spoken in the community for formal purposes surrounding topics related to their culture. While numbers of native speakers are limited, the viability of the Oneida nations and their efforts of cultural and linguistic preservation are at their highest level in 150 years. All three Oneida nations, New York, Wisconsin, and Thames (Ontario), have relatively well-developed websites (www.oneidaindiannation.com; www.oneidanation.org; www.oneida.on.ca/index.htm) publicizing the current events of the tribes and their governmental actions. The presence of these sites is known to the public: the Central New York Business Journal reported that the site of the Oneida Nation of New York is the oldest nationally. These sites use a limited amount of Oneida language, almost exclusively in a context of explicit cultural preservation. The Oneida Nation of the Thames utilize their website to provide the public with information about their people, culture, community, and plans for the future. The site links to the Oneida Language and Cultural Centre website which provides additional information about the Oneida culture with links to videos, clothing, cultural symbols, prayers, clans, recipes, songs, stories, and history. In addition, information about Oneida language learning resources include lessons, classroom resources, learning resources, games, language proficiency tests, podcasts, written and spoken dictionaries, and videos to learn the language through their website. Efforts to increase the number of bilingual Oneida speakers, however, have been extensive. Oneida language study has been formally sanctioned by the New York Oneida Nation for the past fifteen years and, through a collaboration with Berlitz to promote intensive language study, has been progressing rapidly since 2004. The Berlitz representative acting as liaison to the Oneida Nation identified the task as a particularly difficult one: Berlitz divides languages into two sections of difficulty, A and B ... I'm going to make up a C list for Oneida. It is a very hard language. It will take a student more hours to learn because of the vocabulary. Word lengths are so long. Learning English can be compared to a train with one car following another and another; in Oneida it's a circle. Some language revitalization and preservation efforts have been made. Beginning in 1936 and led by Morris Swadesh, the Folklore Project, started at the University of Wisconsin, was an important program for the preservation and expansion of the Oneida language. It was later led by Floyd Lounsbury and formally started in January 1939. It lasted for nineteen months. Twenty-four Oneidas