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

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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
Page 2 and 3: The First Peoples’ Heritage, Lang
Page 5 and 6: Language Resources• Only about 31
Page 7 and 8: Why is it important to act now for
Page 9 and 10: Why are we losing languages in B.C.
Page 11 and 12: Decline of Fluent SpeakersAll First
Page 13 and 14: Table 1: First Peoples’ Council F
Page 15 and 16: They never taught it to my dadUsage
Page 17 and 18: Table 2: Snapshot of the Status of
Page 19 and 20: Age of SpeakersOf the 170 communiti
Page 21 and 22: • University of Victoria: SENĆO
Page 23 and 24: Table 4: Measures of EndangermentB.
Page 25 and 26: • Many speakers and learners are
Page 27: What are some communities doing to
Page 31 and 32: The Chief Atahm School is a model o
Page 33 and 34: How can we revitalize B.C. First Na
Page 35 and 36: Goal SettingBased on their needs an
Page 37 and 38: What’s next for B.C. First Nation
Page 39 and 40: tween communities sharing a languag
Page 41 and 42: Coast Salish LanguagesShe shashisha
Page 43 and 44: Tsimshianic LanguagesSm̓algya̱x S
Page 45 and 46: Table 12 : Communities and Populati
Page 47 and 48: Table 16 : Language Education for D
Page 49 and 50: Table 19 : Language Education for I
Page 51 and 52: Nuxalk LanguageTable 24 : Communiti
Page 53 and 54: Xaad Kil LanguagesX̱aad Kil / X̱a
Page 55 and 56: Language Authority and Language Pla
Page 57 and 58: APPENDIX CLanguage Needs Assessment
Page 59 and 60: 7) Immersion Class: Do you have imm
Page 61 and 62: Appendix D First Peoples’ Heritag
Page 63 and 64: First Peoples’ Language Mapof Bri

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