I noticed that Terri has posted a YouTube clip related to this report earlier in the semester but since I have been taking such a close look at it for my own work, I thought I would post the entire report here. There is plenty of very useful up-to-date data in the report and the findings are very relevant to the work we’ve done in the class to date. It is worth noting that as I’ve brought this up within the community I am working in, there has been plenty of skepticism about the motives for the report and the findings within. I suggest you make those judgments for yourself, as at the very least it is an interesting read filled with compelling data related to the importance of preserving First Nations languages and the specific challanges and opportunities with British Columbia.

www.fphlcc.ca/…/2010–report-on-the-status-of-bc–first–nations–languages.pdf

As mentioned in the learning café, the UNESCO Atlas of the World’s Languages in Danger contains a comprehensive guide to the thousands of endangered languages around the world, including those in Canada and British Columbia.

The Atlas is described on the UNESCO site as:

“……presented on the eve of International Mother Language Day (21 February), enables searches according to several criteria, and ranks the 2,500 endangered languages that are listed according to five different levels of vitality: unsafe, definitely endangered, severely endangered, critically endangered and extinct.”

The interactive map and statistics page are easy to navigate. Most of the available information appears to rely on census data, which is in some cases dated and comes with the usual set of limitations related to census taking. However, being able to compare data on issues facing indigenous languages around the world is quite useful when discussing languages issues related to Canadian First Nations.

And who knew there was actually an International Mother Languages Day?!?!

The First Peoples’ Cultural Foundation

The site was created with the recognition that First Peoples’ languages are in peril. With that acknowledgment, there are two stated purposes.

One part of the site is the First Voices language archives the documentation of languages. Rather than simply recording and flash freezing (Littlebear, 1996) the languages, the purpose here is to use the recorded language as a learning tool. This program has been running since 2003 with funding from the province of British Columbia and the Department of Canadian Heritage. So far they have archived less than 5% of the potential languages.

The other main section is the Aboriginal Languages Initiative. Summarized on the page:
The Aboriginal Languages Initiative (ALI) is a federal program funded by the Department of Canadian Heritage. The ALI provides funding support for community and regionally-based projects directed at maintaining, revitalizing and promoting First Nations languages. ALI funds are distributed to provincial and territorial delivery organizations. http://www.fpcf.ca/ali2010forms/index.htm
This section has an application system for interested groups to request participation.

The site gives hope that there is enough interest to possibly save some languages that are on the verge of extinction.

Littlebear, R. (1996). Preface. In G. Cantoni (Ed.), Stabilizing indigenous languages. Flagstaff: Northern Arizona University, Center for Excellence in Education.

Shawn A-in-chut Atleo National Chief Shawn A-in-chut Atleo is a Hereditary Chief from the Ahousaht First Nation. In July 2009, A-in-chut was elected to a three-year mandate as National Chief to the Assembly of First Nations. A-in-chut served two terms as Regional Chief of the BC AFN. In this time, he committed to the principles of working together through inclusion and respect. In March 2005, a historic Leadership Accord was signed, overcoming decades of discord among First Nations leadership in BC. A-in-chut graduated in 2003 with a Masters of Education in Adult Learning and Global Change from the University of Technology, Sydney, Australia (in partnership with University of British Columbia, University of the Western Cape South Africa, and University of Linkoping Sweden). In 2008, A-in-chut’s commitment to education was recognized in his appointment as Chancellor of Vancouver Island University, becoming BC’s first indigenous Chancellor. A-in-chut is supported by and gains strength from his partner of 24 years Nancy and their two adult children, Tyson and Tara. Traditional teachings have guided A-in-chut to serve First Nations as a leader, facilitator, mediator, planner and teacher.

National Chief Atleo uses Youtube to keep in touch with communities across the country. He has a monthly address on line.

Cpl. Francis Pegahmagabow of the Parry Island Band in Ontario was decorated three times for the marksmanship and scouting skills he displayed in Belgium and France. Known as ‘Peggy’ to other members of his battalion, he survived the war and later became chief of his band. This portrait of him by artist Irma Coucill was commissioned for the Indian Hall of Fame collection, housed in the museum of the Woodland Cultural Centre in Brantford, Ontario. (Woodland Cultural Centre) The most highly decorated Canadian Native in the First World War was Francis Pegahmagabow

http://www.vac-acc.gc.ca/remembers/sub.cfm?source=history/other/native/peaceful

http://www.cier.ca

Centre for Indigenous Environmental Resources (CIER)

They are a national, First Nation-directed environmental non-profit organisation with charitable status. They were established in 1994 by a group of First Nation Chiefs from across Canada. Through their programs, we take action on climate change, build sustainable communities, protect lands and waters, and conserve biodiversity.

They  envision “Sustainable First Nation Communities and a Healthy Environment”. Their mission is to “assist First Nations with building the capacity to address the environmental issues they face”.

They are guided by the values of: Respect, Integrity, Innovation and Excellence, Balance and Teamwork.

http://fnbc.info

Indigenous Views – A Blog covering issues affecting First Nations people and communities.. Very interactive blog with good discussions and resources available.Good example of First Nations communities working together and using technology to share important information.

Partnering with Indigenous Peoples to Defend their Lands, Languages and Cultures is the theme of this website.  Their work under the guidance of our Indigenous-led Program Council, Cultural Survival partners with Indigenous communities to defend their rights and sustain their cultures. They have helped develop the knowledge, advocacy tools, and strategic partnerships they need to protect their rights. Every Cultural Survival program is designed to become self-sustaining and run entirely by the Indigenous community.

http://www.culturalsurvival.org/?gclid=CK-p7_CuraUCFQITbAodUDzqYA

The Cognitive Media website is an elaborate advertisement for their services. It does not share the technology behind it but it is basically a group of artists performing visual representations of other people’s ideas. Elaborate visual notetaking is a method that may work for those students who do not like copious written assignments or are auditory/visual learners. One could show this website to a student and offer an alternative assignment to an essay on a topic. I had a first nations adult student how would jump at the chance to do this type of an assignment. It could also be video recorded just like the Cognitive Media artists an edited so that his work could be shared electronically on his band’s website; which routinely showcases the accomplishments of their students (like a local band’s paperless newsletter)

I admit that following the technology behind the visual that accompanied Sir Robinson’s lecture in a previous blog only resulted in an idea for an adaptation for one student’s learning but it ended up being something I could use for my research on technology integration for adult first nations students.

http://www.cognitivemedia.co.uk/

I revisited Marian Thatcher’s blogspot which is focused on adult eduaction and technology, and it had a new post that talked about an animation by Sir Ken Robinson about Concept Animation. It reminded me of way back when teacher’s used to have to draw their visuals on the chalkboard. I remembered that I always loved the drawing the most rather than copying the words from the board for notes. The blog had imbedded a youtube video showing Sir Robinson in action. I could use the link as a discussion starter for students stumped or frustrated with the limits placed on how a student usually tries to show their knowledge. We could brianstorm other methods of showing their course learning than the usual written essay.

http://www.thersa.org/home