Category Archives: MODULE 2

M2 P4 34 languages, all endangered

This journal article, written in collaboration by three authors, explores our place-based BC Indigenous languages. One of the authors, Layla Rorick / Chuutsqa, is a member of University of Victoria and spends a lot of her time creating resources and lessons that can be used to revitalize and share traditional languages. The journal article explains that there are 34 Indigenous languages in BC and all of which are endangered, and explores the risk of losing these languages and there connection to identity, history and appreciation. The author’s suggest an “Indigenized approach to language” that more authentically transfers language from a fluent speaker to a learner. There are key learning “building blocks” that the authors suggest that include shifting from “rote memorization” to a more effective approach of students being able to listen, connect to what they know and also create new words. This demonstrates not only the revitilization of a traditional language but also the act of creation to honour innovation and change.

Journal Citation:

Rosborough, T., Rorick, L., & Urbanczyk, S. (2017). Beautiful Words: Enriching and Indigenizing Kwak’wala Revitalization through Understandings of Linguistic Structure. The Canadian Modern Language Review / La revue canadienne des langues vivantes 73(4), 425-437. https://www.muse.jhu.edu/article/678834.

M2 P3 Should British Columbia be renamed?

This article is exploring the outcome of a survey that asked respondants whether they would like a name change in BC to reflect the Indigenous and traditional histories of the people in our province. This article is particularly interesting because it shows the divide between different populations and ages. Further, it demonstrates that often for change, or “legal” change, it does become somewhat political and requires a large majority to actually make the changes. I think the next fifty years will really show that continued battle between the old stigmatized view of Indigenous communities and our increased explorations of a diverse group of communities. It also ties into my last post where we can say we are supporting the rejuvination of Indigenous languages, but the actual data doesn’t support it. This year, some of my students seemed mindblown when they realized why there is “British” in British Columbia. We tend to move through our daily lives often not noticing how we are contributing to colonization.

Link to article

M2 P2 Historic Name Changes on the Sunshine Coast

This article is celebrating two areas of the Sunshine Coast that have been restored to their traditional names. I found this article particularly interesting because it advocated for more use of and empowerment of Indigenous languages yet in the title it chose to use the settler name “Sunshine Coast” instead of the traditional name “shíshálh swiya”. I think it goes to show how even when we hope to support and empower, there are times that we don’t even notice our own colonizing and/or contradictory effect. Whilst advocating for the return to traditional names, that is a perfect time to acknowledge the traditional area of the Sunshine Coast and use the proper name there either in the title or in the article.

Link to the article

M2 P1 The Two Sisters

Hi all,

Research topic: Place-based name changes

These resources explore the Squamish nation story of the Two Sisters (also known as Vancouver’s “Twin Peaks” and more commonly as the “Lions”). This name change has had a significant impact on the development of our society in ways that we often don’t notice. For example, if you scan our local area, you will notice we have the “Lions Gate Bridge”, the “BC Lions” are our football team, many of my students live in “Lions Bay”. These are corporations, areas, or media that we encounter on a daily basis, often not knowing the history or story behind the name.

In a previous discussion post I provided a youtube link that explains the story. Here is an article from a local blog.

M2 P5 Language Learning in the Metaverse

There are currently a handful of VR and spatial desktop options for learning languages in an immersive environment. The article talks about immersion camps and how they are built on the idea that languages are best learned through culture. By immersing students in the culture of the target language by learning the customs and traditions, students, in theory, will be able to learn the language faster and have longer lasting connections with the language. Immersion camps are not always accessible for would be learners and some potential learners may not be comfortable with an in person immersion camp for various reasons. The article introduces some VR and spatial desktop options that can allow for immersion in a language in the metaverse.

Language Learning in the Metaverse

M2 P4 Metaverse and language learning: Preparing for an immersive future

The metaverse seems to be the next big thing in the internet realm, but will take time to implement. There are a number of companies working on their own version of a metaverse. The metaverse may be a place where language learning can thrive by facilitating a way to learn through the 4Cs (critical thinking, collaboration, creativity and communication). In the metaverse language learners would be able to work together in the same space to solve problems. The example used in this article is a language lesson in the kitchen where learners can walk around in a kitchen to discover what ingredients are available and work together to create a dish. In fully immersive VR using VR goggles the learners would use their bodies in real life to make their avatars gesture and interact with their peers. Below is a video demonstrating how students can interact in a VR program called Immerse.

Metaverse and language learning: Preparing for an immersive future

Barriers to Implementation – M2 P5

As part of my final research project, I have decided to look into some of the barriers of implantation for white settler educators when it comes to discussing Indigenous ways of knowing, perspectives and experiences in the classroom. As a starting point, I created a Google Form and sent it to the staff at my school as well as a few previous colleagues. I thought I would share some of my findings here as they may lead to different reflection points for each of us:

Don’t have enough knowledge to speak or teach about certain aspects
Worry that it is inappropriate to teach certain things
Specifically about high school Math: limited PD and research around the subject as Canada is limited to colonizer/European Math
Using appropriate language at a receptive level when teaching younger students
Lack of Indigenous content outcomes in Program of Studies and having to teach to ensure success on government exams
Students can get defensive and feel guilty about being a settler themselves
Not enough confidence and lack of understanding.

Do some of these resonate?

M2 P3 Reimagining Language Lessons for Immersive Learning in Virtual Reality

The benefits and limitations of language learning in immersive environments using virtual reality technology are still being worked through and discovered. In this article what they found worked well for language teaching in virtual reality were lessons that involve kinaesthetic learning and ones that use spatial affordances to interact. Kinaesthetic learning seems to have benefits of long term language retention. This is one area where XR learning can be really impactful. Learners will be able to experience a simulated real life situation in the targeted language and be able to practice repeatedly until they are comfortable to practice those skills in a real life situation. XR learning could take a lot of anxiety away from some learners who are not confident enough to practice out loud with peers or in real life situations.

Reimagining Language Lessons for Immersive Learning in Virtual Reality

Module 2 – Post 5 – Mukurtu Content Management System (CMS)

The Mukurtu Content Management System is an open-source content management system for digital heritage in culturally relevant and ethical ways. It is designed around Indigenous community needs.

Though I see the platform as more of a virtual museum, it’s interesting that this CMS provides full administrative access, and that Indigenous groups or Organizations have used it in different ways.

Michael Shepard wrote a review of the platform in 2014 with his Coast Salish partners. He discussed how Mukurtu enables groups to control access to digital cultural resources (a pro), and how poorly it handled image, video, and audio uploads in contrast to print-based uploads.

Here is an example of Mukurtu in use via the First Nations Media History Archive.