some aspects of this tool may seem redundant, but each step contributes to a fuller picture of the local perception of the language situation. <br />
<br />
==Materials==<br />
* lots of rectangular pieces of paper<br />
* bold markers<br />
* medium loops of string<br />
* long loops of string<br />
* markers<br />
** faces that correspond to expressions representing the different levels of comprehension: "completely", "most", "half", "a little"<br />
** symbols for the 4 variety usage patterns in step 8<br />
** number markers to rate languages as primary, secondary, etc for choices for language development media<br />
<br />
==Procedure==<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! Do<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="text-align: top; width:400px;" | What is the name of your language? What is the name of your people? If more than one, then for each category ask "Which name is the one you prefer to use?" || style="text-align: top; width:400px;" | Write all the language names on one piece of paper and all the names of the people on another. <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;"| Could you please name all the districts and villages where [L1] is spoken? || width=400 | Write each on a separate piece of paper. '''Note:'''In some situations, rather than district or village one could ask for the names of all the dialects, clans, rivers, or other feature where [L1] is spoken.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="width:400px;" | - || style="text-align: top; width:400px;" | Place all these pieces of paper on the ground to show which dialects/municipalities/districts are next to each other. <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;" | You have just shown the places where the different varieties of [L1] is spoken. We now want to think about languages that are just a little different from your own language. What other languages are so similar to [L1] that when they speak, you can understand at least some words? || style="width:400px;" | Write the names of these languages on pieces of paper and add them to the “map” on the ground<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="width:400px;" | Do any groups of villages all speak [L1] in the same way? || style="width:400px;" | If so, place a small loop of string around each such group.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;" | Which variety do you understand best? Second best? || style="width:400px;" | Place the appropriate number written on cardboard next to each municipality, language or group of municipalities.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="width:400px;" | Now we want to show which of these varieties you understand completely, which you don’t understand most, which you understand about half, and which you only understand a little. In which of these villages can you understand the way they speak completely? etc. || style="width:400px;" | Place the markers for "completely", "most", "half", "a little". Show them the face markers and explain the meaning of each. Have them place the faces for “completely” first. Repeat for each other category of comprehension.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 8 || style="width:400px;" | Now we want to think about what you and the people from these places speak to each other. || style="width:400px;" | Show the markers for “We each speak our own variety”, “We use ours, they use another variety” “We use another variety, but they use their own” and “We each use another variety”. Use a different marker to symbolize each usage pattern and place them accordingly.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 9 || style="width:400px;" | Some people have said they want to start writing books/recording CDs in [L1]. If books were written/CDs were recorded in [L1], which villages would be able to use those books/CDs? || style="width:400px;" | have them put a long string around those varieties<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 10 || style="width:400px;" | Out of all these you have grouped together, which variety should be used as the one for writing/recording) [L1] so that all the others will understand it well? || style="width:400px;" | Have them place marker "1" on the first language they choose.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 11 || style="width:400px;" | If that language could not be used, then which one? etc. || style="width:400px;" | Use "2" and "3" markers to mark these second, third, etc. choices.<br />
|}<br />
<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Bilingualism_Tool&diff=1242Bilingualism Tool2012-07-05T01:56:50Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is to assist speakers of the language in assessing which people are bilingual and to what degree. A secondary purpose is to have them assess the changes that are occurring in bilingualism levels and their feelings about those changes.<br />
<br />
==Materials==<br />
* lots of rectangular slips of paper<br />
* bold markers for writing<br />
* long different coloured loops of string for each language<br />
* lots of plastic markers<br />
<br />
==Procedure==<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! Do<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="width:400px;" | What are the two languages the [L1] people speak the most? This loop will represent the [L1] people who speak [L1] well. This loop will represent the [L1] people who speak [LWC] well. || style="width:400px;" | Lay the circles on the ground.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;" | When I overlap the two circles like this, what does this area where they overlap represent? || style="width:400px;" | Elicit that it represents [L1] people who speak both [L1] and [[LWC]] well.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="width:400px;" | Let’s think first about [L1] people who speak [LWC] well. Which types of [L1] people speak [LWC] well? || style="width:400px;" | Have them write each category of people on a separate paper and place in the LWC circle.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;" | Which [L1] people speak [L1] well, but do not speak [LWC] well? || style="width:400px;" | Have them write the category names and place them in the correct location.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="width:400px;" | Which [L1] people speak both [L1] and [LWC] well? || style="width:400px;" | They may need to move some categories. They may need to refine labels they have already written. If they said that young men speak the [LWC] well, they may want to clarify that young men living in the villages speak both well and the young men who were born in the towns only speak the [LWC]. <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;" | We have some plastic pieces that you can use to show which papers represent many people. Place one of these plastic pieces on each paper that represents many people. || style="width:400px;" | You may want to use another color to represent the papers that only represent very few people.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="width:400px;" | When we think about people in these three different categories, which category has the most [L1] people? How do you feel about that? || style="width:400px;" | Usually the category with the most [L1] people will be the one with the most plastic pieces in it. Let them express their feelings or you could ask “What do you think?” <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 8 || style="width:400px;" | Is one of these three groups increasing more than the others? Why is that? How do you feel about that? || style="width:400px;" | Let them express their feelings or thoughts.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 9 || style="width:400px;" | Could someone please summarise our discussion? || style="width:400px;" | <br />
|}<br />
<br />
==Variations==<br />
* In Step 3 you could ask them which group they'd like to discuss first.<br />
* With non-literate communities, you could have very long ropes and then ask people to role-play each of the language communities by standing inside the ropes.<br />
<br />
==Cautions==<br />
* consider whether this tool encourages the provision of expected answers from people<br />
* in Step 8, watch that you understand exactly what feedback you get. It may be that you are expecting attitudes and in fact elicit beliefs.<br />
* This tool is designed to elicit perceptions, feelings and attitudes. It does not aim to elicit reality. Take care when interpreting data that you realise this.<br />
* This outline only deals with 2 languages. Some communities may use 5 or more. It is not clear how this tool could be adapted to such a community.<br />
<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Domains_of_Language_Use_Tool&diff=1241Domains of Language Use Tool2012-07-05T01:56:45Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is to assist speakers of the language in identifying the types of situations in which they use their own language, the LWC or other languages. A second purpose is to help them determine which domains and which languages are used most frequently.<br />
<br />
==Materials==<br />
* lots of rectangular pieces of paper for labels<br />
* some good bold permanent markers<br />
* a long piece of string<br />
<br />
==Procedure==<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! Do<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="width:400px;" | I speak different languages in different situations, on different occasions and to different people. If this tool was not preceeded by the [[Bilingualism Tool]], then ask, "Which two languages do people here speak most?"|| style="width:400px;" | Have labels for these languages placed in the centre.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;" | On which occasions or to which people, do people here usually use LWC]? || style="width:400px;" | Place [LWC] label to one side. Participants name occasions or people, write them on paper and place them under [LWC] label<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="width:400px;" | On which occasions or to which people, do people here usually use [L1]? || style="width:400px;" | Place [L1] label to other side. Participants name occasions or people, write them on paper and place them under [L1]. If participants say something like, “To some children I speak L1 but to others I speak LWC,” ask questions to help them explain to which children or in which situations they speak each language. Invite them to change the labels to show the categories clearly.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;" | On which occasions or to which people, do people here usually use both [L1] and [LWC]? || style="width:400px;" | Participants write domains, and place them in the middle. They can place them nearer to one side or the other if most people speak a certain language in that domain or if they speak more of that language in that domain but some of the other language.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="width:400px;" | Within each of these three main categories, let’s move the occasions that occur daily to the top move the ones that occur less than daily to the bottom. || style="width:400px;" | Put a label for ‘Daily’ and at the top and ‘less than daily’ at the bottom. Lay a string down to divide the two categories. Allow them to arrange the papers. <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;" | || style="width:400px;" | Within the “Daily” section for each language, put the papers in order according to the amount of language used in that situation.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="width:400px;" | Let’s look at the top paper in each of these categories. Which is the situation in which language is used most? Please slide that one up a little and the other two down. Let’s compare the second one in this column (in which the most frequent was moved up) with the top paper in these other two columns. || style="width:400px;" | This is the hardest step. The idea is to get them to compare the most frequently used domains for each language. Repeat this sorting process for all the "daily" labels.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 8 || style="width:400px;" | How do you feel about the languages that you use and who you use them with? If during the discussion anyone mentioned a desire to use a different language in some situation, then ask, "Would you like to begin using either language more in any other situations?"|| style="width:400px;" | <br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 9 || style="width:400px;" | In which event do you want to use another language? || style="width:400px;" | Put plastic markers on top of each.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 10 || style="width:400px;" | Ask someone to summarize the results. || style="width:400px;" | <br />
|}<br />
<br />
==Cautions==<br />
* Step 7: sorting items into more and less used may be extremely challenging for some communities<br />
* it can be understood in many different ways<br />
* it can actually result in choices that oppose each other<br />
* can be difficult to manage with a large group<br />
* Step 7: difficult to define exactly what "used most" means.<br />
<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Appreciative_Inquiry_Tool&diff=1240Appreciative Inquiry Tool2012-07-05T01:56:39Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is to allow members of the community to dream about what might be possible in their language and then to begin to make plans for some of those dreams to happen. This shows us what they see as most important and what they want to work on.<br />
<br />
==Approach==<br />
Step 1 is absolutely key as it determines the focus. Therefore, it needs to be well-stated. Take time to refine understanding of this step with the community if needed.<br />
<br />
==Materials==<br />
* lots of rectangular pieces of paper<br />
* some bold markers to write with<br />
* lots of small pieces of plastic<br />
* a camera<br />
<br />
==Procedure==<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! Do<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="width:400px;" | Describe something you saw, heard or did that made you proud of [L1] or your culture or that made you happy to see [L1] used in that way. || style="width:400px;" | After each experience is shared, someone in the group should write a summary label about each good thing. Place it under the label “good things” <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;" | Wow, you have many good things happening. How can you build on these good things and make them even better? Improve them? What are your dreams for your language? || style="width:400px;" | If the group is large invite them to share in groups of 3, give them time – allow any dream – even impossible ones!<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="width:400px;" | Let’s come back to the big group and listen to the dreams of each small group. Who will write the dreams for the group? || style="width:400px;" | Write one dream per paper. Everyone can help to summarize the dream in 3-4 words. Place each dream under the heading "Dreams or Hopes."<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;" | As you think about your dreams, some may seem to be ones that could be done soon, while others may take some time. Please put the Hopes in order from the ones that ‘Can be done soon” to the one that ‘Will take some time’. || style="width:400px;" | Put down these two labels then let the participants sort the dreams along a continuum. <br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="width:400px;" | Some of these dreams may be more important than others. I have some plastic markers. Place one of these on the 5 dreams that you feel are most important. || style="width:400px;" |Let them place the markers. Take a photo now if possible! <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;" | Now you have the chance to begin making plans to make these dreams come true. Which of the dreams do you want to begin making plans for right now? Take the written dream label and form a group.|| style="width:400px;" | Allow them to form groups. Encourage everyone to join a group.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="width:400px;" | As you make your plans, think about<br />
# the steps you need to take<br />
# the other people besides who could also be involved and<br />
# the things you need to begin making this dream happen.<br />
|| Give them paper and markers to write their plans. Let them write in big letters for the group to see. <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 8 || style="width:400px;" | We would like each group to share their plans with all the others. Who would like to share first? || style="width:400px;" | <br />
|}<br />
<br />
==Cautions==<br />
* the tool could be perceived as being manipulative<br />
<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Cause_and_Effect_Tree&diff=1239Cause and Effect Tree2012-07-05T01:56:36Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The primary purpose of this tool is to assist leaders in thinking about the reasons they use the languages they do and the effects that the use of those languages have on the outcomes of certain aspects of development. <br />
<br />
==Approach==<br />
Useful if you are working in a community where there is a lot of pessimism or negativity. It can be used after the [[Domains of Language Use Tool]]. <br />
<br />
==Materials==<br />
* lots of rectangular pieces of paper<br />
* lots of fruit-shaped pieces of paper (for example, could be banana-shaped if you work in a country with bananas)<br />
* lots of triangular pieces of paper<br />
* some bold markers to write with<br />
* a simple drawing of a tree on a large piece of paper showing the branches, trunk and roots (you may need one of these for each language under discussion)<br />
* lots of plastic markers<br />
<br />
==Procedure==<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! Do<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="width:400px;" | If the domains of language use tool was not used, then ask, "What languages are spoken by the members of your community?" || style="width:400px;" | Note the languages. If more than one, you will need to construct a tree for each and then compare them.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;" |What are the parts of a tree? What does each part do? || style="width:400px;" | Let participants answer. Hopefully they will say that the roots absorb nutrients and the fruit is what is produced.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="width:400px;" | This tree represents the causes and effects of using [LWC] in the activities of the community. || style="width:400px;" | Lay down paper with a drawing of the tree. Place label with phrase “Using [LWC] in the community.” on the trunk.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;" | The causes will be shown as roots; the good results will be symbolized as fruit. Any bad results will be symbolized as dry leaves. || style="width:400px;" | Show papers that will represent roots, fruit and leaves<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="width:400px;" | (Refer back to Domains Tool) Why do you use [LWC] in these activities? || style="width:400px;" | They write one cause on a rectangular piece of paper and place it on the roots part of the tree picture. They write as many causes as they can think of.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;" | Which of the causes do you think is the main cause? Place this marker on that cause. || style="width:400px;" | The community identify the main cause with markers. <br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="width:400px;" | What are the effects of using [LWC] in the activities of our community? || style="width:400px;" | They write good effects on round fruit paper and bad effects on triangle leaf paper<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 8 || style="width:400px;" | Which of the good effects do you think is the main one? Place this marker on that effect. || style="width:400px;" | Repeat for bad effects.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 9 || style="width:400px;" | || style="width:400px;" | Repeat steps 3 to 8 for the use of [L1]. <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 10 || style="width:400px;" | What are the similarities between the trees? What are the differences? || style="width:400px;" | <br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 11 || style="width:400px;" | Ask someone to summarise what has been discussed. || style="width:400px;" |<br />
|}<br />
<br />
==Variations==<br />
* Step 6: Individuals could all place one marker and then the main cause would be identified by the largest number of markers. However, in a community where leaders initiate and the community follows, this would only make explicit that the community are following the leader's initial choice. <br />
* Step 10: If only one tree has been discussed, go straight to Step 11.<br />
* If the analogy needs to be adapted, consider using different coloured paper for good leaves and bad leaves<br />
<br />
==Cautions==<br />
* This tool's analogy only works in communities that have fruit-bearing trees.<br />
* This tool only works in communities that follow the biological principles of plants AND the deterministic principles of cause and effect.<br />
* This is an anlytical tool only. In order to gain a sense of progress, it may be helpful to only use this as the first step in going on to discuss plans to tackle the issues raised in this discussion.<br />
<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Stakeholder_Analysis&diff=1238Stakeholder Analysis2012-07-05T01:56:30Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is to help a small group of people to identify other stakeholders, categorize those stakeholders, select stakeholders to involve more and develop initial plans for involving them. This can follow any tool in which they made a plan. <br />
<br />
==Materials==<br />
* rectangular slips of paper<br />
* bold markers<br />
* interest/influence grid on a large piece of paper<br />
* coloured plastic markers<br />
<br />
==Procedure==<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! Do<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="width:400px;" | What's the name of your language group/people group/goal? '''Note:''' The choice of which of these three is done depends on the group of people and what has been done before.|| style="width:400px;" | Write it on a piece of paper and place it in the center of the room.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;" | Can you think of other organizations, individuals and other groups of people who are interested in or influential to your language (or people group or goal)? || style="width:400px;" | Write each organization, individual or group on a separate piece of paper. Give time for this. Accept all ideas.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="width:400px;" | Can you sort the papers into groups that are related to each other? || style="width:400px;" | Have them make a label for each group they make. Write the number of papers in each group on the group label. Set those labels aside. Alternatively, they can list each groups on a separate sheet of paper, or place a unique mark for each group on the papers. They can add more organisations or individuals. <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;" | - || style="width:400px;" | Repeat step 3 a couple of times using different criteria. '''Note:''' the grouping process helps them think of different characteristics of the stakeholders.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="width:400px;" | Different stakeholders have different levels of interest and influence. Can you label the different stakeholders? || style="width:400px;" | Lay down labels "High interest", "Low interest", "High influence", "Low influence", to make a grid. Use the grid to show the interest and influence level of each stakeholder. Place papers in matrix thus:<br />
{| style="text-align:center;border" class="wikitable"<br />
| || Low Influence || High Influence<br />
|-<br />
| Positive<br>Interest || style="text-align:left" | <br><br><br>|| style="text-align:right" |<br><br><br><br />
|- <br />
| Negative<br>Interest || style="text-align:left" |<br><br><br> || style="text-align:right" |<br><br><br><br />
|-<br />
|}<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;" | Look at all the stakeholders. Who are here today who you should talk to soon. || style="width:400px;" | Use colored plastic markers to mark the 2 to 5 that they identify.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="width:400px;" | What steps will you take to involve each of these stakeholders? Who will approach them? What will you say? When will you go? || style="width:400px;" | Write the plan on paper. The participants may divide into smaller groups one for each stakeholder.<br />
|}<br />
<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Force_Field_Analysis&diff=1237Force Field Analysis2012-07-05T01:56:25Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is to help a group who has a goal or wants to solve a problem to identify the forces working for and against the goal or solution. The participants assess the relative strength of the forces and identify the forces which can be changed. Participants plan how to strengthen favourable forces, weaken negative forces or change negative forces into positive ones.<br />
<br />
==Materials==<br />
* lots of rectangular pieces of paper<br />
* some bold markers to write with<br />
* lots of plastic markers of at least two colours<br />
* drawings of rocks, a horse/bullock/donkey and cart, extra animals<br />
<br />
==Procedure==<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! Do<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="width:400px;" | We have heard you mention X several times. Who can explain what you desire regarding X? (X can be either a problem or a goal) How can we summarize this? Please write this on this piece of paper. || style="width:400px;" | The first step is helping the people clearly state their goal or desired solution to a problem. Usually the goal or problem will have been mentioned during previous tools.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;" | I would like to tell you a story. One day a man wanted to take things from his village into town using his cart. He harnessed his horse/bullock/donkey to the cart and began to go to town. On the way, he found many large stones in the road. Some of the stones were small enough that he could remove them from the road. He took his sledge hammer and broke some of the stones in to gravel and used that to fill in pot holes. At one point he borrowed a second horse/bullock/donkey to the cart to help pull the cart with more force. Finally the man reached town with his cart. || style="width:400px;" | Put down drawings as you talk.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="width:400px;" | We can think of your dream or goal as the goal, where the man wanted to pull the cart to. We can think of the horse/bullock/donkey as helping forces acting to get you to your goal. We can think of the big stones as preventing forces that are keeping you from reaching your goal. || style="width:400px;" | <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;" | Let’s think together about the forces that are helping you and preventing you from reaching your goal. The forces can be people, organizations, attitudes or activities. || style="width:400px;" | Write each force on a piece of paper. Place the forces acting for the goal under the horses and the forces acting against the goal under the stones.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="width:400px;" | Who will read for us all of the forces acting for the goal? As you think about these forces, which are the strongest forces? || style="width:400px;" | Place 3 to 4 markers to show which forces are strongest. Repeat for the forces acting against the goal.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;" | To help you reach your goal, what can be done? Perhaps ask: What can be done about the rocks? What can be done about the horses? || style="width:400px;" | Wait for an answer.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="width:400px;" | Which of the forces acting for the goal might you be able to make even stronger? Put these markers to show which forces you might be able to change. || style="width:400px;" | Use a different color marker. <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 8 || style="width:400px;" | Which of the forces acting against the goal might you be able to make weaker? Put these markers to show which forces you might be able to change. || style="width:400px;" | Use the same color as for 7<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 9 || style="width:400px;" | Sometimes a force that acts against our goal can be turned into a force that works for the goal. Which negative forces might be turned into positive forces? || style="width:400px;" | Use the same color again. The goal here is to help them see that even small changes are possible for most of the forces. <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 10 || style="width:400px;" | These forces will not change by themselves. Which 2 to 4 forces would you like to begin making plans to change? || style="width:400px;" | <br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 11 || style="width:400px;" | Form groups to work on plans for changing these forces. What steps do you need to take? Who else can be involved? When will you do each step? || style="width:400px;" | <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 12 || style="width:400px;" | Share your plan with the whole group. || style="width:400px;" | <br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 13 || style="width:400px;" | This is a good start to planning. Decide when you will meet again. Invite others to join you. Keep working on your plans. || style="width:400px;" | <br />
|}<br />
<br />
==Cautions==<br />
* the title of this tool, if you share it with communities, might be difficult to understand<br />
<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Social_Connections_Tool&diff=1236Social Connections Tool2012-07-05T01:56:13Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
<div name="Warning notice" class="messagebox standard-talk" id="attention" style="padding: 5px 10px 5px 10px; border:1px solid #A00; margin: auto auto 1em auto"><br />
<div style="font-size: 2em; color: red;">[[Image:Exclamationdiamond.png|25px]] '''''Warning'''''</div><br />
'''The Community Connection Tool has been developed to fulfil a particular need for survey work in Papua New Guinea and is undergoing trials. Once the team here has further feedback on how the tool has performed on survey, we will update this page as necessary - John G, SIL-PNG, 17-JAN-11.'''<br />
</div><br />
<br />
==Purpose==<br />
The purpose of this tool is to reveal the types and number of connections that one community feels they have with other communities. These connections could be marital, social, trade-based, educational, etc. They need not be positive either. Connections could emerge which are negative, such as conflict. The tool also aims to evaluate these connections thus informing decisions about potential community participation in language development.<br />
<br />
==Materials==<br />
* pieces of '''paper''' (or pieces of banana '''leaves''')<br />
* bold '''markers'''<br />
* a reel of '''string''' - preferably brightly coloured<br />
* as many '''stones''' as places they will have connections with<br />
<br />
==Procedure==<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! Do<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="text-align: top; width:400px;" | What's the name of your village? || style="text-align: top; width:400px;" | - <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;"| What is another place that your village has a connection with? || width=400 | Put down a stone to represent their village and another to represent the place they have a connection with. Lay a string between them. As you do this, describe what these things represent. Ask whether someone can label the stone with the village name. If they cannot, do this for them based on what they say.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="width:400px;" | Let’s talk about this connection. What kinds of connection do you have with this other place? || style="text-align: top; width:400px;" | As they describe the connections, have them draw a symbol to represent each connection, and ask them to place these symbols on the string.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;" | What other places do you have connections with? What kinds of connections are they? || style="width:400px;" | Repeat step 3 ensuring that if similar connections are described, the same symbol is used to represent these. Continue this process as long as the community has something to offer. <br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="width:400px;" | Are there any places that are a long way away that you have a connection with? || style="width:400px;" | If needed, prompt them for different kinds of connections and try to ensure that even geographically remote places are considered.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;" | I’d like to ask about ____? || style="width:400px;" | Place a stone on the ground somewhere in the map to mark a specific place you want information about. '''Note:''' The people may not mention all the communities that are relevant to your research. If they do not, carry out this step to elicit the status of connections with those remaining communities. If they do not know the communities or have no connections just leave the stones as they are.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="width:400px;" | Which is the number one place you have a connection with? || style="width:400px;" | Show them a piece of paper with a number 1 on it and ask them to put this on one of the places/stones.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 8 || style="width:400px;" | Which place is number one from the places that remain? || style="width:400px;" | Help them to rank the remaining places until there’s only one left by handing them a number 2 (if they don’t write one themselves), 3, 4, etc.<br />
|- bgcolor=#FFFFCC<br />
|}<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Traffic_Light_Tool&diff=1234Traffic Light Tool2012-07-05T01:55:13Z<p>Admin: moved The Traffic Light Tool to Traffic Light Tool</p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is twofold<br />
# to isolate the community's perspective on ethnolinguistic groupings, the community identify the name for their vernacular and then which other communities also speak this language.<br />
# to assess which communities’ vernaculars are closely related irrespective of what labels they use, the community is helped through a process by which they rank perceived similarity of other community varieties<br />
<br />
==Materials==<br />
Although laminated labels can be used, banana leaves can be cut up on the spot to provide labels.<br />
* '''blank labels''' for community to write their language name on<br />
* '''pre-printed labels''' with local community names on (as many as the survey team are interested in plus some blanks for ones the community also mention)<br />
* bold '''markers'''<br />
* '''blue and green string''' circles each approx. 3 ft/1m in diameter<br />
* '''yellow string''' circle approx. 5 ft/1.75m in diameter<br />
* '''red string''' circle approx. 7 ft/2.25m in diameter<br />
<br />
==Procedure==<br />
===Part 1: The Blue Circle (Ethnolinguistic Grouping)===<br />
[[image:Bluecircle.jpg|thumb|250px|A community at the blue circle stage of the tool in Morobe Province, Papua New Guinea, February 2012.]]<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! What happens<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="text-align: top; width:400px;" | What's the name of your village? || style="text-align: top; width:400px;" | If the name is one of the labels you have pre-prepared, show them this card and hand it to them. If not, hand them a blank and ask someone to write the name of the village on the label. The label is placed on the ground.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;"| What is the name of the language you speak here? || width=400 | They write the name down on a blank label and place this next to the village name label on the ground. Give the volunteer the blue string and ask them to put it on the ground to form a circle.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="text-align: top; width:400px;" | Can you please put this blue string on the ground to form a circle. Put the label with your language on it on top of the circle and your village card inside the circle. || style="text-align: top; width:400px;" | The community respond.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;"| I'd like a volunteer to read out these names and put these cards on the ground. || width=400 | Volunteers reads out remaining village labels and places them on the ground outside the circle.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="text-align: top; width:400px;" | Which other villages also speak your language? || style="text-align: top; width:400px;" | The community place those village labels which they consider to share their vernacular inside the blue circle.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;"| Now I'd like to check this. || width=400 | Surveyor clarifies that those villages in the circle also speak language X while those outside do not. If the community agrees then Part 1 is finished. In preparation for Part 2, clear the labels and leave only the community's village name label on the ground.<br />
|}<br />
<br />
<br />
===Part 2: The Traffic Light (Perceived Similarity)===<br />
[[image:Greencircle.jpg|thumb|250px|A community working through the Traffic Light Tool and at the green circle stage of identifying communities which speak exactly like they do. Morobe Province, Papua New Guinea, February, 2012.]]<br />
[[image:Redcircle.jpg|thumb|250px|A community in Morobe Province Papua New Guinea completing the Traffic Light Tool, February, 2012.]]<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! What happens<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="text-align: top; width:400px;" | Please put this green string around your village name in a circle. Put all the other village names outside the circle. || style="text-align: top; width:400px;" | Community take the string and make a circle with their village label at the centre and all other village name cards outside it.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;"| What other village speak exactly like you do? Please put them inside the circle. || width=400 | Community place all other village cards where people speak exactly the same as them inside the green circle. Check this before moving on. If all cards are in the green circle at this point and the community confirm this, the tool is complete.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="text-align: top; width:400px;" | Please put this yellow string around the green circle. Put village name cards that are not in the green circle outside the yellow circle. || style="text-align: top; width:400px;" | Community take the string and make an yellow circle outside the green one and move all cards that are not in the green circle to the periphery.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;"| What other village speak differently from you but you can understand a lot? Please put them inside the yellow circle. || width=400 | Community place relevant villages inside the yellow circle. Check that none of the yellow circle villages should be in the green circle and that none left outside need to be in the yellow circle before moving on. If all cards are in the yellow circle at this point and the community confirm this, the tool is complete.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="text-align: top; width:400px;" | Please put this red string around the yellow circle. Put village name cards that are not in the yellow circle outside the red circle. || style="text-align: top; width:400px;" | Community take the string and make an red circle outside the yellow one and move all cards that are not in the yellow circle to the periphery. <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;"| What other village speak differently from you but you only understand a little? Please put them inside the red circle. || width=400 | Community place relevant villages inside the red circle. Check that none of the red circle villages should be in the yellow circle and that none left outside need to be in the red circle before moving on. If all cards are in the red circle at this point and the community confirm this, the tool is complete.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="text-align: top; width:400px;" | As a double check, say: Look at the villages outside the red circle. Can you understand anything of their language? If you can understand a little, move them into the red circle. If not, leave them outside. || style="text-align: top; width:400px;" | Community decide whether they can understand any of the peripheral villages even a little. If not, the tool is complete.<br />
|- bgcolor=#FFFF99<br />
|}<br />
<br />
Download the [[Media:Traffic_Light_Tool_Script.docx|Tok Pisin Traffic Light Tool Script]] (doc file @ 1.4Mb)<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=The_Traffic_Light_Tool&diff=1235The Traffic Light Tool2012-07-05T01:55:13Z<p>Admin: moved The Traffic Light Tool to Traffic Light Tool</p>
<hr />
<div>#REDIRECT [[Traffic Light Tool]]</div>Adminhttps://surveywiki.info/index.php?title=Wheel_of_Vitality&diff=1233Wheel of Vitality2012-07-05T01:53:18Z<p>Admin: /* Part 5: Checking vitality of language of children/mothers & children */</p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is to enable a rapid assessment of community language vitality through the assignment of an [[EGIDS]] score between 8 and 6b.<br />
<br />
==Materials==<br />
* '''blank label''' for community to write their language name on<br />
* '''blank label''' for community to write their village name on<br />
* '''marker pen'''<br />
* '''photos''' that typically represent community demographics. There should be one each of middle-aged wo/men, elderly wo/men, fathers and mothers and two of children<ref>It is recommended that you pilot test a range of photos for each category and have local people choose which they think is most representative. The photo you end up using will be the most popular choice.</ref>. These should be laminated or otherwise made durable and preferably in colour to engage the community.<br />
* 5 x 1m (3ft) lengths of '''string'''<br />
* 5 x '''single-headed arrows''' <br />
* 5 x '''double-headed arrows''' <br />
* 6 x '''red plastic chips'''<br />
* 6 x '''yellow plastic chips'''<br />
* orange (or other bright colour) '''card.''' This is used for backing the main photo in focus during Part 3 and so should be large enough to frame it.<br />
<br />
==Resources==<br />
A video of the tool being administered is available on [http://youtu.be/Myb7vpT9dvg YouTube].<br />
<br />
==Procedure==<br />
In the following tables, a phrase in ''italics'' means that the tool leader can vary the phrase depending on the context. Also, V = vernacular and LWC = Language of Wider Communication e.g. a lingua franca such as French or Tok Pisin in Papua New Guinea.<br />
===Part 1: Introducing the Photos===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1a || style="width:350px;" | To introduce social categories to the community, show the community all photos one by one. Make sure everyone in the community sees photo. Then give it to a representative member of that group. NOTE: make it clear that outsiders are not represented by these photos but only people in their community. || style="width:350px;" | We’d like you to look at this photo. It represents ''children'' in your community. It does not represent ''children'' from other communities, but only your own. This photo represents ''elderly women'', etc. || style="width:350px;" | The community show engagement with the photos and understanding of what they represent. There should be no one in the group who wants to see the photos that has not seen them. There will be two children cards. <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 1b || Collect in the photos and put them on the ground. To enable the community to demonstrate their understanding, pick up each photo one at a time until all have responded. || Okay now we’d like to check you understand what the photos represent. If I hold one photo up, please tell me what it represents. Etc... || People say "fathers" etc...<br />
|}<br />
<br />
<br />
<br />
[[Image:WofV_Simbali.png|none|frame|A community leader indicating which sections of the community use vernacular with fathers. This was in an earlier version of the tool which used different coloured string, not arrows, to indicate which party initiated vernacular use. This was deemed less intuitive than arrows which are familiar objects in PNG culture. Simbali language area, East New Britain Province, Papua New Guinea. April, 2012.]]<br />
<br />
===Part 2: Clarifying Context and Key===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2a || style="width:350px;" | To confirm the name of the village and define the social context for communication, give a volunteer a card and green pen. || style="width:350px;" | What’s the name of your village? Can someone write this on a card? When you’ve written it, please put it on the ground. || style="width:350px;" | They provide the name of the village and write it in green on a card which they place on the ground.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2b || To confirm the name of the V used in this location, give a volunteer a card and black pen. || What’s the name of your language? Can someone write this on a card? When you’ve written it, please put it on the ground. || They write the name of their V in black on the card and place it on the ground.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2c || To check whether they use other languages, ask them this. As long as they say anything from one other language to "lots," give them the "other language" card. || Do you use any other languages such as ''other'' or LWC as well in ''village''? || They put this card on the ground next to their V card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2d || To key the V with a colour, give volunteer a red chip. || Now we’d like to mark these two language cards with colours. Please put this red chip on the card with your language. || Volunteer puts red chip on the V card.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2e || To key the "other language" with a colour, give volunteer a yellow chip. || This yellow chip will mark the “other languages” card. Please put it on top of that card. || Volunteer puts yellow chip on the "other language" card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2f || Check understanding of the key. Call out the name of the V and use gestures to elicit a response. Repeat this for other languages e.g. Kuanua, Tok Pisin, English, interspersing them with V until people are indicating the correct colours. || Now we’d like to check that you understand what these two colours mark. If I say a language, you tell me what colour represents it. || People say "red" etc.<br />
|}<br />
<br />
<br />
<br />
[[Image:WofV_Lungalunga.png|none|frame|Community leaders coming to the end of Part 3 with the ''children'' photo at the centre. Lungalunga, East New Britain, Papua New Guinea. Still from [http://youtu.be/Myb7vpT9dvg YouTube video] taken in May, 2012.]]<br />
<br />
===Part 3: Checking languages ''fathers'' use===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3a || style="width:350px;" | Retain fathers, mothers and extra children photos Give out all other photos. They spread them out in a circle. || style="width:350px;" | Please put all the photos on the ground in a big circle. || style="width:350px;" | Volunteer takes all photos except fathers, mothers or one children photo and forms a circle.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3b || To check the vernacular use of the ''fathers'' begin by focussing on the ''fathers'' photo. Place it against the orange card backing. || We’d like you to think about what languages ''fathers'' use. Please put this ''fathers'' photo in the middle of the circle. || Volunteer takes ''fathers'' photo on orange card and puts it in the centre of the circle. You then put village name card above photo and V and "other language" card under photo.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3c || To show communication between ''fathers'' and ''elderly men'', put string between the ''fathers'' photo and the ''elderly men'' photo. || Okay first, think about when ''fathers and ''elderly men'' talk. || The string between the ''fathers'' photo and the ''elderly men'' photo creates the first spoke of the wheel.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3d || Ask if V or other languages are used between these two groups or not and mark this accordingly. Repeat steps 3c-3d for relationships ''fathers'' have with all other social groups represented by photos. NOTE: make sure you randomise the sequence you work in to minimise pat answers. || In these conversations, do they use V or not? If they do, put a red chip on the string. Do they use other languages too? If so, please put a yellow chip on the blue string. If they don’t use V, just put a yellow chip. || Volunteer marks string with red chip if V is used between ''fathers'' and ''old men'' and yellow if they use something else. If no V, just use yellow. A complete wheel is formed randomly with <br />
strings between the ''fathers'' card and all other photo cards, and at least a yellow chip on every spoke.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3e || Before you proceed, you need to be certain that you have accurately recorded all uses of V and not missed any. || Now I’d like to check. When ''fathers'' talk to ''photo'', they don’t use V. Is that right, or...? || If unsure, repeat steps 3c-3d to clarify if V is used. If no red chips anywhere, confirm no V and go to part 5. For each spoke with no red chip, confirm no V is used in these interactions and then go to step 4a.<br />
|}<br />
<br />
===Part 4: Checking vitality of fathers' vernacular===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4a || style="width:350px;" | To clarify the extent of vernacular use of ''fathers'', you first need to make sure that the community are thinking only about V and not other languages. NOTE: do not proceed to 4b until you are certain that the community understand you no longer want them to think about other languages. Make sure they are only focussed on V. || style="width:350px;" | Now we’d like you to think about when ''fathers'' use only V. We’d like you to forget about all other languages. Look at the circle. We’re now looking at everything to do with V only. Even if you sometimes use other languages with V, forget about all other languages; we’d like you to think about V only. || style="width:350px;" | Remove spokes with only yellow chips and remove all yellow chips. Remove photos that do not have a spoke. Remove "other language" card. Ultimately, you should still have only photos of people who use V. There should be only spokes with red chips on them remaining. There should be no yellow chips.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 4b || To find out who initiates V, ask who uses it. || When ''fathers'' talk to ''photo'', who uses V? || If they say both go to step 4c. If they say only one of either ''fathers'' or the photo category uses V, go to step 4d.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4c || Offer them the collection of single-headed and double-headed arrows. || If both use V, please put a double-headed arrow on the string. || Volunteer takes arrows and puts double-headed arrow on the string pointing to both fathers and ''photo.'' Repeat step 4b with all the other photos randomly leaving the peer photo last (e.g. if fathers, then leave the middle-aged men last). If ''fathers'' do use V at some point, this must be a double-headed arrow. If they do not, leave this string blank. When all finished go to step 4e.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 4d || Indicate the collection of arrows they are holding. || If only one uses V, please put an single-headed arrow on the string pointing away from the person who uses V. || Volunteer places single-headed arrow on the string pointing away from the initiator of V. Repeat step 4b with all the other photos randomly leaving the peer photo last (e.g. if fathers, then leave the middle-aged men last). If ''fathers'' do use V at some point, this must be a double-headed arrow. If they do not, leave this string blank. When all finished go to step 4e.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4e || Once you have check that they understand what the diagram represents ask... || Okay, fathers do/not use V with ''photo.'' Is this right? etc. || Community confirm diagram. If they seem unsure, repeat step 4b for any they seem uncertain about.<br />
|}<br />
<br />
===Part 5: Checking vitality of language of children/mothers & children===<br />
{| cellpadding="4"<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| style="width:1100px;" | Check the Wheel of Vitality Decision Tree below as to what step you take next. You will either repeat Parts 3 and 4 with the children photo or with mothers photo and then with children photo. If Part 3 has resulted in no red chips being placed on a string, you will skip Part 4 for that category.<br />
[[image:WofV decision tree.png|1007px|Decision tree used to assign an EGIDS score of between 8 and 6b to a community in response to the Wheel of Vitality Tool.]]<br />
|}<br />
<br />
<br />
<references/><br />
<br />
Go back to [[Participatory Methods]]<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Wheel_of_Vitality&diff=1232Wheel of Vitality2012-07-05T01:52:14Z<p>Admin: /* Part 5: Checking vitality of language of children/mothers & children */</p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is to enable a rapid assessment of community language vitality through the assignment of an [[EGIDS]] score between 8 and 6b.<br />
<br />
==Materials==<br />
* '''blank label''' for community to write their language name on<br />
* '''blank label''' for community to write their village name on<br />
* '''marker pen'''<br />
* '''photos''' that typically represent community demographics. There should be one each of middle-aged wo/men, elderly wo/men, fathers and mothers and two of children<ref>It is recommended that you pilot test a range of photos for each category and have local people choose which they think is most representative. The photo you end up using will be the most popular choice.</ref>. These should be laminated or otherwise made durable and preferably in colour to engage the community.<br />
* 5 x 1m (3ft) lengths of '''string'''<br />
* 5 x '''single-headed arrows''' <br />
* 5 x '''double-headed arrows''' <br />
* 6 x '''red plastic chips'''<br />
* 6 x '''yellow plastic chips'''<br />
* orange (or other bright colour) '''card.''' This is used for backing the main photo in focus during Part 3 and so should be large enough to frame it.<br />
<br />
==Resources==<br />
A video of the tool being administered is available on [http://youtu.be/Myb7vpT9dvg YouTube].<br />
<br />
==Procedure==<br />
In the following tables, a phrase in ''italics'' means that the tool leader can vary the phrase depending on the context. Also, V = vernacular and LWC = Language of Wider Communication e.g. a lingua franca such as French or Tok Pisin in Papua New Guinea.<br />
===Part 1: Introducing the Photos===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1a || style="width:350px;" | To introduce social categories to the community, show the community all photos one by one. Make sure everyone in the community sees photo. Then give it to a representative member of that group. NOTE: make it clear that outsiders are not represented by these photos but only people in their community. || style="width:350px;" | We’d like you to look at this photo. It represents ''children'' in your community. It does not represent ''children'' from other communities, but only your own. This photo represents ''elderly women'', etc. || style="width:350px;" | The community show engagement with the photos and understanding of what they represent. There should be no one in the group who wants to see the photos that has not seen them. There will be two children cards. <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 1b || Collect in the photos and put them on the ground. To enable the community to demonstrate their understanding, pick up each photo one at a time until all have responded. || Okay now we’d like to check you understand what the photos represent. If I hold one photo up, please tell me what it represents. Etc... || People say "fathers" etc...<br />
|}<br />
<br />
<br />
<br />
[[Image:WofV_Simbali.png|none|frame|A community leader indicating which sections of the community use vernacular with fathers. This was in an earlier version of the tool which used different coloured string, not arrows, to indicate which party initiated vernacular use. This was deemed less intuitive than arrows which are familiar objects in PNG culture. Simbali language area, East New Britain Province, Papua New Guinea. April, 2012.]]<br />
<br />
===Part 2: Clarifying Context and Key===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2a || style="width:350px;" | To confirm the name of the village and define the social context for communication, give a volunteer a card and green pen. || style="width:350px;" | What’s the name of your village? Can someone write this on a card? When you’ve written it, please put it on the ground. || style="width:350px;" | They provide the name of the village and write it in green on a card which they place on the ground.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2b || To confirm the name of the V used in this location, give a volunteer a card and black pen. || What’s the name of your language? Can someone write this on a card? When you’ve written it, please put it on the ground. || They write the name of their V in black on the card and place it on the ground.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2c || To check whether they use other languages, ask them this. As long as they say anything from one other language to "lots," give them the "other language" card. || Do you use any other languages such as ''other'' or LWC as well in ''village''? || They put this card on the ground next to their V card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2d || To key the V with a colour, give volunteer a red chip. || Now we’d like to mark these two language cards with colours. Please put this red chip on the card with your language. || Volunteer puts red chip on the V card.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2e || To key the "other language" with a colour, give volunteer a yellow chip. || This yellow chip will mark the “other languages” card. Please put it on top of that card. || Volunteer puts yellow chip on the "other language" card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2f || Check understanding of the key. Call out the name of the V and use gestures to elicit a response. Repeat this for other languages e.g. Kuanua, Tok Pisin, English, interspersing them with V until people are indicating the correct colours. || Now we’d like to check that you understand what these two colours mark. If I say a language, you tell me what colour represents it. || People say "red" etc.<br />
|}<br />
<br />
<br />
<br />
[[Image:WofV_Lungalunga.png|none|frame|Community leaders coming to the end of Part 3 with the ''children'' photo at the centre. Lungalunga, East New Britain, Papua New Guinea. Still from [http://youtu.be/Myb7vpT9dvg YouTube video] taken in May, 2012.]]<br />
<br />
===Part 3: Checking languages ''fathers'' use===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3a || style="width:350px;" | Retain fathers, mothers and extra children photos Give out all other photos. They spread them out in a circle. || style="width:350px;" | Please put all the photos on the ground in a big circle. || style="width:350px;" | Volunteer takes all photos except fathers, mothers or one children photo and forms a circle.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3b || To check the vernacular use of the ''fathers'' begin by focussing on the ''fathers'' photo. Place it against the orange card backing. || We’d like you to think about what languages ''fathers'' use. Please put this ''fathers'' photo in the middle of the circle. || Volunteer takes ''fathers'' photo on orange card and puts it in the centre of the circle. You then put village name card above photo and V and "other language" card under photo.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3c || To show communication between ''fathers'' and ''elderly men'', put string between the ''fathers'' photo and the ''elderly men'' photo. || Okay first, think about when ''fathers and ''elderly men'' talk. || The string between the ''fathers'' photo and the ''elderly men'' photo creates the first spoke of the wheel.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3d || Ask if V or other languages are used between these two groups or not and mark this accordingly. Repeat steps 3c-3d for relationships ''fathers'' have with all other social groups represented by photos. NOTE: make sure you randomise the sequence you work in to minimise pat answers. || In these conversations, do they use V or not? If they do, put a red chip on the string. Do they use other languages too? If so, please put a yellow chip on the blue string. If they don’t use V, just put a yellow chip. || Volunteer marks string with red chip if V is used between ''fathers'' and ''old men'' and yellow if they use something else. If no V, just use yellow. A complete wheel is formed randomly with <br />
strings between the ''fathers'' card and all other photo cards, and at least a yellow chip on every spoke.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3e || Before you proceed, you need to be certain that you have accurately recorded all uses of V and not missed any. || Now I’d like to check. When ''fathers'' talk to ''photo'', they don’t use V. Is that right, or...? || If unsure, repeat steps 3c-3d to clarify if V is used. If no red chips anywhere, confirm no V and go to part 5. For each spoke with no red chip, confirm no V is used in these interactions and then go to step 4a.<br />
|}<br />
<br />
===Part 4: Checking vitality of fathers' vernacular===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4a || style="width:350px;" | To clarify the extent of vernacular use of ''fathers'', you first need to make sure that the community are thinking only about V and not other languages. NOTE: do not proceed to 4b until you are certain that the community understand you no longer want them to think about other languages. Make sure they are only focussed on V. || style="width:350px;" | Now we’d like you to think about when ''fathers'' use only V. We’d like you to forget about all other languages. Look at the circle. We’re now looking at everything to do with V only. Even if you sometimes use other languages with V, forget about all other languages; we’d like you to think about V only. || style="width:350px;" | Remove spokes with only yellow chips and remove all yellow chips. Remove photos that do not have a spoke. Remove "other language" card. Ultimately, you should still have only photos of people who use V. There should be only spokes with red chips on them remaining. There should be no yellow chips.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 4b || To find out who initiates V, ask who uses it. || When ''fathers'' talk to ''photo'', who uses V? || If they say both go to step 4c. If they say only one of either ''fathers'' or the photo category uses V, go to step 4d.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4c || Offer them the collection of single-headed and double-headed arrows. || If both use V, please put a double-headed arrow on the string. || Volunteer takes arrows and puts double-headed arrow on the string pointing to both fathers and ''photo.'' Repeat step 4b with all the other photos randomly leaving the peer photo last (e.g. if fathers, then leave the middle-aged men last). If ''fathers'' do use V at some point, this must be a double-headed arrow. If they do not, leave this string blank. When all finished go to step 4e.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 4d || Indicate the collection of arrows they are holding. || If only one uses V, please put an single-headed arrow on the string pointing away from the person who uses V. || Volunteer places single-headed arrow on the string pointing away from the initiator of V. Repeat step 4b with all the other photos randomly leaving the peer photo last (e.g. if fathers, then leave the middle-aged men last). If ''fathers'' do use V at some point, this must be a double-headed arrow. If they do not, leave this string blank. When all finished go to step 4e.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4e || Once you have check that they understand what the diagram represents ask... || Okay, fathers do/not use V with ''photo.'' Is this right? etc. || Community confirm diagram. If they seem unsure, repeat step 4b for any they seem uncertain about.<br />
|}<br />
<br />
===Part 5: Checking vitality of language of children/mothers & children===<br />
{| cellpadding="4"<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| style="width:1100px;" | Check the Wheel of Vitality Decision Tree below as to what step you take next. You will either repeat Parts 3 and 4 with the children photo or with mothers photo and then with children photo. If Part 3 has resulted in no red chips being placed on a blue string, you will skip Part 4 for that category.<br />
[[image:WofV decision tree.png|1007px|Decision tree used to assign an EGIDS score of between 8 and 6b to a community in response to the Wheel of Vitality Tool.]]<br />
|}<br />
<br />
<br />
<references/><br />
<br />
Go back to [[Participatory Methods]]<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=File:WofV_decision_tree.png&diff=1231File:WofV decision tree.png2012-07-05T01:49:54Z<p>Admin: uploaded a new version of &quot;File:WofV decision tree.png&quot;</p>
<hr />
<div>Decision tree used to assign an EGIDS score of between 8 and 6b to a community in response to the Wheel of Vitality Tool.</div>Adminhttps://surveywiki.info/index.php?title=Wheel_of_Vitality&diff=1229Wheel of Vitality2012-07-05T01:40:36Z<p>Admin: moved The Wheel of Vitality to Wheel of Vitality</p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is to enable a rapid assessment of community language vitality through the assignment of an [[EGIDS]] score between 8 and 6b.<br />
<br />
==Materials==<br />
* '''blank label''' for community to write their language name on<br />
* '''blank label''' for community to write their village name on<br />
* '''marker pen'''<br />
* '''photos''' that typically represent community demographics. There should be one each of middle-aged wo/men, elderly wo/men, fathers and mothers and two of children<ref>It is recommended that you pilot test a range of photos for each category and have local people choose which they think is most representative. The photo you end up using will be the most popular choice.</ref>. These should be laminated or otherwise made durable and preferably in colour to engage the community.<br />
* 5 x 1m (3ft) lengths of '''string'''<br />
* 5 x '''single-headed arrows''' <br />
* 5 x '''double-headed arrows''' <br />
* 6 x '''red plastic chips'''<br />
* 6 x '''yellow plastic chips'''<br />
* orange (or other bright colour) '''card.''' This is used for backing the main photo in focus during Part 3 and so should be large enough to frame it.<br />
<br />
==Resources==<br />
A video of the tool being administered is available on [http://youtu.be/Myb7vpT9dvg YouTube].<br />
<br />
==Procedure==<br />
In the following tables, a phrase in ''italics'' means that the tool leader can vary the phrase depending on the context. Also, V = vernacular and LWC = Language of Wider Communication e.g. a lingua franca such as French or Tok Pisin in Papua New Guinea.<br />
===Part 1: Introducing the Photos===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1a || style="width:350px;" | To introduce social categories to the community, show the community all photos one by one. Make sure everyone in the community sees photo. Then give it to a representative member of that group. NOTE: make it clear that outsiders are not represented by these photos but only people in their community. || style="width:350px;" | We’d like you to look at this photo. It represents ''children'' in your community. It does not represent ''children'' from other communities, but only your own. This photo represents ''elderly women'', etc. || style="width:350px;" | The community show engagement with the photos and understanding of what they represent. There should be no one in the group who wants to see the photos that has not seen them. There will be two children cards. <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 1b || Collect in the photos and put them on the ground. To enable the community to demonstrate their understanding, pick up each photo one at a time until all have responded. || Okay now we’d like to check you understand what the photos represent. If I hold one photo up, please tell me what it represents. Etc... || People say "fathers" etc...<br />
|}<br />
<br />
<br />
<br />
[[Image:WofV_Simbali.png|none|frame|A community leader indicating which sections of the community use vernacular with fathers. This was in an earlier version of the tool which used different coloured string, not arrows, to indicate which party initiated vernacular use. This was deemed less intuitive than arrows which are familiar objects in PNG culture. Simbali language area, East New Britain Province, Papua New Guinea. April, 2012.]]<br />
<br />
===Part 2: Clarifying Context and Key===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2a || style="width:350px;" | To confirm the name of the village and define the social context for communication, give a volunteer a card and green pen. || style="width:350px;" | What’s the name of your village? Can someone write this on a card? When you’ve written it, please put it on the ground. || style="width:350px;" | They provide the name of the village and write it in green on a card which they place on the ground.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2b || To confirm the name of the V used in this location, give a volunteer a card and black pen. || What’s the name of your language? Can someone write this on a card? When you’ve written it, please put it on the ground. || They write the name of their V in black on the card and place it on the ground.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2c || To check whether they use other languages, ask them this. As long as they say anything from one other language to "lots," give them the "other language" card. || Do you use any other languages such as ''other'' or LWC as well in ''village''? || They put this card on the ground next to their V card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2d || To key the V with a colour, give volunteer a red chip. || Now we’d like to mark these two language cards with colours. Please put this red chip on the card with your language. || Volunteer puts red chip on the V card.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2e || To key the "other language" with a colour, give volunteer a yellow chip. || This yellow chip will mark the “other languages” card. Please put it on top of that card. || Volunteer puts yellow chip on the "other language" card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2f || Check understanding of the key. Call out the name of the V and use gestures to elicit a response. Repeat this for other languages e.g. Kuanua, Tok Pisin, English, interspersing them with V until people are indicating the correct colours. || Now we’d like to check that you understand what these two colours mark. If I say a language, you tell me what colour represents it. || People say "red" etc.<br />
|}<br />
<br />
<br />
<br />
[[Image:WofV_Lungalunga.png|none|frame|Community leaders coming to the end of Part 3 with the ''children'' photo at the centre. Lungalunga, East New Britain, Papua New Guinea. Still from [http://youtu.be/Myb7vpT9dvg YouTube video] taken in May, 2012.]]<br />
<br />
===Part 3: Checking languages ''fathers'' use===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3a || style="width:350px;" | Retain fathers, mothers and extra children photos Give out all other photos. They spread them out in a circle. || style="width:350px;" | Please put all the photos on the ground in a big circle. || style="width:350px;" | Volunteer takes all photos except fathers, mothers or one children photo and forms a circle.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3b || To check the vernacular use of the ''fathers'' begin by focussing on the ''fathers'' photo. Place it against the orange card backing. || We’d like you to think about what languages ''fathers'' use. Please put this ''fathers'' photo in the middle of the circle. || Volunteer takes ''fathers'' photo on orange card and puts it in the centre of the circle. You then put village name card above photo and V and "other language" card under photo.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3c || To show communication between ''fathers'' and ''elderly men'', put string between the ''fathers'' photo and the ''elderly men'' photo. || Okay first, think about when ''fathers and ''elderly men'' talk. || The string between the ''fathers'' photo and the ''elderly men'' photo creates the first spoke of the wheel.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3d || Ask if V or other languages are used between these two groups or not and mark this accordingly. Repeat steps 3c-3d for relationships ''fathers'' have with all other social groups represented by photos. NOTE: make sure you randomise the sequence you work in to minimise pat answers. || In these conversations, do they use V or not? If they do, put a red chip on the string. Do they use other languages too? If so, please put a yellow chip on the blue string. If they don’t use V, just put a yellow chip. || Volunteer marks string with red chip if V is used between ''fathers'' and ''old men'' and yellow if they use something else. If no V, just use yellow. A complete wheel is formed randomly with <br />
strings between the ''fathers'' card and all other photo cards, and at least a yellow chip on every spoke.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3e || Before you proceed, you need to be certain that you have accurately recorded all uses of V and not missed any. || Now I’d like to check. When ''fathers'' talk to ''photo'', they don’t use V. Is that right, or...? || If unsure, repeat steps 3c-3d to clarify if V is used. If no red chips anywhere, confirm no V and go to part 5. For each spoke with no red chip, confirm no V is used in these interactions and then go to step 4a.<br />
|}<br />
<br />
===Part 4: Checking vitality of fathers' vernacular===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4a || style="width:350px;" | To clarify the extent of vernacular use of ''fathers'', you first need to make sure that the community are thinking only about V and not other languages. NOTE: do not proceed to 4b until you are certain that the community understand you no longer want them to think about other languages. Make sure they are only focussed on V. || style="width:350px;" | Now we’d like you to think about when ''fathers'' use only V. We’d like you to forget about all other languages. Look at the circle. We’re now looking at everything to do with V only. Even if you sometimes use other languages with V, forget about all other languages; we’d like you to think about V only. || style="width:350px;" | Remove spokes with only yellow chips and remove all yellow chips. Remove photos that do not have a spoke. Remove "other language" card. Ultimately, you should still have only photos of people who use V. There should be only spokes with red chips on them remaining. There should be no yellow chips.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 4b || To find out who initiates V, ask who uses it. || When ''fathers'' talk to ''photo'', who uses V? || If they say both go to step 4c. If they say only one of either ''fathers'' or the photo category uses V, go to step 4d.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4c || Offer them the collection of single-headed and double-headed arrows. || If both use V, please put a double-headed arrow on the string. || Volunteer takes arrows and puts double-headed arrow on the string pointing to both fathers and ''photo.'' Repeat step 4b with all the other photos randomly leaving the peer photo last (e.g. if fathers, then leave the middle-aged men last). If ''fathers'' do use V at some point, this must be a double-headed arrow. If they do not, leave this string blank. When all finished go to step 4e.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 4d || Indicate the collection of arrows they are holding. || If only one uses V, please put an single-headed arrow on the string pointing away from the person who uses V. || Volunteer places single-headed arrow on the string pointing away from the initiator of V. Repeat step 4b with all the other photos randomly leaving the peer photo last (e.g. if fathers, then leave the middle-aged men last). If ''fathers'' do use V at some point, this must be a double-headed arrow. If they do not, leave this string blank. When all finished go to step 4e.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4e || Once you have check that they understand what the diagram represents ask... || Okay, fathers do/not use V with ''photo.'' Is this right? etc. || Community confirm diagram. If they seem unsure, repeat step 4b for any they seem uncertain about.<br />
|}<br />
<br />
===Part 5: Checking vitality of language of children/mothers & children===<br />
{| cellpadding="4"<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| style="width:1100px;" | Check the Wheel of Vitality Decision Tree below as to what step you take next. You will either repeat Parts 3 and 4 with the children photo or with mothers photo and then with children photo. If Part 3 has resulted in no red chips being placed on a blue string, you will skip Part 4 for that category.<br />
[[image:WofV decision tree.png|1007px|Decision tree used to assign an EGIDS score of between 8 and 6b to a community in response to the Wheel of Vitality Tool.]]<br />
|}<br />
<br />
<br />
<references/><br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=The_Wheel_of_Vitality&diff=1230The Wheel of Vitality2012-07-05T01:40:36Z<p>Admin: moved The Wheel of Vitality to Wheel of Vitality</p>
<hr />
<div>#REDIRECT [[Wheel of Vitality]]</div>Adminhttps://surveywiki.info/index.php?title=Template:Pmtoolsbox&diff=1228Template:Pmtoolsbox2012-07-05T01:40:11Z<p>Admin: </p>
<hr />
<div>{{Infobox<br />
|above = Participatory Methods Tools <br />
|abovestyle= background:#FFCC33;<br />
|image = [[Image:Tools.png|50px]]<br />
|header1 = [[Dialect Mapping Tool]]<br />
|header2 = [[Bilingualism Tool]]<br />
|header3 = [[Domains of Language Use Tool]]<br />
|header4 = [[Appreciative Inquiry Tool]]<br />
|header5 = [[Cause and Effect Tree]]<br />
|header6 = [[Stakeholder Analysis]]<br />
|header7 = [[Force Field Analysis]]<br />
|header8 = [[Community Connection Tool]]<br />
|header9 = [[Traffic Light Tool]]<br />
|header10 = [[Wheel of Vitality]]<br />
}}</div>Adminhttps://surveywiki.info/index.php?title=Wheel_of_Vitality&diff=1227Wheel of Vitality2012-07-05T01:39:11Z<p>Admin: /* Part 1: Introducing the Photos */</p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is to enable a rapid assessment of community language vitality through the assignment of an [[EGIDS]] score between 8 and 6b.<br />
<br />
==Materials==<br />
* '''blank label''' for community to write their language name on<br />
* '''blank label''' for community to write their village name on<br />
* '''marker pen'''<br />
* '''photos''' that typically represent community demographics. There should be one each of middle-aged wo/men, elderly wo/men, fathers and mothers and two of children<ref>It is recommended that you pilot test a range of photos for each category and have local people choose which they think is most representative. The photo you end up using will be the most popular choice.</ref>. These should be laminated or otherwise made durable and preferably in colour to engage the community.<br />
* 5 x 1m (3ft) lengths of '''string'''<br />
* 5 x '''single-headed arrows''' <br />
* 5 x '''double-headed arrows''' <br />
* 6 x '''red plastic chips'''<br />
* 6 x '''yellow plastic chips'''<br />
* orange (or other bright colour) '''card.''' This is used for backing the main photo in focus during Part 3 and so should be large enough to frame it.<br />
<br />
==Resources==<br />
A video of the tool being administered is available on [http://youtu.be/Myb7vpT9dvg YouTube].<br />
<br />
==Procedure==<br />
In the following tables, a phrase in ''italics'' means that the tool leader can vary the phrase depending on the context. Also, V = vernacular and LWC = Language of Wider Communication e.g. a lingua franca such as French or Tok Pisin in Papua New Guinea.<br />
===Part 1: Introducing the Photos===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1a || style="width:350px;" | To introduce social categories to the community, show the community all photos one by one. Make sure everyone in the community sees photo. Then give it to a representative member of that group. NOTE: make it clear that outsiders are not represented by these photos but only people in their community. || style="width:350px;" | We’d like you to look at this photo. It represents ''children'' in your community. It does not represent ''children'' from other communities, but only your own. This photo represents ''elderly women'', etc. || style="width:350px;" | The community show engagement with the photos and understanding of what they represent. There should be no one in the group who wants to see the photos that has not seen them. There will be two children cards. <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 1b || Collect in the photos and put them on the ground. To enable the community to demonstrate their understanding, pick up each photo one at a time until all have responded. || Okay now we’d like to check you understand what the photos represent. If I hold one photo up, please tell me what it represents. Etc... || People say "fathers" etc...<br />
|}<br />
<br />
<br />
<br />
[[Image:WofV_Simbali.png|none|frame|A community leader indicating which sections of the community use vernacular with fathers. This was in an earlier version of the tool which used different coloured string, not arrows, to indicate which party initiated vernacular use. This was deemed less intuitive than arrows which are familiar objects in PNG culture. Simbali language area, East New Britain Province, Papua New Guinea. April, 2012.]]<br />
<br />
===Part 2: Clarifying Context and Key===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2a || style="width:350px;" | To confirm the name of the village and define the social context for communication, give a volunteer a card and green pen. || style="width:350px;" | What’s the name of your village? Can someone write this on a card? When you’ve written it, please put it on the ground. || style="width:350px;" | They provide the name of the village and write it in green on a card which they place on the ground.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2b || To confirm the name of the V used in this location, give a volunteer a card and black pen. || What’s the name of your language? Can someone write this on a card? When you’ve written it, please put it on the ground. || They write the name of their V in black on the card and place it on the ground.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2c || To check whether they use other languages, ask them this. As long as they say anything from one other language to "lots," give them the "other language" card. || Do you use any other languages such as ''other'' or LWC as well in ''village''? || They put this card on the ground next to their V card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2d || To key the V with a colour, give volunteer a red chip. || Now we’d like to mark these two language cards with colours. Please put this red chip on the card with your language. || Volunteer puts red chip on the V card.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2e || To key the "other language" with a colour, give volunteer a yellow chip. || This yellow chip will mark the “other languages” card. Please put it on top of that card. || Volunteer puts yellow chip on the "other language" card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2f || Check understanding of the key. Call out the name of the V and use gestures to elicit a response. Repeat this for other languages e.g. Kuanua, Tok Pisin, English, interspersing them with V until people are indicating the correct colours. || Now we’d like to check that you understand what these two colours mark. If I say a language, you tell me what colour represents it. || People say "red" etc.<br />
|}<br />
<br />
<br />
<br />
[[Image:WofV_Lungalunga.png|none|frame|Community leaders coming to the end of Part 3 with the ''children'' photo at the centre. Lungalunga, East New Britain, Papua New Guinea. Still from [http://youtu.be/Myb7vpT9dvg YouTube video] taken in May, 2012.]]<br />
<br />
===Part 3: Checking languages ''fathers'' use===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3a || style="width:350px;" | Retain fathers, mothers and extra children photos Give out all other photos. They spread them out in a circle. || style="width:350px;" | Please put all the photos on the ground in a big circle. || style="width:350px;" | Volunteer takes all photos except fathers, mothers or one children photo and forms a circle.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3b || To check the vernacular use of the ''fathers'' begin by focussing on the ''fathers'' photo. Place it against the orange card backing. || We’d like you to think about what languages ''fathers'' use. Please put this ''fathers'' photo in the middle of the circle. || Volunteer takes ''fathers'' photo on orange card and puts it in the centre of the circle. You then put village name card above photo and V and "other language" card under photo.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3c || To show communication between ''fathers'' and ''elderly men'', put string between the ''fathers'' photo and the ''elderly men'' photo. || Okay first, think about when ''fathers and ''elderly men'' talk. || The string between the ''fathers'' photo and the ''elderly men'' photo creates the first spoke of the wheel.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3d || Ask if V or other languages are used between these two groups or not and mark this accordingly. Repeat steps 3c-3d for relationships ''fathers'' have with all other social groups represented by photos. NOTE: make sure you randomise the sequence you work in to minimise pat answers. || In these conversations, do they use V or not? If they do, put a red chip on the string. Do they use other languages too? If so, please put a yellow chip on the blue string. If they don’t use V, just put a yellow chip. || Volunteer marks string with red chip if V is used between ''fathers'' and ''old men'' and yellow if they use something else. If no V, just use yellow. A complete wheel is formed randomly with <br />
strings between the ''fathers'' card and all other photo cards, and at least a yellow chip on every spoke.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3e || Before you proceed, you need to be certain that you have accurately recorded all uses of V and not missed any. || Now I’d like to check. When ''fathers'' talk to ''photo'', they don’t use V. Is that right, or...? || If unsure, repeat steps 3c-3d to clarify if V is used. If no red chips anywhere, confirm no V and go to part 5. For each spoke with no red chip, confirm no V is used in these interactions and then go to step 4a.<br />
|}<br />
<br />
===Part 4: Checking vitality of fathers' vernacular===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4a || style="width:350px;" | To clarify the extent of vernacular use of ''fathers'', you first need to make sure that the community are thinking only about V and not other languages. NOTE: do not proceed to 4b until you are certain that the community understand you no longer want them to think about other languages. Make sure they are only focussed on V. || style="width:350px;" | Now we’d like you to think about when ''fathers'' use only V. We’d like you to forget about all other languages. Look at the circle. We’re now looking at everything to do with V only. Even if you sometimes use other languages with V, forget about all other languages; we’d like you to think about V only. || style="width:350px;" | Remove spokes with only yellow chips and remove all yellow chips. Remove photos that do not have a spoke. Remove "other language" card. Ultimately, you should still have only photos of people who use V. There should be only spokes with red chips on them remaining. There should be no yellow chips.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 4b || To find out who initiates V, ask who uses it. || When ''fathers'' talk to ''photo'', who uses V? || If they say both go to step 4c. If they say only one of either ''fathers'' or the photo category uses V, go to step 4d.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4c || Offer them the collection of single-headed and double-headed arrows. || If both use V, please put a double-headed arrow on the string. || Volunteer takes arrows and puts double-headed arrow on the string pointing to both fathers and ''photo.'' Repeat step 4b with all the other photos randomly leaving the peer photo last (e.g. if fathers, then leave the middle-aged men last). If ''fathers'' do use V at some point, this must be a double-headed arrow. If they do not, leave this string blank. When all finished go to step 4e.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 4d || Indicate the collection of arrows they are holding. || If only one uses V, please put an single-headed arrow on the string pointing away from the person who uses V. || Volunteer places single-headed arrow on the string pointing away from the initiator of V. Repeat step 4b with all the other photos randomly leaving the peer photo last (e.g. if fathers, then leave the middle-aged men last). If ''fathers'' do use V at some point, this must be a double-headed arrow. If they do not, leave this string blank. When all finished go to step 4e.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4e || Once you have check that they understand what the diagram represents ask... || Okay, fathers do/not use V with ''photo.'' Is this right? etc. || Community confirm diagram. If they seem unsure, repeat step 4b for any they seem uncertain about.<br />
|}<br />
<br />
===Part 5: Checking vitality of language of children/mothers & children===<br />
{| cellpadding="4"<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| style="width:1100px;" | Check the Wheel of Vitality Decision Tree below as to what step you take next. You will either repeat Parts 3 and 4 with the children photo or with mothers photo and then with children photo. If Part 3 has resulted in no red chips being placed on a blue string, you will skip Part 4 for that category.<br />
[[image:WofV decision tree.png|1007px|Decision tree used to assign an EGIDS score of between 8 and 6b to a community in response to the Wheel of Vitality Tool.]]<br />
|}<br />
<br />
<br />
<references/><br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Template:Pmtoolsbox&diff=1226Template:Pmtoolsbox2012-07-05T01:38:13Z<p>Admin: </p>
<hr />
<div>{{Infobox<br />
|above = Participatory Methods Tools <br />
|abovestyle= background:#FFCC33;<br />
|image = [[Image:Tools.png|50px]]<br />
|header1 = [[Dialect Mapping Tool]]<br />
|header2 = [[Bilingualism Tool]]<br />
|header3 = [[Domains of Language Use Tool]]<br />
|header4 = [[Appreciative Inquiry Tool]]<br />
|header5 = [[Cause and Effect Tree]]<br />
|header6 = [[Stakeholder Analysis]]<br />
|header7 = [[Force Field Analysis]]<br />
|header8 = [[Community Connection Tool]]<br />
|header9 = [[Traffic Light Tool]]<br />
|header10 = [[The Wheel of Vitality]]<br />
}}</div>Adminhttps://surveywiki.info/index.php?title=Wheel_of_Vitality&diff=1225Wheel of Vitality2012-07-05T01:37:20Z<p>Admin: </p>
<hr />
<div>{{pmtoolsbox}}<br />
<br />
==Purpose==<br />
The purpose of this tool is to enable a rapid assessment of community language vitality through the assignment of an [[EGIDS]] score between 8 and 6b.<br />
<br />
==Materials==<br />
* '''blank label''' for community to write their language name on<br />
* '''blank label''' for community to write their village name on<br />
* '''marker pen'''<br />
* '''photos''' that typically represent community demographics. There should be one each of middle-aged wo/men, elderly wo/men, fathers and mothers and two of children<ref>It is recommended that you pilot test a range of photos for each category and have local people choose which they think is most representative. The photo you end up using will be the most popular choice.</ref>. These should be laminated or otherwise made durable and preferably in colour to engage the community.<br />
* 5 x 1m (3ft) lengths of '''string'''<br />
* 5 x '''single-headed arrows''' <br />
* 5 x '''double-headed arrows''' <br />
* 6 x '''red plastic chips'''<br />
* 6 x '''yellow plastic chips'''<br />
* orange (or other bright colour) '''card.''' This is used for backing the main photo in focus during Part 3 and so should be large enough to frame it.<br />
<br />
==Resources==<br />
A video of the tool being administered is available on [http://youtu.be/Myb7vpT9dvg YouTube].<br />
<br />
==Procedure==<br />
In the following tables, a phrase in ''italics'' means that the tool leader can vary the phrase depending on the context. Also, V = vernacular and LWC = Language of Wider Communication e.g. a lingua franca such as French or Tok Pisin in Papua New Guinea.<br />
===Part 1: Introducing the Photos===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1a || style="width:350px;" | To introduce social categories to the community, show the community all photos one by one. Make sure everyone in the community sees photo. Then give it to a representative member of that group. NOTE: make it clear that outsiders are not represented by these photos but only people in their community. || style="width:350px;" | We’d like you to look at this photo. It represents ''children'' in your community. It does not represent ''children'' from other communities, but only your own. This photo represents ''elderly women'', etc. || style="width:350px;" | The community show engagement with the photos and understanding of what they represent. There should be no one in the group who wants to see the photos that has not seen them. There will be two children cards. <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 1b || Collect in the photos and put them on the ground. To enable the community to demonstrate their understanding, pick up each photo one at a time until all have responded. || Okay now we’d like to check you understand what the photos represent. If I hold one photo up, please tell me what it represents. Etc... || People say "fathers" etc...<br />
|}<br />
<br />
<br />
<br />
[[Image:WofV_Simbali.png|none|frame|A community leader indicating which sections of the community use vernacular with fathers. Simbali language area, East New Britain Province, Papua New Guinea. April, 2012.]]<br />
<br />
===Part 2: Clarifying Context and Key===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2a || style="width:350px;" | To confirm the name of the village and define the social context for communication, give a volunteer a card and green pen. || style="width:350px;" | What’s the name of your village? Can someone write this on a card? When you’ve written it, please put it on the ground. || style="width:350px;" | They provide the name of the village and write it in green on a card which they place on the ground.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2b || To confirm the name of the V used in this location, give a volunteer a card and black pen. || What’s the name of your language? Can someone write this on a card? When you’ve written it, please put it on the ground. || They write the name of their V in black on the card and place it on the ground.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2c || To check whether they use other languages, ask them this. As long as they say anything from one other language to "lots," give them the "other language" card. || Do you use any other languages such as ''other'' or LWC as well in ''village''? || They put this card on the ground next to their V card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2d || To key the V with a colour, give volunteer a red chip. || Now we’d like to mark these two language cards with colours. Please put this red chip on the card with your language. || Volunteer puts red chip on the V card.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2e || To key the "other language" with a colour, give volunteer a yellow chip. || This yellow chip will mark the “other languages” card. Please put it on top of that card. || Volunteer puts yellow chip on the "other language" card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2f || Check understanding of the key. Call out the name of the V and use gestures to elicit a response. Repeat this for other languages e.g. Kuanua, Tok Pisin, English, interspersing them with V until people are indicating the correct colours. || Now we’d like to check that you understand what these two colours mark. If I say a language, you tell me what colour represents it. || People say "red" etc.<br />
|}<br />
<br />
<br />
<br />
[[Image:WofV_Lungalunga.png|none|frame|Community leaders coming to the end of Part 3 with the ''children'' photo at the centre. Lungalunga, East New Britain, Papua New Guinea. Still from [http://youtu.be/Myb7vpT9dvg YouTube video] taken in May, 2012.]]<br />
<br />
===Part 3: Checking languages ''fathers'' use===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3a || style="width:350px;" | Retain fathers, mothers and extra children photos Give out all other photos. They spread them out in a circle. || style="width:350px;" | Please put all the photos on the ground in a big circle. || style="width:350px;" | Volunteer takes all photos except fathers, mothers or one children photo and forms a circle.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3b || To check the vernacular use of the ''fathers'' begin by focussing on the ''fathers'' photo. Place it against the orange card backing. || We’d like you to think about what languages ''fathers'' use. Please put this ''fathers'' photo in the middle of the circle. || Volunteer takes ''fathers'' photo on orange card and puts it in the centre of the circle. You then put village name card above photo and V and "other language" card under photo.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3c || To show communication between ''fathers'' and ''elderly men'', put string between the ''fathers'' photo and the ''elderly men'' photo. || Okay first, think about when ''fathers and ''elderly men'' talk. || The string between the ''fathers'' photo and the ''elderly men'' photo creates the first spoke of the wheel.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3d || Ask if V or other languages are used between these two groups or not and mark this accordingly. Repeat steps 3c-3d for relationships ''fathers'' have with all other social groups represented by photos. NOTE: make sure you randomise the sequence you work in to minimise pat answers. || In these conversations, do they use V or not? If they do, put a red chip on the string. Do they use other languages too? If so, please put a yellow chip on the blue string. If they don’t use V, just put a yellow chip. || Volunteer marks string with red chip if V is used between ''fathers'' and ''old men'' and yellow if they use something else. If no V, just use yellow. A complete wheel is formed randomly with <br />
strings between the ''fathers'' card and all other photo cards, and at least a yellow chip on every spoke.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3e || Before you proceed, you need to be certain that you have accurately recorded all uses of V and not missed any. || Now I’d like to check. When ''fathers'' talk to ''photo'', they don’t use V. Is that right, or...? || If unsure, repeat steps 3c-3d to clarify if V is used. If no red chips anywhere, confirm no V and go to part 5. For each spoke with no red chip, confirm no V is used in these interactions and then go to step 4a.<br />
|}<br />
<br />
===Part 4: Checking vitality of fathers' vernacular===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4a || style="width:350px;" | To clarify the extent of vernacular use of ''fathers'', you first need to make sure that the community are thinking only about V and not other languages. NOTE: do not proceed to 4b until you are certain that the community understand you no longer want them to think about other languages. Make sure they are only focussed on V. || style="width:350px;" | Now we’d like you to think about when ''fathers'' use only V. We’d like you to forget about all other languages. Look at the circle. We’re now looking at everything to do with V only. Even if you sometimes use other languages with V, forget about all other languages; we’d like you to think about V only. || style="width:350px;" | Remove spokes with only yellow chips and remove all yellow chips. Remove photos that do not have a spoke. Remove "other language" card. Ultimately, you should still have only photos of people who use V. There should be only spokes with red chips on them remaining. There should be no yellow chips.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 4b || To find out who initiates V, ask who uses it. || When ''fathers'' talk to ''photo'', who uses V? || If they say both go to step 4c. If they say only one of either ''fathers'' or the photo category uses V, go to step 4d.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4c || Offer them the collection of single-headed and double-headed arrows. || If both use V, please put a double-headed arrow on the string. || Volunteer takes arrows and puts double-headed arrow on the string pointing to both fathers and ''photo.'' Repeat step 4b with all the other photos randomly leaving the peer photo last (e.g. if fathers, then leave the middle-aged men last). If ''fathers'' do use V at some point, this must be a double-headed arrow. If they do not, leave this string blank. When all finished go to step 4e.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 4d || Indicate the collection of arrows they are holding. || If only one uses V, please put an single-headed arrow on the string pointing away from the person who uses V. || Volunteer places single-headed arrow on the string pointing away from the initiator of V. Repeat step 4b with all the other photos randomly leaving the peer photo last (e.g. if fathers, then leave the middle-aged men last). If ''fathers'' do use V at some point, this must be a double-headed arrow. If they do not, leave this string blank. When all finished go to step 4e.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4e || Once you have check that they understand what the diagram represents ask... || Okay, fathers do/not use V with ''photo.'' Is this right? etc. || Community confirm diagram. If they seem unsure, repeat step 4b for any they seem uncertain about.<br />
|}<br />
<br />
===Part 5: Checking vitality of language of children/mothers & children===<br />
{| cellpadding="4"<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| style="width:1100px;" | Check the Wheel of Vitality Decision Tree below as to what step you take next. You will either repeat Parts 3 and 4 with the children photo or with mothers photo and then with children photo. If Part 3 has resulted in no red chips being placed on a blue string, you will skip Part 4 for that category.<br />
[[image:WofV decision tree.png|1007px|Decision tree used to assign an EGIDS score of between 8 and 6b to a community in response to the Wheel of Vitality Tool.]]<br />
|}<br />
<br />
<br />
<references/><br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=File:WofV_Lungalunga.png&diff=1224File:WofV Lungalunga.png2012-07-05T01:27:43Z<p>Admin: Community leaders coming to the end of Part 3 of the tool in Lungalunga, East New Britain, Papua New Guinea. Still from YouTube video (see above link) taken in May, 2012.</p>
<hr />
<div>Community leaders coming to the end of Part 3 of the tool in Lungalunga, East New Britain, Papua New Guinea. Still from YouTube video (see above link) taken in May, 2012.</div>Adminhttps://surveywiki.info/index.php?title=File:WofV_Simbali.png&diff=1223File:WofV Simbali.png2012-07-05T01:15:31Z<p>Admin: A community leader indicating which sections of the community use vernacular with fathers. Simbali language area, East New Britain Province, Papua New Guinea. April, 2012.</p>
<hr />
<div>A community leader indicating which sections of the community use vernacular with fathers. Simbali language area, East New Britain Province, Papua New Guinea. April, 2012.</div>Admin