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

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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
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 and 28: What are some communities doing to
Page 29 and 30: Case Study 2: Sto:lo Halq’emeylem
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: Goal SettingBased on their needs an
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

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

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