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Everyday Halq'eméylem for Classroom Teachers

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Everyday Halq’eméylem for Classroom Teachers by Siyámíya Wabiskegagakos Na-na-hum-nees Dianna N. Kay M.Ed., Simon Fraser University, 2005 B.Ed., University of British Columbia, 1999 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Department of Linguistics Faculty of Arts and Social Sciences © Dianna Kay 2019 SIMON FRASER UNIVERSITY Spring 2019 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Approval Name: Dianna Kay Degree: Master of Arts Title: Everyday Halq’eméylem for Classroom Teachers Examining Committee: Chair: Nancy Hedberg Professor Marianne Ignace Senior Supervisor Professor Strang Burton Supervisor Instructor Department of Linguistics, University of British Columbia Date Defended/Approved: April 8, 2019 ii Ethics Statement iii Abstract An accumulation of papers, lists, and notes of commonly used phrases in Seabird Island Community School. This document provides information to introduce Upriver Halq’eméylem to a classroom setting, phrases for transition, commands, time management, conversational comments found in a classroom setting, math terms, courtesies, school people, room names, and prayer. Keywords: Upriver Halq’emeylem, Halklomelem, classroom phrases Xá:ytem Ye Lhexwale Sí:yá:m te Xals Te xaxa shxweli Xá:ls e’ leq’aleqel lhe’a te temexw tset, ste’a te Sithikwi, qesu i’westes yelo lhexwale Sí:yá:m kw’es xeyeltes te Halq’emeylem qesu iyolems kw’es i’westes mekw’ ye mestiyexw kw’es xeyeltes te sqweltels, qe ewe lisi xetayutl’olem. Tl’osu kwethatem osu Xá:ytem su la xwa smelmált yutl’olem. Tl’o kwes ewew lisi ste’astexwes kw’es i’westes kw’e mekw’wates xeyeltes te sqweltels. Kwes ewe lisi xeta tl’osu iyolem kw’es mis ye lats’ewmexw kw’etxwals mekw’ te slheq’elomets ye xwexwilmexw. Tl’o kwe’ ewe kw’es toltes kw’es xeyeltes te sqweltels tl’osu e’kw’olem te slhq’elomets. The Great Spirit Xá:ls traveled this land, he taught these three Chiefs how to write their language, and they were supposed to teach everyone how to write their language, but they did not. The Chiefs were heaped into a pile and turned into stone because they were supposed to teach the language to everyone, and because they didn’t people from all different lands will come take all the knowledge from the people, because they wouldn’t learn to write they lost that knowledge. Elizabeth Phillips, Siyámiyatéliyòt, 2002, Stó:lō Shxwel iv Acknowledgements Éy Swáyél éy qw’e sqwáleweltset we eyes ó te’! My family, John Silver and our son Hunter Silver-Kay for keeping me grounded. My sister Karla Kay, my brother Travis Kay, our beloved girl Tayvah, for your love, encouragement and consistent listening ear, I thank you. My loved ones who left on their journey, to the numerous cousins who keep me real, I love you all. Our language teachers – Diane Charlie, Charlene Thomas, Camielle Laslo and Kwosel Pettis – for entertaining my random queries; Seabird Island Band, Council, and Education Committee for your trust and commitment to our language; Cindy Kelly, for realizing our commitment to the preservation of our Upriver Halq’eméylem and support; I thank you all. Motivation, energy, and strength yálh yuw kw'a's hò:y Koylamot, thank you Mary Stewart for presenting this whole educational endeavour to me. From the Halq’eméylem treasure shelves of Lalme’Iwesawtexw, I cumulated a list of Halq’eméylem Classroom phrases and wordlist for our classroom teachers. In a short period of time and in consultation with the classroom teachers of Seabird Island Community School, this document was formed. Contributions from shelves and notes: Lalme’Iwesawtexw Iwesteleqselh (Edna Bobb, Joe Aleck, Shirley Julian, Evelyn Peters), Kwosel Pettis, Laura Wealick, Mary Stewart, Dr. Susan Russell, Dr. Elizabeth Phillips, Stó:lō Shxweli, Jared Deck, and Dr. Strang Burton. Please remember, the x is the hard x on the Halq’eméylem phoneme. This resource used authentic text from the contributors, and was not vetted for accuracy or common spelling; please double check the orthography with your language lead. l stl'í: tl'eléwe, s'ólh tál, Kwelaxtelot, (This is for you, our mother, Evelyn Peters) Siyámíya Dianna Nadine Kay Wiyóth kwsu éys te sqwálewels te lólets’e. (always be a person with good thoughts) Coqualeetza Elder’s Group, 1968 v Table of Contents Approval ............................................................................................................................ ii Ethics Statement ...............................................................................................................iii Abstract ............................................................................................................................ iv Xá:ytem Ye Lhexwale Sí:yá:m te Xals .......................................................................... iv Acknowledgements ........................................................................................................... v Table of Contents ............................................................................................................. vi List of Tables ....................................................................................................................xii List of Figures...................................................................................................................xii Chapter 1. Introduction ................................................................................................ 1 1.1. Seabird Island Community School “Where Technology Meets Culture” ................. 1 1.2. Why? The Project .................................................................................................... 2 1.2.1. Responding To the Needs of The Iwesteleq ................................................... 2 Why the Need Exists & Who Is Effected .................................................................... 2 1.3. The Plan .................................................................................................................. 3 1.3.1. Lesson Plans for Implementation .................................................................... 3 Lesson 1 .................................................................................................................... 3 Lesson 2 .................................................................................................................... 5 Lesson 3 .................................................................................................................... 9 Lesson 4 .................................................................................................................. 13 Lesson 5 .................................................................................................................. 16 Lesson 6 - REVIEW ................................................................................................. 19 1.4. Implementation ...................................................................................................... 21 1.5. Outcomes .............................................................................................................. 22 1.6. How is language policy created & changed in Seabird Island? ............................ 22 1.7. Seabird Language Policy Points of Interest .......................................................... 23 1.8. Qwóqwel tel Halq’eméylem: Speakers of Halq’eméylem ....................................... 24 1.8.1. Seabird Island Community School Language Profile .................................... 25 Ethnologue For Halkomelem ................................................................................... 25 Chapter 2. Halq’eméylem and Contact ..................................................................... 26 2.1. Upriver Halq’eméylem and Seabird Island ............................................................ 26 2.2. Varieties of Halklomelem that make Upriver Halq’eméylem ................................. 27 Chapter 3. The Sounds of Upriver Halq’eméylem ................................................... 28 3.1. How the Phoneme Chart began. ........................................................................... 28 3.2. Sounds of Upriver Halq’eméylem .......................................................................... 29 3.2.1. Halq’eméylem Sounds and English Comparison from Galloway’s “How to teach a Class” .............................................................................................................. 29 3.2.2. Dipthongs ...................................................................................................... 30 3.2.3. Louder, Higher, Longer Vowel Sounds ......................................................... 30 3.2.4. Halq’eméylem Consonants Found in English ............................................... 31 3.2.5. Halq’emeylem Sounds not Found in English ................................................ 32 vi Blowing Sounds ....................................................................................................... 32 3.3. Teaching the Phoneme ......................................................................................... 33 Chapter 4. School Rules ............................................................................................ 36 Chapter 5. Morning Protocol ..................................................................................... 37 5.1. Morning Assembly ................................................................................................
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