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

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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
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 and 36: Goal SettingBased on their needs an
Page 37 and 38: What’s next for B.C. First Nation
Page 39: tween communities sharing a languag
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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