What is the status of BC First nations languages? - First Peoples

The First Peoples’ Heritage, Language and Culture Council (FirstPeoples’ Council) is a provincial Crown Corporation dedicated to FirstNations languages, arts and culture. Since its formation in 1990, theFirst Peoples’ Council has distributed over $21.5 million to communitiesto fund arts, language and culture projects.The Board and Advisory Committee of the First Peoples’ Council consistof First Nations community representatives from across B.C.The First Peoples’ Council Mandate, as laid out in the First Peoples’Council Act, is to:• Preserve, restore and enhance First Nations’ heritage, languageand culture.• Increase understanding and sharing of knowledge, within both theFirst Nations and non-First Nations communities.• Heighten appreciation and acceptance of the wealth of culturaldiversity among all British Columbians.The First Peoples’ Council monitors the status of B.C. First Nationslanguages, cultures, and arts, and facilitates and develops strategiesthat help First Nations communities recover and sustain their heritage.The First Peoples’ Council is committed to continuing to provide programcoordination and funding for First Nations language and culturepreservation and enhancement. The First Peoples’ Council is alsocommitted to providing communities with a high level of support andquality resources. Our cultural heritage, and the living expression of ouridentities, is integral to the health of all members of our First Nationscommunities, as well as to the well-being of all British Columbians.First Peoples’ Heritage, Language and Culture Council ReportDevelopment TeamHannah Amrhein, M.A.Dr. Suzanne GessnerTracey HerbertXway’ Waat (Deanna Daniels)Megan LappiDoug Hamilton-EvansAlex WadsworthWe sincerely thank the B.C. First Nations language revitalizationexperts for the expertise and input they provided.Dr. Lorna WilliamsMandy Na’zinek Jimmie, M.A.Maxine Baptiste, M.A.Dr. Ewa Czaykowski-HigginsWe are grateful to the three language communities featured in ourcase studies that provided us with information on the exceptionallanguage revitalization work they are doing.Nuučaan̓uɫ (Barclay Dialect)Halq’emeylem (Upriver Halkomelem)Secwepemctsin (Eastern Dialect)We sincerely thank all of the B.C. First Nations communities whohave contributed to this report by completing our Language NeedsAssessments and by providing the First Peoples’ Council LanguageProgram with up-to-date and accurate data regarding the status of theirlanguages.We respectfully acknowledge all of the invaluable work being carriedout by communities and by individuals to revitalize and maintain FirstNations languages in B.C. and around the world.First Peoples’ Heritage, Language and Culture Council1A Boat Ramp RoadBrentwood Bay, B.C.V8M 1N9Website: www.fphlcc.caTelephone: (250) 652-5952Fax: (250) 652-5953The First Peoples’ Council receives funding from the following funding sources:First Citizens’ Fund through theMinistry of Aboriginal Relations andReconciliationNew Relationship Trust First Peoples’ Cultural Foundation Department of Canadian Heritage B.C. Arts Council Canada Council for the Arts2For more Report information on the on Status our funding of B.C. please First Nations see our most Languagesrecent Annual Report.

ContentsExecutive Summary.....................................................4Why did we put this report together?...........................6Why is it important to act now for B.C. First NationsLanguages?.................................................................7Why are we losing languages in B.C.?............................9Causes of Language Loss.......................................... 9Decline of Fluent Speakers..................................11Graph 1: Decline of Fluent Speakers ofB.C. First Nations Languages since 1890.........................11Graph 2: Forecasted Decline of Fluent Speakersof B.C. First Nations Languages....................................11What does “language status” mean?...........................12Definition of Terms..........................................12Table 1: First Peoples’ Council Frameworkfor Defining and Measuring Language Endangerment.........13What is the status of B.C. First Nations languages?......16First Peoples’ Council Data...................................... 16Table 2: Snapshot of the Status of B.C.First Nations Languages...................................................17Language Speakers................................................. 18Table 3: Number of Speakers by Age Group.........................18Language Education............................................... 20First Nations Language Teacher Education............ 21Language Resources............................................... 21Summary................................................................. 22Table 4: Measures of Endangerment..................................23What is being done to revitalize B.C. First Nationslanguages?................................................................24In the Communities................................................ 24First Peoples’ Council Programming....................... 25What are some communities doing to revitalizetheir languages?........................................................27Case Study: Nuučaan̓uɫ (Barclay Dialect).............. 27Case Study: Sto:lo Halq’emeylem (UpriverHalkomelem)........................................................... 29Case Study: Secwepemctsin (Eastern Dialect)....... 31How can we revitalize B.C. First Nations languages? ...33Language Revitalization Strategies........................ 33Figure 1: First Peoples’ Council 8 Stepsto Language Revitalization..............................................33What’s next for B.C. First Nations languages?..............37Future Directions for B.C......................................... 37Future Directions for the First Peoples’ Council..... 39Table 5: First Peoples’ Council Goals to 2013......................39Appendix A—Language Specific Data......................... 40Appendix B—First Peoples’ Council Resourcesand Capacity building............................................. 54Appendix C—Language Needs Assessment................ 57Appendix D—First Peoples’ Language Map of B.C........ 62First Peoples’ Heritage, Language and Culture Council 3

Language Resources• Only about 31% (53) of communities haverecordings of their language available as acommunity resource. Many of these recordingsare old and need to be digitized so they can beused with modern equipment. Also the soundquality is often poor and the recordings are notarchived, so it is difficult to use them as a languagelearning resource.• Only about 52% (88) communities have any sortof curriculum materials for teaching the languages.Many of these curricula are very limitedand have not been developed for many levels oflanguage learners.• Only about 39% (66) of communities reportedhaving access to a FirstVoices.com archive oftheir language. However, other communitiesmay use different archiving systems.A language dies when its last speakers do. Ifchildren are no longer learning the language, alanguage is on the verge of extinction. Among thefluent speakers of B.C.’s First Nations languages,52% are 65 years and older, while 39% are aged45 - 64. Less than 2% of fluent speakers are underthe age of 25.The Need to ActThere is an increasing awareness among B.C. FirstNations communities with respect to the criticalendangerment of their languages. Many individuals,families, schools and organizations are workingtirelessly in their language revitalization efforts.Some examples of these efforts include: pre-schoollanguage immersion nests; master-apprentice immersionprograms; language and culture immersioncamps; school language programs, community andpost-secondary language classes; language teachereducation and certification; the development of collaborativelanguage plans; and archiving. In spite ofthe accomplishments, these efforts are not enough.By preparing this report the First Peoples’ Councilhopes to build a stronger case for the urgent needto act now. If we as British Columbians want to sustainthe complex cultural and knowledge systemsembodied in B.C.’s First Nations languages (spirituality,philosophy, human values, oral and musicaltraditions, scientific and environmental expertise,medical knowledge, cultural practices, social andcommunity relations, artistic skills and traditions),immediate action needs to be taken. Substantialand ongoing resources, both human and financial,are needed to revitalize all of B.C.’s First Nationslanguages. As the window of opportunity narrowswith each fluent speaker that passes away, we urgeleadership, governments and communities to worktogether to form a comprehensive plan to be putinto immediate action. This plan must include clearsteps towards language revitalization includingplanning, immersion programming, documentationand expanding existing programming.Who We AreThe First Peoples’ Heritage, Language and CultureCouncil (First Peoples’ Council) is a provincial CrownCorporation dedicated to First Nations languages,arts and culture. Since its formation in 1990, theFirst Peoples’ Council has distributed over $21.5million to communities to fund arts, language andculture projects. The First Peoples’ Council monitorsthe status of B.C.’s First Nations languages,cultures, and arts, and facilitates and developsstrategies that help First Nations communitiesrecover and sustain their heritage. Our culturalheritage, and the living expression of our identities,is integral to the health of all members of our FirstNations communities, as well as to the well-being ofall British Columbians.First Peoples’ Heritage, Language and Culture Council 5

Why did we put this report together?B.C. is home to 60 percent of First Nations languages in Canada with 32 languagesand about 59 dialects. This diverse wealth of languages is at risk.It has been clear for many years that B.C.’s greatdiversity of First Nations languages are criticallyendangered. However, the extent to which theselanguages are endangered, the status of these languageswith regard to speakers and resources, andthe work being done to revitalize these languagesis often unclear due to the immense diversity oflanguages and communities, and a lack of comprehensiveresearch and reporting for all of B.C.An important part of the First Peoples’ Councilmission is to establish itself as the key source ofcurrent and accurate information on the state ofFirst Nations languages in B.C. To this end, theFirst Peoples’ Council has prepared this report withextensive data and information that has been providedby B.C. First Nations communities regardingthe status of their languages. This report providesuseful up-to-date information for First Nations leadership,governments, communities, and languagestakeholders to use as they move forward in therevitalization of B.C.’s First Nations languages.In this report we clarify what is meant by criticallyendangered, and provide some concrete measuresfor different aspects of the status of languages inB.C. We also outline many strategies and successfulprojects that are being carried out by B.C. FirstNations communities. These successful projectsdemonstrate the keen desire and motivation amongB.C. First Nations communities to revitalize theirlanguages, and they provide ideas and inspirationfor communities to learn from one another. Thisis vital since language revitalization programs aremost successful when the communities involveddesire and initiate revitalization efforts themselves. 1By preparing this report the First Peoples’ Councilhopes to build a stronger case for the urgent needto act quickly with our revitalization efforts for B.C.’sFirst Nations languages.We by no means intend to offend or diminish anylanguage group, First Nation or community with thisdata by labeling their language as severely endangered,nearly extinct or sleeping. We are reportingthe data we have collected to create awareness ofthe urgency to act.We strongly encourage all B.C. First Nations toreport any inaccuracies and to provide us with missinginformation. In the interest of further developingour database for use in annually updated reportson the status of all B.C. First Nations languages andcommunities, we also invite all language groupsand/or communities to go to our website andcomplete an online language needs assessment atwww.fphlcc.ca.1Ladefoged, P. Another View of Endangered Languages (Language, 68, p 809 - 811, 1992).6Report on the Status of B.C. First Nations Languages

Why is it important to act now for B.C. First Nations languages?All people have the right to communicate,learn and live their lives in the traditionallanguage of their people. Language revitalizationand maintenance is a basic human right—“The loss of a language is part of the oppressionand disenfranchisement of indigenous peoples….” 2It is important to act now to revitalize and maintainB.C. First Nations languages so that the cultures,identities, health and pride of First Nations communitiescan also be revived. Each language containsan enormous and unique wealth of information,much of which is impossible to express withoutusing words and grammar that are unique to thelanguage. As each language declines, so does theknowledge and information contained within it.What is Lost When a Language is Lost?Language loss is part of the loss of whole culturesand knowledge systems. This includes, but is notlimited to, history, stories, spirituality, philosophy,human values, oral and musical traditions, scientificand environmental expertise, medical knowledge,cultural practices, rituals, social and communityrelations, and artistic skills and traditions.CultureThe loss of a language means the loss of thousandsof years worth of cultural nuances, ritualsand practices. It is through language that a cultureis transmitted. Each language holds unique ideas,philosophy, points of view, and intricate details ofa culture including everything about a way of lifesuch as family and community relations, systems2Hinton, L. & Hale, K. (Eds.), The Green Book of Language Revitalization in Practice (SanDiego: Academic Press, 2001), p 2.of politics and power, food and health, art, songsand dance, spirituality and values, history, biology,biodiversity, natural and physical sciences, andinterconnectedness with the environment. Everyculture has adapted to unique environmental, socialand political circumstances, and the languageholds an accumulation of the experiences andcircumstances of the people.IdentityLanguage is an expression of a peoples’ identity.It is one of the most important ways people identifythemselves and distinguish themselves fromothers. People identify who they are, who theirrelatives are, and where they are from through language.Language is also the vehicle for the transmissionof information, stories, history and teachingsacross generations. Through language peopleare connected with their history, their ancestorsand their land, and as a language declines, so toodoes the sense of identity of a people.HealthThe loss of language is directly related to the troublinghealth issues many First Nations are facingtoday. 3 Knowledge of one’s language is relatedto physical, mental and spiritual health. It is anexpression of ways of life, ways of thinking, and culturalunderstanding. Language revitalization playsa vital role in community growth, healing, education,development, strong families and reconnectionto the past. A healthy language means healthyindividuals, healthy communities, and contributingmembers to society.3Ministry of Aborigianl Relations and Reconciliation, First Citizen’s Forum: Aboriginal Education:Speaking Our Languages (Wosk Centre for Dialogue, 2006).First Peoples’ Heritage, Language and Culture Council 7

Why is it important to act now for B.C. First Nations languages?KnowledgeEach language encompasses immense cultural,historical, scientific, and ecological knowledge. Thisknowledge is vital not only for the language communitiesthemselves, but also for the sum of all humanknowledge.With the loss of B.C.’s languages, communitieslose vital knowledge of sustainability, biodiversity,survival techniques, food preparation and preservation,and interactions with others, the land and theanimals. They lose their methods of survival andthe specific and intricate knowledge to continuetheir traditional ways of life, which is an accumulationof generations of interactions and connectingwith the land and nature for survival.The knowledge contained in each language greatlycontributes to all human knowledge. A languagemay be the key to answering fundamental questionsin humanities and in sciences. For example,linguistic theories depend on examples from a greatnumber of languages: Every time a language dies,there is less evidence to understand the patterns,structure and function of human language, cognitionand language acquisition and transmission. 4Environmental, medical, biological, chemical, andastronomical sciences also have a lot to gain fromindigenous languages. For example, at least oneB.C. First Nations language has always had twodistinct names for a type of salmon that scientistsclassified as a single species. It was not until thescientists carried out DNA testing that they realizedthey were two distinct types of salmon, whichthe First Nations people had known all along. Thisis just one of many similar examples. As NationalGeographic points out, “eighty percent of specieshave been undiscovered by science, but thatdoesn’t mean they’re unknown to humans, becausethe people who live in those ecosystems know thespecies [and how they are interrelated and coexist]intimately and they often have more sophisticatedways of classifying them than science does.” 54Bernard, R. Endangered Languages and Publishing (University of Florida, 2001). http://www.akha.org/content/language/endangeredlanguagesandpublishing.html (January2010); Ken Hale, “On Endangered Languages and the Importance of Linguistic Diversity.In Grenoble”, Lenore and Lindsay J. Whaley (Eds.), Endangered Languages, p 192 - 216(Cambridge: Cambridge University Press 1998).5Lovgren, S. “Languages Racing to Extinction in 5 Global “Hotspots,”” (NationalGeographic News, September 18, 2007), http://news.nationalgeographic.com/news/2007/09/070918-languages-extinct.html (January 2010).“Our language is our very way of life. Without it we have no tradition,no culture… it means everything to us.”Daisy Sewid-Smith, Kwak’wala Speaker8Report on the Status of B.C. First Nations Languages

Why are we losing languages in B.C. ?As we outline in this report, all B.C. First Nations languages are in a state of critical endangerment.How did this happen?Causes of Language LossThe dramatic loss of fluent speakers beganwith colonization and the Canadian Government’shistoric policies to assimilate FirstNations people into English-speaking, non-FirstNations society.These policies began with the Royal Proclamationof 1763 which allowed the Crown to take over FirstNations land through treaty, and continued with furtrading, gold mining and forestry. In 1857 the Act toEncourage the Gradual Civilization of Indian Tribesin this Province, and to Amend the Laws Relatingto Indians (commonly known as the Gradual CivilizationAct) was instated. The assimilation policiescontinued with the British North America Act in1867 and the Indian Act in 1876 which excludedFirst Nations people from any decision-makingprocesses. Other oppressive strategies such asanti-potlatch policies, Canada’s residential schoolsystem, and brutally punishable “English-only policies”followed. 6A major cause of First Nations language loss in B.C.is the church-run residential (boarding) schoolsthat began operating in Canada as early as the1840s. Government-mandated residential schools,run mainly by the Catholic, Anglican and Unitedchurches, operated in B.C. from the 1880s to the1990s. When attendance became compulsory, childrencould be forcibly removed from their families6B.C. Teachers’ Federation, First Nations Historical Timeline, http://bctf.ca/IssuesInEducation.aspx?id=5678(February 2010).by police or Indian agents and taken to live in theschools, often on a year-round basis. The speakingof First Nations languages was strictly bannedwithin the schools, and was enforced by often brutalmeans of physical and emotional punishment.Because children were removed from the homeenvironment where languages were spoken, andwere unable to use their languages in the schoolsetting, many of them lost their languages completely,a loss which was passed on to subsequentgenerations.The residential school system (followed by theIndian day school system) along with simultaneousoppressive strategies of assimilation caused a vastand devastating interruption in the intergenerationaltransmission of First Nations languages as amother tongue. First Nations people who had beenraised at home in their First Nations languagesas children were trained, forced and shamed intoabandoning their languages at residential schools.Even when they were released from the schools,many could not go back to speaking their languagesor pass the languages on to their childrenbecause of residual shame and trauma.The Canadian government’s school system (residentialschools to present day public schools) didnot just interrupt the transmission of B.C. First Nationslanguages for one generation. Many residentialschool survivors, their children, grandchildrenand great-grandchildren still feel the effects of theloss of their traditional First Nations languages.First Peoples’ Heritage, Language and Culture Council 9

Why are we losing languages in B.C. ?Firstly, for the last few generations, most childrenhave not been learning their First Nations languageas a mother tongue from their parents or grandparentswho are residential school survivors or areaffected by residential school traumas. These survivorsof residential schools still do not feel safe tospeak the language or to pass it on to their children.Secondly, public schools in B.C. do not educate childrenin their First Nations language, and there is nocomprehensive policy to do so.In addition to government policies, social and industrialforces have historically influenced First Nationspeople to speak English. For example, around the1950s many First Nations people began to leavetheir homes for seasonal jobs, in canneries forexample, where they were required to speak Englishto communicate with employers, co-workers and forday-to-day interactions. 7 Today, to be able to takepart in mainstream society, from daily tasks suchas going to the post office to buying milk to checkingone’s email, even elders, who have retainedtheir First Nations language despite the residentialschool system, are in the habit of speaking English.Culturally, English society also has come to dominateFirst Nations communities. For example,housing standards on reserves have separated thetraditional three-generation families that used tolive under one roof. Consequently, children often livewith just their English-speaking parents, and do notspend time with their grandparents who might betheir only source of their ancestral language. Media,particularly television, has also replaced interactionswith elders and family. Instead of talking with theirelder generations, young people spend time beingbombarded with television, internet, radio, music,magazines and newspapers in English, and not intheir First Nations language. 8B.C. First Nations language loss has many deeprootedhistorical causes, but this loss continuestoday due to modern day societal barriers and oftenunderlying marginalization and discrimination. 9Some causes of continued language loss are:• The B.C. public education system often fails FirstNations children by neglecting to include andhonour First Nations languages and cultures incurricula.• First Nations community members lack opportunities,resources and support to teach, learn, useand maintain their First Nations languages.• Governments provide inadequate support and infrastructurefor First Nations language programsin schools and communities.• Poverty, abuse and substance abuse issues takeprecedence over language revitalization.• Many First Nations people live in urban centres,and are not surrounded by fellow communitymembers who can use their ancestral language.• Many First Nations languages have not yet createdwords and phrases for modern ideas andobjects, and are therefore not considered useful.• First Nations people, languages and cultures arelargely excluded from government, commerce,industry, arts, higher education and media.• Many people hold the attitude that speaking onlyEnglish is somehow better for children to be successfulin today’s society. The myth exists thatbilingual children lag behind their monolingualpeers.The influence of English as the dominant languagehas increased over the years, and English is now, inmost cases the only language used by First Nationspeople.7,8Ignace, M. Handbook for Aboriginal Language Planning in British Columbia (Vancouver: FirstNations Education Steering Committee, 1998).9Norris, M., Aboriginal Languages in Canada: Emerging Trends and Perspectives on SecondLanguage Acquisition (Canadian Social Trends, Statistics Canada — Catalogue No. 11-008,2007).10Report on the Status of B.C. First Nations Languages

Decline of Fluent SpeakersAll First Nations people in B.C. were fluentspeakers of at least one First Nations language,although the norm was multilingualism,before the residential school system along withsimultaneous oppressive policies to eradicate FirstNations languages and cultures were instated (duringthe 1880s, approximately 120+ years ago 10 ).Graph 1 illustrates that over the course of these 120years, the number of fluent speakers of First Nationslanguages in B.C. has declined from 100% to only5.1%. This is approximately a 95% decrease, whichmeans that the number of fluent speakers has declinedapproximately 0.8% per year when averagedover this time period.We continue to see a downward trend each year asremaining elderly speakers pass away and few tono children are raised as fluent speakers of theirFirst Nations language. Graph 2 (blue line) showsthat if the decline continues at this rate, and ifnothing more is done to save the languages, mostof the fluent speakers will be gone in approximatelyfive to six years (by about 2016).Graph 2 (gold line) shows our estimate that with adequateinvestment and action, the number of fluentspeakers will still continue to decline slightly, sincemany elders will pass away. However, the number offluent speakers would decline less drastically sinceexisting programming would be increased and improved,thus creating fluent speakers. Also, if morelanguage programming focusing on creating fluentspeakers is immediately put in place, then by about2014, these programs could begin to produce fluentspeakers. Since gaining fluency takes time, it isimperative that these programs be initiated immediatelyand receive sustained support. By increasingand improving existing programming as well ascreating new effective programming, the number offluent speakers will increase over time.*** This applies to the majority of B.C. First Nations Languages. There are, however, somelanguages such as Nisga’a, Tsilhqot’in and Secwepemctsin that have a number of youngfluent speakers, and will continue to have fluent speakers beyond 2016.10Assembly of First Nations, Residential Schools: A Chronology, http://www.afn.ca/article.asp?id=2586 (January 2010).* These percentages are based on the FPHLCC data set used in this report.First Peoples’ Heritage, Language and Culture Council 11

What does language status mean?Definition of TermsTerms are often used loosely when talking aboutendangered languages and language revitalization.In this report, we are using definitions that best fitB.C.’s unique situation of language diversity andthat best allow us to express our data effectively.In this section we have defined our terms for thisreport.Language and DialectThese terms are often used interchangeably andcan create some confusion. In B.C., most languagesare made up of two or more different dialects. Dialectsmay vary in many ways (pronunciation, words,grammar and sounds), but as long as speakers ofdifferent dialects can understand each other somewhat,these are considered to be dialects of thesame language. Languages in turn can be groupedtogether into larger groups, or language families.A language family includes languages known (orhypothesized) to have developed from a commonparent language. We respect that some communitiesrefer to their language by the dialect name, butfor simplicity, we group the statistics by language,rather than by dialect.Language EndangermentMany researchers have worked to come up with anadequate definition and scale to measure the endangermentof languages. Variables used to determinelanguage endangerment have included: intergenerationallanguage transmission, number of speakers,percentage of speakers within the total population,decrease in language use, amount of materials forlanguage education and literacy, governmental andinstitutional language attitudes and policies, andamount and quality of documentation. 11Given that B.C. is extremely diverse linguistically,with approximately 32 distinct languages, and thateach language has a unique history, geography,population, and economic and political situation,we have found that using only one of the variablesabove is insufficient for measuring and defininglanguage endangerment. We therefore take intoaccount the ages of speakers, number of speakersand percentage of population that speaks the language;the domains of language use and whetheror not those domains are decreasing in size andnumber; and finally, the level of documentation andnumber of available language resources.It is important to note that a language is neverstuck at a certain level of endangerment. Withwork a language can become less endangered. Forexample, it is possible to reconstruct a sleepinglanguage from remaining documentation and otherclosely related languages.Based on several of the previous definitions andscales for measuring language endangerment,First Peoples’ Council has created a general frameworkthat is adapted for B.C.’s unique diversity andincorporates three main variables: Speakers, Usage(situations where language is used and amount oflanguage usage), and Language Resources (Table 1).11Fishman. J. Reversing Language Shift (Clevedon, England: Multilingual Matters, 1991)Kinkade, D. Upper Chehalis Dictionary (University of Montana Occasional Papers in LinguisticsNo. 7 1991).Krauss, M. The World’s Languages in Crisis. (Language, 1992, 68(1). p 1 - 42)Krauss, M. Keynote-Mass Language Extinction and Documentation: The Race Against Time,In Miyaoka, Osahito; Sakiyama, Osamu; Krauss, Michael E., The Vanishing Languages ofthe Pacific Rim (illustrated ed.), (Oxford: Oxford University Press, 2007, p 3 – 24).Norris, M.J. Canada’s Aboriginal Languages Canadian Social Trends. (Statistics CanadaWinter 1998, Catalogue no. 11-008).UNESCO Ad Hoc Expert Group on Endangered Languages Document submitted to the InternationalExpert Meeting on UNESCO Programme Safeguarding of Endangered LanguagesParis, 10–12 March 2003.Harrison, B. Language Integration: Results of an Intergenerational Analysis. (StatisticalJournal of the United Nations ECE, 1997, 14: p 289-303).12Report on the Status of B.C. First Nations Languages

Table 1: First Peoples’ Council Framework for Defining and Measuring Language Endangerment *Level of Endangerment Speakers Usage Language ResourcesThrivingRobust• Many speakers of all ages• Children use the language in all situations• Number of speakers increases with increasedbirth rate and increased population• Language normally learned as mother tongue• Intergenerational language transmission• Language naturally used in a large number ofdomains i.e. home, work, school, community,government, social• Officially recognized as the language of use• Media (print, audio and visual), governmentdocuments, literature, formal and informalcommunication in the language• Materials and documents increasingly producedin the languageSafe• Many speakers of all ages• Number of speakers increases with increasedbirth rate and increased population.• Language learned at home by a steady numberof children• Intergenerational language transmission• Language naturally used in a number ofdomains i.e. home, work, school, community,government, social, but is not the dominantlanguage• Officially recognized as a language of use• Some of the following produced in thelanguage: media (print, audio and visual),government documents, literature, formal andinformal communication• Some materials and documents produced inthe languageDecliningUnstable• Spoken as mother tongue by a small anddecreasing number of children• Spoken by a fairly large number of adults andelders• Not spoken between generations as the norm• Used in some homes• Use in schools and community is a concertedeffort• May be officially recognized, i.e. by localgovernment• Documentation i.e. recordings and writtenrecords increasing somewhat• Possible creation of many learning materialsand resourcesEndangered• Spoken as a mother tongue only by a smallnumber of the parent-aged generation and up• Spoken somewhat by a small and decreasingnumber of adults and children• Used somewhat in homes• Use in schools and community is aconcerted effort• Limited language programming in schools• Used mostly during the learning process,not in natural communication• Some documentation i.e. recordingsand written records• Increasing documentation is possible• Efforts to create more learning materials andresourcesCriticallyEndangeredSeverelyEndangered• Very rarely/never learned as mother tongueby children• Spoken as mother tongue by grandparentgeneration and up• Not normally spoken by adults and childrenexcept for some who are learning• Only sometimes used between elderly speakers• Rarely/never used for natural dailycommunication• Some adults and children learning, but notfluent• Limited language learning programs• Limited documentation i.e. some recordingsand written records of variable quality• Some languages have extensive documentation,but few to no speakersNearlyExtinct• No longer being learned by adults or childrenas the norm• Only spoken by very few of the grandparent-agedgeneration• Finite number of elderly speakers• Rarely used by elders except for documentationpurposes• Some language programming may exist i.e.classes, immersion, documentation etc.• Some documentation (usually limited)• Challenging to check for accuracy or to increasedocumentationExtinct Sleeping • No living speakers • Not used• Some language programming may existi.e. reconstructing the language from olddocumentation• Some documentation (usually limited)• No way to check for accuracy or to increasedocumentation of mother-tongue speakers* A language can often fall into more than one level of endangerment.For one variable a language may seem to fall into a certain level of endangerment,but for another variable it may fall into a different level of endangerment.First Peoples’ Heritage, Language and Culture Council 13

What does language status mean?SpeakerThe term speaker is often used when describingthe status of a language; the number of speakersis used to measure the level of endangerment.Who qualifies as a speaker varies to a considerabledegree. For some, to be a speaker requires that thelanguage be one’s mother tongue (first languagespoken from birth); while for others a speaker issomeone who speaks the language at home tosome extent (anywhere from rarely to sometimesto always). Still, others define a speaker as someonewho has a certain degree of proficiency in thelanguage, while for others still, a speaker is someonewho is learning the language- no matter how farthey have progressed. 12 Based on self-assessmentby communities, we have differentiated three typesof speakers, fluent speakers, semi-speakers, andlearners and these terms are defined in this section.Fluent SpeakerA fluent speaker is someone who speaks andunderstands the language to a degree that theyself-identify or are identified by fellow communitymembers as having the ability to converse and understandthe language with no use of English. Usuallythis means that the language is their mothertongue. Of course this allows for great variation,but using a stricter definition- such as: ‘to speak orwrite the language with ease’ 13 or ‘able to expressoneself easily and accurately’ 14 would reduce thenumber of fluent speakers of B.C. First Nationslanguages to a number even smaller than the criticallysmall number that is reported. Therefore, weloosely use the term fluent speaker.12Adapted from Harrison, B. 1997.13Definition of “fluent,” http://dictionary.reference.com/browse/fluent+?o=100074 (January,2010).14Definition of “fluent,” http://www.merriam-webster.com/dictionary/fluent (January, 2010).Semi-SpeakerA semi-speaker is someone who can speak andunderstand the language to a degree that they selfidentifyor are identified by fellow community membersas a semi-speaker. This also allows for greatvariability and it is difficult to quantify (except thata semi-speaker has less language ability than afluent speaker). We consider it an important set ofdata however, since semi-speakers are often froma younger generation than fluent speakers (who areusually elders), and this is vital for the longevity of alanguage. Additionally, if the number of semi-speakersis large enough, then this demonstrates greaterhope for revitalization of the language. With furtherrevitalization efforts such as language training andpromotion, these semi-speakers can become morefluent and will be our most valuable resource afterall today’s fluent speakers are gone.Language LearnerA learner is anyone in the process of learning theirFirst Nations language by participating in any typeof language learning program. The number of learnersis important because it represents optimism forthe revitalization of the language. The number oflearners demonstrates the level of interest, desireto learn and presence of language in the community.In many cases the learners of a language arechildren, which is the most encouraging sign for languagerevitalization. However, it is important to notethat the data on learners must be considered withcautious optimism, since, most language learningprograms treat First Nations languages as “secondor foreign languages” to be learned similar to asubject in school. Unfortunately, language learningprograms are often inconsistent, inadequate, andnot focused on producing fluent speakers.14Report on the Status of B.C. First Nations Languages

They never taught it to my dadUsageThe primary purpose of language is to communicate.Therefore, as mentioned above, it is importantto consider how much a language is used whenmeasuring the endangerment of the language.Generally in B.C., First Nations languages are notused as the primary mode of communication orfor natural daily communication. Therefore, in thisreport usage refers mostly to language revitalizationefforts, specifically language learning programsin schools, since this is where the majority of thelanguage use takes place. Language revitalizationshould be focused on increasing the usage ofthe language by speakers of all ages in all areas ofcommunity.Language ResourcesLanguage Resources refer to any kind of documentation,recordings, curriculum materials, computerbasedresources, books, and archives etc. that areavailable in the language. “Language Resources” isa broad category, but this report focuses on recordings,curriculum materials, and computer-basedarchiving, 15 since these cover three important areasof resources in language revitalization.or my aunties. The kids usedto get whippings at school forspeaking their language. It’s goodwe’re bringing it back and lettingour kids know that it should becomfortable for them to hear andspeak their own language.Chad Marchand, Nsyilxcən speaker/learner15Some language groups may not choose to use computer-based archiving systems such asFirstVoices.com. In this report we have focused on computer-based archiving since it is acommon way of archiving and we have data reflecting its use.First Peoples’ Heritage, Language and Culture Council 15

What is the status of B.C. First Nations languages?First peoples’ council DataThe 2006 - 2010 data set used in this report isderived from our database of Language Needs Assessments(LNA) that are completed by communityorganizations when they apply for funding throughthe First Peoples’ Council Language Program. TheLNAs are filled out online and elicit informationregarding that status of the languages, such asthe number of speakers, semi-speakers, learners,population totals, community language resources,school programming, Head Start programs, as wellas language revitalization challenges and opportunitiesin the communities.LNAs are completed by grant applicants and arefilled out for each community, not each language,providing us with very detailed data. See AppendixC for a description and sample of the First Peoples’Council Language Needs Assessment.Since our data comes directly from communitymembers who are working closely with the language,rather than being collected by someonefrom outside the community, we consider it to be asaccurate as possible. It is important to note, however,that the data in this report comes only from FirstNations communities on reserves, and not fromurban First Nations communities. A future area ofresearch will address data collection from urbanFirst Nations members.Our data set is an accurate representation of thereality of the status of B.C. First Nations languages.We currently lack information from only 34 of the204 B.C. First Nations communities, and for twolanguages. 16 When possible, we have referred to17 18 19and compared our data with other sourcesto check reliability. When necessary, we contactedcommunity members, band offices and communityorganizations directly by telephone to fill in gaps inour data. Although we are working towards collectingadditional information, the data set we arepresenting in this report is the most complete anddetailed available, considering the diversity of languagesin B.C., 20 the number of communities, andthe magnitude of the task of data collection.To see our data, visit our website (www.maps.fphlcc.ca) where you can view a map of the languagesof B.C. as well as the data associated witheach language. See Appendix D for a print versionof this map.Snap Shot of B.C. First Nations Languages:What does it mean for the languages?There is no arguing that B.C. First Nationslanguages are in a state of emergency.Regardless of the scale used to measure theendangerment or the terminology used todescribe the level of endangerment, the onlyconclusion that can be drawn is that overall,B.C. First Nations languages are criticallyendangered. Each number in Table 2 helps topaint an urgent picture of the critical state ofB.C. First Nations languages.16We do not have data for these communities and languages because they have not completeda First Peoples’ Council Language Needs Assessment.17Poser, B. The Status of the Native Languages of British Columbia, 2007, http://www.ydli.org/B.C.other/B.C.lstat.htm (January 2010).18Statistics Canada, Aboriginal Peoples, Census 2006, www.statcan.gc.ca (January 2010).19B.C. Stats, Census of Canada custom tabulations, Statistics Canada, British Columbia StatisticalProfile of Aboriginal Peoples 2006 Aboriginal Peoples Compared to the non-AboriginalPopulation With Emphasis on Labour Market and Post Secondary Issues http://www.B.C.stats.gov.B.C.ca/data/cen01/abor/B.C._AboriginalProfiles_Abo_Non-Abo.pdf (January2010).20Note that several B.C. First Nations languages are spoken across borders i.e. both in B.C.and in the USA and neighboring provinces. First Peoples’ Council is a B.C. agency that fundsonly B.C. languages, and therefore we do not have data from communities outside of B.C.16Report on the Status of B.C. First Nations Languages

Table 2: Snapshot of the Status of B.C. First Nations LanguagesNumberDetailsFirst Nations communities 204 170 reportingTotal First Nations population in B.C. 1 129,240 109,588 reportingFirst Nations languages 2 ~32 There are six other sleeping languages.There are six other languages that may have somespeakers in B.C., but are not considered “original to B.C.”Language Speakers 3Fluent speakers of B.C. First Nations languages 5,609 5.1 % of the B.C. First Nations populationPeople who speak some of their First Nations language (Semi-Speakers) 4 8,948 8.2% of the B.C. First Nations populationPeople learning their B.C. First Nations language (Learners) 4 12,223 11.1% of the B.C. First Nations populationLanguage Education (Usage)First Nations-operated schools 5 132 75 reportingTotal number of hours per week spent on First Nations languages in FirstNations-operated schools 6 542 Although this number varies greatly between schools,the average is 5 hours per week, per programStudents attending a First Nations-operated school 4,214Head Start programs 58Total number of hours per week spent on First Nations languages in Head Startprograms290 Although this number varies greatly betweenprograms, the average is 5 hours per week, perprogramStudents attending a Head Start program 1,400Pre-school Language Nests 8 Funded by FPHLCCB.C. First Nations languages offered at the post-secondary level in B.C. 20 More are sometimes offeredFirst Nations Language Teacher Education (languages with teacher certification) 7Developmental Standard Term certificate programs 9 28% of B.C. First Nations languagesFirst Nations Standard certificate programs 7 22% of B.C. First Nations languagesLanguage Resources 8Communities with recordings of their language 53 31% of B.C. First Nations communities 3Communities with curriculum materials for their language 88 52% of B.C. First Nations communities 3Communities with access to FirstVoices archiving 66 39% of B.C. First Nations communities 31See footnotes 19 and 20.2There are often many dialects within a language. Some dialects are so distinct that the speakers consider them different language.3Note that this data is based on the 170 communities that reported to us. There are approximately 204 First Nations communities in B.C. and we have current data from 83% (170)of them.4Note that the categories semi-speakers and learners may overlap- learners may also be considered semi-speakers and vice versa. Therefore, these numbers should be consideredindependently and not combined.5Aboriginal Canada Portal, Government of Canada, Band Operated Schools in Canada. http://www.aboriginalcanada.gc.ca/acp/site.nsf/en/ao36545.html (January 2010).6Note that here we used data from the 75 schools that were reported to us. Therefore, the average number of hours per week (7.2) is for 75 schools.7Note that 4 languages have both of these teacher certification programs.8This data was reported to us and it is important to note that there may be some discrepancies. For example, there may be recordings of which not all community members areaware. Also, not all community members may be aware that they have access to FirstVoices.com in their language (everyone has access since it is a public site). Additionally, giventhe many dialect differences, some communities may feel that certain materials are not in their language since they are in a different dialect, and therefore may have not havereported those materials.First Peoples’ Heritage, Language and Culture Council 17

What is the status of B.C. First Nations languages?Language Speakers (Fluent Speakers,Semi-Speakers and Learners) 21The number of fluent speakers of First Nationslanguages sits at only 5.1 % (5,609 of the First Nationspopulation reported to us), which is far belowa sustainable population. Considering that thissmall number of fluent speakers is the total for approximately32 different living languages 22 and 204communities, the picture grows even bleaker.The number of semi-speakers is 8.2% (8,948 ofthe First Nations population reported to us). Thisnumber is also very low considering some of thesesemi-speakers are still far from fluent, and onlysome of them are at a proficiency level that is adequateto teach the language to others. In addition,as mentioned above, this small number is the totalfor about 32 languages and 204 communities.The number of semi-speakers combined with thenumber of fluent speakers total 13.3% (14,557) ofthe First Nations population reported to us). Simplyput, this is a small fraction of a healthy and viablespeaker population.21See “Definition of Terms” section for detailed description of speakers.22Depending on the differentiations between languages and dialects, this number rangesfrom 32 - 59. For the purpose of this report we are using the approximate number 32(excluding sleeping languages and languages that are not “B.C. languages”), based on ourresearch findings.The number of people learning a B.C. First Nationslanguage is 11.1% (12,223 of the First Nationspopulation reported to us). Language learning varieswidely from community to community. Somelearners attend classes at local colleges, some areyoung people learning in school, some are communitymembers who participate in communitylanguage programs, and some take only occasionalclasses. Although the number of learners seemsrelatively large, it is important to consider that thequality and amount of programming and resourcesare often insufficient, and language programming isoften inconsistent.For the most part, language learning usually takesplace in classes where the quality of resources andtime spent on language learning are inadequate forlearners to become fluent or to learn much morethan the bare basics of the language. Programssuch as community language classes often dwindledue to low numbers of fluent or semi-fluent speakingteachers, inadequate funding and low levels oflearner participation. Programming is not constantenough to create significant results.Table 3: Number of Speakers for all Languages by Age GroupFluent Speakers Semi-Speakers* Learners*65+ years old 1,230 (52.4%) 355 (9.7%) 97 (1.7%)45 - 64 years old 914 (39%) 1,082 (29.5%) 832 (14.7%)25 - 44 years old 166 (7.1%) 769 (21%) 690 (12.2%)0 - 24 years old 36 (1.5%) 1,457 (39.8%) 4,030 (71.3%)Total 2,346 3,663 5,649% of total population** 4.6% 7.2% 11%*Note that the categories semi-speakers and learners may overlap- learners may also be considered semi-speakers and vice versa.Therefore, these numbers should be considered independently and not combined.**Note that this % is of the total population of the 83 communities reported in Table 3 which is 51,018.18Report on the Status of B.C. First Nations Languages

Age of SpeakersOf the 170 communities that reported to us, 83communities (with a total population of 51,018)also provided the approximate ages of fluent speakers,semi-speakers and learners of their languages(Table 3). These communities represent 20 differentlanguages, and provide a good sample todemonstrate a general trend.Fluent SpeakersTable 3 clearly shows that the younger the agegroup the smaller the number of fluent speakersthere are. The most tell tale sign of an endangeredlanguage is when children and young people arenot among the fluent speakers- the more youngspeakers the better for a language. Table 3 showsthat of 2,346 fluent speakers from these communities,only 1.5% (36) are under 25 years old. This isa grave warning sign that B.C.’s languages are ina critical stage of emergency and action must betaken to create more young speakers. There arefew to no children who are being raised as fluentspeakers of a First Nations language. The majorityof fluent speakers (52% (1,230)) are over the ageof 65. This means that action is needed quickly.The second largest group of fluent speakers is inthe 45 - 64 year age group with 914 fluent speakers.While this is a somewhat healthier numberthan for the 25 and under age group, it is not ideal,as most of these speakers are not parents to youngchildren anymore, and many are also approachingelder-hood.Semi-SpeakersTable 3 shows that 3663 of the people from thecommunities reported here can speak their languagesomewhat (semi-speakers). The good newsis that about 40% (1,457) of them are under theage of 25; of the remainder, 769 are between 25- 44, and 1,082 are between 45 - 64 years. Thisshows that many people from younger generationsdo in fact speak some of their languages, and withincreased language programming they will be ableto increase their fluency and become B.C.’s mostvaluable language resources. Further, since thelargest number of learners is under 25 years, thehope is that when they become parents they will beginto speak to their children at home and in dailylife, and produce new fluent speakers.Language LearnersThe number of people learning a First Nationslanguage in Table 3 is 5,649, and of them 71%(4,030) are under the age of 25. This is a positivesign, demonstrating that communities are workingin the right direction. This is not to say that the 27%(1,522) of adult language learners are not important,however. Adult language learners are an excellentresource, as often the adults learning a FirstNations language are the ones who teach whatthey have learned and/or assist elder speakers inpassing on the language to children. Unfortunately,however, most programs do not emphasize thecreation of fluent speakers of the languages, andthe resources and time spent on language are inadequateto achieve healthy levels of fluency. 23 Thereare also concerns within communities that thereis an intergenerational gap between those learningthe language at school and the elders in thecommunity. Since a relatively low number (690) ofparent-aged (25 - 44 years) adults are learning thelanguage, children who are learning the language inschool often have no one to talk to at home. Languageprograms involving children along with theirparents are needed in order to bridge this gap.23See “Language Education (Usage)” section for a more detailed description of B.C. First Nationslanguage programming.First Peoples’ Heritage, Language and Culture Council 19

What is the status of B.C. First Nations languages?Language Education (Usage)Of the 132 First Nations-operated schools in B.C.,75 reported to us (See Table 2). The total numberof hours spent on language for these 75 schools(K - 12) is 542 per week. Although there is greatvariability between schools (some are immersionschools and some do not include language programmingat all), in general the number of hoursper week spent on language in school is only aboutone to four. The number of students attendingthese 75 First Nations operated schools is 4,214.Although there are a number of students learningFirst Nations languages in public schools, we havenot included the numbers, as this is not part of ourdata set.There were 58 First Nations Head Start programs 24on reserve reported to us, and a total of 290 hoursper week is spent on First Nations languages. Althoughthere is great variability between programs,this is an average of about five hours per week perprogram. The number of students attending these58 First Nations Head Start programs is 1,400.A total of 5,614 students are attending either aHead Start program or a First Nations-operatedschool. This accounts for and far exceeds the 3,691language learners aged 0 - 19 that were reported tous. This means that about 34% (1,923) of studentswho are attending a Head Start program or a FirstNations operated school are not reported as learningtheir First Nations language. In other words,there are some students at these schools who arenot participating in First Nations languages programsand there are some First Nations-operatedschools that are not offering First Nations languageprograms. 25 Also, often the language teachers in24Head Start programs are federally funded daycares designed to prepare pre-school agedFirst Nations children for their school years.25However, a small number of non- First Nations operated public schools do offer some FirstNations language programs.20Report on the Status of B.C. First Nations Languagesthese schools are not fluent and therefore the qualityof language programming suffers. It is crucial tofocus efforts to increase language programming inFirst Nations operated schools by providing goodquality resources, funding and training. For mostchildren, school is their only source of language.Children must also be strongly encouraged to takepart in language learning outside of the schools,as school-based language classes are simply notenough.Although there may be a handful more Pre-SchoolLanguage Nests than reported here, the FirstPeoples’ Council funds, supports and providesresources and capacity building to eight Pre-SchoolLanguage Nests in B.C. with a total of about 155students. Pre-School Language Nests provide animmersion environment for young children and theirparents to learn their language through daily culturaland home-like activities. There are far too fewPre-School Language Nests in B.C. To effectivelyuse Pre-School Language Nests as a language revitalizationstrategy for creating more fluent speakersfrom younger generations, at least one Pre-SchoolLanguage Nest is needed in each community.Several post-secondary institutions in B.C. offerFirst Nations language courses and have had successin developing literacy, though they rarely leadto a high level of fluency in the language. Courseofferings include the following:• College of New Caledonia: Dakelh (Carrier)• Simon Fraser University: Haida, Halq’eméylem,Heiltsuk, Nuxalk, Secwepemctsin,St̓át̓imcetsand Tsilhqot’in• University of British Columbia: Cree,Halq’eméylem• University of the Fraser Valley: Halq’eméylem• University of Northern British Columbia:Dakelh (Carrier), Gitsenimx̱, Haisla, Nisg̱a’a andSm̓algya̱x

• University of Victoria: SENĆOŦEN, and occasionallyother languages• Vancouver Island University: Hul’q’umi’num’En’owkin Centre: Nsyilxcən• Nicola Valley Institute of Technology:Nsyilxcən, St̓át̓imcets, Sḵwx̱wú7mesh sníchim,Halq’eméylem, Nłeʔkepmxcín, Hailhzaqvla.First Nations LanguageTeacher EducationUp until last year, 26 there have been two types ofcertification for First Nations language teachers.First, the Developmental Standard Term Certificate(DSTC) is a program for certification of languageteachers that was developed by the First NationsEducation Steering Committee (FNESC) and theB.C. College of Teachers (BCCT). First Nations communitiespartner with colleges and universities todevelop programs that are specific to their languages.Certification requirements include three yearsof post-secondary course work along with studiesin a language indigenous to B.C., First Nationsstudies or culture, and professional developmentin teaching. Languages for which this certificationis available include Dakelh (Carrier), Gitsenimx̱,Halq’eméylem, Hul’q’umi’num’, Kwak̓wala,Nisg̱a’a, Nsyilxcən (Okanagan), Sm̓algya̱x, andNłeʔkepmxcín.The second type of certification is a First NationsLanguage Certificate for those who speak a FirstNations language proficiently. This certificationis issued by the BCCT upon recommendationfrom a First Nations Language Authority. 27 Carrier(Dakelh), Gitsenimx̱, Halq’eméylem, Heiltsuk,Hul’q’umi’num’, Nuučaan̓uɫ and Ktunaxa areamong the languages with authorities that are currentlyrecognized for language certification.26A new government initiative, the Trade, Investment and Labour Mobility Agreement will likelyphase out most DSTC programs.27The First Peoples’ Council language program funds 8 other Language Authorities, which areseparate from those mentioned here.Language ResourcesTable 2 shows that 53 communities reportedhaving at least some recordings of their languageavailable as a community resource. This is only 31%of the 170 communities that reported to us. Giventhat the majority of remaining fluent speakers areover the age of 65, it is extremely important todocument fluent speakers of the languages whilethere is still time. Efforts must be focused on creatinggood quality recordings and thorough documentation.Table 2 also shows that 52% of communities (88of the 170 that reported to us) have at least somecurriculum materials for teaching their language. Ifonly about half of First Nations communities haveany curriculum, we cannot expect the languages tobe taught well (if at all) in the other 48% of the communities.Curriculum development that is specificto B.C.’s First Nations languages 28 is desperatelyneeded in all B.C. First Nations communities. If FirstNations languages are going to truly be learned,spoken and brought back to life, then beginner toadvanced curriculum that is at least as well-developedas that of any other language taught in school(i.e. French, Spanish) is urgently needed.Lastly, the data in Table 2 shows that 39% of communities(66 of the 170 communities that reportedto us) reported having access to FirstVoices.comarchives of their language. It is true that more fundingand capacity is needed to create these online archivesof First Nations languages. However, this lownumber may also be due in part to several factors:some communities may have chosen not to participatein the FirstVoices.com project, some communitiesmay be unaware that an archive exists fortheir language, and community members may lack28Many B.C. First Nations languages are verb-based, rather than noun-based which theprovincial curriculum is based on.First Peoples’ Heritage, Language and Culture Council 21

What is the status of B.C. First Nations languages?sufficient computer skills, internet access and/or accessto computers. In addition to the creating moreonline language archives and promoting awarenessof the value of electronic archiving, communitiesneed capacity building for using new technologies,as well as skills training and increased access tocomputers.Summary of the Status ofB.C. First Nations LanguagesSpeakers• Fluent speakers make up only 5.1% (5,609) ofthe total population* and the vast majority ofthem are elders.• Semi-speakers make up only 8.2% (8,948) ofthe population* and less than 40% of them areunder the age of 24.Usage• First Nations language learners make up only11.1% (12,223) of the total population.*• Although there is great variability betweenschools, an average of about seven hours perweek is spent on language in First Nations-operatedschools and only about five hours in HeadStart programs. However, excluding immersionprograms, in reality only about one to four hoursper week are spent on First Nations language inmost schools.• Not all students attending a First Nations-operatedschool or Head Start program are learninga First Nations language. About 34% (1,923) ofstudents who are attending a Head Start programor a First Nations-operated school are reportedas not learning their First Nations language.*The Total B.C. First Nations population used in this report is 109,588.• In the vast majority of communities, language israrely if ever used in the home, government, mediaor community, or for daily communication.• There is no secure standardized educationplan in B.C. to ensure the creation of fluentspeakers.Language Resources• Only about 31% (53) communities have recordingsof their language available as a communityresource. The quality of many of these recordingsis poor.• Only about 52% (88) communities have any sortof curriculum materials for teaching the languages.Of course the schools providing languageprogramming have curricula, and some communitiesmay have curricula but little to no opportunityto use it and/or further develop it. Manyof these curricula are very limited and have notbeen developed for many levels of languagelearners.• Only about 39% (66) communities reported tohave access to a FirstVoices.com archive of theirlanguage.Based on the First Peoples’ Council frameworkfor defining and measuring language endangermentand according to the three main variablesin the framework, Speakers, Usage and LanguageResources (see Table 1), all of B.C. First Nationslanguages are critically endangered, if not sleepingalready.All of B.C. First Nations languages are criticallyendangered, if not sleeping already.22Report on the Status of B.C. First Nations Languages

Table 4: Measures of EndangermentB.C. First Nations Language Measure of Endangerment 1 Number of Fluent Speakers 1Gitsenimx̱ Endangered/Severely Endangered 1,219Tsilhqot’in Severely Endangered 943Dakelh Severely Endangered 688Nisg̱a’a Severely Endangered 435Hul’q’umi’num’ / Halq’eméylem / hən̓q̓əmin̓əm Severely Endangered 278Nsyilxcən Severely Endangered 255Secwepemctsin Severely Endangered 249St̓át̓imcets Severely Endangered 173Nedut’en Nearly Extinct 161Dane-Zaa (ᑕᓀ ᖚ) Nearly Extinct 151Nłeʔkepmxcín Nearly Extinct 151Kwak̓wala Nearly Extinct 148Wetsuwet’en Nearly Extinct 131Nuučaan̓uɫ Nearly Extinct 115enaksialak̓ala / a’’islak̓ala Nearly Extinct 80SENĆOŦEN / Malchosen / Lekwungen /Nearly Extinct60Semiahmoo / T’Sou-ke* 3 dialects of this language groupare sleepingTāłtān Nearly Extinct 50Dene K’e Nearly Extinct 45Nuxalk Nearly Extinct 40X̱aad Kil / X̱aaydaa Kil (Haida) Nearly Extinct 39Sm̓algya̱x Nearly Extinct 38Hailhzaqvla Nearly Extinct 32Éy7á7juuthem Nearly Extinct 30Ktunaxa Nearly Extinct 26Tse’khene Nearly Extinct 25Danezāgé’ Nearly Extinct 20Diitiidʔaatx̣ Nearly Extinct 12Sḵwx̱wú7mesh sníchim (Squamish) Nearly Extinct 10She shashishalhem (Sechelt) Nearly Extinct 8Łingít Nearly Extinct 2Nicola* Sleeping 0Pəntl’áč* Sleeping 0Wetalh* Sleeping 0*These languages are sleeping languages.1It is important to note that although a language is labeled as severely endangered or nearly extinct, this does not mean that it is beyond hope. There are many languagerevitalization strategies that will help stop the decline of the language. A language that is severely endangered urgently needs revitalization efforts, and a language that is nearlyextinct needs those efforts even more urgently.2Note that the numbers of fluent speakers listed here were reported to us from the communities and are reported here only as a reference point. These measures of endangermentaccount for the three variables, Speakers, Usage, and Language Resources. For further explanation, see First Peoples’First Peoples’ Heritage, Language and Culture Council 23

What is being done to revitalize B.C. First Nations languages?In the CommunitiesAlthough the status of B.C. First Nations languagesas described above may seem bleak, it is importantto recognize the considerable work, perseveranceand excellence in language revitalization that hasbeen ongoing in B.C. for many years. There is anincreasing awareness among B.C. First Nationscommunities of the critical endangerment of theirlanguages and the urgency to act quickly in theirrevitalization efforts. B.C. First Nations communitiesare not sitting idle watching their languages slipaway. Many community members are mobilized andmotivated, and they are creating a ripple effect intheir communities by engaging families, friends andneighbors in their language revitalization efforts.Language champions, individuals, families, schoolsand organizations are working tirelessly in theirlanguage revitalization efforts. Some examples ofthese great efforts are as follows: 29Collaboration• Communities that share a language are developingLanguage Authorities to exchange ideas, collaborate,and share resources through conferencesand workshops.• Communities that do not share a language arenetworking, learning and helping one anotherovercome common challenges.Planning• Languages are developing short- and long-termrevitalization plans by assessing their languagesand setting goals and priorities.Individuals Using their Language• Fluent speakers, semi-speakers and learnersare speaking to one another as much as theycan in their language on a daily basis.29This is not a complete list. Many, but not all of these initiatives have been funded by FPHLCC.• Community leadership, staff and communitymembers are greeting each other and incorporatingtheir language into daily operations.Families Speaking the Language• Speakers are speaking to their children andgrandchildren in the language.• Some children are learning the language athome and in the community.Creating New Speakers• Communities are participating in First Peoples’Council immersion programming such as theMaster-Apprentice Program, Language andCulture Immersion Camps and Pre-SchoolLanguage Nests to create new speakers and toimprove the fluency of semi-speakers.Language Champions• Individuals are working to develop teaching resources,archives, documentation, and to teachthe language to others.• Community members are advocating for thefuture of their languages.Mobilization• Communities are eager and motivated to carryout language revitalization projects. They applyfor funding regularly and have clear prioritiesand plans for what they need.• Language revitalization conferences, workshopsand trainings are held regularly, and attendanceand interest is always overwhelmingly positive.Education and Teacher Training• Programs such as the Certificate in AboriginalLanguage Revitalization educate and traincommunity members in language revitalizationstrategies.24Report on the Status of B.C. First Nations Languages

• Many speakers and learners are working towardsreceiving their teachers’ certificationthrough language authorities or DSTC programs.• Several post-secondary institutions offer B.C.First Nations language courses.Archiving• Communities are working on recording, documentingand archiving their languages. Some(but not all) communities use FirstVoices.com asa tool.First Peoples’ Council ProgrammingIn addition to providing ongoing support and resourcesto all B.C. First Nations communities, 30 theFirst Peoples’ Council Language Program distributesgrants to nearly 100 B.C. First Nations organizationseach year. These grants allow communitiesto carry out the necessary strategies for successfullanguage revitalization.First Peoples’ Council piloted four programs between2007 and 2010: the Pre-School LanguageNest, Language and Culture Immersion Camp,Master-Apprentice and Language Authority andLanguage Plan Development programs. Theseexceptionally successful programs are based on therequirements for successful language revitalization,and speak to the needs of BC First Nations communities.They are focused on creating new speakersthough language immersion and collaborationthrough language planning. The Language andCulture Immersion Camp program funded differentcommunities annually, but the Pre-School LanguageNests, Master-Apprentice Program teams and theLanguage Authorities were funded for the full threeyears. This multi-year funding allowed communitiesto develop strong and successful programming andtheir eagerness to continue past this three-yearperiod demonstrates their commitment and responsibilityto revitalizing their languages.Pre-school Language NestsIn Pre-school Language Nests children underfive years old and their parents are immersed intheir language, culture and an environment thatencourages healthy families and building strongintergenerational ties. Community resource peopleparticipate as language and culture experts, andPre-school Language Nest teachers are eitherfluent speakers or are in the process of becomingfluent speakers in their languages. Pre-schoolLanguage Nests address the need to create morespeakers from younger generations. In addition,Pre-school Language Nests create opportunitiesfor young parents to learn the language and bringit back into their homes and daily lives, which isnecessary for revitalizing a language.The First Peoples’ Council has funded and providedsupport, resources and training to eight B.C. PreschoolLanguage Nests in different communities.Language and Culture Immersion CampsLanguage and Culture Immersion Camps provideopportunities for fluent speakers of First Nationslanguages to pass on their language and culture toyounger generations. Communities carry out thesecamps using traditional cultural activities includingmulti-generational gatherings and language immersion.Language and Culture Immersion Camps notonly provide opportunities for community members(especially youth) to learn the language throughlanguage immersion, but also promote pride andmotivation to learn the language and culture.30See Appendix B for a detailed description of First Peoples’ Council resources developmentand capacity-building.First Peoples’ Heritage, Language and Culture Council 25

What is being done to revitalize B.C. First Nations languages?The First Peoples’ Council has funded and providedsupport and resources to 34 camps from differentlanguage families, which have benefitted over 75communities.Master-Apprentice ProgramThe Master-Apprentice Program (MAP) is a oneon-onelanguage immersion program. A “master”(a fluent speaker of a language) is paired with an“apprentice” (learner). The master and apprenticespend 300 hours per year together doing everydayactivities using the language at all times. In thisprogram, learners become more fluent which isespecially valuable for languages where very fewfluent speakers are left.The First Peoples’ Council has funded and providedsupport, resources and training to 11 different languageteams, and 18 apprentices have all becomemore fluent.Language Authority and Language PlanDevelopment Program (LAP)In the LAP, all communities with the same languageare asked to come together to collaborate in spiteof geographical challenges, dialect, political andcommunity differences. Communities are askedto work as a team to share resources, knowledge,funding, resource people, infrastructure, andexpertise to develop a Language Authority and Planfor language revitalization.The purpose of Language Authority and LanguagePlan Development is to:• Govern language related initiatives• Approve work done on the language• Develop language-based policies• Take responsibility for the revitalization andfuture of the language• Develop a viable and sustainable plan for communitylanguage revitalization• Plan and implement language revitalizationprojects• Certify language teachersThe First Peoples’ Council has funded and providedsupport, resources and training to eight LanguageAuthority and Planning projects from differentlanguages (including all dialects of each language),which have benefitted 114 communities.Other First Peoples’ Council ProgramsIn addition to these four new programs, the FirstPeoples’ Council offers funding to communities formany different language revitalization strategies.Communities choose the strategy that best fits theneeds of their language and community members.The First Peoples’ Council-funded strategies are asfollows: 31• FirstVoices: Language recording, documentationand archiving using FirstVoices.com technology• Documentation of language• Researching and providing statistical data• Development of resource materials• Language revitalization and planning strategies• Training and certification• Communication systems development• Promotion of traditional approaches to learningand improving community and public understandingand appreciation of First Nationslanguages.• Information Sharing: Organizing gatherings oflanguage families to share ideas and developstrategies for language revitalization and developingmechanisms for sharing information, materialsand other resources among First Nationslanguage groups.31For a more detailed description of language revitalization strategies see the section “Howcan we revitalize B.C. First Nations languages?”26Report on the Status of B.C. First Nations Languages

What are some communities doing to revitalize their languages?We have included three case studies to illustrate in more detail some of the work being done on languagerevitalization in B.C. These case studies give a face to the statistics and information in this report, and theydemonstrate the deep commitment and motivation of B.C. First Nations communities to revitalize theirlanguages. They are by no means the only communities in B.C. doing incredible language revitalization work.We have chosen these case studies because they represent distinct language situations and the diverselanguage needs in B.C.Case Study 1: Nuučaan̓uɫ (Barclay Dialect) 1The Hupač̓asatḥ people are comprised ofthree tribes, the Muh-uulth-aht, Kleh-kootahtand Cuu-ma-as-aht (Ahahswinis)and occupy their traditional territory on centralVancouver Island. 2 Their population is about 300.The Barclay dialect of the Nuučaan̓uɫ language,which belongs to the Wakashan family, is theHupač̓asatḥ traditional First Nations language.Presently there are only about two to three fluentspeakers and about 25 Hupač̓asatḥ members whohave been learning and know some of the language.Fortunately, over the years the Hupač̓asatḥ FirstNation has had an active Language Institute whichworked with the few remaining fluent speakers tocome together to record, document, and talk intheir language. The Hupač̓asatḥ community alsocarried out yearly immersion programs such asboat trips for the whole community through theirtraditional territory, where elders would talk, tellstories, and name and point out the significance ofeach point, cove, peak and beach in the language.In addition, with funding from First Peoples’Council, the fluent speakers have produced ninebooks, a calendar and a DVD with six stories intheir dialect of Nuučaan̓uɫ.Tragically, three of the last few members of theHupač̓asatḥ First Nation able to speak the languagefluently passed away in 2009. Since thesedeaths, and due to tight financial times, theHupač̓asatḥ Language Institute has been at astandstill. There are still a few elderly speakers ofthe language in the Hupač̓asatḥ community, butthere is no money to start up the fluent speakersmeetings that happened once or twice weekly, orto organize immersion boat trips, or create morelanguage materials.The language has gone from severely endangeredto nearly extinct. Many Hupač̓asatḥ communitymembers, including Chief Shaunee Casavant arein a panic to produce more speakers.Although some Hupač̓asatḥ members have beenlearning the language, no one has the skills of thefluent speakers. There is so much cultural knowledgethat is tied up in a language. It took a lifetimefor these elder speakers to learn and accumulateall that they knew. The language is not only theidentity of the people, but also carries thousandsof years worth of stories, protocols and teachings.1We have verified and been granted permission to use this information byHupač̓asatḥ Chief Shaunee Casavant. (January 2010).2Hupač̓asatḥ First Nation, Our History. http://www.hupacasath.ca/our-history.First Peoples’ Heritage, Language and Culture Council 27

What are some communities doing to revitalize their languages?“Really we are an amazing people… We have to stop talking aboutit and just do it. If we want our kids to do it [speak the language],we also have to do it.”Hupač̓asatḥ Chief Shaunee Casavant on creating more fluent speakersCase Study 1: Nuučaan̓uɫ (Barclay Dialect) continuedDespite severe funding shortages and the terribleloss the Hupač̓asatḥ community experiencedwith the deaths of three of their last fluent speakersin 2009, positive attitudes and work towardslanguage revitalization continue.• Some Hupač̓asatḥ community members,including Chief Shaunee Casavant, visit theneighboring Huu-ay-aht community to takepart in their language classes.• In the fall of 2009 a Nuučaan̓uɫ languagesymposium was held where all Nuučaan̓uɫtribes gathered to discuss the revitalization oftheir language.• All the Nuučaan̓uɫ tribes recognize theneed to act quickly for language revitalization.Although there are many dialects of theNuučaan̓uɫ language, there is a strong senseof encouragement and collaboration betweenthe dialects and tribes.• Cliff Atleo, president of the Nuučaan̓uɫ TribalCouncil (NTC) has made a point of addressingall the chiefs by the First Nations name,and speaking his dialect as much as possible.• About half of all the NTC chiefs are fluent,others are learning.Like all Nuučaan̓uɫ tribes, the goal ofHupač̓asatḥ is to be 100% fluent within theirterritory. This is an ambitious goal, but theHupač̓asatḥ Chief, community members andLanguage Institute staff have a strong desireand motivation to keep their language alive.They know that they need to make the languageavailable and accessible to communitymembers, increase language programming inschools and at home, and promote the languagewithin the community.To continue working towards their goal, likeall other endangered languages in B.C., theyneed funding, capacity building, resources, andparticipation from their greatest resources- thefew remaining fluent speakers. This must happenquickly, before the very last few fluent elderspeakers are gone. Once these elder speakershave passed, it will be too late, there will be noway to go back and learn the language with itsgreat wealth of knowledge.28Report on the Status of B.C. First Nations Languages

Case Study 2: Sto:lo Halq’emeylem (Upriver Halkomelem) 1The Sto:lo Nation spans the Fraser Valley andis comprised of 11 member First Nations:Aitchelitz, Le’qamel, Matsqui, Popkum,Skawahlook, Skowkale, Shxwha:y, Squiala, Sumas,Tzeachten, Yakweakwioose. The total population ofthese First Nations is about 2,094. 2Halq’eméylem is the traditional language ofthe territory. It is a member of the Coast Salishlanguage family and it is very close to extinction.There are approximately fewer than five fluentspeakers of the language left, all of them elders(in their seventies to nineties), and more speakersare lost each year. 3 Many Sto:lo communitiesand Sto:lo Nation members are racing against timeand working hard to preserve and revitalize theirlanguage. Sto:lo Nation members have shown greatdesire and motivation, but language materials andclasses are not able to meet the popular demand.Within the Sto:lo Nation there are many ongoinglanguage revitalization initiatives.1We have verified and been granted permission to use this information by Sto:loNation community members and by the Sto:lo Shxweli staff and administration(January, 2010).2Sto:lo Nation, Sto:lo Nation Bands. http://www.stolonation.B.C.ca/about-us/stolonation-bands.htm#Skawahlook(January, 2010).3Sto:lo Nationi, Shxweli Language Program. http://www.stolonation.B.C.ca/servicesand-programs/shxweli-language-program/shxweli-background.htm(January, 2010).Language Authority and Language PlanDevelopmentThe Coqualeetza Cultural Education Society(guided by Sto:lo elders and for the benefit of theSto:lo Nation) is part of the First Peoples’ Councilthree year Language Authority and Language PlanDevelopment and Planning program. This projecthas carried out community language needs assessments,standardized language learning evaluations,worked towards certifying Halq’eméylemlanguage teachers, and developed short- andlong-term language revitalization plans.Pre-School Language NestAlthough Seabird Island is an independentband, they run not only an independent schoolwhere the Halq’emeylem language and cultureare emphasized, but also a Halq’emeylemPre-School Language Nest funded throughFirst Peoples’ Council. This Pre-School LanguageNest (like all other First Peoples’ Councilfunded Pre-School Language Nests) is a preschoolmodeled after a family home whereyoung children are immersed in their languageand culture. Parents are encouraged to participateand volunteers, fluent speakers and eldersspend time doing daily activities in the languagewith the children.Master-Apprentice ProgramThe Master-Apprentice Program (MAP) is aone-on-one language immersion program.A “master” (a fluent speaker of a language) ispaired with an “apprentice” or learner. The masterand apprentice carry out everyday activitiesusing the language at all times. There are twoFirst Peoples’ Council-funded MAP teams forthe Halq’emeylem language. One team in particularis working hard under much pressure, sincethe mother, Siyamiyateliyot (Elizabeth Phillips),of this mother-daughter team is the last remainingspeaker in the area. Unfortunately, they donot live close to one another, which is an addedchallenge. The apprentice daughter, Syisetlha(Vivian Williams), is deeply committed andFirst Peoples’ Heritage, Language and Culture Council 29

What are some communities doing to revitalize their languages?The Halq’eméylem language represents an excellent example of peopledoing everything they can to not let their language disappear.Case Study 2: Sto:lo Halq’emeylem (Upriver Halkomelem)recognizes the importance of what she is doing,but struggles to make time, travel to seeher mother, and take time away from her ownchildren and personal life to learn the languagebit by bit before it is too late. Sometimes Siyamiyateliyotand Syisetlha aren’t able to see eachother in person and have to chat over the internet.Fortunately, the MAP has proven to be asuccessful program for increasing the fluency oflearners and all the First Peoples’ Council-fundedteams in B.C. continue to work hard in theirrace against time.Immersion ClassesThe Sto:lo Nation Language Program (Sto:lo Shxweli)is offering an intensive Halq’eméylem immersionprogram. This is a 50-week, 7-hour/dayprogram. The intensive program is designed todevelop highly fluent speakers of Halq’eméylem.FirstVoicesSto:lo Shxweli language staff have worked extensivelyto create a prolific language archive usingthe FirstVoices.com website. They have also createdlanguage teaching curricula using the newFirstVoices.com language tutor program.Developmental Standard Term CertificateSto:lo Shxweli offers one of the first DSTCprograms in B.C. This program allows First Nationslanguage learners and speakers to receivetraining and certification under the Ministry ofEducation, and the opportunity to teach FirstNations languages in schools and communitiesin B.C. There have been eight graduatesof the program and though there are no newfluent speakers yet, the instructors who havecompleted their studies know enough of thelanguage that they can instruct classes and holdconversations with fluent speakers.The Halq’eméylem language represents anexcellent example of people doing everythingthey can to not let their language disappear.The communities of the Halq’eméylem languagehave demonstrated great perseveranceand collaboration. By working together, sharingresources and planning between communities,they have begun to carry out many languagerevitalization initiatives. The work is far fromfinished though. They continue to need funding,time, capacity building and resources.Language Materials and ResourcesWith funding in part from First Peoples’ Council,the Sto:lo Shxweli has begun developingtextbooks and learning materials.30Report on the Status of B.C. First Nations Languages

The Chief Atahm School is a model of excellencein immersion programming and language revitalization.Case Study 3: Secwepemctsin (Eastern Dialect) 1Adams Lake Indian Band is one of themember bands of the Shuswap NationTribal Council and is one of the seventeenbands within the Secwepemc Nation in the interiorof B.C. The people are referred to as Cstelnec peopleof the Adams Lake area. Their traditional territorystretches from the town of Chase to the snow peaksabove Tum Tum Lake. Adams Lake Indian Bandis sectioned into seven areas, and has over 700members. 2Secwepemctsin is part of the Interior Salish languagefamily and only a small number of speakerswhose first language is Secwepemctsin remain.The eastern dialect of Secwepemctsin (languageof the Secwepemc) is the traditional language ofAdams Lake territory. There are only approximately22 fluent speakers of the eastern dialect ofSecwepemctsin in Adams Lake. 3There are, however, many learners of the easterndialect of Secwepemctsin in Adams Lake sinceAdams Lake is home to the Chief Atahm School, aSecwepemctsin immersion school. The school hasbeen in existence since 1991 and is one of the fewFirst Nations language immersion schools in B.C.The program was initiated by a group of parentswho were concerned about the rapid decline ofSecwepemctsin. Chief Atahm School’s overallgoal is to increase the number of fluent speakerswithin the community. 4 According to the school’svision, all students are taught about balance in thenatural world as they practice the principles ofsustainability.Chief Atahm School continues to be a parent-operatedschool where staff, parents andelders work together to offer the best programpossible that adheres to the school’s vision andphilosophy. Currently Chief Atahm School offersSecwepemctsin immersion programmingfor learners across generations, from infants toadults. 5Pre-School Language NestThe first Chief Atahm immersion program beganin 1987 with a Pre-School Language Nest,modeled after the successful Maori initiative,“Te Kohanga Reo” and the Hawaiian “AhaPunana Leo”. The Chief Atahm Pre-SchoolLanguage Nest is now funded in part by FirstPeoples’ Council and provides a three-day-aweeklanguage immersion environment forvery young children (infant to toddler) tolearn the language, which addresses the needto create more speakers from younger generations.In addition, the Pre-School LanguageNest creates opportunities for young parents tolearn the language and bring it back into theirhomes and daily lives.1We have verfied and been granted permission to use this information by ChiefAtahm School (January, 2010).2Shuswap Nation Tribal Council, Adams Lake Indian Band (Sexqeltqin). http://www.shuswapnation.org/bands/member-bands/adamslake.html (January, 2010).3FirstVoices, About the Cstelnec People. http://www.FirstVoices.com.com/en/Secwepemctsin(January, 2010).4Adams Lake Indian Band, Education. http://www.adamslakeband.org/index.php?topic=education (January, 2010).5Chief Atahm School, http://www.chiefatahm.com/Home.html (January, 2010).First Peoples’ Heritage, Language and Culture Council 31

Case Study 3: Secwepemctsin (Eastern Dialect) continuedNursery/Primary ProgramParents and organizers feared that once theirchildren left the Pre-School Language Nest, theirlanguage learning would end. So, once the first Pre-School Language Nest children reached school age,an immersion nursery-to-grade-three program wasimplemented. The nursery-to-grade-three programoffers the full range of core content courses such asmath, language arts, science, and social studies alltaught in Secwepemctsin. These are complementedby additional language and cultural experiences.Semi-immersion Grades Four to NineGrades four to nine are conducted with partialprogramming in the Secwepemc language with theremaining time in English. Today, around 100 childrenhave benefited from being immersed in theirancestral language surrounded by a nurturing circleof elders and teachers.AdultsUntil recently, Chief Atahm School also offeredjunior high levels, and continues to offer adult eveningand weekend classes.Curriculum Resource DepartmentChief Atahm School also has a Curriculum ResourceDepartment which has created a number ofprimary and intermediate level teaching resourcessuch as games cards, flash cards, BINGO sets andDVDs that can be adapted and used to supplementany language program. Chief Atahm School alsooffers a variety of Secwepemc stories and materialsin the Eastern and Western dialect. Chief AtahmSchool receives many orders from other bands,organizations and language instructors who havefew other resource materials.Summer InstitutesThe annual Chief Atahm School Summer Instituteis designed to bring together new and experiencedFirst Nations language teachers. These summercourses provide an opportunity to share collectivedreams of language revitalization by exploringtheory and practice. The 2010 sessions will featurea 10-day Total Physical Response (TPR) Course anda seven-day TPR Storytelling Course. Both of thesecourses are accredited through Thompson RiversUniversity.Annual ConferencesChief Atahm hosts annual conferences that showcasetheir innovative methods of teaching language withina cultural context. In May of 2010 they will holdthe 10th annual immersion language conference.This year in addition to action-packed workshops onteaching through action, they will offer workshopsspecific to assessment and program evaluation.The Chief Atahm School is grounded in the beliefthat knowledge of the language, traditional practicesand beliefs of the Secwepemc will help develop astrong and healthy community. Students will be preparedfor today’s world and will help to protect theearth for future generations.The Chief Atahm School is a model of excellencein immersion programming and languagerevitalization. The founding parents, staff,teachers, and elders worked from the ground upto develop extensive immersion programming.They started with few to no resources and havefaced many challenges such as lack of funding, lackof participation and motivation, objection fromother community members, and few remainingfluent speakers. They have demonstrated greatperseverance in the face of adversity to becomean ideal for a great number of First Nationscommunities in B.C.32Report on the Status of B.C. First Nations Languages

How can we revitalize B.C. First Nations languages?Language Revitalization StrategiesA living language is one that is thriving, healthy andhas many speakers, especially young ones; it is spokenwidely by families and communities in government,social and spiritual situations; it is used forreal daily communication; and it is used in media,literature and all types of communication. Revitalizinga language means preventing it from being lost,bringing it back to life, and eventually ensuring thatit is thriving,healthy and valued.Based on the work of language revitalization experts32 as well as successful projects and initiativesin B.C. 33 and around the world, 34 First Peoples’Council has developed an eight-step cycle for B.C.community language revitalization. There are differentlanguage revitalization strategies for each ofthe eight steps, and the strategies that a communityuses depend on the status of their language as wellas their needs. This is a cycle, so it is important toreturn to the beginning step to re-assess the statusof your language, gather increased community supportand mobilization, review programs, revise plans,and carry out research and language projects.Figure 1: The First People’s Council 8 Steps to Language Revitalization1 2 3Assess the statusof the languageCommunitymobilization and supportResearch8 First Nations4Self-sustaininglanguage useConsultPlan Consult Plan ConsultlanguagespeakersPlanGoal SettingPlan Consult Plan Consult7 6 5Create more opportunitiesfor language useLanguage revitalizationprojectsPlanning andresearch32Hinton, L. & Hale, K. (Eds.),The Green Book of Language Revitalization in Practice (San Diego: Academic Press, 2001).Hinton, L. Flutes of Fire. (Berkeley CA: Heyday Books, 1994, p 243-244).Fishman, J. Reversing Language Shift. (Clevedon, England: Multilingual Matters, 1991)Reyhner, J., Gina Cantoni, Robert N. St. Clair, and Evangeline Parsons Yazzie (Eds.), Introduction to Revitalizing Indigenous Languages. (Flagstaff, AZ: Northern Arizona ,1999p v-xx).33Community language revitalization projects carried out by B.C. First Nations communities, many of them funded by the First Peoples’ Council.34Maori, Hawaiian, Catalan, Gaelic, and Hebrew initiatives.First Peoples’ Heritage, Language and Culture Council 33

How can we revitalize B.C. First Nations languages?As noted in the centre of Figure 1, the First Nationslanguage and its speakers must be central to therevitalization process. Also, planning and consultingshould be continuously carried out throughout theentire process. The language revitalization processwill only be successful if it is planned in consultationwith remaining fluent speakers, communitymembers, stakeholders, and local government.These groups are the flesh and bone of the revitalizationprocess. Without their support and participation,revitalization will not happen since revitalizationof the language depends on their using andembracing the language in all aspects of their lives.First Peoples’ Council StrategiesThe First Peoples’ Council Language Program providessupport and funds strategies that correspondto each of the eight steps required for successfullanguage revitalization, and speak to the needs ofB.C. First Nations communities.Assess the Status of Your LanguageBefore beginning the planning and implementationsteps, it is important for communities to be ableknow how many people speak the language, howoften and what resources and level of motivationthere is in the community.Community Mobilization and SupportIt is imperative that language revitalization effortsinclude all levels of community and leadership support.By educating the community, and promotingand celebrating the language, support, participationand encouragement will be gained.First Peoples’ Council Strategies:Promotion. Improving community and public understanding andappreciation of First Nations languages.Language Authority and Language Plan Development.Communities with the same language are asked to cometogether to collaborate in spite of geographical challenges,dialect, political and community differences. Communitymembers work as a team to share resources, knowledge,funding, resource people, infrastructure, and expertiseto develop a Language Authority and Language PlanDevelopment.Language Revitalization ResearchIt is important for communities to be aware of previouswork that has been done on language revitalizationin B.C. and around the world, as well as intheir own language.First Peoples’ Council Strategies:Information Sharing. Developing mechanisms for sharinginformation, materials and other resources among FirstNations language groups.First Peoples’ Council Strategies: 35Researching and providing statistical data. Conductingassessments on the status of First Nations languages use atthe community level.35The First Peoples’ Council language needs assessment is a good example.34Report on the Status of B.C. First Nations Languages

Goal SettingBased on their needs and priorities (Step 1 and 2),communities must set realistic and reachable longandshort-term goals for the revitalization of theirlanguage, and then decide on projects that will helpto achieve those goals.First Peoples’ Council Strategy:Language Strategies. Developing short- and long-term strategiesand plans for revitalizing and maintaining First NationsLanguages.Planning and ResearchOnce communities have set their goals and decidedon projects, they should look to other successfulmodels to plan their own language revitalizationproject.First Peoples’ Council Strategy:Information Sharing. Organizing gatherings of language familiesto share ideas and develop strategies for language revitalization,retention and maintenance; and/or developing mechanismsfor sharing information, materials and other resourcesamong First Nations language groups. 3636There are some languages that are spoken across borders i.e. Łingít in B.C. and Alaska, solanguage sources, including fluent speakers must also be shared across borders.Language Revitalization ProjectsCarry out the well planned projects to meetlanguage goals.First Peoples’ Council Strategies:Immersion Programming. This is the most successful method ofcreating more speakers and increasing the fluency of semispeakersof First Nations languages by providing them withopportunities to be immersed in the language through dailyand traditional cultural activities.Pre-School Language Nest (immersion pre-school for veryyoung children and parents)Master-Apprentice Program (one-on-one immersionprogram for learners committed to becoming fluent byintensively working with a fluent speaker)Language and Culture Immersion Camps (Opportunitiesfor fluent speakers of First Nations languages to pass ontheir language and culture to younger generations throughtraditional cultural activities)Training and Certification. Developing programs for training andcertifying First Nations language teachers and resource peoplein the community.Documentation of Language. Recording, documenting andpreserving First Nation languages.Development of Resource Materials. Developing materials toincrease languages use and proficiency.FirstVoices Development. Language archiving using FirstVoices.com technology.Our languages are the cornerstone of who we are as people. Without our languages,our culture cannot survive.Assembly of First Nations, Education Secretariat; http://www.afn.ca/article.asp?i=122First Peoples’ Heritage, Language and Culture Council 35

How can we revitalize B.C. First Nations languages?Create More Opportunities for Language UseBroaden the domains of language use by transformingit from a language that is only used in thelanguage learning environment to a language thatis used in all aspects of daily life. This will make thelanguage more useful, meaningful and functional tocommunity members and increase its relevance tothem.Self-Sustaining Language UseAim to revitalize the language to a point wherelanguage revitalization initiatives are only a smallportion of the language use and most of the languageuse naturally occurs in daily life and is easyfor community members. Revitalize the language toa point where it is functional and is used in everdayoccurrences.First Peoples’ Council Strategy:Promotion. Promoting traditional approaches to learning in nonclassroomsettings; and/or improving community and publicunderstanding and appreciation of First Nations languages.First Peoples’ Council Strategies:Language Authority and Language Plan DevelopmentCommunities with the same language are asked to cometogether to collaborate in spite of geographical challenges,dialect, political and community differences. Communities workas a team to share resources, knowledge, funding, resourcepeople, infrastructure, and expertise for Language Authorityand Language Plan Development.Language Strategies. Developing short- and long-term strategiesand plans for revitalizing and maintaining First Nationslanguages.Communication. Developing systems for facilitatingcommunications in First Nations languages.Resource Development. Creating resources such as books,media and communication tools for community members touse the language daily.Promotion. Encouraging and supporting First Nations languageuse in all areas of the community including sports event,ceremonies, government meetings, community celebrations,as well as around the community in homes, schools, stores andoffices.To reverse the imminent extinction of B.C.’s First Nations languages, action must happen quickly.36Report on the Status of B.C. First Nations Languages

What’s next for B.C. First Nations languages?Although the status of B.C. First Nationslanguages is critical, it is not too late.Through collaboration, common goals,and immediate action, revitalization of B.C. FirstNations languages is possible. It is possible forB.C.’s First Nations languages to once againthrive as functional languages of real communicationin communities, at schools, in localgovernments and in homes. It is also possible tothoroughly document and archive these languagesthat are in danger of being lost, so that thisinformation can be used by younger generationsto rebuild their ancestral languages. Investmentand commitment is urgently needed to ensurethat B.C. First Nations languages and the knowledgethey hold are recognized and not lost. FirstNations people need to be empowered to takecharge of this important work.Future Directions for B.C.Based on the current state of B.C. First Nationslanguages, the First Peoples’ Council makes thefollowing recommendations for B.C.: 38Address Short-Term Emergency GoalsAs B.C. First Nations languages rapidly decline,there is an urgent need to act quickly to recordand document languages before it is too late.Also, where very few speakers remain, it is crucialto create new speakers by pairing them withthe fluent speakers through immersion programssuch as the Master-Apprentice Program.Promote and ImplementImmersion ProgrammingThe most important strategy in language revitalizationis creating new speakers. The most successfulway to create speakers and to increase38These recommendations are also in line with recommendations from the Ministry of AboriginalRelations and Reconciliation, First Citizen’s Forum: Aboriginal Education: SpeakingOur Languages (Wosk Centre for Dialogue, 2006).the fluency of semi-speakers is to provide themwith opportunities to be immersed in the languagethrough daily and traditional cultural activities. SuccessfulFirst Peoples’ Council immersion programsinclude Pre-School Language Nest, Master-ApprenticeProgram, and Language and Culture ImmersionCamps. It is also important to promote thedevelopment of First Nations immersion languageprograms in all schools and pre-schools.Document and Archiveall B.C. First Nations LanguagesIt is vital that good quality, recordings, documentationand complete archives are created of alllanguages. Recordings and documentation serveas invaluable resources for language teaching andlearning. In many cases, documentation will be theonly enduring language resource as the remainingElder speakers pass away. FirstVoices.com andthe FirstVoices Language Tutor are successful FirstPeoples’ Council programs that allow communitiesto create recordings, documentation and archivesthat are used for language teaching and learning.An iPod application that will translate First Nationslanguages will soon be available.Include Off-Reserve First NationsWork to include off-reserve First Nations communitiesin language and culture revitalization projects.A large percentage of B.C.’s First Nations populationlive off-reserve and often miss out on opportunities,funding and initiatives for learning andrevitalizing their cultures and languages. The involvementof off-reserve First Nations communitiesin language and culture revitalization programmingmust be increased. Programs such as FirstVoices.com and the FirstVoices Language Tutor serve asconnectors to reach the off-reserve First Nationsmembers, but are not a replacement for in-personparticipation.First Peoples’ Heritage, Language and Culture Council 37

What’s next for B.C. First Nations languages?Secure InvestmentLeadership, the First Peoples’ Council and Governmentmust work together to seek investment andcommitment in First Nations language programmingfrom bodies such as school districts.Focus on Children and YouthIt is important to focus on young children by buildingstrong foundations in their languages andcultures. It is also important to make language revitalizationefforts relevant and interesting for youth,since the future of a language rests with its youngspeakers. Creating a generation of young speakerswill begin the cycle towards creating a thrivinglanguage, since young people will in turn speak thelanguage to the following generations.Increase Promotion, Motivation and AccessibilityThe value of language needs to be promoted toencourage participation and to instill cultural andlinguistic pride. Language programming, resources,and funding need to be made more accessible toall First Nations communities and community members.Language must become a part of daily life forall B.C. First Nations.Promote CollaborationIncrease collaboration between communities, organizationsand First Nations to avoid competing forresources, and to strengthen their capacities.Use Language in LeadershipDevelop and implement language programming forleadership including local, regional, provincial andnational governments. An important step in languagerevitalization is incorporating First Nationslanguages into leadership at all levels.Recognize the Direct CorrelationBetween Language, Culture and WellnessPromote awareness and seek recognition of theimportance of language and culture to the health,education and economic development of First Nationspeople and communities.Train TeachersDevelop and implement teacher training anddegree programs at all post-secondary educationinstitutions. These programs must be accessibleand inclusive to all prospective B.C. First Nationslanguage teachers.Create and Distribute ResourcesQuality resources are needed for all successfullanguage programming. Resources include well-developedcurricula for all levels of language learning,books, media, electronic language learning resources,and good quality documentation and recordingsthat are accessible and can be used for years tocome.Develop Protective LegislationCreate legislation and official recognition to protectB.C. First Nations languages and cultures.Plan Short and Long-Term GoalsFor successful language revitalization, short- andlong-term planning is necessary, including policymaking,strategic planning, and collaboration be-38Report on the Status of B.C. First Nations Languages

tween communities sharing a language. Forums fordeveloping shared strategies for the future, sharingresources, and networking are important for languagesto make the most of limited time and money.Increase and Continue Funding AnnuallyThe amount of funding for First Nations languagerevitalization initiatives falls far short of what isneeded, and must be increased. All language revitalizationprojects require funding in many areas, afew of which are listed here:• Staff and Experts• Materials and Supplies• Equipment• Travel• Infrastructure• Administration of programs• Training and capacity-buildingIn addition, long-term funding that is guaranteed formulti-year programming is essential for the futuresuccess of all B.C. First Nations language programs.Future Directions forthe first Peoples’CouncilContinue and Expand all First Peoples’ CouncilProgramming and ActivitiesThe First Peoples’ Council has provided funding,resources and capacity building opportunities forsuccessful language revitalization programming forthe past 20 years. However, the extent of languageprogramming and the amount of funding fall farshort of what is necessary to ensure the successfulrevitalization of all B.C. First Nations languages.Because of the limited funding, many communitiesreceive no funding at all. The First Peoples’ Councilseeks to secure increased funding for the expansionof language programming in B.C.The following goals reflect the specific activities includedin the First Peoples’ Council business plan.These goals are based on realistic estimates andaddress the immediate needs of B.C. First Nationslanguages.Table 5 : First Peoples’ Council Goals to 2013First Peoples’ Council Goal 2009-10 2010-2011 2011-2012 2012-2013Increase number of Preschool Language Nests 8 programs 20 programs 32 programs 42 programsIncrease the level of fluency in speakers (Master-ApprenticeProgram)10 teams 20 teams 40 teams 60 teamsIncrease number of Language and Culture Immersion Camps 14 camps 30 camps 45 camps 60 campsIncrease number of First Nations Language Authority andLanguage Plan Development projects8 LanguageAuthorities15 LanguageAuthorities25 LanguageAuthorities32 LanguageAuthoritiesFully document B.C. First Nations languages and dialects 15% 25% 60% 100%Support language curriculum development in progress 10 languages 20 languages 32 languagesRecruit, train and improve fluency of language teachers;support B.C. First Nations schools to hire teachersin progress50 scholarshipsfor languageteacher trainingTrack status of B.C. First Nations languages in progress Researchand establishlanguage datatracking programResources developed by the First Peoples’ Council to supportlanguages100 scholarshipsfor languageteacher trainingImplement datatracking programwith communitysupport12 14 16 18150 scholarshipsfor languageteacher trainingAnnual trackingand reportingon the status oflanguagesFirst Peoples’ Heritage, Language and Culture Council 39

APPENDIX ALanguage Specific DataIn the following sections we have provided data forindividual languages.LanguagesLanguage data is grouped according to languagefamily. It is important to clarify that because languagesare classified within one family, it does notmean that they are similar. For example, Englishand German are in the same language family, butare completely different. Each language is completelyunique and a speaker of one languageunderstand a speaker of another language. Eachlanguage must be treated as a unique case, withdifferent needs, sound system and grammar.In addition, within each language there are oftenseveral different dialects. Sometimes dialects areso different that speakers of the different dialectshave a hard time understanding one another.Some argue that their dialect is in fact a languageof its own. The way we have chosen to classify thelanguages here is generally accepted by B.C. FirstNations, and given the magnitude of the data, wehave chosen not to give data for separate dialects.NumbersThe numbers of fluent speakers, semi-speakersand learners are given as percentages of the totalpopulation of the communities of that language.Communities and populations vary in size greatlyfrom language to language, so percentages allowedus to more easily compare numbers betweenlanguages.However, a percentage for one language can, inreality be quite a different number for anotherlanguage. For example, both Éy7á7juuthem andHul’q’umi’num’ / Halq’eméylem / hən̓q̓əmin̓əmhave 2% of their population as fluent speakers.For the Hul’q’umi’num’ / Halq’eméylem /hən̓q̓əmin̓əm language, this is 2% of a total populationof 14,732, which means that there are about295 fluent speakers; on the other hand for theÉy7á7juuthem language, this is 2% of a total populationof 1698, which means that there are onlyabout 34 fluent speakers.Therefore, we have also included the total populations(of the communities that reported to us).Measure of EndangermentFor each language we have also provided a measureof endangerment based on our First Peoples’Council framework (Table 4). Since all B.C. First Nationslanguages are critically endangered, we havemade further distinctions for each language. Withinthe critically endangered category, a language canbe severely endangered, or nearly extinct..40 Report on the Status of B.C. First Nations Languages Appendix a

Coast Salish LanguagesShe shashishalhem Sḵwx̱wú7mesh sníchim Éy7á7juuthem Hul’q’umi’num’ /Halq’eméylem /hən̓q̓əmin̓əmSENĆOŦEN /Malchosen /Lekwungen /Semiahmoo /T’Sou-kePəntl’áčTable 6 : Communities and Populations of Coast Salish LanguagesLanguage Total # of B.C. communities # of communities reported to us Population reported to usShe shashishalhem (Sechelt) 1 1 1155Sḵwx̱wú7mesh sníchim (Squamish) 23 in one nation 1 nation 3324 1Éy7á7juuthem 4 3 1698Hul’q’umi’num’ / Halq’eméylem / hən̓q̓əmin̓əm 42 29 14,732SENĆOŦEN / Malchosen / Lekwungen /10 7 2827Semiahmoo / T’Sou-kePəntl’áč * - - -1Squamish Nation Network, About Us. http://www.squamish.net/aboutus/modernProfile.htm(January 2010).*This is a sleeping language.Appendix aFirst Peoples’ Heritage, Language and Culture Council41

Coast Salish LanguagesTable 7 : Language Education for Coast Salish LanguagesLanguage*These are sleeping languages.First NationsoperatedschoolsHead StartprogramsHrs/wk spent onlanguages in schoolsand Head StartsShe shashishalhem (Sechelt) 1 1 22 0Sḵwx̱wú7mesh sníchim (Squamish) 1 No dataÉy7á7juuthem 1 2 3 0Hul’q’umi’num’ / Halq’eméylem / hən̓q̓əmin̓əm 10 11 4 2SENĆOŦEN / Malchosen / Lekwungen* /5 0 2 0Semiahmoo* / T’Sou-ke*Pəntl’áč* - - -Language Nests(First Peoples’ Councilfunded)Table 8 : Language Resources for Coast Salish LanguagesLanguageCommunities withrecordings of the languageCommunities with curriculum forteaching the languageShe shashishalhem (Sechelt) 0 1 0Sḵwx̱wú7mesh sníchim (Squamish)no dataÉy7á7juuthem 1 2 1Hul’q’umi’num’ / Halq’eméylem / hən̓q̓əmin̓əm 4 9 8SENĆOŦEN / Malchosen / Lekwungen* /4 4 3Semiahmoo* / T’Sou-ke*Pəntl’áč* - - -*These are sleeping languages.Communities with accessto FirstVoices archive42 Report on the Status of B.C. First Nations Languages Appendix a

Tsimshianic LanguagesSm̓algya̱x Ski:xs Nisg̱a’a Gitsenimx̱Table 9 : Communities and Populations of Tsimshianic LanguagesLanguage Total # of B.C. communities # of communities reported to us Population reported to usSm̓algya̱x 6 3 5,295Ski:xsNo dataNisg̱a’a 4 4 6,624Gitsenimx̱ 6 6 8,365Table 10 : Language Education for Tsimshianic LanguagesLanguageFirst NationsoperatedschoolsHead StartprogramsHrs/wk spent onlanguages in schoolsand Head StartsSm̓algya̱x 1 1 5 0Ski:xsNo dataNisg̱a’a 3 2 4 0Gitsenimx̱ 6 3 7 0Language Nests(First Peoples’ Councilfunded)Appendix aFirst Peoples’ Heritage, Language and Culture Council43

Tsimshianic LanguagesTable 11 : Language Resources for Tmshianic LanguagesLanguageCommunities withrecordings of the languageCommunities with curriculum forteaching the languageSm̓algya̱x 0 1 0Ski:xsNo dataNisg̱a’a 0 4 1Gitsenimx̱ 2 4 2Communities with accessto FirstVoices archiveWakashan LanguagesKwak̓wala enaksialak̓ala /a’’islak̓alaHailhzaqvla Oowekyala Nuučaan̓uɫ Diitiidʔaatx̣44 Report on the Status of B.C. First Nations Languages Appendix a

Table 12 : Communities and Populations of Wakashan LanguagesLanguage Total # of B.C. communities # of communities reported to us Population reported to usKwak̓wala 15 8 4,616enaksialak̓ala /2 2 3,086a’’islak̓alaHailhzaqvla 1 1 2,195OowekyalaNo dataNuučaan̓uɫ 13 10 6,401Diitiidʔaatx̣ 2 2 943Table 13 : Language Education for Wakashan LanguagesLanguageFirst NationsoperatedschoolsHead StartprogramsHrs/wk spent onlanguages in schoolsand Head StartsKwak̓wala 4 2 1.5 1enaksialak̓ala /2 1 6 0a’’islak̓alaHailhzaqvla 1 1 2.5 1OowekyalaNo dataNuučaan̓uɫ 4 4 4 0Diitiidʔaatx̣ 1 0 1 0Language Nests(First Peoples’ Councilfunded)Table 14 : Language Resources for Wakashan LanguagesLanguageCommunities withrecordings of the languageCommunities with curriculum forteaching the languageKwak̓wala 4 7 4enaksialak̓ala / a’’islak̓ala 0 2 0Hailhzaqvla 0 1 0OowekyalaNo dataNuučaan̓uɫ 2 6 7Diitiidʔaatx̣ 1 0 1Communities with accessto FirstVoices archiveAppendix aFirst Peoples’ Heritage, Language and Culture Council45

Dene LanguagesDalkeh(ᑕᗸᒡ)Wetsuwet’en Nedut’en Nicola* Tsilhqot’in Tse’khene Dane-Zaa(ᑕᓀ ᖚ)Danezāgé’ Tāłtān Dene K’e Wetalh*Table 15 : Communities and Populations of Dene LangugesLanguage Total # of B.C. communities # of communities reported to us Population reported to usDakelh (ᑕᗸᒡ) 14 11 7,177Wetsuwet’en 6 5 2,448Nedut’en 3 3 1,247Nicola* - - -Tsilhqot’in 7 6 3,178Tse’khene 3 2 882Dane-Zaa (ᑕᓀ ᖚ) 6 5 1,399Danezāgé’ 3 2 478Tāłtān 2 2 1,377Dene K’e 1 1 597Wetalh* - - -* These are sleeping languages.46 Report on the Status of B.C. First Nations Languages Appendix a

Table 16 : Language Education for Dene LanguagesLanguageFirst NationsoperatedschoolsHead StartprogramsHrs/wk spent onlanguages in schoolsand Head StartsDakelh (ᑕᗸᒡ) 5 7 5 0Wetsuwet’en 1 2 4 0Nedut’en 1 0 0 0Nicola* - - - -Tsilhqot’in 4 1 15 1Tse’khene 1 0 12 0Dane-Zaa (ᑕᓀ ᖚ) 3 1 13 0Danezāgé’ 0 1 0 0Tāłtān 0 0 0 0Dene K’e 1 1 6 0Wetalh* - - - -* These are sleeping languages.Language Nests(First Peoples’ Councilfunded)Table 17 : Language Resources for Dene LanguagesLanguageCommunities withrecordings of the languageCommunities with curriculum forteaching the languageDakelh (ᑕᗸᒡ) 5 6 7Wetsuwet’en 1 1 1Nedut’en 0 1 0Nicola* - - -Tsilhqot’in 0 1 1Tse’khene 2 1 1Dane-Zaa (ᑕᓀ ᖚ) 2 2 0Danezāgé’ 0 1 0Tāłtān 0 0 0Dene K’e 0 1 0Wetalh* - - -* These are sleeping languages.Communities with accessto FirstVoices archiveAppendix aFirst Peoples’ Heritage, Language and Culture Council47

Interior Salish LanguagesSt̓át̓imcets Secwepemctsin Nłeʔkepmxcín NsyilxcənTable 18 : Communities and Populations of Interior Salish LanguagesLanguage Total # of B.C. communities # of communities reported to us Population reported to usSt̓át̓imcets 11 11 6,133Secwepemctsin 16 15 5,603Nłeʔkepmxcín 16 16 4,102Nsyilxcən 6 6 711548 Report on the Status of B.C. First Nations Languages Appendix a

Table 19 : Language Education for Interior Salish LanguagesLanguageFirst NationsoperatedschoolsHead StartprogramsHrs/wk spent onlanguages in schoolsand Head StartsSt̓át̓imcets 2 1 21 1Secwepemctsin 6 5 6 1Nłeʔkepmxcín 2 3 5 1Nsyilxcən 6 4 9 1Language Nests(First Peoples’ Councilfunded)Table 20 : Language Resources for Interior Salish LanguagesLanguageCommunities withrecordings of the languageCommunities with curriculum forteaching the languageSt̓át̓imcets 4 11 2Secwepemctsin 6 6 6Nłeʔkepmxcín 3 4 7Nsyilxcən 1 0 6Communities with accessto FirstVoices archiveAppendix aFirst Peoples’ Heritage, Language and Culture Council49

Ktunaxa LanguageTable 21 : Communities and Populations of Ktunaxa LanguageLanguage Total # of B.C. communities # of communities reported to us Population reported to usKtunaxa 4 4 989Table 22 : Language Education for Ktunaxa LanguageLanguageFirst NationsoperatedschoolsHead StartprogramsHrs/wk spent onlanguages in schoolsand Head StartsKtunaxa 2 1 2 0Language Nests(First Peoples’ Councilfunded)Table 23 : Language Resources for Ktunaxa LanguageLanguageCommunities withrecordings of the languageCommunities with curriculum forteaching the languageKtunaxa 4 4 4Communities with accessto FirstVoices archive50 Report on the Status of B.C. First Nations Languages Appendix a

Nuxalk LanguageTable 24 : Communities and Populations of the Nuxalk LangugeLanguage Total # of B.C. communities # of communities reported to us Population reported to usNuxalk 1 1 1,400Table 25 : Language Education for the Nuxalk LanguageLanguageFirst NationsoperatedschoolsHead StartprogramsHrs/wk spent onlanguages in schoolsand Head StartsNuxalk 1 0 3 0Language Nests(First Peoples’ Councilfunded)Table 26 : Language Resources for the Nuxalk LanguageLanguageCommunities withrecordings of the languageCommunities with curriculum forteaching the languageNuxalk 0 0 0Communities with accessto FirstVoices archiveAppendix aFirst Peoples’ Heritage, Language and Culture Council51

Łingít LanguageŁŁingítTable 27: Communities and Populations of Łingít LanguageLanguage Total # of B.C. communities # of communities reported to us Population reported to usŁingít 1 1 410Table 28: Language Education for Łingít LanguageLanguageFirst NationsoperatedschoolsHead StartprogramsHrs/wk spent onlanguages in schoolsand Head StartsŁingít 0 1 10 0Language Nests(First Peoples’ Councilfunded)Table 29: Language Resources for Łingít LanguageLanguageCommunities withrecordings of the languageCommunities with curriculum forteaching the languageŁingít 0 1 0Communities with accessto FirstVoices archive52 Report on the Status of B.C. First Nations Languages Appendix a

Xaad Kil LanguagesX̱aad Kil / X̱aaydaa KilTable 30 : Communities and Populations of Xaad Kil / Xaaydaa Kil (Haida) LanguageLanguage Total # of B.C. communities # of communities reported to us Population reported to usX̱aad Kil / X̱aaydaa Kil 2 2 3.986(Haida)Table 31 : Language Education for Xaad Kil / Xaaydaa Kil (Haida) LanguageLanguageX̱aad Kil / X̱aaydaa Kil(Haida)First NationsoperatedschoolsHead StartprogramsHrs/wk spent onlanguages in schoolsand Head Starts3 2 9 0Language Nests(First Peoples’ Councilfunded)Table 32 : Language Resources for Xaad Kil / Xaaydaa Kil (Haida) LanguageLanguageX̱aad Kil / X̱aaydaa Kil(Haida)Communities withrecordings of the languageCommunities with curriculum forteaching the language2 2 2Communities with accessto FirstVoices archiveAppendix aFirst Peoples’ Heritage, Language and Culture Council53

APPENDIX BFirst Peoples’ Council Resourcesand Capacity-buildingThe First Peoples’ Council language programthoroughly evaluates all the projects from eachprogram and reviews recommendations made bycommunities on an ongoing basis. This evaluationand review process allows the First Peoples’Council Language Program to identify gaps andneeds in the programs, and to develop resourcesand provide support accordingly. The First Peoples’Council Language Program works independentlyand also collaborates with B.C. First Nations languagerevitalization experts to develop resourcesand to provide training and support for communityprojects.Resources8 Steps to Language Revitalization(with accompanying tools)This poster outlines an eight-step cycle to communitylanguage revitalization. Each step is accompaniedby a tool(s) with details, worksheetsand samples. (created by the First Peoples’ CouncilLanguage Program)Indigenous Language Institute:Awakening Our Languages Handbook seriesThese handbooks contain comprehensive “how-to”information on language revitalization. (purchasedfrom the Indigenous Language Institute)Language and Culture Immersion ProgramsHandbookThis resource contains ideas for immersion activities,tips for immersions and immersion methods.(created by the First Peoples’ Council LanguageProgram)Wordless Picture BooksThese children’s story books contain no words andcan be used by speakers of any language to tellstories in their language. (purchased)Granny and Grampa Connections Box and DVDThis kit contains anatomically correct culturally appropriatedolls and cultural learning tools. The DVDhighlights the importance of early childhood educationand care. (created in conjunction with the FirstPeoples’ Council, Success By 6 and Province ofB.C.)Culture Camps for Language Learning:An Immersion HandbookThis is a complete manual for planning and implementinga Language and Culture Immersion Camp.(created by the First Peoples’ Council LanguageProgram)Master-Apprentice Manualand Resource PackageThis manual is a complete guide to participatingin the First Peoples’ Council Master-ApprenticeProgram. (created by the First Peoples’ CouncilLanguage Program)Visual Model (concept) of Language Authority andLanguage Plan DevelopmentThis visual representation provides an overview ofthe scope and responsibilities of a Language Authorityand Language Plan Development. (createdby the First Peoples’ Council Language Program)3-Phase Plan to Language Authorityand Language Plan DevelopmentThis resource provides a framework for the first3 years (phases) of Language Authority and LanguagePlan Development work. (created by the FirstPeoples’ Council Language Program)54 Report on the Status of B.C. First Nations Languages Appendix B

Language Authority and Language PlanDevelopment “Best Practices”This is a compilation of best practices taken fromfinal reports submitted to the First Peoples’ Councilby the communities. (created by the First Peoples’Council Language Program)Pre-School Language Nest KitsThese useful kits contain materials and resourcesfor Pre-School Language Nests such as: culturallyappropriate language learning toys, Pre-SchoolLanguage Nest operating manual, TPR 1 and TPR 2books, flashcards, picture games, and story boards(the First Peoples’ Council contracted Chief AtahmSchool Curriculum Resource Department).Pre-School Language Nest Operating ManualThis summary is based on Chief Atahm’s manualand was created for communities looking at startinga Pre-School Language Nest (the First Peoples’Council contracted Chief Atahm School CurriculumResource Department).Capacity-buildingFirst Peoples’ Council Websiteand Language ToolkitOur website provides updated information regardingproposal calls for funding, employment postings,language related news items and announcements,publications, samples of previously funded projectsin B.C., links to useful and related sites, as well asa language toolkit. The language toolkit includes aglossary of linguistic terms, resources, tools, andFAQs for carrying out language revitalization andresearch work.FirstVoices WebsiteThis innovative and dynamic website is a group ofweb-based tools and services designed to supportlanguage archiving, language teaching & culturerevitalization. Communities can record, documentand archive their languages using this site. Administrators,teachers, and community members canalso use the tools this site provides to share, teachand learn the languages.First Peoples’ Language Mapof British ColumbiaThis online map uses the data from the First Peoples’Council database of Language Needs Assessmentsto provide up-to-date information on eachof B.C.’s First Nations languages and languagecontent. This ongoing project also indentifies FirstNations and Community Language Champions.Pre-School Language Nest TrainingEach year the First Peoples’ Council organizes atraining event that addresses needs and gaps inthe program. The First Peoples’ Council collaborateswith Pre-School Language Nest experts fromwithin B.C. and from around the world to offerpractical and useful workshops and seminars.Pre-School Language Nest practitioners build theircapacity by learning about language immersionmethods and activities for young children as well asparticipating in hands-on training.Master-Apprentice Program TrainingAll the Master-Apprentice teams come togetheronce a year for three days of training to meet eachother, and to share their challenges and successes.First Peoples’ Council has engaged the supportof experts to provide resources and mentorship,and to share their expertise with hands-on trainingactivities that replicate daily activities at home or inthe community.Appendix BFirst Peoples’ Heritage, Language and Culture Council55

Language Authority and Language PlanDevelopment Networking and Capacity-BuildingConferenceThe First Peoples’ Council Language Program developedfour major resource tools especially for theLanguage Authority and Language Plan Developmentprogram: Visual Model (concept) of LanguageAuthority and Language Plan Development, 3-PhasePlan to Language Authority and Language PlanDevelopment, “Best Practices” compilation, andthe 8 Steps to Community Language Revitalizationmodel. These new resources were presented at theconference.The First Peoples’ Council Language Program alsoenlisted the expertise of B.C. First Nations languagerevitalization experts to attend the conference anddistribute resource tools, facilitate hands-on workshopsand provide opportunities for participants toshare and network.Ongoing SupportThe First Peoples’ Council Language Program continuouslyprovides one-on-one support to communitieswith proposal writing, reporting, and programimplementation. The First Peoples’ Council alsowidely distributes resources to communities asneeded.Presentations and WorkshopsThe First Peoples’ Council shares resources andexpertise and regularly attends regional, provincial,national and international conferences and meetingsrelated to First Nations language, culture, arts,wellness and education.FirstVoices.com TrainingThe FirstVoices.com staff provides training to communityadministrators to ensure that everyone hasthe knowledge to use the FirstVoices website andunderstands what is required to archive their languageonline. These administrators can then applyfor funding to continuously update and add to thearchives of their languages. FirstVoices.com staffalso provides administrators, teachers and websiteusers with ongoing technical support, as well asupdates and training for any technology upgradesto the FirstVoices website.56 Report on the Status of B.C. First Nations Languages Appendix B

APPENDIX CLanguage Needs Assessments (LNA)Assessing the status of a language within a communityis an important step in language revitalizationplanning and goal-setting. By completing LNAs,communities assess the status of their languageby identifying resources, resource people, supportand projects in their communities and by identifyinggaps in these areas. Based on these gaps, communitiescan decide on their priorities and set goalsaccordingly. In addition, LNAs help build a strongcase for grant proposals. Proposals are reviewed bya committee of B.C. First Nations language experts,and information contained in the LNAs is taken intoaccount when deciding where funding will be ofbest use.Sample: First Peoples’ Heritage, Language and Culture Council Language Needs Assessment1) Language InformationLanguage Family:Language Dialect:2) Challenges and OpportunitiesChallenges to implement language and cultural projects:Opportunities for implementing language and cultural projects:3) Community PopulationDate of your community’s most recent population poll:Month:Year:Population on reserve:Population off-reserve:Total population:Information source:Appendix CFirst Peoples’ Heritage, Language and Culture Council57

Sample: First Peoples’ Heritage, Language and Culture Council Language Needs Assessment3) Community population continuedAdditional population information:4) Community language fluency* information: Number of Speakers* “Fluent” is defined as the ability to converse and understand the language with no use of EnglishTotal #Age 0 - 4Age 5 - 14Age 15 - 19Age 20 - 24Age 25 - 44Age 45 - 54Age 55 - 64Age 65 - 74Age 75 - 84Age 85 +# that speak and understand fluently # that understand and/or speaksome# that do not speak or understandthe language# of people learning the language5) How many certified language teachers are in the community? ______6) Do you have a First Nations-operated school? ___Yes ____No / If “yes,” complete the following:Total #Age 0 - 4Age 5 - 14Age 15 - 19Age 20 - 24Age 25 - 44Age 45 - 54Age 55 - 64Age 65 - 74School 1 School 2 School 3Age 75 - 84Age 85 +Hrs per week spent onlanguages58 Report on the Status of B.C. First Nations Languages Appendix C

7) Immersion Class: Do you have immersion classes with more than 20 hours per week taught? ___Yes ___No If“yes,” complete the following:Immersion ProgramNameLocationTotal # of participantsAge Range: Number of students in age group:Students aged 0 - 4Students aged 5 - 14Students aged 15 - 19Students aged 20 - 24Students aged 25 - 44Students aged 45 - 54Students aged 55 - 64Students aged 65 - 74Students aged 75 - 84Students aged 85 and overAverage hours per dayAverage days per weekAverage weeks per year8) Do you have a Head Start program? ___Yes ___No If “yes,” complete the following:Head Start ProgramName:Location:Total number of participants:# of hours per week spent on language instruction:How is the program connected to other language programming in the community?9) Curriculum and Resource Assessment: ResourcesLanguage recordings/oral history archived (multimedia)Finalized writing systemCurriculum materials developedYesNoAppendix CFirst Peoples’ Heritage, Language and Culture Council59

10) Curriculum and Resource Assessment: Multi-mediaAccess to a cultural or language centreAccess to the internetAccess to FirstVoices ArchiveYesNo11) Community-developed Language and Cultural ResourcesResource TitleTarget Group(children, youth, adults,all etc.)How is the resource used (i.e. inschool, Head Start, adult languageclasses, etc?)60 Report on the Status of B.C. First Nations Languages Appendix C

Appendix D First Peoples’ Heritage, Language and Culture Council61

First Peoples’ Language Mapof British ColumbiaThe intent of this map is to provide an evolving depiction of British Columbia'sindigenous languages from the First Nation prospective. The language boundariesshown on the map are not an authoritative depiction of First Nations' territories orboundaries.The language names listed on the map use each language's unique spellingsystem, and were gathered from language revitalization projects funded by theFirst Peoples' Heritage, Language and Culture Council, and from the FirstVoicesonline language archive. The British Columbia languages shown on this map areindigenous to our province.Related languages have been represented on the map with corresponding shadesof the same colour. To depict that there are no strict boundaries betweenneighboring languages, the colours blend into one another. Through our researchwe found that languages within a language family have similar structures andbasic vocabulary; however, speakers from two different languages of the samelanguage family may not be able to understand each others’ speech. Neighboringlanguages may be closely connected through marriage ties, sharedstories, beliefs, customs, and traditions.This project was initiated by the First Peoples’ Heritage, Language and CultureCouncil in 2005 with funding from the B.C. Ministry of Education. The languagemap started with contemporary language group boundaries provided by theMuseum of Anthropology at the University of British Columbia. Adjustments weremade to the language group boundaries based on Indian reserve locations andthe best available knowledge of languages spoken by First Nations affiliated withreserve lands. Additional historical information on territories of sleepinglanguages was prepared for the Handbook of North American Indians (1996, revised1999) under the supervision of Dr. Ives Goddard and is reproduced withpermission of the Smithsonian Institution.This map is provided by the First Peoples’ Heritage, Language and Culture Council of British Columbia. Allinformation contained herein is provided “as is” without any warranty of any kind, whether express or implied. Allimplied warranties, including, without limitation, fitness of use for a particular purpose, and non-infringement, arehereby expressly disclaimed. Under no circumstances will the First Peoples’ Heritage, Language and Culture Councilof British Columbia be liable to any person or entity for any direct, indirect, special, incidental, consequential, orother damages based on any use of this map.

First Peoples’ Language Mapof British ColumbiaLanguage FamiliesTlingitDene (Athabaskan)AlgonquianHaidaTsimshianicSalishanWakashanCoast SalishInterior SalishKtunaxaTutchoneDen k’eŁingítDanezāgé’Dene Tha (ᑌ ᒐ)Fort NelsonTāłtānLingítDane-Zaa (ᑕᓀ ᖚ)Tse’kheneNisga’aFort St JohnWetalhᓀᐦᐃᔭᐁᐧᐃᐧᐣ (Nēhiyawēwin)Gitsenimx3Nedut’enSmithersPrince RupertSmalgyaxWitsuwit'enXaad Kil / Xaaydaa Kila'’islakalaPrince GeorgeDakelh (ᑕᗸᒡ)enaksialakalaQuesnel4Skl:xsHailhzaqvlaNuxalkBella CoolaTsilhqot'inWilliams LakeLanguagesSleeping Languages(Languages that have no fluent speakers)Reserves (boundaries have been enlarged to offer visibility)Cities & Towns1 Quw'utsun' Cultural and Conference Centre2 U'mista Cultural Society3 Kitwanga 'Ksan Native Village and Museum4 Gwaii Haanas National Park Reserve5 XÁ:YTEM Longhouse Interpretive Centre6 Secwepemc Museum and Heritage Park7 Wei Wai Kum House of TreasuresFor more information on B.C. First Nations languages, please see the FirstPeoples’ Heritage, Language and Culture Council website at www.fphlcc.ca,or visit www.firstvoices.com for games and learning material.View the interactive online version of this map atmaps.fphlcc.caShe shashishalhemOowekyalaKwakwalaPort Hardy2NuučaanuɫSḵwxwú7mesh sníchimPəntl’áčDiitiidʔaatxSENĆOŦEN / Malchosen / LhéchelesemLekwungen / Semiahmoo /T’Sou-ke7Éy7á7juuthem1StátimcetsVancouverVictoriaNəxʷsƛayəmúcənNłeʔkepmxcín5Hul’q’umi’num’ /Halq'eméylem /hənqəminəmSecwepemcstin6MerrittNicolaKamloopsNsyilxcənKelownaOsoyoosGoldenKtunaxaCranbrookNelsonNqlispélišcn

First Peoples’ Heritage, Language and Culture Council1A Boat Ramp RoadBrentwood Bay, B.C.V8M 1N9Website: www.fphlcc.caTelephone: (250) 652-5952Fax: (250) 652-5953Email: info@fphlcc.ca