Author Archives: Curtis Lai

Module 4 Post 5: First Peoples Guide for Newcomers

The First Peoples Guide for Newcomers developed by the City of Vancouver is a comprehensive guide intended for those new to Vancouver and BC. It offers information on the local First Nations, myths about Indigenous peoples, the relationship with Canadian government, truth and reconciliation, and culture in general. I can see this guide being useful to both immigrants new to Vancouver and even locals who have lived here their entire lives. The information presented in this document fills in many of the gaps BC schools have created for so many years, and I am sure much of the guide will be novel for Vancouverites.

Module 4 Post 4: FN and Endangered Language Program

The First Nations and Endangered Languages Program at UBC began in 1996 with the goal to “build a community of people dedicated to learning, speaking, researching, and teaching their languages”. The program offers courses dealing with decolonization, preservation and revitalization of language, documentation of language, and Musqueam langauge learning. This program offers “opportunities to engage with communities and participate in active collaborations in partnership with First Nations communities”.

Module 4 Post 2: FN Language Nests

Although an older document, the “First Nations Language Nests” offers a developmental psychology perspective to justify learning (Indigenous) languages at the preschool/early childhood age. This document discusses the program goals of incorporating “nests” of Indigenous immersion programs in schools across BC. The document also answers many questions families may have toward learning an additional language. The rationales put language education in Canada into perspective. My thoughts while reading this document questioned why French remains the sole official second language, and why Indigenous languages seemingly have no presence in most public schools.

Module 4 Post 1: FN Language Curriculum

Created by FNESC, this is the First Nations Language Curriculum Building Guide. This package was developed by Marianne Ignace (professor and director of SFU’s Indigenous Languages Program and First Nations Language Centre. It is designed to “assist First Nations language teachers, members of First Nations language communities, educational staff in First Nations and public schools, and policy makers as they consider First Nations language and culture frameworks at the K – 12 level”. The ideas presented in this document do its part to decolonize language learning in BC/Canada. Educators can refer to this document at the classroom level or the ministry level for universal change.

The document offers:

  • Context/State of Indigenous languages in BC
  • Rationale for the need to preserve Indigenous languages
  • Examples and frameworks for teaching Indigenous languages

Module 3 Post 5: Strategies for Indigenous Language Revitalization

Chapter 5 in the Handbook of Cultural Security written by Onowa McIvor (Associate Professor, Department of Indigenous Education at the University of Victoria) and Adar Anisman speaks on the necessity for Indigenous languages to be preserved and revitalized in a Canadian context. Their chapter includes support for pre-service teacher education, curriculum and resource development, and different methods for language integration to Canadian curriculum.

Reference

McIvor, O., & Anisman, A. (2018). Keeping our languages alive: strategies for Indigenous language revitalization and maintenance. Handbook of Cultural Security, 90-109. https://doi.org/10.4337/9781786437747.00011

Module 3 Post 4: Endangered Languages Project

The Endangered Languages Project is a global initiative maintained by the Catalogue of Endangered Languages (ELCat) project, at the University of Hawaiʻi at Mānoa. The website conatins a plethora of information and resources for endangered languages world wide. Their section for Canada contains 73 languages to explore. Introducing a website such as this in the middle years classroom would benefit students’ thinking around language and colonization. The maps included on the website may be used to spark inquiry projects around why certain languages are endangered.

Module 3 Post 3: Speak Gwich’in To Me Documentary

Jacey Firth-Hagen is the creator of the social media language revitalization awareness initiative “#SpeakGwichinToMe” which promoted the use and learning of the Gwichin language (the most endangered Athapaskan (Dene) language in the Northwest Territories). Her motivation stems from the empowerment she felt from learning more about her culture and language. Her movement led to the creation of the Speak Gwich’in To Me documentary, free to view. Jacey is one of many Indigenous activists working to support language preservation and revitalization in Canada. Her advocacy is admirable and educators can benefit from hearing what she has to say in terms of which languages and how languages are taught in our education system.

Module 3 Post 2: Hul’qumi’num Language and Culture in Nanaimo-Ladysmith

The school district of Nanaimo-Ladysmith (SD 68) on Vancouver Island provides quite a robust Indigenous education program, and more specifically a Hul’qumi’num Language and Culture curriculum. Their website contains resource packages including lesson plans developed by the Hul’qumi’num Language Stakeholders group for grades 5-12. These resources provide good examples of how languages might be preserved and valued in public schools. Exploring the Indigenous languages of Canada also helps to decolonize the education systems in which we currently work in.

Module 3 Post 1: TRC Calls to Action

The Truth and Reconciliation Commission’s 94 Calls to Action is a list of items crucial to repairing the damage and intergenerational trauma brought upon Indigenous peoples in Canada. The document is designed as an outline of necessary work to be done collaboratively between Indigenous and non-Indigenous governments at all levels. Calls #13-17 specifically mention language and culture. These calls to action serve as a starting point to which many dying Indigenous languages may be preserved and enriched.