Tag Archives: Indigenous Language

Indigenous Language Revitalization Weblog Post 4 – Kenny Jamieson

Indigenous Language Revitalization – Encouragement, Guidance and Lessons Learned

http://jan.ucc.nau.edu/~jar/ILR/ILRbook.pdf

This resource is an extensive collection of academic articles focused on Indigenous Languages and revitalization efforts.  The articles cover a wide range of topics, looking at everything from linguistics, to specific community efforts, and examples of technology being used effectively.  One further positive with this collection of articles is that they focus on a number of different languages and communities and are not tied in to one specific geographic region.  The various articles highlight some of the excellent work being done to revitalize many Indigenous languages and shows various possible steps that communities can take to ensure that their ancestral languages do not go extinct.

The Silent Genocide: Aboriginal Language Loss FAQ

http://www.terry.ubc.ca/2013/10/16/the-silent-genocide-aboriginal-language-loss-faq/

This article goes into great lengths to highlight exactly what language extinction means for a culture and the wider communities.  The writer highlights the causes of language loss as well as showing how prevalent of an issue it actually is within Canada and British Columbia.  It shows how the problem can be traced to a number of different causes, including residential schools, government policies and the marginalization of Indigenous communities by mainstream society.  In addition, the writer also makes strong arguments for possible solutions to the issue, including creating legal protection for Indigenous rights and cultures, and providing better funding to support Indigenous language revitalization efforts.

The fight to revitalize Canada’s indigenous languages

https://www.universityaffairs.ca/features/feature-article/fight-to-revitalize-canadas-indigenous-languages/

Though this article is a few years old, it highlights different methods being used to help revitalize Indigenous languages in Canada.  The main focus is on the Yawenda project, which had the goal of helping to bring back the Wendat language by offering language courses, teacher training, and instructional material for a small group of students wanting to learn their ancestral tongue.  Similar to other articles written about the topic in Canada, this one does highlight how language extinction is especially concerning in British Columbia where there is a small percentage of fluent speakers and most are over 65.  The article also argues that in order to help revitalize the various languages, the focus should be on funding community-based projects that connect different generations of people, and on improving access to early-childhood immersion programs.  The use of technology is also discussed as a possible positive option as it can help to bridge the geographic distances that separate many communities.

First Peoples’ Cultural Council

http://www.fpcc.ca/language/

This resource is a hub for a variety of other resources related to Indigenous People’s culture, some of which have been referenced in previous weblogs.  The First Peoples’ Cultural Council aims to support Indigenous communities in British Columbia that are attempting to preserve and revitalize their languages.  The organization works to fund different programs, such as the Language Nest, FirstVoices and the BC Language Initiative.  In addition, the organization is an advocate for immersion-education programs.  Beyond language, FPCC also has divisions for Arts and Culture and aim to provide programs and funding related to both those areas.

Say It First

https://www.sayitfirst.ca/

Say It First is an organization in Canada that is aiming to revitalize Indigenous Languages through connecting with communities and utilizing technology.  The organization focuses on developing resources that will be used by children and families that want to try and reclaim their ancestral languages.  The resources that they develop are designed to be used in school settings to help children work towards becoming fluent in their language.  As the main target for the resources is younger children, the organization has created a variety of children’s books and YouTube shows that help to teach children their desired language.  One of the excellent aspects of the books is that they combine the Indigenous Language, a phonetic break-down and the English translation of the words to help children learn.  Here is an example of one of their children’s books.

Aboriginal Tourism and Technological Language Tools

The Fraser River Journey video got me wondering what kind of options are available for those who would like to immerse themselves in communities, activities and experiences that would allow them to learn more about Indigenous cultures and languages. To my surprise, I discovered that there are quite a few websites that provide these opportunities.

How can visitors best explore Canada’s indigenous culture?

This article provides an overview of Indigenous experiences available in many provinces across Canada. From restaurants and hotels serving traditional food and displaying art from Indigenous artists, to museums and tours, there are many informational and educational options available.

Quebec Aboriginal Tourism

The Quebec Aboriginal Tourism Association’s vision is to “create activities that are conducive to the social and economic development of the Aboriginal communities of Quebec” (QATC, 2011). Through different forms of tourism, they help preserve and promote the traditions that are specific to the eleven Aboriginal Nations of Quebec. The website also provides information about the different Nations, as well as news, videos and images.

Aboriginal Canada

The Aboriginal Tourism Association of Canada (ATAC) is a “non-profit organization that is committed to growing and promoting a sustainable, culturally rich Aboriginal tourism industry in Canada” (ATAC, 2017). The website provides information on First Nation, Metis and Inuit People as well as a breakdown of the various regions and provinces. There is also an extensive list of activities, experiences, villages, expeditions and hotels/lodges that are offered across the country.

 

One of the themes that has been discussed throughout the course is how and if technology can help preserve languages. I was shown a website and a program by my students that they use in their Cree Language class and I thought they might be helpful for those who are exploring this topic for their final project.

EastCree.org

EastCree is a website dedicated to the language, spoken mostly in the James Bay area of Northern Quebec. The site has been running since 2000 and has information for two dialects: the Northern dialect and the Southern dialect. There is a stories section in which “you can hear the language and in the texts subsection you can also read it in syllabics. We are restoring old tapes of Cree stories as well as collecting new ones” (eastcree.org, 2017). The site also provides information about grammar, lesson and games to learn Cree syllabics and vocabulary, as well as terminology and dictionary pages.

Field Linguist’s Toolbox – East Cree Syllabics

The Field Linguist’s Toolbox is a program designed by SIL International. This nonprofit organization is trying to encourage sustainable language development. Through research, translation and training, they put together a data management and analysis tool for field linguists.  Below is an example of the toolbox that is installed on the computers at the school I work in and was created from numerous contributions from people within the school board. It includes key words, the East Cree Syllabics, the East Cree Southern spellings and English definitions. This is an interesting application of how technology can help preserve language.

History in Names

First Nations have give so much to Canada.  Without the guidance and charity of the First Nations the original explorers may not have survived.  The video is just a fun way of reminding everyone that many landmarks, lakes and rivers had Aboriginal Name prior to the arrival of European Settlers.  As Indigenous Leaders work to restore language, perhaps we will more of the original names.

Entry #4 – Gabriel Dumont Institute Virtual Museum of Métis History and Culture

(http://www.metismuseum.ca/)

This online museum is full of digitized collections of artifacts, videos, audio recordings, photographs, and other resources pertaining to the historical and present day culture and experiences of the Métis peoples. They also provide learning resources for educators, both print and online, linguistic tools for Michif (the Métis language), and ongoing and temporary exhibits. They list links to the Virtual Museum of Canada online resource about Batoche, as well as copious links to external websites under the categories of Aboriginal, Archive and Museum, Canadian History and Archaeology, Genealogy, Government and Youth Empowerment, Métis History/Culture/Politics, and Michif. The thousands of components of the online museum combined with the multitude of external links make this resource a valuable research tool for both primary and secondary sources.

Entry #1 – Saskatchewan Indigenous Cultural Centre

(http://www.sicc.sk.ca/index.html)

The stated goal of the SICC’s online presence is to enable access to information about Saskatchewan First Nations. Their website offers cultural and linguistic information and multimedia pertaining to the eight main First Nations groups in Saskatchewan, as well as information about upcoming events and programs, and a catalogue of hard copy resources that are available to order. Subdivided under each cultural group, they also offer many links to further sources of information. The SICC is affiliated with the Federation of Sovereign Indian Nations, and as such, the information and resources contained within the site have been shared from an authentic First Nations perspective of representative value. This site is a useful place to gain an understanding of provincially-relevant cultures and to expand upon such research through their further connections.

Indigenous Peoples, Technology, and our Post-Secondary Institutions (Mod 1 Post 4 & 5)

With our recent class discussions on the cultural neutrality of technology and the difference of educational goals in our Indigenous communities, I realize there is strong evidence for and against Indigenous use of technology and the extent of its benefit. However, for the non-Indigenous community, I believe that technology been an invaluable tool to help increase awareness and understanding as well as helping to promote advocacy for Indigenous communities.

Many have a willingness to learn but not always the tools or resources at their disposal.  Technology helps reduce boundaries by increasing our learning networks.  One of these learning networks is the MOOC/EdX course run by Jan Hare through UBC on Reconciliation through Education.  This free online course starts Oct 16, 2017 and covers the following program outcomes:

  • Explore personal and professional histories and assumptions in relationship to Indigenous peoples histories and worldviews
  • Deepen understanding and knowledge of colonial histories and current realities of Indigenous people
  • Engage with Indigenous worldviews and perspectives that contextualize and support your understanding of the theories and practices of Indigenous education
  • Develop strategies that contribute to the enhancement of Indigenous-settler relations in schools, organizations, and communities
  • Explore Indigenous worldviews and learning approaches for their application to the classroom or community learning setting
  • Engage in personal and professional discussions in an online environment with others committed to understanding and advancing reconciliation

Additionally, another post-secondary resource from UVic sees the revitalization of Aboriginal languages. Technology and western education has contributed to the diminishment of Aboriginal languages,  but now it is also being used to revitalize the languages not only with the descendants of native tongue speakers but with the non-Indigenous community as well.   While this course, unfortunately, is not free, it does offer courses that are face-to-face with Indigenous community members as well as career opportunities to work in and with various Indigenous communities upon completion of the course.  The program outcomes are as follows:

  • Learn foundational knowledge and skills in linguistics that are needed to undertake language preservation and revitalization work.
  • Build knowledge and skills in language preservation and revitalization.
  • Develop your ability to analyze language preservation issues relevant across Indigenous cultures and specific to your own communities.
  • Enhance your capacity to develop responsive strategies and programs designed to preserve and revitalize Indigenous languages.
  • Earn a comprehensive and respected certificate.
  • Create a foundation for subsequent academic studies in related areas, such as education, cultural resource management and linguistics.

 

Weblog of Websites 1 – Technology in BC

For this first Weblog Posting, I choose to try and focus on a few different areas.  This is an area of study that I am brand new to and feel as if my knowledge is currently quite limited.  I spread my focus onto first understanding the geographic location of the various Indigenous communities, then focusing on Indigenous organizations within British Columbia that have a technology component, and then adjusting my search to focus on looking at the impact of technology on language in Indigenous communities.  The following are some of the various resources or sites that I visited and explored.

  1. First Nations Profiles Interactive Map – http://fnpim-cippn.aandc-aadnc.gc.ca/index-eng.html

This first resource can be used to help identify the geographic location of the First Nations and Indigenous communities across Canada.  This is a very helpful tool for those who may not be overly familiar with the communities that are around them.  Within the interactive map, users can find information about the reserves in the area, links to the specific community’s website, and links to further information provided through the Indigenous and Northern Affairs Canada government site.

  1. First Nations Technology Council – http://www.technologycouncil.ca/

This link is for the First Nations Technology Council, which is an organization whose focus is on ensuring that the First Nations communities in British Columbia are able to have internet access and the ability to use digital technologies effectively.  Among many goals, one that the Council has is to provide training and education programs focused around developing digital skills.  The most interesting parts of the site are the Talent Development, Bridging to Technology and Knowledge Network tabs.  On those pages, visitors can find various ways to get involved in programs centered around technology or to connect with possible mentors.  The Knowledge Network tab allows you to connect to the First Nations in BC Knowledge Network (https://fnbc.info/), which is a site developed by the FTNC to share resources amongst the various Indigenous communities in BC.  Though to access the resources, you must sign up as a member.

  1. Denise Williams on Internet Technology and First Nations Education https://www.youtube.com/watch?v=v1RUesqalw4&t=6s 

Denise Williams is Executive Director of the First Nations Technology Council.  After identifying her role, I was able to discover this video of where she shares her views on Internet Technology and First Nations Education.  One of the main points that she makes in the video, is that through increased access to the internet, Indigenous communities can benefit from having better access to resources and experts.  She also goes on to discuss the digital divide that can occur for students depending on how effectively they can access necessary resources and utilize digital technologies.  In addition to her video, many other engaging and interesting videos of similar topics are available in the “Up Next” or “Suggested Videos” sections.

  1. First Voices – http://www.firstvoices.com/en/apps

This site is focused on providing a platform for Indigenous communities to archive and share their language.  Within the site, there are a wide variety of languages available to access, learn about and practice words and phrases.  Each language is offered its own platform, which contains audio files, games, and other useful links or tools.  Most interesting about this site, is the apps page.  Through here, you can find a link to the iOS and Android apps stores, where you can download the First Voices Keyboard app.  This app contains software that allows users to change their mobile devices keyboard to their mother language.  The keyboard software is currently available for over 100 languages of Indigenous communities across North America, Australia and New Zealand.

  1. Kwi Awt Stelmexw: A platform for Arts and Education – https://www.kwiawtstelmexw.com/

This website focuses on promoting the Squamish Peoples culture, language and heritage.  The staff and volunteers involved with the organization look to find ways to allow people to engage with Squamish heritage and to provide educational opportunities based around Squamish culture and language.  The education page on the site provides insight into the different educational programs and opportunities offered.  The main focus within that section is on teaching the Squamish Peoples language and helping those who want to learn and preserve their language.

Module 1 – 2: Media and Indigenous Languages

After the readings this week, I was curious to investigate ways that technology could help retain culture (or at least parts of it). I had read about the loss of many Indigenous languages as the younger generations were no longer using them. Fortunately there are now groups that are emerging to help revitalize them.

I came across the CBC’s `Unreserved’ with Rosanna Deerchild episode titled,  “Learn 4 words in 4 Indigenous languages in 4 videos” where four individuals are sharing their Indigenous languages with others.

http://www.cbc.ca/radio/unreserved/lost-found-and-shared-indigenous-language-speakers-on-the-rise-1.3410203/learn-4-words-in-4-indigenous-languages-in-4-videos-1.3420514

 

Module 3 – Weblog – Tanya Walsh

Below you will find some additional resources on Spirituality in Indigenous Education:

  • Battiste, M. (2008, March 26 -29). Nourishing the Learning Spirit: Elder’s Dialogue. Saskatoon, SK: Aboriginal Education Research Centre, University of Saskatchewwan. Retrieved from http://aerc.usask.ca/downloads/Nourishing-the-Learning-Spirit-Elders-Dialogue-8.pdf
    • This is an outline of the proceeds from a conference of elders from diverse language groups gathered to discuss the concepts of lifelong learning and the learning spirit.
    • They define the ‘learning journey’ as a “holistic outcome of diverse conditions, contexts, relationships, education, training, and connections with a living universe” (Battiste, 2008. p. 12).
    • They discuss how an acknowledgment of the spirit world is an integral part of the learning journey and must be honoured through ceremony and relationships with spiritual leaders in the community.

 

  • George, N. (2008). Aboriginal Adult Literacy: Nourishing Their Learning Spirits. Saskatoon, SK: Aboriginal Learning Knowledge Centre, University of Saskatchewan. Retrieved from http://fneii.ca/NourishingSpirits_LitReview_en_1_.pdf
    • This is a literature review on Aboriginal literacy designed to provide information and direction for those working in the field of Aboriginal literacy.
    • It describes people as having a body, heart, mind and spirit, with spirit being the most important part because that is the essence of who you are. Therefore, they state that it is imperative that adult educators engage learners spiritually by helping them make meaning out of what they are learning, in order to help them answer their deepest questions, as these are a people who believe that we are one with creation, not separate from it.
    • The learning spirit is the state of being that facilitates learning and will help a person fulfill his/her purpose for being in this life.

 

  • Kitchen, J., Cherubini, L, Trudeau, L., & Hodson, J. (2009, Fall). Aboriginal education as cultural brokerage: New aboriginal teachers reflect on language and culture in the classroom. McGill Journal of Education, 44(3), 355-376. Retrieved from: http://mje.mcgill.ca/article/viewFile/2853/3980
    • This is an interesting report on six Aboriginal teachers in Ontario using a talking circle to explore their roles as teachers as they prepare their students to walk between two parallel but very different worlds.
    • They state that Aboriginal education is oriented around a ‘spiritual centre’ and that it is important that aboriginal teachers attend to their own healing if they are going to be expected to heal and teach others.

 

  • Micallef, S. (2017, January 23). Our dreaming: The Indigenous link between the physical and the spiritual. SBS Radio. Retrieved from http://www.sbs.com.au/topics/life/culture/article/2017/01/18/our-dreaming-indigenous-link-between-physical-and-spiritual-world
    • “Our Aboriginal spirituality is a link from the past to the present a shared pathway that helps us to understand more about where we come from and who we are as people.” (Micalleff, 2017, para. 16).
    • This site tells a particular creation story. However, more importantly, it explains the importance of handing down ‘dreaming’ stories as part of Aboriginal education in Australia. These stories link people over time to physical places in creation. Micallef also describes how the land then becomes a cultural connection to their prehistoric history.

 

  • Weenie, A. (2012). Toward and understanding of the ecology of Indigenous education. Retrieved from http://mfnerc.org/wp-content/uploads/2012/11/007_Weenie.pdf
    • This article discusses the concept of ‘spiritual ecology’ which is the “application of special intellectual, ritual, psychological, and spiritual teaching tools that facilitated deep levels of learning and understanding” (Cajete, 1994, p. 223, as cited in Weenie, 2012, p. 59) and which is the essence of meaningful and constructive Indigenous curriculum.
    • For Weenie, ceremonies and traditional activities, like storytelling, provide a ‘spiritual sustenance’. In time, the deep significance of these teachings can induce direct and powerful understandings of basic truths about how to interact with the world.
    • The Elders teachings that ‘everything has a spirit’ leads to the principle of living in harmony with the environment and developing healthy communities.