In this module and in preparation for my project on digital language revitalization, my goal was to seek out case studies and resources, to help communities strength their language, identity and culture. Below is a collection of a few sites that provided some valuable information towards the attitudes of various Indigenous communities trying to renew their familiarity with their cultural identity through language.
Galley, V. (2012). Reconciliation and Revitalization of Indigenous Languages. Speaking my truth.
http://speakingmytruth.ca/?page_id=765
- The Speaking My Truth website holds a collection of articles and essays by and for Indigenous people looking to revitalize a culture disrupted by Residential schools, government neglect and colonialism. The site includes personal narratives of community members and their encounters with cultural conflict within themselves and the community. This chapter in particular discusses the challenges Indigenous communities of Canada have faced so far in the pursuit towards revitalizing a language, therefore, a culture. The author points out a number of historical events and neglectful actions on the part of the Government of Canada in acknowledging and pursuing proper Indigenous languages laws. The author concludes by stating:
“A substantial long-term and sustained investment for language revitalization would be in keeping with the spirit of reconciliation as would official recognition in the form of federal statutory legislation.”
Much is still to be done on the part of the government in reconciling the loss of language, but with the support of the Federal Government and public education system, revitalization of indigenous languages is possible.
Parkhill, M. Indigenous Language Revitalization. Say IT First.
- Mike Parkhill is an active promoter of revitalizing Indigenous languages. He is the founder of the children’s books Say IT First, which are tailored to children aged 2-5 for optimal language learning. He believes that in order to prevent the complete loss of language and culture for Indigenous communities, we need to “digitize the older peoples’ knowledge and incorporate it in a way that this information will get consumed by the younger generation”. His goal with the Say IT First children’s books are to reach out to all kindergarten and grade 1 classes with Aboriginal students, to ensure they have copies of the books, or access to the online versions of them. The site contains links to the youtube channel for the books, information about the project, and resources for High School culturally relevant curriculum, where Our Connections videos have been produced in English and in Ojibwe, to enable language learning to continue at the grade 11 & 12 level.
Baloy, N. (2011). “We Can’t Feel Our Language”: Making Places in the City for Aboriginal Language Revitalization. American Indian Quarterly. 35 (4), 515-548.
- The author of this article argues that there is a hunger for traditional knowledge and thirst for aboriginal language from the Squamish nation youth within the confines of the city, yet educational efforts need to be pursued beyond the classroom to assist in “promoting connections between land, language, and identity. She presents three challenges aboriginal people face when trying to learn the language and culture of their ancestry: a separation of identity through limited opportunities to learn in the city rather than on the reserve, a lack of public language addressing the diverse language needs of urban aboriginal communities, and finally a need to “make places” for language for nonlocal members who feel the need to connect to their homeland while living in an urban setting. Baloy presents a number of possible solutions to combat the challenges of “making places for languages”, including ways in which the internet, cultural expression through song and dance, and language immersion camps can be utilized to promote change.
Wood, S. (2014 January 22). Despite limited resources, indigenous-language programs persevere in B.C. Georgia Straight.
- This article from the Georgia Straight paints a hopeful perspective on Indigenous language revitalization efforts for communities of the Squamish Nation and beyond. Wood details the integration of “language nests modelled after those introduced in New Zealand” for language modernization and revitalization. Wood describes these language nests as immersive programs, similar to French Immersion, where preschool and early elementary-aged children receive instruction in the aboriginal language of the community. Wood also points out the importance of the website First Voices, that I have mentioned in an earlier weblog, which provides rich language content and resources for learning an indigenous language in Canada.
Squamish Nation Education Department (SNED)
- The ‘About Us’ section of the Squamish Nation’s Education Department website provides an in-depth, modern, and relevant information regarding the Squamish nation, from the history to the culture to government protocols and agreements. The culture page emphasizes the importance of the Skwxwú7mesh Snichim (Squamish language) and its meaning as a Coast Salish people, who used to not include the word “nation” as everyone was considered a “people”. The site also provides plenty of links and resources for youth and community members wishing to keep updated with news within the Squamish Nation. Furthermore, the website includes an ‘Opportunities’ page where teachers may apply for jobs within the Education Department, from language teachers to program coordinators.