Category — Module 2

2010 Report on the Status of BC First Nations Languages

Language is at the core of our identity, members of a family and nations; it provides the underpinnings of our relationship to culture, the land, spirituality, and the intellectual life of a nation.

According to this report by the First People’s Council, a provincial Crown corporation focused on the status of First Nations language, arts and culture as well as support for First Nations communities trying to recover and sustain their heritage, 60% of First Nations languages in Canada are indigenous to British Columbia. Out of the 32 distinct languages and 59 dialects in BC, all are considered to be endangered with 8 being severely endangered, 22 nearly extinct and 3 already extinct.

Fluent First Nations language speakers comprise only 5.1% of the population in 204 BC First Nations community and that minority percentage continues to dwindle. 52% the of these speakers are over the age of 65. The sharp decline in language learning over the last 100 years can be largely attributed to the aggressive assimilation policies enacted by the government and carried out in residential schools.

With the looming threat of First Nations languages potentially becoming extinct, the urgency for revitalization projects has come to the forefront. While language learning within schools is not yet sufficient to effect substantial change, it is gaining momentum as First Nations communities in BC know that language is an invaluable source of indigenous knowledge and cultural identity that can contribute greatly to an individual’s and community’s healing process. The numbers of language learners is steadily increasing as new resources are developed. The First People’s Councils also calls on First Nations communities to welcome collaboration with each other  to maximize the use of available resources and the Canadian government to commit to protecting Aboriginal language and culture through legislation so language revitalization and sustainability become a reality for BC’s First Nations languages.

Fact Sheet
video: Saving First Nations Languages

In the December 23, 2010 issue of the Seattle Times newspaper, columnist Murray Evans’ headline reported: Cherokee, Apple Partner to put language on iPhones.

Although 290 000 individuals belong to the Cherokee Nation, only about 8 000 Cherokee speakers remain. To combat this decline, tribal officials created a Cherokee-only language immersion school in Oklahoma in 2001 where children enrolled in kindergarten through grade 5 work on their laptops using a Macintosh operating system that recognizes the 85 Cherokee syllables that the blacksmith Sequoyah converted to written form in 1821.

In September 2010 after discussions and meetings with the Cherokee chief about developing more Cherokee language software, Apple announced they would release Cherokee applications for the iPod and iPhone. These apps allow individuals to continue communicating in Cherokee outside of the school environment and have started to appeal to people outside of the educational setting as well, illustrating the initial success of this innovative approach meant to strengthen cultural identity through indigenous language development.

This site provides a New Zealand published report on Virtual Learning Environments and e-Learning in the Context of Te Reo Māori and Kaupapa Māori Education.  Emerging themes include:

• The Learning Environment
• Relationships and Communication
• Collaboration
• Pedagogy
• Quality Tools

Barriers and benefits to effective eLearning are also identified.

This paper discusses ways to use Moodle to support the learning strengths of Indigenous Australian university students.  It looks at the ways that ICTs can be aligned with Indigenous ways of learning and presented in ways that are culturally relevant.  The paper identifies ways in which Aboriginal learning styles differ from non-Indigenous learning styles, and provides strategies for using Moodle to support Aboriginal eLearning.

www.ascilite.org.au/conferences/auckland09/procs/duggan.pdf

This is a VERY short visual look at ways that allow teachers to include Aboriginal perspectives by using Aboriginal learning techniques.  It is presented by “Australian Policy Online”.  I liked the visual.

http://apo.org.au/website/8-aboriginal-ways-learning

This online presentation looks at ways to enhance success for high school students engaged in web-based learning in Canada.  It looks at areas identified that need improving (organizational, communications, motivation, and contextual).  Key issues are addressed, and then strategies for improvement are given.

Faculty and students in my department (community college) have been invited to participate in a “Signs of Safety” workshop next month.  This program is “an innovative strengths-based, safety-organised approach to child protection casework”.  While not First Nations based, leaders of our local Ktunaxa Nation have embraced the program and have become community leaders in its advocacy.

While it may not directly pertain to this course, I am excited that my students have the opportunity to be involved in this program!

http://www.signsofsafety.net/signsofsafety

This report report (2008) was prepared for the Canadian Council on Learning’s Aboriginal Learning Knowledge Centre by Ningwakwe Priscilla George.  It is a literature review on Aboriginal literacy.  Some of the emerging themes include community-based (one-on-one, small group), institutional, workplace,
family, health/well-being, oral history, working with Elders and seniors, and Aboriginal language programming.  While focusing on adult literacy, the report emphasizes the importance of family literacy and lifelong

learning.www.nald.ca/library/research/ccl/nourishing/nourishing.pdf

Laurel Dyson published “Constructing Shared Online Learning Environments for Indigenous Cultural Inclusiveness” (2003).  It looks at some of the challenges for online learning for Aboriginal students and identifies several conditions for effective delivery.  Some of the key conditions include:

• Flexibility
• Interactivity
• Minimal text
• Cultural appropriateness
• Indigenous-specific virtual space
• Optional customization for individual learners

The paper looks at several previously completed studies to support these conditions.

Presented by the Australian Flexible Learning Framework, this document is a great resources for preparing eLearning resources for Aboriginal students.  Some of the topics included are:

• Cultural Protocols
• Indigenous Partnerships
• Technology
• Cultural Inclusively
• Delivery
• Other Useful Resources

I liked the documents preface:

“It is important that the developers of Indigenous online learning resources acknowledge that Indigenous Australians are part of diverse nations. There are approximately 90 surviving languages and 20 of these with distinct associated cultures. Because of this diversity, any resources that are developed for Indigenous users should be developed in partnership with local Indigenous communities to ensure that the resources have been tailored for the specific community in which they are based as well as being able to be used by Indigenous communities in other areas. Cyberspace itself has a culture and is not a neutral or value-free platform for exchange.”