Everyday Halq'eméylem for Classroom Teachers

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

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 ...... 37 5.2. Prayer ...... 37 5.2.1. Morning Prayer for the Elementary School: ...... 37 5.2.2. Morning Prayer for High school ...... 38 5.3. Morning Classroom ...... 39 5.4. General Greeting ...... 39 5.4.1. Answers to Lí chexw we eyó / Lí chxw we éy ó ...... 39

Chapter 6. Classroom Vocabulary ...... 40 6.1. Common Verbs for the Classroom ...... 40 6.1.1. Phoneme Vocabulary ...... 40 6.1.2. Classroom Verb-Vocabulary ...... 40 6.2. Classroom Greetings ...... 41 6.3. Halq’eméylem Classroom Phrases ...... 43 6.3.1. Introductions ...... 43 6.3.2. Praise ...... 43 6.3.3. Commands ...... 44 6.3.4. Questions ...... 52 6.3.5. Items ...... 57 6.3.6. Time Management ...... 58 6.3.7. Comments About Others ...... 58 6.3.8. Comments Amongst Others ...... 60 6.3.9. Comments about Self ...... 62 6.3.10. Yes & No ...... 66 6.3.11. Verbs Most Used in Class (every word begins with ‘to’) ...... 66 6.3.12. Halq’eméylem School Room Names ...... 67 6.3.13. Courtesies ...... 70 6.3.14. Math Terms ...... 71 Addition ...... 71 Subtraction ...... 71 Multiplication ...... 72 Division ...... 72 Phrases ...... 72 6.3.15. Classroom Supplies ...... 73 6.3.16. In the Classroom ...... 73 6.3.17. School People ...... 74

References ...... 76

vii Appendix A. Seabird Island Community School Glossary of Upriver Halq’eméylem ...... 77 Numbers ...... 77 Four Seasons ...... 77 Clock ...... 78 Days ...... 78 Month ...... 78 Weather ...... 79 Farm Animals ...... 79 Head ...... 79 Body ...... 80 Body Illness ...... 80 Colours ...... 81 Family ...... 81 Clothing ...... 82 Vegetable ...... 82 Fruit ...... 83 Tree ...... 83 Bugs ...... 83 Money ...... 84 Bird ...... 84 Wild Animals ...... 85 Zoo Animals ...... 85 5 W’s ...... 86 Li as A Question marker ...... 86 Community Workers ...... 86 Fish ...... 86

Appendix B. Incorporating Upriver Halq’eméylem in your Classroom ...... 88

Appendix C. Grammar Structures for Classrooms ...... 90 Noun, Verb, Qualities Transliteration ...... 90 Grammatical Structures used at Seabird Island Community School ...... 91 Determiners ...... 91 I (Action Present Tense) ...... 91 You (Action Present Tense) ...... 91 I (Action Past Tense) ...... 91 You (Action Past Tense) ...... 91 We (Action Present Tense) ...... 91 “You Folks” (Action Present Tense) ...... 91 “You Folks” (Action Past Tense) ...... 92 Yes/No Questions, Place The Helper Verb “Li” At The Start Of The Sentence ...... 92 Yes/No Questions, Place The Helper Verb “Li” At The Start Of The Sentence ...... 92 Possessives ...... 93 “My” ...... 93

viii “Your” ...... 93 “Our” ...... 93 “You Folks” ...... 94 Regular (Common) Nouns ...... 94 Proper Names ...... 94 “His” ...... 94 “Her” ...... 95 Simple Sentences With Nouns ...... 96 Basic Sentence...... 96 Transitive Verbs ...... 96 Intransitive Verbs ...... 96 Yes/No Questions ...... 96 ADJECTIVE “That” MODIFIES A NOUN ...... 97 “…That I…” ...... 97 …Kw’els… ...... 97 “…That You…” ...... 97 …Kw’as ...... 97 That “We” ...... 98 THAT “You Folks” ...... 98 “…That I…” ...... 99 …Kw’els… ...... 99 “…That You…” ...... 99 …Kw’as ...... 99 That “We” ...... 99 THAT “You Folks” ...... 100 Always ...... 100 Wiyóth ...... 100 “It’s A Long Time… ...... 100 Hith ...... 100 “It Would Be Better…” ...... 101 Éy T'wa ...... 101 “It Is My…” ...... 101 Tl’ó ...... 101 He/She As The Subject ...... 102 He/She As The Do-Ers (Subjects) In A Sentence With Verb Directed Towards Some Other Person/Thing (Receiver) ...... 102 Dropping Tútl'ò, Thútl'ò ...... 102 That He/She/It (Pattern One: Kw'ses) ...... 103 THAT He/She/It (PATTERN TWO: -S ON VERB) ...... 104 Emphatic Pronouns ...... 105 Emphatic Pronoun ...... 105 “It Is Me/You/Us/You Folks” ...... 105 Emphatic PRONOUN WITH Endings ...... 105 “Me” ...... 106

ix As The Receiver Of The Action...... 106 “You” ...... 106 As The Receiver Of The Action...... 106 “Us” As The Receiver Of The Action ...... 106 “You Folks” AS THE RECIEVER OF THE ACTION ...... 106 He/She/It (Or A Separate Noun) Is The Receiver ...... 107 'I Did Not' ...... 107 “You Did Not…” ...... 107 “You Folks Did Not…” ...... 108

Appendix D. Counting Systems of Upriver Halq’eméylem ...... 109 Numeral Lexical Meaning ...... 110 Free Roots ...... 110 Words ...... 110 Number Chart 0-100 Using ‘Qas Te’ Skw'exá:m Li te “qas te” ...... 111 Number Chart 0 - 100 Using ‘Kw’e’ Skw'exám li te ‘Kw’e’ ...... 113 Counting by Hundreds ...... 115 Counting by Thousands ...... 116 Counting Birds Kwexat Te Thehíws ...... 116 Counting Blankets Or Dollars Kwexat Te Tl'exw ...... 116 Cost #Blankets or Cost Of Dollars [Boas] ...... 118 Counting Canoes Or Boats Belonging To One Person Kwexat Te Tl'exw Sléxwelh ...... 118 Counting Cards Kwexat Te Lekyó:lta ...... 119 Counting Containers Kwexat Te Shxwélwels ...... 119 Counting Different Things Kwexat Te Lets'emót ...... 120 Counting Fish Kwexat Te Sth'ó:qwi ...... 120 Counting Fruit In A Cluster (As They Grow On A Plant) Kwexat Te Sqe'ó:ls ..... 120 Counting Garments Kwexat Te tel s'íth'em (Garments) ...... 121 Counting Houses Or Buildings Of One Person ...... 121 Counting Kinds Or Piles Of Things Kwexat Te Sxtá:mot ...... 121 Counting Hours Kwexat Te Skw'í:ls Telling Time ...... 122 Counting Leaves Kwexat Te Sts'ó:lha ~ Sch'ó:lha ~ Sts'ólha ...... 122 Counting Little People Kwexat Te S'ó:Lmexw ...... 123 Counting Money Kwexat Te Tále ...... 123 Counting Coins ...... 123 Counting Dollars ...... 124 Counting #Months Since Kwexat Te Skw'xó:s ...... 125 Counting Ordinals ...... 125 Counting Things ...... 125 Counting Times ...... 125 Counting Periods Or Blocks At School ...... 126 Counting Paddles Or Paddlers In A Single Canoe Kwexat Te Sq'émél ...... 126 Counting Canoes Belonging To One Person ...... 127

x Counting Canoes Belonging To Various People ...... 127 Counting Canoes in General ...... 128 Counting Pants Kwexat Te Seqíws ...... 128 Counting People Kwexat Te Ó:wqw'elmexw - ...... 128 Counting Bodies ...... 129 Counting Ropes, Threads, Sticks, Poles Kwexat Te Sóskw'em ...... 129 Counting Round Objects ...... 129 Counting Wives (A Man With…) Kwexat Te Stó:Les - ...... 129 Theoretical Counting Young ...... 130 Colour Terms When Counting Things ...... 130

Appendix E. Colour of Upriver Halq’eméylem ...... 131 Introduction ...... 131 The Charts ...... 132 Berlin & Kay ...... 132 Munsell Chips ...... 133 Observations ...... 135 Bound Roots for Colour ...... 137 Free Root ...... 139 Colour Descriptors ...... 139 Red ...... 140 Shades for Red ...... 140 Orange ...... 141 Shades for Orange ...... 141 Yellow ...... 141 Green ...... 141 Shades for Yellow or Green ...... 142 Blue ...... 142 Shades for Blue ...... 143 Gray ...... 143 Shades of Gray ...... 143 Purple ...... 143 White ...... 144 Shades of White ...... 144 Pink and Rose ...... 144 Shades of Pink and Rose Colour ...... 145 Brown ...... 145 Shades of Brown ...... 145 Black ...... 145 References for Colour of Upriver Halq’eméylem ...... 147

xi List of Tables

Table 1 Process of Seabird Policy Development 2007 ...... 23 Table 2 Halklomelem Ethnologue Classification ...... 25 Table 3 English & Upriver Halq'emeylem Sound Transliteration ...... 29 Table 4 Sounds of Upriver Halq'emeylem and English Comparison ...... 29 Table 5 Seabird Island Community School Kindergarten Workbook ...... 35

List of Figures

Figure 1 Halklomelem Dialects from Stó:lō Atlas: Image from The Stó:lō Atlas .... 27 Figure 2 Coqualeetza Phomemic Chart ...... 28

xii Chapter 1.

Introduction

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1.1. Seabird Island Community School “Where Technology Meets Culture”

Seabird Island, with its strong educational vision, implemented revitalization since 1978, with its locally developed course option at the Seabird Island Band School. Seabird Island band members contributed to the development of the adopted orthography, with their contributions to Dr. Brent Galloway’s research; documentation and development of the Dictionary of Upriver Halq’eméylem and its predecessor “the Classified Wordlist of the Halq’eméylem Language” contributions extend to the Galloway “Grammar of the Upriver Halklomelem” with its numerous recordings.

In 1997, Seabird Island was able to graduate students with a Grade Twelve Diploma in the province of British Columbia, the first in the Fraser Valley, and continues this policy practice endorsed by the Ministry of Education. With this achievement, Halq’eméylem was accepted four years later as a second language in the local Colleges and Universities; Jeff McNeil challenged this policy at UBC in 1984 by using his knowledge in Halq’eméylem as his second language and won.

In 2008, with coordinated efforts of other Halq’eméylem groups, Halq’eméylem BC Grades 5-12 Integrated Resource Package was given approval; 2013 Seabird Island submitted precedence K-4 Integrated Resource Package which receive accolades but is yet to be published by the Ministry of Education.

Halq’eméylem IRP’s sit with the Modern Languages, alongside languages like English, French Punjabi, the only First Nations language existent in this department.

Close to forty years later, Seabird Island educates over 400 students during the regular academic year in Halq’eméylem, all focusing on sounds and normalization and

1 present and basic past tense. Qwóqwel tel Halq’eméylem designed to amalgamate all the different programs and formulate a fluency plan, provide a place for our language teacher to speak and improve their fluency, to meet the fluency needs stated by Seabird Island’s goal of “200 speakers by 2020” as posed by Seabird Island elders(2002).

1.2. Why? The Project

Teachers require focus on the fluency of the instructors. Halq’eméylem, a referential language dependent upon context, speaking grammatically correct and within context is not understood without fluency. Language today, with no disrespect to the legacy of work and instruction, is taught noun based with memorization of phrases. Students are required to memorize the appropriate phrase and utter the memory of said phrase back.

Intricacies of “fast speech” and context development is seldom taught and rarely memorized. Fluency in Halq’eméylem is an object of evaluation, where the memorized phrase is used. Development of a personalized speech and internalized data bank of contextual phrases will encourage more conversation and variety of topics enlighten a speakers descriptive and communicative ideas.

1.2.1. Responding to the Needs of the Iwesteleq

Language teachers, in ad hoc conversations, at conferences, at meetings all stated: “We need a place where we all can meet so we can work on our conversation.” “We need a set time so we can develop our language to be better teachers.”

“We need to talk to give our conversation a try, work on our memory, and develop new phrases.”

Why the Need Exists & Who Is Effected

Most, if not all, Halq’eméylem teachers are required to do the following duties along with regular teaching duties:

• Translate for everyone, on the spot • Develop own resources • Develop language policy and police the policy • Teach staff, parents, community, be keepers of the culture

2 • Teach without a teachers’ aid, classroom management an issue, • Reports for entire class lists, some teachers have an excess of 300 students all requiring comments and interims. • Be the entire expert or represented of the language and culture. • Culture coordinator – expert artist and protocol expert, drummer and singer, composer • Expert in traditional food • Documenter, researcher, repository for the language • Speak without being spoken to – memorization of all the language and idiosyncrasies of the language. • Special education, recess duties, & teach local community programs, and add additional support to other subject areas.

1.3. The Plan

The plan was to host language classes for teachers during meetings, with a one- hour session twice a week, planned lessons and workbook to follow.

1.3.1. Lesson Plans for Implementation

Lesson 1

Topic: Classroom Learning Outcomes: Listening :Learners can identify key words and sounds in short phrases that are slowly and carefully articulated.

Spoken Production: Learners can produce simple isolated phrases about their family, friends, and themselves.

Teaching Technique:

• -DIALOGUE • -TPR • -Rhythm poems & nursery rhymes • -Oral language: question and answer ball throw; dialogue sequencing; simon says; talking circle • -Written Language Review Techniques: cryptic message; cloze activities; language experience chart and sentence strips; written invitation. • -Games such as bingo, memory, baseball, spin the bottle, board games all in your favourite language

3 Opening

 Prayer  Attendance – greetings – song

Review

 Phonemic sounds  Numbers: 1,2,3,4,  Verbs: walk stand, sit, touch  Nouns: ground

Practice Script

One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up lhexíléx Sit down emétlha One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. Walk Lhexíléx. Ímex. Stop. Walk. Stop tl'eláxw. Ímex. tl'eláxw. One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. sit down Emétlha. Lhexíléx. And turn around Lúwe qás qít One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. sit down Emétlha. Lhexíléx. And touch the ground. Tóset temexw. Chorus Turn around, touch the ground, shake Lúwe qás qít. Tóset temexw. th'á:tsem, shake th'á:tsem Turn around, touch the ground. shake Lúwe qás qít. Tóset temexw. th'á:tsem, shake th'á:tsem Guided Practiced

 set the classroom up to encourage movement.  have students follow directions. Physically have each student move.  Play: xwe'í:lstexw, xwe'í:lstexw te (name) come here, come here (name)  Set up: have the students line up in two rows, parallel on each side of the room. - Each team has a caller who says, “xwe'í:lstexw, xwe'í:lstexw te (name)” - Team One says, ““xwe'í:lstexw, xwe'í:lstexw te (name)” - The person who is called on Team 2 says, “Xwe'ít.” (what? What is it?) - Team one calls out an action. Team 2 has to try to cross Team One’s line with out laughing. If the team 2 player smiles or laughs, that player is now on team one’s team.

4 Independent Practice

 Use cue cards at home with family.  On the playground, use the words.  Worksheet match – depending on age. Assessment

 Have students name on a list  Check off each word that the each student is able to remember.  Suggest words that the students may have forgot or use less.  Door Check

o Say the vocabulary word and have each student do the action as they leave the door. o Say the vocabulary word and have each student say the action word as they leave the door. New Words Action Object Other lhexíléx stand up emétlha sit down ímex Walk tl'eláxw Stop qít turn around

Sample Commands Lhexíléx, emétlha, emétlha Stand up, sit down, stand up Lhexíléx, ímex, tl'eláxw, tl'eláxw Stand up, walk, stop, stop Lhexíléx, ímex, tl'eláxw, emétlha Stand up, walk, stop, sit down Lhexíléx, qít, tl'eláxw, tl'eláxw, emétlha Stand up, turn around, stop, sit down

Lesson 2

Topic: Classroom Learning Outcomes: Listening :Learners can identify key words and sounds in short phrases that are slowly and carefully articulated.

5 Spoken Production: Learners can produce simple isolated phrases about their family, friends, and themselves.

Teaching Technique:

• Dialogue • TPR • Rhythm poems & nursery rhymes • Oral language: question and answer ball throw; dialogue sequencing; simon says; talking circle • Written Language Review Techniques: cryptic message; cloze activities; language experience chart and sentence strips; written invitation. • Games such as bingo, memory, baseball, spin the bottle, board games all in your favourite language Opening

 Prayer  Attendance – greetings – song

Review

 Phonemic sounds  Numbers: 1,2,3,4,  Verbs: walk stand, sit, touch  Nouns: ground

Practice Script

6 Guided Practiced:

 Using flash cards introduce the symbols for each. Place each card sporadically all over the classroom. Move the student to each card, practicing the verb action.  OPTION: create a treasure hunt for each word. OPTION: create a q-rcode for each word, send the students with a tablet – make sure your IT is working – scan the q- r- code and read the message.  OPTION: create a paper based treasure hunt.  OPTION: play bingo. Independent Practice

 Use cue cards at home with family.  On the playground, use the words.  Worksheet match – depending on age. Assessment

 Have students name on a list  Check off each word that the each student is able to remember.  Suggest words that the students may have forgot or use less.  Door Check

o Say the vocabulary word and have each student do the action as they leave the door. o Say the vocabulary word and have each student say the action word as they leave the door.

7 Review Action Object Other lhexíléx stand up emétlha sit down ímex Walk tl'eláxw Stop qít turn around

New Words Action Object Other ts'tl'ém jump Xwém fast xwó:mxelem run Silíxw slow

Special Notes:

óyém - (be) slow, (be) late, go slow silíxw - slow down or go slow xwemxálém ~ xwemxálém – both mean run

Sample Commands Lhexíléx, ímex silíxw, tl'eláxw, ímex silíxw, tl'eláxw, qít stand up, walk slowly, stop, walk slowly, stop, turn Lhexíléx, emétlha silíxw, lhexíléx xwém, emétlha stand up, sit down slowly, stand up fast, sit down Lhexíléx, ímex xwém, tl'eláxw, qít silíxw stand up, walk fast, stop, turn slowly Lhexíléx, ímex, tl'eláxw, ts'tl'ém, ímex xwém stand up, walk, stop, jump, walk fast, stop Lhexíléx, ts'tl'ém, ímex silíxw, tl'eláxw, qít, ímex stand up, jump, walk slowly, stop, turn, walk Lhexíléx, xwó:mxelem, tl'eláxw, xwó:mxelem, tl'eláxw Stand up, run, stop, run, stop

8 Lesson 3

Topic: Classroom Learning Outcomes: Listening :Learners can identify key words and sounds in short phrases that are slowly and carefully articulated.

Spoken Production: Learners can produce simple isolated phrases about their family, friends, and themselves.

Teaching Technique:

 Prayer  Attendance – greetings – song Review

 Phonemic sounds  Numbers: 1,2,3,4,  Verbs: walk stand, sit, touch  Nouns: ground

Practice Script

9 Stand up. Walk. Back up Lhexíléx. Ímex. Yothet Stop. Walk. Stop tl'eláxw. Ímex. tl'eláxw. Five, six, seven, eight lheq'á:tses , t'xém, th'ó:kws, tqá:tsa Stand up. sit down Emétlha. Lhexíléx. And turn around, back up Lúwe qás qít. Backup Five, six, seven, eight lheq'á:tses , t'xém, th'ó:kws, tqá:tsa Stand up. sit down Emétlha. Lhexíléx. And touch the ground. Tóset temexw. Guided Practiced

 Using numbers 1 – 4 (in the language) place the students in four groups.  Have group one choreograph a movement pattern. Have a “dance” off. Each group will say their sequence and the opposing group will do the movements in the order stated. Once a mistake is made, the opposing team wins! The two groups compete against the other team and continues until there is a winner; they are Champions of TPR Shakers! Team 1 vs Team 2 Team 3 vs Team 4 Winner vs Winner - winner Vs CHAMPION OF TPR SHAKER Loser vs Loser - winner

Independent Practice

 Use cue cards at home with family.  On the playground, use the words.  Worksheet match – depending on age.

10 Assessment

 Have students name on a list  Check off each word that the each student is able to remember.  Suggest words that the students may have forgot or use less.  Full of Variety: singing, manipulate objects, interaction with the whole class, interaction with small groups, and interaction individually with the teacher, oral and written language. Was the class engaged:  Dynamic: speak clearly, use gestures and pictures and also watch pacing.  Did you provide a dynamic visuals?Door Check

o Say the vocabulary word and have each student do the action as they leave the door. o Say the vocabulary word and have each student say the action word as they leave the door. Review Action Object Other lhexíléx stand up emétlha sit down ímex Walk tl'eláxw Stop qít turn around ts'tl'ém Jump xwó:mxelem Run Yóthet Back up

New Words Action Object Other Yóthet point letá:m Table the sch'áletstel Chair to

Special Notes:

óyém - (be) slow, (be) late, go slow silíxw - slow down or go slow xwemxálém ~ xwemxálém – both mean run mót'es - Point letá:m - Table sch'áletstel - Chair

11 Sample Commands lhexíléx, ímex xwém, tl'eláxw, ímex, tl'eláxw, yóthet, tl'eláxw stand up, walk fast, stop, walk, stop, go backwards, stop lhexíléx, emétlha, lhexíléx, mót'es, tl'eláxw stand up, sit down, stand up, point, stop mót'es, tl'eláxw, lhexíléx, mót'es te letá:m, tl'eláxw point, stop, stand up, point to the table, stop mót'es te letá:m, tl'eláxw, lhexíléx xwém, mót'es te letá:m, yóthet point to the table, stop, stand up fast, point to the table, stop lhexíléx, ts'tl'ém, qít, qít, ímex xwém, tl'eláxw, xwó:mxelem stand up, jump, turn, turn, walk fast, stop, run

Other Commands xwó:mxelem yóthet te sch'áletstel, xwó:mxelem yóthet te letá:m Run fast backwards to the chair, run fast backwards to the table Lhexíléx, emétlha, lhexíléx, yóthet, tl'eláxw stand up, sit down, stand up, point, stop

12 Lesson 4

Topic: Classroom Learning Outcomes: Listening :Learners can identify key words and sounds in short phrases that are slowly and carefully articulated.

Spoken Production: Learners can produce simple isolated phrases about their family, friends, and themselves.

Teaching Technique:

 Prayer  Attendance – greetings – song Review

 Phonemic sounds  Numbers: 1,2,3,4,  Verbs: walk stand, sit, touch  Nouns: ground

Practice Script

13 Stand up. Walk. Back up Lhexíléx. Ímex. Yothet Stop. Walk. Stop tl'eláxw. Ímex. tl'eláxw. Five, six, seven, eight lheq'á:tses , t'xém, th'ó:kws, tqá:tsa Stand up. sit down Emétlha. Lhexíléx. And turn around, back up Lúwe qás qít. Backup Five, six, seven, eight lheq'á:tses , t'xém, th'ó:kws, tqá:tsa Stand up. sit down Emétlha. Lhexíléx. And touch the ground. Tóset temexw.

Guided Practiced

 set the classroom up to encourage movement.  have students follow directions. Physically have each student move.  Quiet Practice: have the students complete the game. Keep the noise level to a minium, the focus is on articulation of sound. Have the students say each phrase slowly, being mindful of fluency. Allow students to assist one another.  Play: xwe'í:lstexw, xwe'í:lstexw te (name) come here, come here (name)  Set up: have the students line up in two rows, parallel on each side of the room. - Each team has a caller who says, “xwe'í:lstexw, xwe'í:lstexw te (name)” - Team One says, ““xwe'í:lstexw, xwe'í:lstexw te (name)” - The person who is called on Team 2 says, “Xwe'ít.” (what? What is it?) - Team one calls out an action. Team 2 has to try to cross Team One’s line with out laughing. If the team 2 player smiles or laughs, that player is now on team one’s team. - Introduce new words: : yóthet Group Practice:

 Play Pictionary with the words. Divide the students into two teams. Have one student draw for each team.  The teacher will select the word each team has to draw – if the team cannot guess the word, the opposing team has the chance to steal the word. When calling the students up, practice the new word “back-up”

Independent Practice

 Use cue cards at home with family.  On the playground, use the words.  Worksheet match – depending on age. Assessment

14 written language. Was the class engaged:  Dynamic: speak clearly, use gestures and pictures and also watch pacing.  Did you provide a dynamic visuals?Door Check

o Say the vocabulary word and have each student do the action as they leave the door. o Say the vocabulary word and have each student say the action word as they leave the door. Review Action Object Other lhexíléx stand up Xwém fast emétlha sit down Silíxw slow ímex Walk tl'eláxw Stop qít turn around ts'tl'ém Jump xwó:mxelem Run Yóthet Back up

New Words Action Object Other Yóthet Back up letá:m Table the sch'áletstel Chair to

Sample Commands Lhexíléx silíxw, ímex, tl'eláxw, qít silíxw Stand up slowly, walk, stop, turn slowly Lhexíléx, emétlha xwém, lhexíléx, xwó:mxelem, tl'eláxw, ts'tl'ém Stand up, sit down fast, stand up, run, stop, jump Lhexíléx, ímex, yóthet, tl'eláxw, yóthet, tl'eláxw Stand up, walk, go backwards, stop, go backwards, stop

Special Notes:

óyém - (be) slow, (be) late, go slow silíxw - slow down or go slow xwemxálém ~ xwemxálém – both mean run mót'es - Point letá:m - Table sch'áletstel - Chair

15 Other Commands xwó:mxelem yóthet te sch'áletstel, xwó:mxelem yóthet te letá:m Run fast backwards to the chair, run fast backwards to the table Lhexíléx, emétlha, lhexíléx, yóthet, tl'eláxw stand up, sit down, stand up, point, stop

Lesson 5

Topic: Classroom Learning Outcomes: Listening :Learners can identify key words and sounds in short phrases that are slowly and carefully articulated.

Spoken Production: Learners can produce simple isolated phrases about their family, friends, and themselves.

Teaching Technique:

 Prayer  Attendance – greetings – song Review

 Phonemic sounds  Numbers: 1,2,3,4,  Verbs: walk stand, sit, touch  Nouns: ground

16 Practice Script

One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up lhexíléx Sit down emétlha One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. Walk Lhexíléx. Ímex. Stop. Walk. Stop tl'eláxw. Ímex. tl'eláxw. One, two, three, four Léts’e, isále, lhixw, xe’óthel, Sit down emétlha Five, six, seven, eight lheq'á:tses , t'xém, th'ó:kws, tqá:tsa Stand up. Walk. Back up Lhexíléx. Ímex. Yothet One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. sit down Emétlha. Lhexíléx. And turn around Lúwe qás qít One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. sit down Emétlha. Lhexíléx. Stand up. sit down Emétlha. Lhexíléx. And touch the ground. Tóset temexw.

Guided Practiced

 set the classroom up to encourage movement.  have students follow directions. Physically have each student move.  Quiet Practice: have the students complete the game. Keep the noise level to a minimum, the focus is on articulation of sound. Have the students say each phrase slowly, being mindful of fluency. Allow students to assist one another.  Play: xwe'í:lstexw, xwe'í:lstexw te (name) come here, come here (name)  Set up: have the students line up in two rows, parallel on each side of the room. - Each team has a caller who says, “xwe'í:lstexw, xwe'í:lstexw te (name)” - Team One says, ““xwe'í:lstexw, xwe'í:lstexw te (name)” - The person who is called on Team 2 says, “Xwe'ít.” (what? What is it?) - Team one calls out an action. Team 2 has to try to cross Team One’s line with out laughing. If the team 2 player smiles or laughs, that player is now on team one’s team. - Introduce new words: : yóthet Group Practice:

17 Independent Practice

 Use cue cards at home with family.  On the playground, use the words.  Worksheet match – depending on age. Assessment

o Say the vocabulary word and have each student do the action as they leave the door. o Say the vocabulary word and have each student say the action word as they leave the door. Review Action Object Other lhexíléx stand up Xwém fast emétlha sit down Silíxw slow ímex Walk tl'eláxw Stop qít turn around ts'tl'ém Jump xwó:mxelem Run Yóthet Back up mót'es Point ímex Walk tl'eláxw Stop

New words swáchet light lhxéyléptel floor Review Use pictures from previous lesson to review. Action Object Other lhexíléx stand up letá:m table xwém fast emétlha sit down sch'áletstel chair silíxw slow

18 Sample Commands lhexíléx silíxw, ímex, tl'eláxw, yóthet, tl'eláxw stand up slowly, walk, stop, go backwards, stop lhexíléx, mót'es te sch'áletstel, mót'es te letá:m, tl'eláxw stand up, point to the chair, point to the table, stop lhexíléx xwém, emétlha xwém, qít silíxw, mót'es te letá:m, tl'eláxw stand up fast, sit down fast, turn slowly, point to the table, stop lhexíléx, mót'es te swáchet, l'eláxw stand up, point to the light, stop mót'es te lhxéyléptel, tl'eláxw, mót'es te lhxéyléptel, point to the floor, stop, stand up, point to the floor Other Commands mót'es silíxw te sch'áletstel, mót'es xwém te letá:m Point slowly to the floor, point quickly to the light Ímex xwém te letá:m, xwó:mxelem silíxw te sch'áletstel Walk fast to the table, run slow to the chair

Lesson 6 - REVIEW

Topic: Classroom Learning Outcomes: Listening :Learners can identify key words and sounds in short phrases that are slowly and carefully articulated.

Spoken Production: Learners can produce simple isolated phrases about their family, friends, and themselves.

Teaching Technique:

 Prayer  Attendance – greetings – song

19 Review

Use pictures from previous lesson to review.

Action lhexíléx stand letá:m table xwém fast up emétlha sit sch'áletstel chair silíxw slow down ímex walk swáchet light the tl'eláxw stop lhxéyléptel floor to qít turn around ts'tl'ém jump xwó:mxelem run

yóthet back up mót'es point

Sample Commands lhexíléx silíxw, ímex, tl'eláxw, yóthet, tl'eláxw stand up slowly, walk, stop, go backwards, stop lhexíléx, mót'es te sch'áletstel, mót'es te letá:m, tl'eláxw stand up, point to the chair, point to the table, stop lhexíléx xwém, emétlha xwém, qít silíxw, mót'es te letá:m, tl'eláxw stand up fast, sit down fast, turn slowly, point to the table, stop lhexíléx, mót'es te swáchet, l'eláxw stand up, point to the light, stop mót'es te lhxéyléptel, tl'eláxw, mót'es te lhxéyléptel, point to the floor, stop, stand up, point to the floor mót'es silíxw te sch'áletstel, mót'es xwém te letá:m Point slowly to the floor, point quickly to the light Ímex xwém te letá:m, xwó:mxelem silíxw te sch'áletstel Walk fast to the table, run slow to the chair

Assessment

20  Dynamic: speak clearly, use gestures and pictures and also watch pacing. Have students lead small groups.  Did you provide a dynamic visuals?  Door Check

o Say the vocabulary word and have each student do the action as they leave the door. o Say the vocabulary word and have each student say the action word as they leave the door.

1.4. Implementation

Our first meeting I introduced the Stó:lō territory and the Seabird Island Band, how laws and politics defined our current council and our nations role in society. Seabird Island is unique because of our Independent Band operated school, and alternative to local public schools. Seabird Island community school, in operation since 1978(Gardner:1986), operates from Primary Kindergarten to first level College Programs in trades and Education(Seabird:2019); we also host the Native Indigenous Teacher Education Program (UBC), Early Childhood Education Diploma (UFV), and Practical Nursing Program (VCC) along with numerous trades programs.

Teachers were expected to complete the language “Indigenous language learning assessment tool”, created by Dr. Onowa McIvor and Dr. Peter Jacobs 2016, via email or hard copy. Invitations, by signs, personal, were completed. Most teachers were entertained with the idea, but the professional expectations rose and shifts needed to occur. Shifts in implantation needed mobility, flexibility, and meet at the interested teachers’ expectation.

Second meeting, introduction of the language, its sounds and introductions was the topic. Considering the attendance, a shift was needed in order meet the needs of our

21 teachers, mobility was important and completing a language shift experientially was necessary. Meetings, ad hoc interjections of the languages, and drop-in’s became status quo. The development of a resource text, 75-second phoneme video, sound files were developed for ease of access.

1.5. Outcomes

The formal classroom did not work. Reasons for not working was time, professional expectations, familial expectations, and location. Once we did a presentation shift, the language shift occurred. In classrooms, prior to the promotion of the language, signage changed, greetings changed. We have staff greeting each other with “Ey latelh” in the morning, “Ey swayel” during the day. Praising children with “Tsel ey”, and leaving with “Ey cha te swayel!”

Moreover, children are greeting adults with these same phrases. The goal was to make Upriver Halq’eméylem mainstream, it will take time to shift, but the shift began and will continue.

1.6. How is language policy created & changed in Seabird Island?

Currently, in Seabird Island Band, there is no written form of language policy. In 2006, Seabird Island ECE hosted a gathering for all our stakeholders and set a decree to use only Upriver Halq’eméylem. In April of this 2014, by direction of our senior Halq’eméylem language instructors and elders, we announced use the phonetic chart presented by Coqualeetza 1977 and the Galloway collection of orthography.

With the new onset of language learners and educators, a policy is a definite need for our community. Seabird Island is one of 94 different bands who manage their own lands under the First Nations Lands Managements Act which permits the creations of laws. Thusly, our community can create a language law. This law is tied to the land by oral stories and Stó:lō belief that Halq’eméylem is the language of the Stó:lō lands.

Policy creation, in Seabird Island is completed by the following process as per the Seabird Island Band Governance Model 2007:

22 Table 1 Process of Seabird Policy Development 2007 1. Identification of need. 2. Band Council Motion (BCM) to create said policy with selection of council members, usually portfolio holders to participate in its creation. 3. Budget tied to policy. Budget amendments necessary with appropriate financial motions. 4. Staff, resources sought and organized. 5. Community request for committee members, submission of application for policy development or letter of intent for committee submitted. Selection of members, public announcement of committee members. 6. Terms of Reference created with Council Mandate. 7. Staff search examples of said policy. Educates community members, and informs committee members of all avenues, ideas, arguments of said policy. 8. Creation begins.

This is the common practice for Seabird Island, we employ a policy analysis and formulated this process over years of policy writing. Every committee creates their own Terms of Reference as a practice exercise of communication, to set the stage for the next steps.

1.7. Seabird Language Policy Points of Interest

• It is SICS policy that staff are required to learn Halq’eméylem and to integrate the language into their daily discourse with the children.

• SICS language teachers (Edna Bobb, Shirley Julian, Kwosel Pettis) contributed to the development of the UPRIVER HALQ’EMEYLEM dictionary

• SICS currently holds a seat with Etymology of Salish Languages which is the development of new words for the Salishan languages.

• Through the UPRIVER HALQ’EMEYLEM Translation Contest, SICS introduced 679 words and over thousand phrases to the Stó:lō territory.

23 1.8. Qwóqwel tel Halq’eméylem: Speakers of Halq’eméylem

Qwóqwel tel Halq’eméylem programs involve the acquisition of an additional Halq’eméylem for the purpose of effective communication (and thinking) in everyday situations. Immersion methodologies such as TPR, WAYK, Common-Experiential Approach and Natural method seeks to match a natural speaker of the language.

Ideally, a learner first exposure to Halq’eméylem: listens to the Halq’eméylem, then he begins to speak the Halq’eméylem, followed some time later by learning to read and write the Halq’eméylem. Oral Halq’eméylem, is the foundation of reading and writing skills. A strong emphasis on oral Halq’eméylem development is crucial for the success of an immersion program, for our teachers a space for Halq’eméylem to naturally occur is necessary for their personal development in language acquisition. Teachers require the necessary support on how to achieve comprehension by the students, as well as on how to deal with learning plateaus, and how and when to correct the students’ errors. The ever-changing role of the teacher, the classroom environment, the delivery of learning activities and the evaluation of the students’ oral development are discussed. Processes and conversation, inclusion of a number of games and activities successful in immersion classrooms are described and technology communication strategies in the classroom. Lalme’Iwesawtexw proposes to host a place for our Language teachers to improve their oratory, fast speech, and immersion programming in our endangered language.

Halq’eméylem currently, is on UNESCO list as extremely endangered list and scores highly on the EGIDS list that states language loss is emanate. A formulation of Qwóqwel tel Halq’eméylem that houses the following: development of fluency, teaching methodologies, Speaker Series, and resource sharing. Language revitalization, a critical action for any indigenous language, supported by the First Peoples Language and Culture foundation, this document is an exercise in their process of language revitalization and protected under international law.

24 1.8.1. Seabird Island Community School Language Profile

Ethnologue For Halkomelem

Ethnologue is a comprehensive reference work cataloging all of the world’s known living languages. World linguists categorize the world’s languages on a five-scale system described below, as well as mapping, categorizing and logging the world’s languages.

Table 2 Halklomelem Ethnologue Classification (Ethnologue Halklomelem)

SEABIRD ISLAND’S EHTNOLOGUE CLASSIFICATION ISO Code: 639-3 hur Halklomemlem

Language Halklomemlem Upriver Halq’eméylem – Seabird Island Classification Salish, Central Salish Central Salish Language Salish Salish Family Location Southwest British Columbia, in Eastern Fraser Valley, British many small communities along Columbia the lower Fraser river, the east coast of Vancouver Island Fluent 570 in Canada, 100 passive 0 possibly 3 passive speakers Speakers speakers Population in 595 N/A all Countries Ethnic 6700 942 Population Status 8a (Moribund) Alternate Holkomelem Names Dialects Downriver Halkomelem, Island Upriver Halq’eméylem Halkomelem, Upriver Halkomelem. Language use Older adults Halq’eméylem classes and greetings

25 Chapter 2. Halq’eméylem and Contact

Halq’eméylem language prior to contact estimated some 30,000 Halq’eméylem speakers; by 1928 a decline to 1300 speakers, and in 2012 only one known fluent speaker of Upriver Halq’eméylem remains. In 250 years of Eurocentric acculturation, the “Halq’eméylem language was nearly completely annihilated” ( (Gardner); government policy attempted to make the Stó:lō st’áxem (worthless people who lack the knowledge of their culture, language and lineage) in their own territory. Now considered a severely endangered language by UNESCO Atlas of the World’s Languages in Danger (2012); Halq’eméylem speaking communities are currently reviving their traditional language by education, documentation, and policy to preserve Stó:lō history, culture and identity “aspire to become smelá:lh” (Garner: 2009) (worthy people who know their history and language).

2.1. Upriver Halq’eméylem and Seabird Island

Seabird Island Community school taught Upriver Halq’eméylem as a course since its’ beginnings in 1978 under the credence that “We want education to give our children a strong sense of identity, with confidence in their personal worth and ability.” In the beginning, Upriver Halq’eméylem was taught under the provincial policy for locally developed courses which permitted 3% of the allotted teaching time to local interest. Seabird Island Band Education Committee and then Education Manager fought tirelessly to increase those minutes, finding solutions to time and scheduling. Meanwhile, Jeff McNeil fought for his understanding of Upriver Halq’eméylem and used it to enter UBC’s Native Indian Teacher Education Program, as a second language requirement. It was not on until 2008, the acceptance of the Upriver Halq’eméylem Integrated Resource Package, that Upriver Halq’eméylem was “legally” permitted on report cards as Halq’eméylem, prior SICS could only use ‘Locally Developed Course or LDC” on the legal document. Currently, SICS is the keeper of the Curriculum documents from K-12.

26 2.2. Varieties of Halklomelem that make Upriver Halq’eméylem

Upriver Halq’eméylem is a member of the Halkomelem dialect group of Salish languages. Upriver contains Chilliwack, Chehalis, Tait, Sumas/Kilgard, Chelexwōqwem, Lhéchelexem, Nicomen,Pilalt, and Skowlitz varieties of Halq’eméylem language to make our list of what we use today as standard, the Galloway Upriver Halklomelem Dictionary. ( (Gerdts), (Galloway, A Grammar of Upriver Halklomelem)

Figure 1 Halklomelem Dialects from Stó:lō Atlas: Image from The Stó:lō Atlas

27 Chapter 3. The Sounds of Upriver Halq’eméylem

3.1. How the Phoneme Chart began.

The phonetic chart used today was collected by Dr. Brent Galloway. He began his fieldwork with the Stó:lō people in August 1970, where he began to document and preserve the language. At that time Dr. Galloway stated, “At present, there seems to be about 50 to 75 speakers of Upper Stalo… and all over 60 years of age.” (Galloway: 1977). The Phoneme Chart began in 1974 when Galloway was hired to teach, document and preserve the language. He and his team amassed a data base of some 15,000 words. By 1977, after transcribing several meetings and recordings The Coqualeetza Cultural Education Centre released its phonemic chart. (B. G. Centre)

Figure 2 Coqualeetza Phomemic Chart

28 3.2. Sounds of Upriver Halq’eméylem

There are 39 sounds in the Upriver Halq’eméylem language: 6 vowel sounds, 33 consonant sounds. English sound not present in Upriver Halq’eméylem are; in transliteration of an English word to Halq’eméylem fluent speakers would use the following letters to replace the English letter with the Upriver Halq’eméylem letter (Galloway, How to Hold a Class)

Table 3 English & Upriver Halq'emeylem Sound Transliteration

English Letter Upriver Halq’eméylem Letter b p or sometimes m d t f p g k or sometimes kw kl lh j ch n l r l or disappears v m or sometimes p z s

Below is the sounds of Upriver Halq’eméylem with its’ English similarity. Examples are given with the closest sounds. (Galloway, A Grammar of Upriver Halklomelem) (S. R. Centre)

3.2.1. Halq’eméylem Sounds and English Comparison from Galloway’s “How to teach a Class”

Table 4 Sounds of Upriver Halq'emeylem and English Comparison The vowels in Halq'eméylem are:

a as in English fat, bat (when under ´ or ` or before w or y) or as in English "sell" or "bet" (elsewhere).

e as in English sill, bill (when between palatal sounds l, lh, x, y, s, ts, ts', k, k') or as in English "pull" or "bull" (when between labialized sounds m, w, kw, kw', qw, qw', xw, xw) or as in English "mutt", "what" (elsewhere).

29 i as in English "antique", "beet", "eel."

o as in English "pot", "mop", "father", "brother."

ō as in English "no", "go", "crow."

u as in English "Sue", "soon", "moon", "flu."

3.2.2. Dipthongs

Most vowels can be followed by [y] or [w] in the same syllable:

aw as in English "cow."

ay rare in English, some have it in "sang."

ew as in Canadian English "about."

ey as in English "bait."

iw as in English "peewee" minus the last "ee."

iy as in English "beet."

ōw as in English "ah well" minus the last "ell."

oy as in English "bite."

ow as in English "bowl."

3.2.3. Louder, Higher, Longer Vowel Sounds

´ or ` Almost all Halq'eméylem words have at least one stressed vowel (like á or à or ´ı for example). Some words have several stressed vowels. The stress marks are needed to tell which part of the word is said louder and

30 higher. Without this a speaker will have a foreign accent or say the wrong word. Stress (´ or ` does not change the pronunciation of a vowel (qwá:l "mosquito" and qwà:l "talk" both rhyme with English "pal"). Stress means the vowel is pronounced fairly loud and with a higher melody than if the vowel was unstressed. High stress (shown by ´ over a vowel) has the highest pitch, about four notes above a vowel without a stress mark. Mid stress (shown by ` over a vowel) has a medium pitch, about two notes above a vowel without stress.

: means that the sound before the colon is prolonged or dragged out twice as long as a sound without a following colon.

3.2.4. Halq’eméylem Consonants Found in English

The only consonants which are pronounced like those in English are:

p as in English "pill" and "spin."

t as in English "tick" and "stand."

ch as in English "church."

ts as in English "rats."

k as in English "king" and "skill."

kw as in English "inkwell" and "queen."

th as in English "thin" (but not voiced as in "this" or "the").

sh as in English "shine."

s as in English "sill."

h as in English "hat."

31 m as in English "man" and "bottom."

l as in English "land" and "camels."

y as in English "yes" and "say." w as in English "wood" and "how."

3.2.5. Halq’emeylem Sounds not Found in English

q made by raising the very back of the tongue to touch the soft palate

qw made just like the q but with rounded lips

There are ten consonants written with an apostrophe: ch', k', kw', p', q', qw', t', th', ts', tl'. These are popped or glottalized consonants. Th occurs in English width and breadth. ' glottal stop. It is found in a few words in English like, "mutton" or "button" or Cockney English "bottle" (spelled with "tt") or beginning each "uh" in "uh-uh" (the sound meaning "no") or the sound beginning "earns" in "Mary earns" when pronounced differently from "Mary yearns."

lh made by putting your tongue in position to say an "l" but then blowing air (like an "h") around the sides of the tongue. This sound may be heard in English after "k" sound in a few words like "clean" (klhin) or "clear" or "climb."

Blowing Sounds

There are four blown x sounds. These sounds are made by raising the tongue to narrow the passage of air till you hear the friction of the air:

x made with the middle of the tongue raised roughly in the same place is it is put to make a y as in "yawn." But instead of using your voice you just blow air and it produces a friction sound

32 between the middle of the tongue and the front of the hard palate. English has this sound first in "Hugh" or "hew."

xw made with the tongue raised a little further back, by the middle off the hard palate (roof of the mouth), but it also requires rounded lips. It sounds a lot like wh in some words in English but with more friction on the roof of the mouth.

x made still further back, in fact with the back of the tongue raised close to the soft palate (where the q is made). German has this sound in "ach" for example, and Scottish has it in "lock" meaning "lake."

xw made in the same back place as x but is also made with round lips. It is like a blown qw while x is like a blown q.

3.3. Teaching the Phoneme

In conversation with our Upriver Halq’eméylem language teachers, they were encouraged by their language teachers to teach the phoneme as designed by Galloway and the Coqualeetza Elders; that particular phonemic chart is designed with the six vowels first, the remaining 27 consonants positioned according to the International Phonetic Alphabet points of articulation. Today, this custom remains. In 1997, Kwosel Pettis (Stella Pettis of Seabird Island) (K. Pettis)designed a chant for the phonemic chart:

Í í xwelam te í:mex is for walking Ee xwelam te emét is for to sit, sit up, sit down A a xwelam te áxe is for Canada goose U u xwelam te tú:xwes is for nine dollars O o xwelam te ó:lh is for to get into Ōō xwelam te stó:lō is for river M m xwelam te músmes is for cow Ch ch xwelam te cháléx is for hand Ch’ ch’ xwelam te ch’áyxwt is for to dry something P p xwelam te ptá:kwem is for bracken fern P’ p’ xwelam te sp’óq’es is for eagle ‘ xwelam te s’ó:pels is for ten o’clock K k xwelam te kopú is for coat

33 K’ k’ xwelam te pésk’a is for hummingbird Kw kw xwelam te kwósel is for star Kw’ kw’ xwelam te kw’í:tsel is for grizzly bear Y y xwelam te yóyeqw’em is for to perspire W w xwelam te wíweqes is for yawning Q q xwelam te qá:lq is for rose Q’ q’ xwelam te q’á:mí is for girl Qw qw xwelam te qwe’óp is for apple Qw’ qw’ xwelam te qw’ō:l is for ear T t xwelam te téxwets is for bow T’ t’ xwelam te t’í:lem is for to sing Ts ts xwelam te tselqó:mé is for blackcap Ts’ ts’ xwelam te ts’átem is for crawling Th th xwelam te thqá:t is for tree Th’ th’ xwelam te th’á:le is for heart Tl’ tl’ xwelam te tl’ítl’alqtéle is for fawn L l xwelam te lálém is for house H h xwelam te héyeqw is for fire Lh lh xwelam te lhí:m is for picking berries S s xwelam te sqelá:w is for beaver Sh sh xwelam te kweshú is for pig Shxw shxw xwelam te shxwímála is for store X x xwelam te xá:ysem is for ant X x xwelam te xá:m is for crying Xw xw xwelam te xwélmexw is for first nations person Xw Xw xwelam te xwexwáye is for blowfly

In 2014, I challenged this method and researched the phonemic instruction to mirror how English language is learned. This research not only offended many, but placed a spotlight on the plight of Upriver Halq’emeylem. Considering in Canada, English is the predominate language, the introduction of the Halq’eméylem language in this text is based on the research of the first English sounds enfants are taught in Canada. Using the phonemic chart for Halq’eméylem, the English sounds and Halq’eméylem sounds were compared, the result is the chart above.

The chart demonstrates the order in which the Halq’emeylem sounds are presented in this text. I proposed the following:

34 Table 5 Seabird Island Community School Kindergarten Workbook

Unit Letters for each Unit

Unit 1 í e a u o ō Vowels

Unit 2 m p h x x xw

Unit 3 w xw lh p’ k q

Unit 4 q’ k’ kw qw qw’ kw’ Consonants Unit 5 t t’ l s sh shxw

Unit 6 ch ch’ th th’ tl’ ts

Unit 7 ts’ ’ y

The outline was based on which letters we are taught as infants learning English. This particular list moves points of articulation around the mouth and mimics the letters developed over time. The shaded letters are not in English, most because of the glottal sound, they were placed near their similar sound for ease of blending. The senior teachers at the time strongly stated we need to keep the vowels first.

35 Chapter 4. School Rules

1. School Rules

In 2017, we gathered as a staff to review the school rules. As a staff we decided the following:

Lalme’Iwesawtexw, lí tset: At Seabird Island Community School we are:

S-HÍLEKW Ready ÓLHET Respectful LEXWSYÓYES Responsible

We are READY We are RESPECTFUL We are RESPONSIBLE

• READY to learn • RESPECTFUL of • RESPONSIBLE for teachers and all other getting to class on • READY to help staff time

• READY to listen • RESPECTFUL of • RESPONSIBLE for fellow students coming to school • READY to participate every day • RESPECTFUL of • READY to challenge myself • RESPONSIBLE for my myself behaviour • RESPECTFUL of my • READY to follow rules classroom • RESPONSIBLE for my and procedures actions • RESPECTFUL of my • READY to do my best school • RESPONSIBLE for getting my school work • RESPECTFUL of done and in on time other people’s property • RESPONSIBLE for my own property • RESPECTFUL of everyone I interact • RESPONSIBLE for with doing the right thing

36 Chapter 5. Morning Protocol

5.1. Morning Assembly

ô siyám, sí:yáye, tselxwelmexw O creator, friends, relatives

Éy swáyel Good Day

Éy látelh Good Morning

Lí chxw we éy ó mekw’wát? How are all you doing?

Tem st'seheyelh Prayer Time

5.2. Prayer

Seabird Island Community School practices two prayers for morning protocol. The prayers were chosen by the senior teachers and were used since the school opened in 1978, the delivery is now different, but the words remain the same.

5.2.1. Morning Prayer for the Elementary School:

Maythótx Kw’els Éyem

Help Me Be Strong

Ō Chichel Síyam meq tel skwixthome.

Oh Creator please forgive me.

Maythóyx kw’els xwe’ éy.

Help me to be better

37 Maythóyx kw’els eyem.

Make me stronger.

Qex stam tl’í stexw.

Many things are hard to do.

Maythóyx chexw kw’els stim.

Help me try really hard.

Kwethóyx chexw tl’ osu éyem qe sthéthi.

Keep me strong and true.

Éy kw’es ste’as.

Amen.

5.2.2. Morning Prayer for High school

Plist te Sq’eptset

Bless this Meeting/Gathering

O Chichelh Siyam, plist te sq’eptset.

O Creator bless this meeting.

Éy kw’ōmkw’emcha teli te s’olh sqwalewel xwlam kw’é ít totí:lt telowayel.

Give us good strength from our soul toward what we are to study or meet about

today.

Éy kws hakw’elestset te s’i:wes te siyo:lexwalh.

It is good to remember our teachings from our forefathers.

38 Ts’ithometset lam kw’é mékw’ stam.

We thank you for everything.

O Chichelh Siyam, tset ts’ithome xwelam kw’é mékw’ wates kw’é mékw’

stam ít mé kwelexw teli télewé kweset mé kwéléxw.

O Creator, we praise and thank you for everyone and everything that we have

received from you.

Éy kwes ste’as.

Amen.

5.3. Morning Classroom

Éy látelh mekw’wát Good Morning

Li Hílékwtset? Are we are ready?

Ichap mékw’ í? Is everyone here?

Ts’ixw qesu emet. Please sit down.

5.4. General Greeting

Éy swáyel Good Day, hello

Lí chexw we eyó? / Lí chxw we éy ó? How are you?

5.4.1. Answers to Lí chexw we eyó / Lí chxw we éy ó

Tsel we ‘éyo I am fine.

Lí Fine

Éy Good

39 Chapter 6. Classroom Vocabulary

6.1. Common Verbs for the Classroom

*all English terms beging with “to(verb)”

6.1.1. Phoneme Vocabulary

get into ó:lh

walk ímex

sing t’í:lem

6.1.2. Classroom Verb-Vocabulary

be quiet sts’axw

Clap lh’eqw’chesem

come inside kwetxwí:lem

draw xwíthí

go back q’olthet

jump ts’etl’em

listen xwelala

look kw’atse

read kwixet.

repeat xwtélqel ~ xwetelqel

sit down emét

sit, sit up, sit down emét

40 smell hoqwet

stand up xwilex

studying (to a group) tó:ltchap

talk qwal

turn around ts’olesem

watch kw’okw’ets

write something xéylt

wrong skway

6.2. Classroom Greetings

Finished in peace, goodbye Hoyowelh (person leaving).

Go in peace, goodbye. Lamowelh. (person staying)

Good afternoon. Éy yilaw téxw swayel.

Good afternoon. Ey yilaw texw swayel.

Good day. Éy swayel.

Good evening. Éy xwélalt.

Good morning. Éy latelh.

Good night. Éy slat.

I will see you all. Kw’etslole tsel cha.

I will see you. Kw’etslome tsel cha.

I’ll see you all later. Etsel cha ew kw’etslole.

I’ll see you later. Etsel cha ew kw’etslome.

41 I’m happy to see you all. Éy tel sqwalewel kw’els kw’etslole.

I’m happy to see you. Éy tel sqwalewel kw’els kw’etslome.

It’s a good evening. Éy te xwélalt.

It’s a good morning. Éy te latelh.

It’s a very good day. Ts’ets’el éy te swayel.

It’s been a long time since I’ve see you. Welh hith kw’els ewelh kw’etslome.

It’s been a long time since I’ve seen you all. Welh hith kw’els ewelh kw’etslole.

It’s good to see you again. Éy kw’els kw’etslome qelat.

It’s good to see you all again. Éy kw’els kw’etslole qelat.

It’s good to see you all. Éy kw’els kw’etslole.

It’s good to see you. Éy kw’els kw’etslome.

It’s good you got here (arrived). Éy kw’ese emi.

See you again. Kw’etslome qelat.

See you all. Kw’etslole.

See you. Kw’etslome.

Take care. Xolhmethet chexw.

The day is good. Éy te swayel.

Very good to see you all. Ts’ets’el éy kw’els kw’etslole.

Very good to see you. Ts’ets’el éy kw’els kw’etslome.

When will I see you again? Temtam tsel tse ew kw’etslome qelat?

When will I see you all again? Temtam tsel tse ew kw’etslole qelat?

42 When will I see you all? Temtam tsel tse ew kw’etslole?

When will I see you? Temtam tsel tse ew kw’etslome?

6.3. Halq’eméylem Classroom Phrases

6.3.1. Introductions

“Mary” is her name is English. “Mary” the skwíxs í te xwelítemqel.

Absent. Not here. (When someone is not in school) Wete í.

Angela gets sick easily. Sqalelh the Achele.

I am from Seabird Island. Teli tsel kwa Sqw’eqel.

Mali is her name in Halq’eméylem. “Mali” the skwíxs í te Halq’eméylem.

My girlfriend. Tel qami.

My name is Star. Kwosel tel skwix.

You should see my bills. Ixw elh kw’etslexw tel skwlalhci yelh.

You should see my ______. Ixw elh kw’etslexw tel ______yelh.

6.3.2. Praise

(be) willing to do one's work, (ambitious [BHTTC])' lexws'ó:les

Be my friend. Ya:ya maythóx

Good work. Ey te’ syoys.

Good. Ey.

My mind is in the right place., My mind is alright., I agree. Iyólem kw'els sqwálewel

That’s a good idea. Ey te’ ste’ awelmet.

43 That’s right. Lu eyolem

That’s right. Ste’a

Very Good Tsetsel éy (SS)

Very good. Ts’ets’el ey.

You are all very good. Chapu mekw ts’ets’el ey.

You are good. Chexw xwu ey.

You are very good. Chexw xwu ts’ets’el ey.

You're right Echxw we'iyó:lem

6.3.3. Commands

Again. Qelat.

Always Wiyoth.

Answer him! Le q’éleqet

Answer the questions on page eight. Q’elqet ye spetam lite teqats pipe.

Ask somebody. Petá:metchexw wates

Be quiet. Sts’axw.

. Be quiet. Sts’ets’exw

Bring me the (ball). Oxwesthoyx te (pol).

But very expensive. Qe olu tl’istem.

Can I get you some (coffee, berries, cake, tea, pie, food, soup)? li iyó:lem kw'els méstexw kw'e (kópi, sth'í:m, kík, tí, póy, s'álhtel, slhóp)?

Clap lh’eqw’chesem

44 Close the (NOUN). Teqat te (NOUN).

Close your books please. Ts’ixw qesyu qepaq’et ta’ pekw.

Collect the books please. Ts’ixw qesu qepet ye pekw.

Come back. Mitl’ qolthet.

Come eat, children. míyalha álhtel (mámele, stá:xwelh)

Come eat. mítlh álhtel.

Come help me. mítlh maythóx. come here Émi kw’elo

Come here. Mitl’ kwelo.

Come in Mitlh kwetxwilem

Come in and sit here. mílh kwetxwílem, emét íkw'elò.

Come in through the front door. Míchxw kwetxwí:lem lí te axélesmel teqtál.

Come inside. kwetxwí:lem

Come inside. Mitl’ kwetxwilem.

Come to the front. Mitl’ te e’xeles.

Come. emílha. ~ mílha.

Copy these words. Xwexwe’at ye’i sqwal.

Cross your legs. Q’weth’xelemstexw yé sxexeyle

Do you want to be my friend? Lichxw Ya:ya maythóx?

Don't be so noisy. éwechxw we'ólew ló:pxwem.

Draw a picture of…… Xwithi kw’e………

45 Everybody repeat after me. Mékw’chap xwtélqethòx

Everybody stand up., (Stand up you guys.) lhxeyléxalha.

Everyone go to your desk. Mékw’ wat lam te’ liletam

Everyone read this word. Mekw’wat kwixet te’ sqwal.

Excuse me qw’oqw’eléx

Fetch me some water., Bring me some water. mesthóxchexw te qó:. find a seat, have a seat, sit down ch'álechem

Fold your arms. Lemlemet yé t’elt’alow.

Fold your paper. Lémet ta’ pipe

Fold your papers. Lémetchap ta’ pípe’elep.

Get into two teams Elelts’elitel tseta xwela kw’e isalamot.

Get into your groups now please. Ts’ixw qesu la q’othet late’ ts’elh yoyes.

Give it to me (as s-th fetched, not as a gift). mesthóxchexw.

Give me the____. Méstexw te ____.

Give me the… Oxwesthoyx te…

Give me your homework. Oxwestthoyx ta’ t’ekw’stexw syoyes.

Go away. Latl’ ayel.

Go back to your seat. Latl’ q’olthet xwela te schaletstel.

Go check the mail. Lamtl’ tl’etl’ at te sxelals.

Go outside. Latl’ kw’e satl’eq.

Go sit in the chair. emétlha lam te shxwch'áletstel.

46 Go to your desk. Lamchexw te’liletam.

Guess what is missing. T’at’met stames kwe’ eweta. have a seat xwch'áletsem

Have a seat. ch’álechem (Xw) ch’álechem

Help me. meythóxlha.

Here Íkw’elò ~ Ikweló

If you’re smoking go outside. Lí exw p’ó:p’etlém lámchexw átl’qel.

It's pulled too tight, loosen it. we'ólwe sthethá:kw', líqwetlha.

Learn this for next time. To:ltchap te ile xwelá(m) kw’e qelátscha

Learn this for tomorrow To:ltchap te íle xwelá kw’e wáyeles

Leave ___ alone. Kwéat chexw o te _____.

Lie down. Lho’ethet.

Listen Xwelalam.

Listen and answer the questions. Xwelala qesu q’elqet ye spetam.

Listen carefully. ~ Listen to me. Xwelalamethoyx.

Listen to… (male or female person) Xwelalamet te/the……….

Listen, You listen. xwlalá:lha.

Listening Xwlála

Look at me. Kwatsethoyx.

Make a line under the words. Xeyp’et stl’epolwelh te sqwal.

Make a line under these words. Xeyp’et stl’epolwelh ye’i sqwal.

47 May I… Xwéme kwels...

May I go to the washroom? Xwéme kwels lamtsel te atl'qeláwtxw?

Open your book to page…… Xwemaqet ta’ pekw late kw’ixs pipe……

Pick one person to draw a picture. Miset teli ye’ tselh yoyes kw’e xwithi.

Please share your book with (name m/f) Ts’ixw qesu q’otel te/the….ta’ pekw.

Please sit down. Ts’ixw qesu emet.

Please turn off your phone. Ts'ixw q'esu tl'ekwelt ta' shxwetatim.

Please work on your own. Ts’ixw qe’esu i’yoys o.

Please, tell me what that is. [lit. Take pity on me and tell me what that is] ……………………………………Th’éxwmethóx qesu yéthesthóx stámes tethá.

Practicing, training (like a group of puller, running up a mountain) Le t’ó:thet

Put away your books. Qéylemtchap ta’ pekwelep

Put away your books. Qeylemtchap ye’ pekwelep.

Put everything away. Qeylemt kwe’ mekw stam.

Put it on board. ólhstexwlha.

Put the ____ back. Q’elstesw te ___.

Put you hand up if you haven’t finished. Xwelchasem xwe’wa ixw hoy.

Put your books away and put them on my desk. Qeylemt ya’ pekw qesu ts’ax li tel li letam. put your hands up xwe kw’istexw yé chelchalex

Put your hands up it you are finished. Xwelchasem lixw ulh hoy.

Put your hands up. Xwe kw’istexw yé chelchalex

48 Put your picture on the board. Tl’alz (?) ta’sxwithi lite leplos.

Quickly. Kw’e xwem.

Quiet please. Ts’ixw qesu sts’ax.

Quit it! Hóylha!

Quit it. Hóylha

Repeat after me. Xwtélqethòx

Repeat after me. Xwetelqethóyx (Sto:ló Shxwelí)

Say it again louder. Thet qelat qe tu tsekwaleqep.

Say it again more slowly. Thet qelat qe tu silixw.

Say it again. Thet qelat.

Say it again. Qelatstexw.

Say it louder please. Ts’ixw qesu xwetl’os kw’es thet.

Say it quietly please. Ts’ixw qesu sts’axw kw’es thet.

Say the whole sentence please. Ts’ixw qesu mekw’et ye sqwal kw’es thet.

Say the whole sentence please. Ts’ixw qesu smikw’estexw ye sqwal kw’es thet.

Shh, I'm trying to listen. sh:, tsel xwlalá:

Sing to me. T’ilhthoyx.

Sit down emétlhqwe.

Sit down children Emétchap stá:xwelh

sit down on the chair omét li te sts'áletstel

49 sit down on the chair emét li te sts'áletstel

Sit down please. Emétlhqwe

Sit down then. Emétlha kwé.

Sit., Sit up., Sit down. emétlha.

Stand near the window. Lhxeyléxlha stetís te skw'echóstel.

Stand up lhxeyléxlha.

Stand up for s-o (respected) xwiléxmet or xwíléxmet

Stand up please. (&) Ts’ixw qesu lhexéyléx. (qew)

Stand up please. (from sitting) Ts’ixw qesu xwilexw.

Stand up straight. sthethá:kw' kw'as lhxéyléx.

Stand up, hurry., (Stand up fast.) lhxéyléxlha xwém.

Stop talking you guys., Stop talking you folks. ch'exweló:ythelalha.

Stop talking. ch'exweló:ythellha.

Stop talking. , Shut up! ch'exweló:ythel ~ ts'exweló:ythel

Stop. (for ex. filling a cup), Stop it. Hóylha

Stop. (only used for movement) Tl’elexw.

Stop. (used to correct behaviour) Hoytl’

Study as you go along (look at everything, plants, etc., as you walk along). totí:lthetchexw kw'a's li á:y.

50 Study it. tó:ltchexw.

Take it out. Xiqtalha.

Take out your books, pens homework. Xiqt ye’ pekw, xeltel, tekstexw syoyes.

Take out your books. Xiqt ye’ pekw.

Take out your pencils. Xíqtalha ta’ xéltel(elep)

Take out your pens. Xiqt ye’ xeltel.

Talk to me. Qwelsthoyx.

Tell me please, how do you say (ENG WORD) in Halq’eméylem? Th’exwmethóx qesu yéthesthóx xwe’ít kw’as thét (ENG WORD) í te Halq’eméylem?

Tell me please, how do you say “chair” in Halq’eméylem? Th’exwmethóx qesu yéthesthóx xwe’ít kw’as thét “chair” í te Halq’eméylem?

The chair is over there. lí tí te sts'áletstel.

Turn left. Ts’oles laté ts’ikwa.

Turn off the lights. Tl’ekwils.

Turn on the lights. Yelqwilem.

Turn over the page. Tselewt te pipe.

Turn right. Ts’oles laté ichiws.

Use these words in a sentence. Hokwex ye’ile sqwal i’kw’e sqweltel.

Watch and listen everyone. Kw’okw’ets qesu xwelala mekw’wat.

Watch those crazy drivers. Sqw’ogwelh ye sqe’igel kwelosels.

51 We are finished. Le hó:y

We are going home. Lámtset t’ó:kw’

We are going. Lamtset.

We are ready. Hílékwtset

We will sing. T’ilemtset cha.

Write a word on the board please. Ts’ixw qesu xeyelt kw’e sqwal lite leplos.

Write down what’s written on the (black/white) board/ on what you write on. Xílqtalha ta’ pípe’elep qas ta’ xéltel

Write your answers on the blackboard. Xéyltchexw kw’á shxwtiyéqel lí te ts’q’éyx leplós.

Write your name on the paper. Xeylt te’ skwíx lite pipe.

You answer him! Le q’éleqetchexw

You can start now. Lu iyolem kw’es iyothet tl’oqays.

You fold your paper Lémetchexw ta’ pípe

You folks have a seat. ch'álechemchap.

You folks sit., Sit up, you guys., Sit down, you guys. emétalh

Your turn Xwí lewas

6.3.4. Questions

And where are you going? Xwechal chexw telewe?

Are you folks ready? Lichap shilekw?

Are you going home Lame’ chexw tokw’?

52 Are you going home for lunch Lame’ chexw t’okw kwaes texw swayel?

Are you going home? Lame chexw t’okw’.

Are you going to the big house tonight? Lame’ chexw te milhe’ awt telxwlalt?

Are you going to the dance Friday night? Lame’ chexw te sqweyilex lite slheqatses xwelalt?

Are you going to the soccer game? Lame’ chexw xexlham ye po:l?

Are you hungry? Lichexw kw’okw’iy?

Are you ready? Lichexw shilekw?

Are you really sure you’re alright? Li chexw the’it wa ey o?

Are you thinking [about s-o/s-th]? líchxw totí:lt?

Are you well? Lichexw we eyo?

Aren’t you feeling well? Wa ole ixwu ey o?

Can he hear you? lí: ts'its'lhá:methò:m?

Can you all see it? kw'é:ye kw'as kw'ètslexwélep

Can you hear me? lichxw ts'its'lhá:methóx?

Can you see it? kw'á:ya kw'as kw'étslexw

Can you see…. In the picture? Li iyolem kw’es kwetslexw te….ite sxwithi?

Did I get any letters? Li tsel kwelexw kw’e pipe?

Did you finish your school work? Li chexw eystexw te sewolem?

Did you finish your work? Li chexw ulh tse te’elh yoyes.

Did you hear a noise? líchxw ts'lhámet kw'e lópxwem?

53 Did you like the game? Li chexw eystexw te sewolem?

Do a lot of praying. Ts’ heyelh chexw wayoth.

Do you have a (a NOUN)? Líchexw kwelám te (a NOUN)?

Do you have a black pen? Líchexw kwelám te ts’q’éyx xéltel?

Do you know how much my telephone bill is? Li chexw exw selchimes tel shxwtam skwlalhciyelh?

Do you remember my words from last time? Líchap (we)hákw’eles te ílh sqwóqwel?

Do you remember my words from yesterday? Líchap wehákw’eles te í lh elskway kw’e cheláqelhelh?

Do you remember our words from last time? Líchap (we)hákw’eles te ílh sqwóqwelchap?

Do you remember what I taught you? Líchap (we)hákw’eles te ílh el s’íwestòlé?

Do you understand what to do? Li chexw telomet wa xwe’itexw?

Do you understand? Li chexw totelomet?

Don’t do that. Ewe xet’e axw tetha.

Don’t start yet. Xwel xwe’a kw’es iyother.

Don’t you ever listen, I just got through telling you I’m alright? Wa chewelh xwelala, qays tsel xetes thome kwelsu ey o?

How do you say “house” in Halq’eméylem? Selchím kw’ás thét “house” lí te Halq’eméylem?

How do you say? Xwe’it kw’as thet?

How do you say__? Xwe’ít kw’ás thet

54 How is she now? Selchím kw’és shxwt’ás tl’oqà:ys?

Is everybody here? Íchap mékw’ i?

Is everyone here? Ichap mékw’ í?

Is everyone in a group? Li ulh mekw’wat liye tselh yoyes?

Is it finished? lí hó:y

Is it okay/alright if I go to the (insert place)? Li iyolem kw'els lam lá te (insert place)?

Is it okay/alright if I go? Li iyolem kw'els lam?

Is it okay/alright if I sit? Li iyolem kw'els emet?

Is it okay/alright if you go? Li iyolem kw'as lam?

Is it okay/alright if you sit? Li iyolem kw'as emet?

Is it right?, if it's right? Íxwô iyólem.

Is it time for us to take a break? Lí welh tés kw’és qáwtset?

Is that right? li ó:le?

Is that right? Li we iyolem?

What are you doing after lunch? Chexw xwe’it yelawes texw swell?

What are you doing Friday night? Chexw xwe’its lheqatses xwelalt?

What are you going to make for the bake sale? Stam kw’ a thitexw xwela te qw’elem shxwoyem?

What are you thinking? Stám kw'e totí:ltexw. ~ stám kw'e íxw totí:lt.

What did you get done? Stám te hó:y?

What do you think? Stam te swa sthetiwel? Sta’a:wel=to think

55 What is he/she doing? Xwe’í:t tútl’ò?

What is her name? Tewát the skwíxs thútl’ò?

What is his name? Tewát the skwíxs thúl’ò?

What is it? Be what? Stám

What is it? Be what? (while pointing) Stám te í

What is our name? Tewat te’ skwix?

What is that? Stám tethá?

What is that? Stam tetha?

What is the right answer? Tl’o kw’e elétse sthethi sq’elqel?

What is this? Stam te’i?

What time are you going home? Tes kw’ils lamexw t’okw’?

What time are you leaving? Tes kwils wa lamexw?

What time is it? Tes te skwils?

What time is it? Test e skwí:ls?

Where are we going? Xwechal tset?

Where are you from? Tel elets’e chexw?

Where are you going Sunday? Xwechal chexw sxexelhelates ?

Where are you going to eat? Xwechal chexw kw’as elhtel?

Where are you going? Xwechal chexw?

Where does it hurt? Eletse kw’ese sayem?

Where is the pencil? Elets’e te xeltel?

56 Where is the… Életse te…

Where is you pencil? Eletse te’ xéltel?

Where is your pencil? Elets’e te’ xeltel?

Where shall we go eat then. Xwechal kwa kw’es elhtel tset?

Where there any fights? Watalh yi eyotel?

Who are they? Tewát yutl’ólem.

Who are they? [Referring to females] Tewát thutl’ólem.

Who are you taking to the dance? Wat kw’a higwtexw late sqweyilex?

Who are you talking? Wat kw’a lamexw higwt?

Who doesn’t have a book? Tewat a kw’e ewets tse pekw.

Who has an idea? Tewat kw’e qwelqweliwel?

Who is she? Tewát thútl’ò?

Who is that? Tewat tethe?

Who was playing? Talh wat ye iwolem?

Whose tune is it? Xwi tl’os tewát?

Why do you think that? Xwe’its thetiwel ste’a tethá?

Will you repeat that please? Ts’ixw qe cha’su xwetelqet tethá?

6.3.5. Items

homework oxwestem syó:ys

This is the window. Tl’ò kw’e skw’echó:stel telí.

57 This is ______. Tl’ò kw’e ______telí.

The bathroom is the right (hand) door. Tl’ò te iyó:lwelh steqtá:l te émetáwtxw.

The ______is the right (hand) door. Tl’ò te iyó:lwelh steqtá:l te ______.

6.3.6. Time Management

After one hour let’s take a break. Yeláw léts’e ówa látset qá:w.

Coffee break Tem kyopi

From time to time she’s late. Tes te shxwtes su ye s’ikws thútl’ò.

Time to go. Lulh tes kw’e shxwlam.

6.3.7. Comments About Others

He destroyed something. qelqé:yltes.

He doesn’t have a phone. Eweta shxwtatims tutl’o

He gets sick easy. Sqalelh tutl’o.

He made noise., He makes a noise. Lópxwemstxwes

He sat., She sat. ma'emét

He used to think [about s-o/s-th]., He was thinking [about it/s-o]. ilh totí:ltes.

He’s still learning the language. le xwel totí:ltes te sqwéltels.

He's hearing the singing. ts'its'lhá:metes ye t'ít'elem.

He's making noise. lópexwemstexwes.

He's not right., It's not alright. Ôwe lís iyó:lem

58 He's studying it. OR He’s thinking. totí:ltes.

His talk isn't very good. éwe wel'óles éy te sqwéltels.

My, but he made a lot of noise. kwelhtstu lópxwemstxwes.

Oh that's the way it is. sta'á óle.

Our food will soon be ready. téxwcha kws hóy te s'álhteltset

Sears has good clothes. Ey te awkw teli te Si’es.

She is always late. Wiyoth kw’es ye s’ikws thútl’ò.

She’s never late. Ewelh ye s’ikws thútl’ò.

She’s often late. Qexalh kw’es ye s’ikws thútl’ò.

She’s rarely late. Xwelxwilq ewelh ye s’ikws thútl’ò.

She’s sometimes late. Lhelikwes tl’osu ye s’ikws thútl’ò.

Some are very careless. Ewe lis sqw’oqwelh yeliw.

Some don’t always watch the road. Amkw’o elechas kw’es kw:okw:ets yelikw.

Someday we’ll win a million. Cha tes kw’e swayel kw’es tl’exweleq tset.

They stopped talking. le hóy kw'es qwóqwels trying to do s-th (thinking about doing s-th) totí:ltes kws thíytes te ts'qw'ô:welh.

Two just about started but the ref stopped them. Yaysele e’xwalq eyothet qe tl’elexwstem te lilhels.

We could have such a good time. Eyolem kw’es iyos tset.

We could stop here and there. Ye tl’elexw tsetexw tsete ikwelo qaste liti.

We have some snacks for sale over there. Xwoxwiyómetset te s’álhtelóthel lí tethá.

59 We haven’t. Eweta swa tset.

We hold our language high. [Or] We are proud of our language. Tset hikwstexwteltset.

We pray in our language. Eystexwtsel kw’els tolt tel sqweltel.

We should go visit him some weekend. Ilh set la legelmet tutl’o telo toqtem.

We sing in our language. T’ilemtset ite sqweltse.

We sing. T’ilemtset.

We’re having a pot luck supper at the big house Friday night. Tsete tl’etl’ axel litexmilhe’awtslhqatses xwelalt.

You folks were called. ó:tòlèm.

You folks were liked., He/She/They liked you folks. éystòlem.

You folks were seen., They/He/She saw you folks. kw'étslòlèm.

You folks weren't told. (tell s-o) éwe lís yéthestòlèm.

6.3.8. Comments Amongst Others

finished, ready ihó:y

(He/She/They) can't shut up. skw'áy kw'es ts'exweló:ythels.

Get well. áyelexwlha.

It's finished. lé hò:y

learn (his/her/its/their)language tó:lt te sqwéltel.

Let’s go eat out. Xwemtl’ late elhtelawt.

Let’s go for a walk Haytl’ la imexosem.

60 Let’s go to MacDonald’s. Xwemtl’ late mak tolalts.

Let’s go to the new Yorker, they have excellent food there. Haytl’ late lu yoke tse tsel ey te selhtel lite tha.

Let’s go visit Zack Haytl’ la legelment te Sa:k.

Let’s listen to the CD now. Latst xwelalamet te CT tl’oqays.

Let’s plane a trip to Calgary. Ey kw’e tolt ye xwe’itet te sleqaleq el tset la kwe Kalkli.

Let’s play a game. Latst ewolem kw’e swolem.

Let’s watch the video now. Latst xexlham te peti’o tl’oqays.

The food is not yet ready. xwewá is hóy te s'álhtel

Then we can go to Sumas for gas. Qeyalhs tset la kwelem kw’e kas lakw’ Smath.

There’s going to be a pot luck lunch at the school on Valentine’s day. Es tsa tl’itl’axel kw’e texw swayel lite skulawt ite tl’etl’I tel swayel.

We all left because we were mad. latset mekw' áyel tl'ekwtset t'át'iyeq.

We’re ready. Tset hilekw.

You folks are making too much noise with your work., You folks are making your work be too noisy. Chap we'ólew lópxwemstexw ta' syó:yselep.

You look pale. Chexw sqalelhomes.

61 6.3.9. Comments about Self

Hit me if you want. Qw’oqwethoyx lis e’ stl’i.

I always overdo it. Wa yoth kw’els qelaxw.

I am going for a walk. Lamtsel imexosem.

I am going home. Lamtsel t’okw’.

I am going to a Chinese restaurant. Lamtsel te Chalmel Elhtelawtxw.

I am hungry. Tsel kw’okw’iy.

I am ready. Tsel hilekw.

I am very hungry. Tsel xwa.

I can’t afford new clothes. Skway kwels elqals te xaws awkw’.

I didn’t mean to say that. Ewe lis itel sqwalewel tel sqwelomet.

I do not understand. Ewe il telomet.

I don’t know. Wete lheq’elexw.

I (am/was) studying the Halkomelem language. / I (am/was) learning Halkomelem words. Átsel totí:lt te halq'eméylem sqwà:l.

I've had enough. chel hóy

I've had enough., I'm finished. iyó:lem kw'els hò:y

I heard it. tsel ts'lhámet.

I heard that you were sick. tsel ts'lhá:met kw'e'ase q'óq'ey.

I overslept. I slept too much. tsel we'ólwe ítet.

I was studying it. í:lhtsel totí:lt.

62 I’m trying to go. tsel totí:lt kw'els là:m.

I’ve got nothing to think of. ôwéta kw totí:ltá:l.

I'm thinking. itsel totí:lt.

I'm trying to go away. tsel totí:lt kw'els là:m áyel

I don’t like MacDonald’s. Ewe lil eystexw te Mak Tolates.

I don’t want to go to MacDonald’s. Ewe el stl’is kwels lam te mak tolalts.

I have to get something at Kmart. Lam tsel elqals kw’e stam teli te kay mot.

I have to go into town. Loy kw’elsu la kw’e towel.

I have to put money down on my phone bill. Lhaq’et kw’e tatele latle shxwtam skwlalh chiyelh.

I have to really watch how much I spend on groceries. Loy kw’elsu xats’t selchims kwels el ql qals kw’e selhtel.

I haven’t. Eweta el swa.

I hope Andy is alright. El stl’I kwesu eyso te Altelu.

I hope he’s alright. Ey t’we lisu ey o tutl’o.

I hope I hear from my eldest son. Ey t’wa wa ts’elhamal teli tel seltl’e mele.

I hope so. O ey t’wa.

I know, very pretty aren’t they? Tsel lheqexw olyomex etl’.

I know. Tsel lheq’elexw.

I like learning my language. Eystexwtsel kw’els tolt tel sqweltel.

I like the Chinese food at the Capital. Tsel eystexw te scholmelolh selhtel lite Captel.

63 I like the new spring colors. Tsel eystexw te tem qw’iles omex.

I love my grandchildren so much. Tsel tsetse tl’is tel emimeth.

I saw uncle today, he looked good today. Tsel kw’etslexw tel shxwemlikw telo wayel lu ey o.

I want (name) to work with (name). El stl’i the…..yoyes sq’eq’o te….

I want you to do exercise six. El stl’i kw’es yoysemet te stelam st’xem.

I want you to work in groups of three. El stl’i kw’es lhelhxwala yeyoyes.

I will be happy if you join us and learn our language. Ey tel sqwalewel we lixw q’ometoxw, tolt te sqwelteltset.

I will play it again. Tsel cha kwixt qelat.

I will see you sometime. Texw tsel cha kw’etslome.

I will see you when I see you. Texw tsel cha kw’etslome.

I will take you to the doctor. Tsel cha le’ amesthome te tokta?

I wish for Chinese food. Tsel temex te Chalmel s’elhtel.

I wonder how rose is doing. Ixw selchim the lose’.

I’ll just go to the second hands. Tsel tse lamo te mekw’ emawt.

I’m going home Lamtsel t’okw’.

I’m going to bring fried fish and potatoes. Tsel cha yekwelam te sts’akwex sth’oqwi sqawth.

I’m going to call your names. Kwixetolétselcha

I’m going to eat. Lamtsel ethtel.

64 I’m going to make apple pies. Thiyem tsel cha kw’e qw’e’op poy.

I’m going to make chocolate cake. Thiyem tsel cha kw’e choklet kik.

I’m going to pay bills. Lam tsel lewletst tel skwelalh chiyelh.

I’m going to the post office. Lam tsel te pipe’ awt.

I’m here. Tsel í.

I’m ok now. Tsel I’ayel telo qays.

I’m right here. Átsel we’í

In Halq’eméylem it is (HALQ’ WORD) Í te Halq’eméylem “(HALQ’ WORD)”.

In Halq’eméylem it is “sch’aletstel”. Í te Halq’eméylem “sch’áletstel’”.

In my desk. Seliw tel liletam.

It was good to see Thomas today. Ey kwel se kw’etslexw te Tomes telo wayel.

It’s a pen. Tl’ò xéltel.

It’s good to see you too. Ey kw’els kw’etslome telewe.

It’s good to see you. Ey kw’els kw’tslome.

It’s mine. Tl’o el swa?

It’s my turn. Xwe tl’os el swa.

So do I. Tsel ew eystexw.

Me too, I wish I could find a job. Qes te eltha ilh thxlaxw kw’e syoys qe eyelh..

Sometimes I overdo it. Lhelikwes tl’ olsu qexlaxw tel selqals.

65 6.3.10. Yes & No

No, I can’t see. Ewe, tselh kw’etslexw.

No, it isn’t Ewe is ste’a.

No, it was a good game. Ewe, ilh ey se’wolem.

No. Ewe ~ Owe

Not today. Eweta telo wayel.

Not yet. Xwewa.

Some, not all ôwe lís mékw'

That's right. ô'ó:le.

true, right ó:le ~ óle

Yes, certainly. A’a chastexw.

Yes, I am hungry. A’a’ tsel kw’okw’iy.

Yes, I can. A’a, lu iyolem.

Yes, I have one. A’a’, tsel kwelát te léts’e.

Yes, there’s one for you from Auntie A’a lets’e teli the’ shxwemlikw atl’lewe.

Yes. A’a.

Yes. I hear you. lí. tsel ts'its'lhà:metháme.

6.3.11. Verbs Most Used in Class (every word begins with ‘to’)

be quiet sts’axw

clap lh’eqw’chesem

come inside kwetxwí:lem

66 to draw xwíthí

go back. q’olthet

jump. ts’etl’em.

listen xwelala

look kw’atse

read. kwixet.

repeat xwtélqel ~ xwetelqel

sit down emét

smell hoqwet

stand up xwilex

studying (to a group) tó:ltchap

talk qwal

turn around ts’olesem

write something xéylt

watch. kw’okw’ets.

wrong. skway.

6.3.12. Halq’eméylem School Room Names

Art room xwithawtxw

author’s corner shxwexexeyls

bathroom (usually used for female) emétaxt

bathroom (usually used for male) séxwe’áwtxw

67 board room sq’épáwtxw boiler room kw’okw’es qo:áwtxw blackboard ts’q’eyx leplos boys’s washroom swiweles classroom (learning room) iwesáwtxw classroom (school room) skwuláwtxwxw computer room shxwk’waxeáwtxw counselling room heyotáwtxw curriculum s'iwesá:ylhem (as a noun)

í:wesè:ylhem (relativized instead by the preceding demonstrative article) electrical storage room kwayxtáwtxw female staff washroom slhá:lí shxwyam female staff washroom slháli shxwyam girls washroom q’ami shxwyam

Gym swolemáwtxw gymnasium ewólemáwtxw halq’eméylem room halq’eméylemqel shxwyam home economics kwakwáwtxw home economics room kwukwáwtxw janitor’s room shxwexwyó:ys kindergarten washroom th’oxwawxt

68 library room sts’axwawxt listening centre shxwelelam mail room pipe’áwtxw male staff washroom swí:qe shxwyam male staff washroom swíyeqe shxwyam math centre skwexyals math room mekw’stám skw’xámáwtxw

Office syoyáwtxwxw principal’s office shxwsiyámáwtxw reading centre tótelómet ye pekw reading room kwikwexelsáwtxw

School skwúl school house Iwesáwtxw ~ skwuláwtxw science room temexwimáwtxw

Shower lhémáwtxw staff room shxwyamáwtxw

Storage qeylomáwtxw storage shed lílem story tree shxwexwyam thqat teacher’s room ewiwesteleqáwtxw

Urinal shxwítel

69 waiting room (living room) ó:metáwtxw

washroom in general, outhouse atl'qeláwtxw

water storage room qo:áwtxw

writing xexé:ylt

6.3.13. Courtesies

and you. qas telewe.

bless you plitsthome

excuse me. qw’oqw’elexthoyx.

finished in peace, goodbye hoyowelh (person leaving).

go in peace, goodbye. lamowelh. (person staying)

good afternoon. éy yilaw téxw swayel.

have a good day. ey cha te swayel.

have pity on me. th’exwmethoyx.

i’m going by. excuse me. qw’oqw’elex.

i’m sorry. tsel helolthet.

No éwe

no, i forgive you. ewe tsel cha melqt o.

no, thank-you ewe ts’ithome

please ts’íxwém

please tsíxw

see you again. kw’etslome qelat.

70 see you. kw’etslome.

take care. xyolhmethet

thank you. hoy chexw.

thank you. kw’as hoy.

thank you kwe’s hoy.

thank-you kw’as hó:y

thank you. ts’ithome ~ ch’ithome

thank you – said for great praise yalh yexw kw’as hoy.

yes á’a

yes, please á’a, ts’ixw

you’re welcome. a’a’awelh

6.3.14. Math Terms

The terms translated by Dr. Elizabeth Phillips (2013) for classroom use. Draft documents were collected by Laura Wealick as a part of Stó:lō Shxweli curriculum development.

Addition

Ts’exwot increase

Sts’exws to be added to another

Smikw’s total/equals

Subtraction

Xwa:t to be made smaller

Sxwat to be subtracted

71 Skw’elalhs borrowing

Stheleqs difference

Multiplication

Kw’elalht multiply

K’elalhels multiplier

Skw’elalhs factor

Division

DIVISION - dividends to be divided by another Steltheleqs

divide Theleqt

remainder Texwoy o:

To be divisible (without a remainder) Lis cha stheleqs su ewetas texwoy o:

Phrases

1 [PLUS] 1 [EQUALS] 1 [qas te ] 1 [lu iyolem] to separate in to equal parts Kw’e theleqt xwe tate’otels

When you divide 8 by 2 you get 4 Lixw theleqt 8 testol 2 chexw kwelaxw te 4

When you subtract 8 by 2 you get 6 Lixw Xwa:t 8 testol 2 chexw kwelaxw te 6

When you multiply 8 by 2 you get 16 Lixw Kw’elalht 8 testol 2 chexw kwelaxw te 16

Adding 8 by 2 you get 10 Ts’exwot 8 testol 2 chexw kwelaxw te 10

Multiplying 8 by 2 you get 16…………Kw’elalht 8 testol 2 chexw kwelaxw te 16

Subtracting 8 by 2 you get 6 Xwa:t 8 testol 2 chexw kwelaxw te 6

72 6.3.15. Classroom Supplies

book péwk

brush black/white board eraser shxwe’iqw’els

computer shxwkxaxew

crayon xéltel

eraser shxwíqw’els

felt pen xéltel

glue shxwt’elémels

paint yatl’q’la’als

paper pípe

pen xéltel

pencil xéltel

pencil crayon xéltel

scissor shxwthámqels

whiteboard p’eq leplós

mail pipe’awt

6.3.16. In the Classroom

ceiling siqel

chair sch’áletstel

clock lhok

door steqtá:l

73 homework tekstexw syoyes

light yeqwíl

roof siqetsel

school bus skwúl hikw shxwelolh hikw yáyeqw shxwelolh

school desk skwúl letám

window skw’echóstel

teacher’s desk iwesteleqs letam

desk liletam

6.3.17. School People

bus driver kwelosels te hikw yáyeqw shxwelolh

carpenter tha:yewtxwem swiqe

everyone Mekw’wát

female staff slhá:lí shxwyam

female teacher iweseleq

helper (used for ea’s and or support people) momíyelhtel

Janitor shxwexwyó:ys

Mailman pípe améqels swiqe

male plural teachers ewiwesteleq

74 male staff swí:qe male staff washroom swí:qe shxwyam male staff washroom swíyeqe shxwyam male teacher iwesteleq manager/vice-principal/principal shxwyam many teachers ewiweseleq

Nurse xyolhmet ye q’oq’ey

Principal shxwsiyám

Receptionist sxhweliwel secretary xexéyls xyothem

Students Stá:xwelh (Sto:lo Shxwweli )

Teacher Iwestéleq ~ skwúkwelstèleq

Teacher skwúkwelstéleq translator xwtátelqel

Vice Principal Sishxwsiyám

75 References

Centre, Brent Galloway & Coqualeeta Cultural Education. "Sounds of Halq'emeylem." (1977).

Centre, Sto:lo Resource Management. Language Resources. 3 February 2019. .

Ethnologue Halklomelem. 9 Jan 2019. .

Galloway, Brent. "A Grammar of Upriver Halklomelem." Thesis (1993).

—. "How to Hold a Class." 1977.

—. Tó: lméls ye Siyelyólexwa: Wisdom of the Elders: The Gramatical Structure of Upriver Halq'emeylem. Chilliwack: Coqualeetza Cultural Education Centre, 1980.

Gallway, Brent. Dictionary of Upriver Halq'emeylem Vol. 1 & 2. University of Californa Press, 2009.

Gardner, Ethel. "We Hold our Language High." (2002).

Gerdts, Donna. "Dialectal Survey of Halklomelem Salish." Thesis (1977).

Pettis, Kwosel (Stella). Classroom Notes. Agassiz BC: Unpublished, 1993-2015.

Pettis, Kwosel. Language Materials Dianna Kay. 6 September 2018.

76 Appendix A. Seabird Island Community School Glossary of Upriver Halq’eméylem

The glossary below was collected over the course of a year by reviewing delivered curriculum, lesson plans, student activities, and consultation. The Glossary gives the scope of language learning in Seabird Island Community School. It is organized according to theme, this organization is the digression and by no means dictates topic delivery. Always consult a senior language teacher for spelling, and double check the correct use of the letter [x], some spellings may be incorrect because of transfer. (Galloway, Tó: lméls ye Siyelyólexwa: Wisdom of the Elders: The Gramatical Structure of Upriver Halq'emeylem) (Gallway) (K. (. Pettis)

Numbers

one léts'e two lsá:le three lhí:xw four xe'ó:thel five lhéq'á:tses six t'xem seven th'ó:kws eight teqá:tsé nine tú:xw ten ó:pel eleven ó:pel qas te iéts'e twenty ts'kw'ex thirty lhéxwelsxyá forty xéthelsxyá fifty lhéq'etselsxyá sixty t'xemelsxyá seventy th'okwetselsxyá eighty teqetselsxyá ninety tú:xwelsxyá one hundred lá:ts'ewets Note: Upriver Halq’eméylem contains over thirty counting systems each having their own spelling.

Four Seasons Xe’ó:thel Eyaqs Te Skwexyos

fall temíla:xw winter temxéytl’ spring temqw’í:les summer temkw’ó:kw’es

Clock Lhok one o’clock sléts’es two o’clock lsá:les three o’clock slhí:xws four o’clock sxe'ó:thels five o’clock slheq'á:tses six o’clock stxéms seven o’clock sth'ó:kws eight o’clock stéqá:tses nine o’clock stú:xws ten o’clock s'ó:pels eleven o’clock s'ó:pels qas te sléts'es midnight téxw swayel midnight téxw slat a little before three o’clock wets'ímels te slhí:xws a little past three o’clock yiyélaw te slhí:xws What time is it? tes te skwí:ls

Days Seswayel

Sunday sxaxálhat Monday yilá:welhat Tuesday stemélts Wednesday slhí:xws Thursday sxe’ó:thels Friday slhq’á:tse Saturday t’ó:qw’tem

Month

October /time for chehalis salmon / tempó:kw Stó:lō New Year November / time to store away canoe xets’ōwestel paddles telxwí:ts leaves are falling December / fallen snow season meqó:s January / torch season pelóqes February / time to get jammed in from temtl’íq’es snow & cold temt’elemches time when hands stick to things from the cold March / little frog season welek’es birds making music temqweloythilem April / time for baby sockeye salmon temkwikwexyel spring showers in the eyes lhemt’oles May / salmonberry time temelílé June / high water time temqòqó

78 July / mosquito time temqá:l wind dry salmon time temchá:lhtel August / sockeye salmon time temthéqí September / dog salmon time temkw’ó:lexw

Weather cloudy shxwe’athetel mixed weather smómeleqw foggy sqwétqwétxyem sunny swiwel windy pehá:ls raining lhéméxw the eyes of thunder are opening xéléqt te shxwéxwó:s snowing yiyeq hailing kw’ekw’xwó:s frost xéxel to pour rain xwémxyel rainbow sxétíxyel ice spí:w icicle syíq faling snow máqa to snow yíq cold wind north-east só:tets

Farm Animals cow músmes calf músmesollh dog sqwémá:y puppy sqwíqwéma:y pig kweshú piglet kwí:kweshú sheep metú lamb mímétú chicken chékel chick chélíchkél rooster lú:ste cockerels (baby rooster) lelú:ste rabbit sqewá:th kit (baby rabbit) sqíqewá:th duck téléqsel duckling titéléqsel goat p’eqelqel horse stiqiw colt or pony stiteqiw

Head Sxó:yes hair máqel

79 forehead sqw’émels eyebrows thó:mel eyelashes lheptel eye qélem eyes qeqéylem nose mésqel cheek shxw’ílé mouth thóthel teeth yeles tongue téxwlhelh chin ts'emxyó:ythel front of neck shxw'allhelh back of neck tepsem ear qw'ō:l Adam’s apple shxwéhómellhelh throat sqélxwá:lá

Body Slexwiws hand Chalex back eqw’elets tummy kw’ela lips lhepteloythel hips lheq’lats hair Maqel nose Meqsel belly button Mexweya eye Qelem ear qw’õl face s’othes neck shxw’allhelh shoulder shxwilamala finger Slextses toe Slexxe bottom slhelets’ knee sqepothetel elbow sth’emxwelaxel foot Sxele leg Sxele head Sxoyes arm t’alõ tongue Texwthelh mouth Thothel teeth Yeles

Body Illness rash sth’ekw’thekw’ sore muscles q’éyq’ey head ache Xélhlaleqél

80 have an upset stomach p’eléts’tem vomiting Yáyet chicken pox pelkwí:ws sprained ankle xweth’éqw’xel toothache Yeyelesem bruise st’ít’eqel bleeding nose sthxwélqsel have a nose bleed thxwómélqsel to have cramps q’élptem blister qó:tsó:m

Colours Omexs white p'eq' grey tsxwíkw' black ts'q'éyx yellow sqwóqwiyel green tsqwá:y blue tsmeth' red tskwí:m brown tskwí:momex orange qwiqwóyels pink tskwí:kwémel bright rose qá:lq purple Pípéqwels many colours lets’ló:ts’tel

Family Tselhxwelméxw mom tá:l dad má:l grandmother Síselé grandfather sí:lé son te melé daughter the melé baby Sqaqeté grandchild í:meth brother te alex sister the alex brother and sisters Elalex parents shxwéwálí child Melé children or family mámelé twins sts'íyóye aunt, uncle shxwémlí:kw nephew, niece stí:wel

81 Clothing Awkw’ hat yó:seqw scarf, necklace, necktie sxwéqw'lhelh coat Kopú sweater Sweet vest wéláxetel blouse, shirt stl'épí:wel pants séqí:ws skirt tl'ítl'éptel socks Stókyel shoes qwéllhíxyel long dress sléwí:ws jeans xwetkw'émá:yews shorts ts'íts'étl'á:yews knee length dress s'í:th'em skirt tl'aqt tl'ítl'éptel boots / rain boots kw’ekw’ixyel mittens / gloves th’qwolets’e belt shxwyemtel sneaker / runners tl’itl’etselqem qwéllhixyel sandals temkw’okw’es qwéllhixyel barrette sq’aq’éps te máqel raincoat lhéméxwélwet umbrella q’életsokw’tel rain cape lhéméxw lópú:s long johns tl’áqt tl’epáyiws shoe laces yemxetel buckle lehqlestels te yemiwstel rain gloves lhéméxw th’qwolets’e

Vegetable Spí:ls S’elhtel potatoes sqá:wth carrot xyaweq corn kwól onions eliyels cabbage ká:pech lettuce sleleméxwtel turnip shxwolewú celery xwélitemelh sokw cucumber kumkumels cauliflower p’eq’spaq’em ká:pech green pepper tsqwáy pepe string beans, peas tl’í:kwel brussel sprouts mòméles ká:pech stinging nettles th’éxth’éx tomatoe tōmí:to mushrooms q’é:mes radish skékwelím shxolewú

82 green onions tskwí:m shxwoewú

Fruit Sth’í:m cherry(s) chalis salmonberries elile pear pá:s banana pelale plum pelém peach pích grapes qelíps watermelon qo’ím apple qwe’op orange qwiqwóyels raspberries s’ó:ytheqw grapefruit sásexem qwiqwóyels strawberry sch’iyé blackberry sqw’ō:lmexw lemon t’at’ets’em qwiqwóyels saskatoon ts’esláts

Tree Thqá:t alder xéyth’elhp western white birch sekw’émiy western red cedar xpá:yelhp yellow cedar pó:xeleqw black cottonwood chewõ:lhp balsam fir or douglas fir q’etemá:yelhp douglas fir lá:yelhp white fir (grand fir) t’oxwelhp western hemlock mélemélhp broadleaf maple q’em_lhp vine maple sí:ts’elhp garry oak p’xwélhp western white pine qw’eyílexelhp sitka spruce ts’qw’élhp long leaf willow xéltsepelhp pussy willow sqweqwemá:yelhp pacific yew (bow tree) téxwetselhp short leaf willow (sitka willow) xwá:lá:lhp

Bugs Sth’eqw butterfly smimeyath moth lholeqwot ant xyá:sem beetle/ladybug slhálhí mosquito qwá:l

83 bumblebee mékwmekw grasshopper tl’emtl’émxyel spider q’ésq’estsel dragonfly lhílhló:ye

Money Tá:lé lots of pennies tskwékwelí:m tále a nickle, five cents lhséq’ mí:t dime, ten cents mí:t a quarter, (of anything) twenty-five cents kwó:té one dollar léts’es two dollars isó:les three dollars lhí:xwes four dollars xéthíles five dollars lhq’ó:tses six dollars t’xémes seven dollars th’ókwses eight dollars tqó:tsó:s nine dollars tú:xwes ten dollars epó:les twenty dollars ts’èkw’xyó:s thirty dollars lhexwelsxyó:s forty dollars xethelsxyó:s fifty dollars lheq’etselsxyó:s sixty dollars t’xemelsxyó:s seventy dollars th’ekwetselsxyó:s eighty dollars teqetselsxyó:s ninety dollars tuxwelsxyó:s hundred dollars lats’ewets

Bird Mó:qw blue grouse mí:t Canada goose áxe chickadee mexts’el crane smōqw’e duck téléqsel eagle sp’oq’es humming bird pesk’a large hawk xémxímels loon swókwel owl chítméxw pheasant tl’alqtelets pigeon hemó: raven sqéwéqs robin skw’ōkw’qaq song sparrow paspasí:ytsel swallow qw’sí:tsel

84 turkey vulture éq’eq’esem

Wild Animals Skw’ikw’ex Sméyeth bat p’ip’eth’eláxél bear spá:th beaver sqeláw bobcat sqets’ómes chipmunk xexp’í:tsel cougar shxwewé coyote sk’ek’iyap deer tl’alqtelé fox sxōwal grizzly bear kw’í:tsel ground hog sqwíqw lynx chō:wqwela marten xóqel mole speláwél moose q’oyí:ts mountain goat p’q’élqél mouse kw’atel porcupine swetí:yá raccoon méles rat há:wt river otter sq’átl’ seagull sliluya skunk sthépeq small hawk xixemxímels small red-headed woodpecker t’ot’ep’els squirrel sqwéth’elh swan shxwōqél western (larger) crow spó:l winter wren t’amiya wolf steqoyé

Zoo Animals Tel Chokw Skw’ikw’ex Sméyeth seal a:shxw snakes alelhqíy seals alexws snake álhqey elephant chalexhí:m méqsel lion chó:kw skw’ikw’ex pu:s mussels lhalq’ém monkey mélkíy monkeys mélmélkíy little monkey mòmelkíy whale qwéles whales qwelqwéles ostrich sasq’ets mó:qw

85 bear spá:th bears spepath camels sqwemqwometsel spotted horse st’elt’élq stiqíw giraffes stl’eltl’élq tl’aléqt’ tepsem giraffe stl’eltl’élq tl’aqt’ tepsem zebras sxéypxep steliqíw zebra sxéypxep stiqíw camel sxwometsel stiqíw polar bears xaléytl’á:ls, xéyxéytl’á:ls polar bear xeytl’á:ls

5 W’s

Who? tewat? When? temtam Where? elets’e? What? stam? Why? selchim? Li as A Question marker Lí can be used for: how, did, do, is it, will he, were, question markers.

Community Workers chief siyá:m teacher iwesteléq doctor tokta nurse xyolhmet ye q’oq’ey fireman tl’eqwelt ye heyqw swiqe firewoman tl’eqwelt ye heyqw slhali police officer qíyqeq’éls dentist toktas te yeles carpenter tha:yewtxwem swiqe mailman pipe améqels swiqe secretary xexeyls xyothem bus driver kwelosels te hikw yayeqw shxwelolh

Fish Sth’óqwí humpback húliya dog salmon kw’ó:léxw coho salmon kwōxweth Chehalis spring pó:kw steelhead qéyxw silver creek spring (august) shxwōqw’ō:lh sturgeon skw’ó:wech white fraser river spring speq’á:s early run spring spó:xem

86 Harrison, Chehalis spring sqwéxem spring salmon to Chehalis lake sth’olólh sockeye salmon sthéqí eulachon swí:wé jack spring with black nose tl’elxálōllh spring salmon - chinook tl’élxxyel

87 Appendix B. Incorporating Upriver Halq’eméylem in your Classroom

Upriver Halq’eméylem can be introduced in a variety of creative ways. Begin with simply replacing common words with an Halq’eméylem word and slowly but consistently making your classroom bilingual.

1. Display materials in Upriver Halq’eméylem

2. Around the class or school (e.g. poems in Halq’eméylem for a unit on poetry, bilingual versions of signs around the school.

3. Provide bilingual reading material in libraries.

4. Arrange and monitor between school tutoring with older (i.e. high school) students helping elementary or intermediate-level Halq’ peers

5. Display anchor charts with grammatical structures of Upriver Halq’eméylem related to the content area on walls of mainstream classrooms.

6. Have students learn expressions and arrange lunch-time “language classes” where students teach their to peers or teachers or Halq’eméylem clubs.

7. Incorporate positive phrases in Halq’eméylem

8. Teacher to use common phrases in Halq’eméylem, transitions in Halq’emeylem

9. Have Halq’eméylem only recesses

10. Morning prayer – assembly – in Halq’eméylem

11. Address or greet each other in Halq’eméylem

12. Reception to use Halq’eméylem when addressing telephone calls

13. PE or Active programs use Halq’eméylem in the classroom

14. Incorporate discipline with a language lesson

88 15. Busy work or early finishers, have an Halq’eméylem activity for them to do.

16. Singing Club – sing in Halq’eméylem

17. Show case the students with a First Nations name – parents and family permitting, be aware of cultural sensitivity, not all students or first nations cultures share their names publically - have their name on the regular attendance sheet and use daily

18. Re-label all the rooms with Halq’eméylem names

19. Science units – state the Halq’eméylem name of the animals, weather, moon cycles, water cycles, life cycles, plants to name a few topics.

20. Have a school Halq’eméylem web page!!!

21. Set up the Halq’eméylem at home tutorial on line

22. Create a Halq’eméylem YouTube channel.

89 Appendix C. Grammar Structures for Classrooms

The grammatical structures presented in the following pages are the basic structures taught at Seabird Island Community School. The language teachers work on natural conversation and demonstrate language use rather than break down the language into parts. Over the course of the grammatical structure collection, I travelled to the Lummi and met with other Salishist, teachers and revitalization people. The Nooksack and the Lummi have terms for noun, verb, adjective and adverb. Our language leads were able to use the sister languages definition to create a word for Upriver Halq’eméylem:

Noun, Verb, Qualities Transliteration

Nooksack Halklomelem Halq'eméylem Hul'q'umi'num'

translation transliteration transliteration transliteration noun sqwálál7s sqwalal's Sqwàlh sqwelel's word place sqwulel's verb sqwál7txw sqwal'txw Sqwàltxw sqwel't-hw

Word house Qualities chóxwtqen chōxwtqen chōxwelh chohwtqun

adjective / wraps around words  chouhwtqun adverb

90 Grammatical Structures used at Seabird Island Community School

Pattern Example Action to verb Special Note Determiners His (noun) Té is used to Her (noun) indicate male Their Thé is used to (singular) indicate female (subject) Yé is used to indicate unknown gender or default when gender is unknown. I (Action Present I VERB VERB-tsel “I” is indicated by Tense) attaching the ending ” –tsel” to the verb You (Action You VERB VERB-chexw “You” is indicated Present Tense) by the ending attatching the ending “-chexw” to the verb I (Action Past I VERBED Tsel VERB Tsel is before the Tense) verb to indicate past tense You (Action Past You VERBED Chexw VERB “Chexw” is before Tense) the verb to indicate past tense We (Action Present We VERB VERB-tset “We” is usually Tense) indicated by attaching the ending “-tsel” to the verb. “You Folks” (Action You folks VERB-chap “You folks” is Present Tense) VERB indicated by attaching the ending “-chap” to the verb.

91 “You Folks” (Action We VERBED Chap VERB “Chap” is before Past Tense) the verb to indicate past tense. Yes/No Questions, Do I walk? Litsel VERB? If “tsel” is present Place The Helper Did I walk? they attach to the Verb “Li” At The end of “Li” Start Of The This form can be Sentence both present and past tense Yes/No Questions, Do you walk? Lichexw VERB? If “chexw” is Place The Helper Did you walk? present they Verb “Li” At The attach to the end Start Of The of “Li” Sentence This form can be both present and past tense question of “Did or Do” you.

92 Possessives

“My” My (male) subject Tel (subject) “tel” is used to VERB. VERB. indicate male My (unknown Tel (subject) gender “my”. gender) subject VERB. “tel” is used VERB. Thel (subject) as a default My (female) subject VERB. when gender VERB. is unknown for of “my”. “thel” is used to indicate female gender of “my”. “Your” Your (male) subject Te/ta (subject) “te/ta” is used VERB. VERB. to indicate the Your (unknown Te/ta(subject) male gender gender) subject VERB. for “your”. VERB. Thé/tha (subject) “te/ta” is used Your (female) VERB. a default subject VERB. when gender is unknown for “your”. “thé/tha” is used to indicate female gender of “your”. “Our” Our (male) subject- Te (subject)-tset “te” is used tset. before the noun and adding “-tset” on to the noun to indicate “our”.

93 “You Folks” “you folks” subject Tá subject-elép “tá” is used Your(plural) subject before the noun and adding “-elép” on to the noun to indicate “you folk’s”. Regular (Common) The (possessor)’s Te (noun)-s te To talk about Nouns noun. (possessor noun) “the (noun- aka possessor)’s (belonging subject); you add an “-s” on to the noun and the possessor follows. Proper Names John/Mary’s noun. Te (noun)-s tl’- When the (possessor noun) possessor is a proper name like John or Mary, you use a special “tl’” before the name and add an “-s” to the subject noun. “His” His (noun). Te (noun)-s tútl’ò. His (noun), Once you know attaching a “- who you are s” to the end talking about, of the noun both Tútl’ò and and tútl’ò at Thútl’ò can be the end. normally omitted Notice the and his and her determiner at will be understood the beginning just from adding of the the “-s” ending sentence. onto the nouns. Te (noun)-s

94 “Her” Her (noun) Te (noun)-s Her (noun), thútl’ò. attaching a “- s” to the end of the noun Once you know and thútl’ò at who you are the end. talking about, Notice the both Tútl’ò and determiner at Thútl’ò can be the beginning normally omitted of the and his and her sentence. will be understood just from adding the “-s” ending onto the nouns. Te (noun)-s

95 Simple Sentences With Nouns

Basic Sentence. The (noun) VERB. VERB determiner Verbs first (noun) then the noun. There may be a determiner between the verb and the noun. Transitive Verbs [Doer/noun] VERBS VERB[ENDING] where a doer determiner (subject) is subject. acting on Tsel ímexstexw te something or sqwemá:y. someone else. Intransitive Verbs I VERB(ED). Possessive Verbs where VERB. the action or state is done alone, not Ending is acting on or determined by reacting to context, past or someone present and may else. not be necessary. Yes/No Questions Lí VERB Place the determiner term “Lí” at object? the start of the simple sentence to create a Yes/no question.

96 ADJECTIVE “That” MODIFIES A NOUN

“…That I…” It is ADJECTIVE ADJECTIVE Kw’els usually that I VERB. kw’els VERB. means “that I” …Kw’els… EX.1 SKW’Á:Y or in some contexts it kw’els LÁM. It is good that I could mean “if go. I”. Create a question By EX. 2 EY kw’els adding Lí to lám. the beginning It is good that I of the go. statement. EX. 3 Lí IYÓLEM kw’els lám? It is okay if I go?

“…That You…” It is ADJECTIVE ADJECTIVE Kw’as usually that you VERB. kw’as VERB. means “that …Kw’as EX.1 SKW’Á:Y you” or in kw’as LÁM. some It is impossible contexts it that you go. could mean “if EX. 2 EY kw’as you”. Create a lám. question By adding Lí to It is good that you the beginning go. of the EX. 3 Lí IYÓLEM statement. kw’as lám? It is okay if you go?

97 That “We” (Pronoun/noun) …kw’es VERB- VERB “that tset we”VERB EX.1 Iyólem kw’es lámtset It is okay that we go. EX. 2 EY kw’es lámtset. It is good that we go. EX. 3 Lí IYÓLEM kw’es lámtset? It is okay if wego? THAT “You Folks” (Pronoun/noun) …kw’as VERB- Halq’emeylem VERB “that elép uses a special we”VERB EX.1 Iyólem form for “you” kw’as lámelép when It is okay that you addressing folks go. two or more people (as EX. 2 EY kw’as opposed to lámelép. talking to just It is good that you one person). folks go. We usually translate that EX. 3 Lí IYÓLEM here as “you kw’as lámelép? folks” or “you It is okay if you guys” folksgo?

98 ADJECTIVE “…That I And You…” MODIFIES A NOUN “…That I…” It is ADJECTIVE ADJECTIVE kw’els Kw’els that I VERB. VERB. usually …Kw’els… EX.1 SKW’Á:Y means “that I” or in some kw’els LÁM. It is good that I go. contexts it could mean EX. 2 EY kw’els “if I”. Create a lám. question By It is good that I go. adding Lí to the beginning EX. 3 Lí IYÓLEM of the kw’els lám? statement. It is okay if I go?

“…That You…” It is ADJECTIVE ADJECTIVE kw’as Kw’as usually that you VERB. VERB. means “that …Kw’as EX.1 SKW’Á:Y you” or in kw’as LÁM. some It is impossible that contexts it you go. could mean EX. 2 EY kw’as lám. “if you”. Create a It is good that you question By go. adding Lí to EX. 3 Lí IYÓLEM the beginning kw’as lám? of the It is okay if you go? statement.

That “We” (Pronoun/noun) …kw’es VERB-tset VERB “that EX.1 Iyólem kw’es we”VERB lámtset It is okay that we go. EX. 2 EY kw’es lámtset. It is good that we go. EX. 3 Lí IYÓLEM kw’es lámtset? It is okay if wego?

99 THAT “You Folks” (Pronoun/noun) …kw’as VERB- elép Halq’emeylem VERB “that EX.1 Iyólem kw’as uses a special we”VERB lámelép form for “you” It is okay that you when folks go. addressing two or more EX. 2 EY kw’as people (as lámelép. opposed to It is good that you talking to just folks go. one person). We usually EX. 3 Lí IYÓLEM translate that kw’as lámelép? here as “you It is okay if you folks” or “you folksgo? guys”

Always I am always… Wiyóth kw’els Wiyóth is You are always… VERB placed at the Wiyóth beginning of We are always… Wiyóth kw’as VERB. the You folks are Halq’emeylem always… Wiyóth kw’es sentence, VERB-tset kw’els/kw’as Wiyóth kw’as is then used VERB- elép followed by the appropriate verb and conjugation. “It’s A Long Time… “It’s a long time Hith kw’els VERB Hith is placed that I… Hith kw’as VERB. at the Hith beginning of “It’s a long time Hith kw’es VERB- that you…” the tset Halq’emeylem “It’s a long time Hith kw’as VERB- sentence, that we…” elép kw’els/kw’as “It’s a long time is then used that you folks…” followed by the appropriate verb and conjugation.

100 “It Would Be “It would be Éy t'wa kw’els Éy t'wa is Better…” better that I…” VERB placed at the “It would be Éy t'wa kw’as VERB beginning of Éy T'wa better that you…” Éy t'wa kw’es the VERB-tset Halq’emeylem “It would be sentence, better that we…” Éy t'wa kw’as kw’els/kw’as “It would be VERB- elép is then used better that you followed by folks…” the appropriate verb and conjugation. “It Is My…” It is my… Tl’ó kw’els VERB Tl’ó is placed It is yours… Tl’ó kw’as VERB. at the Tl’ó beginning of It is ours… Tl’ó kw’es VERB- the It is you folks… tset Halq’emeylem Tl’ó kw’as VERB- sentence, elép kw’els/kw’as is then used followed by the appropriate verb and conjugation.

101 He/She As The Subject

He/She As The He/she VERB the VERB-es tútl'ò/ If he, she, it Do-Ers (Subjects) noun. thútl'ò te noun. or a separate In A Sentence With noun is the Verb Directed doer in a Towards Some sentence, Other and some Person/Thing other person (Receiver) or thing is present as the receiver of the action, you must add an '- es' ending onto the verb. The -es sometimes comes out simply as an - s, depending on whether the -s or -es is easier to pronounce. Dropping Tútl'ò, The addition Thútl'ò of –es on to the verb, tútl'ò/thútl'ò can be omitted, in certain sufficient context and with transitive verbs imply a receiver of the action. *Transitive verbs imply a receiver.

102 That He/She/It Neutral Gender, EX 1. Éy kw'ses Kw'ses is a (Pattern One: Gender implied: LÁM. gender Kw'ses) Good that- neutral term. he/she/it go = It's It can be used Adjective kw'ses good that he to represent VERB. goes/went. both female EX 2. Skwá:y and male. By adding Gender specific: kw'ses LÁM. tútl'ò/ Impossible that- thútl'ò, or a

he/she/it go = He separate Adjective kw'ses can't go. noun at the VERB tútl'ò/thútl'ò. end of the EX 3 Éy kw'ses sentence LÁM tútl'ò. gender is It's good that he implied. goes/went. (*Note: that kw'ses is still EX 4. Éy kw'ses required, in all LÁM thútl'ò It's cases): good that she goes/went. EX 5.Éy kw'ses LÁM te It's good that the man swíyeqe. goes/went.

103 THAT He/She/It Neutral Gender EX 1. Éy kw'es Linguists (PATTERN TWO: implied: LÁMs. have not been -S ON VERB) Good that- able to find he/she/it go = It's any meaning Adjective kw'es good that he/she/ difference VERB-s. it goes/went. between the EX 2. Skwá:y two patterns. Gender specific: kw'es LÁMs. Impossible that-

he/she/it go = Adjective kw'es He/she/it can't go. VERB-s tútl'ò/thútl'ò. EX 3 Éy kw'es LÁMs tútl'ò. It's good that he goes/went.

EX 4. Éy kw'es LÁM thútl'ò It's good that she goes/went. EX 5.Éy kw'es LÁMs te swíyeqe. It's good that the man goes/went.

104 Emphatic Pronouns

ta'á'altha emphasizes 'I' (or 'me') teléwe emphasizes 'you' telhlímelh emphasizes 'we' (or 'us') talhwélep emphasizes 'you folks'

Emphatic Pronoun It is me/you/us/you Tl'ó ta'á'altha. folks Tl'ó teléwe. “It Is Me/You/Us/You Tl'ó telhlímelh. Folks” Tl'ó talhwélep.

Emphatic VERB(ending) VERB-tsel PRONOUN WITH pronoun ta'á'altha. Endings Í:mextsel ta'á'altha. I am walking. VERB-chexw teléwe. Í:mexchexw teléwe. You are walking. VERB-tset telhlímelh. Í:mextset telhlímelh. We are walking. VERB-chap talhwélep. Í:mexchap talhwélep. You folks are walking.

105 “Me” VERB me VERB- (h)óx To say me in EX 1 Í:mex to Halq'eméylem As The Receiver walk you use an Of The Action. ending -óx. Í:mexóx NOTE: If the walk me verb ends in a EX 2 óxwest give t, then the t it to always becomes a th óxwesthóx before this -óx give it to me ending. [note how end of verb changes t -- > th]

“You” VERB pronoun you. VERB-(h)óme If you is the receiver As The Receiver (object) of the Of The Action. EX 1 Í:mex to action, you walk put an ending Note: Í:mexóme -óme onto the -Óme Is Different From walk you verb. NOTE: -Chexw, Since Both Of If the verb Them Translate Into EX 2 óxwest give ends in a , You In English. The it to t Difference Is That - then the t Óme Is Used When óxwesthóx always You Is The Receiver give it to me becomes a th Of The Action before this - (Someone Is Doing [note how end of Something To You), verb changes t -- óme ending. Where-As -Chexw Is > th] Used When You Is Doer (Subject). “Us” As The VERB pronoun us. VERB-óxw Add ending - Receiver Of The EX 1 óxwest give óxw onto the Action it to verb óxwestóxw give it to us “You Folks” AS VERB pronoun you VERB-óle Add ending - THE RECIEVER folks. EX 1 óxwest give óle onto the OF THE ACTION it to verb óxwestóle give it to you folks

106 He/She/It (Or A he, she, it (or Separate Noun) Is a separate The Receiver noun) is the receiver ('object') of the action or state expressed by the verb, then there is no need to add any receiver- ending onto the verb. 'I Did Not' I did not VERB Éwe lil VERB This can be translated as both present and past tense. Remember to translate éwe as “not” “You Did Not…” You did not VERB Éwe lixw VERB This can be translated as both present and past tense. Remember to translate éwe as “not”

107 “You Folks Did You folks did not Éwe chap lip ... This can be Not…” VERB translated as both present and past tense. Remember to translate éwe as “not”. By adding tútl'ò/ thútl'ò, or any other separate noun at the end of the sentence gender is implied.

108 Appendix D. Counting Systems of Upriver Halq’eméylem

The Stó:lō Elders with Dr. Brent Galloway, in his tireless, lifetime of work documentation of our Halq’eméylemqel collected close to thirty methods. Each method contains its own suffix:

- eqel 'containers' -ámets' or -ámeth' 'poles -mó:t '(different) kinds of (tied together), sticks, ropes, things' threads -á:ltexw 'wive -elhp or -álhp 'trees' -ò(:)ls '(spherical objects), fruit' -á:wtxw 'houses' -élwet 'garments, clothes' -ó:llh 'young' ále 'people' -es 'dollars' -ówelh 'canoes' -álews 'leaves' -éyiws 'pants' -ówes or -á:wes 'canoe paddles, paddlers' -álh 'times' -í:ws 'birds' s- -s 'day of the week' -íqw 'fish' s- -s 'o'clock' (uses both a prefix and a suffix) In the following pages, you will find the basic counting system from zero to one hundred. When combining numbers the term “qas te or kw’e” is used to combine the words for example counting one hundred-eleven would be lá:ts’ewets qas te ó:pel qas te léts'e~ léts'a.

The charts,original, meticulously cumulated by Lumlamelut Weelayleq (Laura Wealick) and share with me during my tutelage, with permission to share and additional research, this an accumulation of counting systems came to be. This is by no means a comprehensive or an exclusive numbers systems, it is a tool for use, a starting point, a musing of numbers systems. There are defiantly missing numbers, and I am sure our elders have a reason, but based on observation of patterns the highlighted areas – suggested terms - are for discussion purposes, the terms were not vetted or attested by any authority

109 Numeral Lexical Meaning

Free Roots

léts'a ~ léts'e one isá:le ~ isále ~ isá:la two lhí:xw three th'ó:kws seven, to be seven tú:xw nine ó:pel ten

Words

xe'ó:thel ~ xe'óthel four Root meaning unknown unless related to that in measure, mark a measure, possibly <=ó(:)thel> in the mouth, possibly <=el> go, come, get, become. lheq'á:tses ~ lheq'átses ~ lhq'á(:)tses five Literally /'(wide on the hand)'/, lx <=tses> on the hand.

t'xém six Possibly derivational, probably root to fork, to branch, (<=em> have, get, intransitivizer), (semological comment: the semantic development of 'six' from 'have/get branch/fork' is plausible due to the need in counting on the fingers to use another branch of the body to count six). tqá:tsa eight Possibly root or close, plausible because holding up four fingers of each hand to show eight closes the hands with the thumbs and because four is the ritual number done to complete things and thus a multiple of four could be seen as closing an action; lx <=tsa (uncommon) ~ =tses> on the hand,

110 Number Chart 0-100 Using ‘Qas Te’ Skw'exá:m Li te “qas te”

0 zero ōwéta 1 one léts'a ~ léts'e 2 two isá:le 3 three lhí:xw 4 four xe'ó:thel ~ xe'óthel 5 five lheq'á:tses ~ lheq'átses ~ lhq'á(:)tses 6 six t 'xém 7 seven th'ó:kws 8 eight tqá:tsa 9 nine tú:xw 10 ten ó:pel 11 eleven ó:pel qas te léts'a ~ léts'e 12 twelve ó:pel qas te isá:le 13 thirteen ó:pel qas te lhí:xw 14 fourteen ó:pel qas te xe'óthel 15 fifteen ó:pel qas te lheq'á:tses ~ lheq'átses 16 sixteen ó:pel qas te t 'xém 17 seventeen ó:pel qas te th'ó:kws. 18 eighteen ó:pel qas te tqá:tsa 19 nineteen ó:pel qas te tú:xw 20 twenty ts'kw'éx 21 twenty-one ts’kw’éx qas te léts'a ~ léts'e 22 twenty-two ts’kw’éx qas te isá:le 23 twenty-three ts’kw’éx qas te lhí:xw 24 twenty-four ts’kw’éx qas te xe'óthel 25 twenty-five ts’kw’éx qas te lheq'á:tses ~ lheq'átses 26 twenty-six ts’kw’éx qas te t 'xém 27 twenty-seven ts’kw’éx qas te th'ó:kws. 28 twenty-eight ts’kw’éx qas te tqá:tsa 29 twenty-nine ts’kw’éx qas te tú:xw 30 thirty Lhèxwelsxyá 31 thirty-one lhèxwelsxyá qas te léts'a ~ léts'e 32 thirty-two lhèxwelsxyá qas te isá:le 33 thirty-three lhèxwelsxyá qas te lhí:xw 34 thirty-four lhèxwelsxyá qas te xe'óthel 35 thirty-five lhèxwelsxyá qas te lheq'á:tses ~ lheq'átses 36 thirty-six lhèxwelsxyá qas te t 'xém 37 thirty-seven lhèxwelsxyá qas te th'ó:kws. 38 thirty-eight lhèxwelsxyá qas te tqá:tsa 39 thirty-nine lhèxwelsxyá qas te tú:xw 40 forty xethelsxá 41 forty-one xethelsxá qas te léts'a ~ léts'e 42 forty-two xethelsxá qas te isá:le 43 forty-three xethelsxá qas te lhí:xw

111 44 forty-four xethelsxá qas te xe'óthel 45 forty-five xethelsxá qas te lheq'á:tses ~ lheq'átses 46 forty-six xethelsxá qas te t 'xém 47 forty-seven xethelsxá qas te th'ó:kws. 48 forty-eight xethelsxá qas te tqá:tsa 49 forty-nine xethelsxá qas te tú:xw 50 fifty lhéq'etselsxà 51 fifty-one lhéq’etselsxà qas te léts'a ~ léts'e 52 fifty-two lhéq’etselsxà qas te isá:le 53 fifty-three lhéq’etselsxà qas te lhí:xw 54 fifty-four lhéq’etselsxà qas te xe'óthel 55 fifty-five lhéq’etselsxà qas te lheq'á:tses ~ lheq'átses 56 fifty-six lhéq’etselsxà qas te t 'xém 57 fifty-seven lhéq’etselsxà qas te th'ó:kws. 58 fifty-eight lhéq’etselsxà qas te tqá:tsa 59 fifty-nine lhéq’etselsxà qas te tú:xw 60 sixty t'xemelsxá 61 sixty-one t’xemelsxá qas te léts'a ~ léts'e 62 sixty-two t’xemelsxá qas te isá:le 63 sixty-three t’xemelsxá qas te lhí:xw 64 sixty-four t’xemelsxá qas te xe'óthel 65 sixty-five t’xemelsxá qas te lheq'á:tses ~ lheq'átses 66 sixty-six t’xemelsxá qas te t 'xém 67 sixty-seven t’xemelsxá qas te th'ó:kws. 68 sixty-eight t’xemelsxá qas te tqá:tsa 69 sixty-nine t’xemelsxá qas te tú:xw 70 seventy th'èkwetselhsxá 71 seventy-one th’èkwetselhsxá qas te léts'a ~ léts'e 72 seventy-two th’èkwetselhsxá qas te isá:le 73 seventy-three th’èkwetselhsxá qas te lhí:xw 74 seventy-four th’èkwetselhsxá qas te xe'óthel 75 seventy-five th’èkwetselhsxá qas te lheq'á:tses ~ lheq'átses 76 seventy-six th’èkwetselhsxá qas te t 'xém 77 seventy-seven th’èkwetselhsxá qas te th'ó:kws. 78 seventy-eight th’èkwetselhsxá qas te tqá:tsa 79 seventy-nine th’èkwetselhsxá qas te tú:xw 80 eighty teqtselhsxá 81 eighty-one teqtselhsxá qas te léts'a ~ léts'e 82 eighty-two teqtselhsxá qas te isá:le 83 eighty-three teqtselhsxá qas te lhí:xw 84 eighty-four teqtselhsxá qas te xe'óthel 85 eighty-five teqtselhsxá qas te lheq'á:tses ~ lheq'átses 86 eighty-six teqtselhsxá qas te t 'xém 87 eighty-seven teqtselhsxá qas te th'ó:kws. 88 eighty-eight teqtselhsxá qas te tqá:tsa 89 eighty-nine teqtselhsxá qas te tú:xw

112 90 ninety tú:xwelsxá ~ tù:xwelsxá 91 ninety-one tú:xwelsxá ~ tù:xwelsxá qas te léts'a ~ léts'e 92 ninety-two tú:xwelsxá ~ tù:xwelsxá qas te isá:le 93 ninety-three tú:xwelsxá ~ tù:xwelsxá qas te lhí:xw 94 ninety-four tú:xwelsxá ~ tù:xwelsxá qas te xe'óthel 95 ninety-five tú:xwelsxá ~ tù:xwelsxá qas te lheq'á:tses ~ lheq'átses 96 ninety-six tú:xwelsxá ~ tù:xwelsxá qas te t 'xém 97 ninety-seven tú:xwelsxá ~ tù:xwelsxá qas te th'ó:kws. 98 ninety-eight tú:xwelsxá ~ tù:xwelsxá qas te tqá:tsa 99 ninety-nine tú:xwelsxá ~ tù:xwelsxá qas te tú:xw 100 one hundred lá:ts'ewets ~ láts'ewets

Number Chart 0 - 100 Using ‘Kw’e’ Skw'exám li te ‘Kw’e’

0 zero ōwéta 1 one léts'a ~ léts'e 2 two isá:le 3 three lhí:xw 4 four xe'ó:thel ~ xe'óthel 5 five lheq'á:tses ~ lheq'átses ~ lhq'á(:)tses 6 six t 'xém 7 seven th'ó:kws 8 eight tqá:tsa 9 nine tú:xw 10 ten ó:pel 11 eleven ó:pel kw’e léts'a ~ léts'e 12 twelve ó:pel kw’e isá:le 13 thirteen ó:pel kw’e lhí:xw 14 fourteen ó:pel kw’e xe'óthel 15 fifteen ó:pel kw’e lheq'á:tses ~ lheq'átses 16 sixteen ó:pel kw’e t 'xém 17 seventeen ó:pel kw’e th'ó:kws. 18 eighteen ó:pel kw’e tqá:tsa 19 nineteen ó:pel kw’e tú:xw 20 twenty ts'kw'éx 21 twenty-one ts’kw’éx kw’e léts'a ~ léts'e 22 twenty-two ts’kw’éx kw’e isá:le 23 twenty-three ts’kw’éx kw’e lhí:xw 24 twenty-four ts’kw’éx kw’e xe'óthel 25 twenty-five ts’kw’éx kw’e lheq'á:tses ~ lheq'átses 26 twenty-six ts’kw’éx kw’e t 'xém 27 twenty-seven ts’kw’éx kw’e th'ó:kws. 28 twenty-eight ts’kw’éx kw’e tqá:tsa 29 twenty-nine ts’kw’éx kw’e tú:xw 30 thirty Lhèxwelsxyá 31 thirty-one lhèxwelsxyá kw’e léts'a ~ léts'e 32 thirty-two lhèxwelsxyá kw’e isá:le 33 thirty-three lhèxwelsxyá kw’e lhí:xw

113 34 thirty-four lhèxwelsxyá kw’e xe'óthel 35 thirty-five lhèxwelsxyá kw’e lheq'á:tses ~ lheq'átses 36 thirty-six lhèxwelsxyá kw’e t 'xém 37 thirty-seven lhèxwelsxyá kw’e th'ó:kws. 38 thirty-eight lhèxwelsxyá kw’e tqá:tsa 39 thirty-nine lhèxwelsxyá kw’e tú:xw 40 forty xethelsxá 41 forty-one xethelsxá kw’e léts'a ~ léts'e 42 forty-two xethelsxá kw’e isá:le 43 forty-three xethelsxá kw’e lhí:xw 44 forty-four xethelsxá kw’e xe'óthel 45 forty-five xethelsxá kw’e lheq'á:tses ~ lheq'átses 46 forty-six xethelsxá kw’e t 'xém 47 forty-seven xethelsxá kw’e th'ó:kws. 48 forty-eight xethelsxá kw’e tqá:tsa 49 forty-nine xethelsxá kw’e tú:xw 50 fifty lhéq'etselsxà 51 fifty-one lhéq’etselsxà kw’e léts'a ~ léts'e 52 fifty-two lhéq’etselsxà kw’e isá:le 53 fifty-three lhéq’etselsxà kw’e lhí:xw 54 fifty-four lhéq’etselsxà kw’e xe'óthel 55 fifty-five lhéq’etselsxà kw’e lheq'á:tses ~ lheq'átses 56 fifty-six lhéq’etselsxà kw’e t 'xém 57 fifty-seven lhéq’etselsxà kw’e th'ó:kws. 58 fifty-eight lhéq’etselsxà kw’e tqá:tsa 59 fifty-nine lhéq’etselsxà kw’e tú:xw 60 sixty t'xemelsxá 61 sixty-one t’xemelsxá kw’e léts'a ~ léts'e 62 sixty-two t’xemelsxá kw’e isá:le 63 sixty-three t’xemelsxá kw’e lhí:xw 64 sixty-four t’xemelsxá kw’e xe'óthel 65 sixty-five t’xemelsxá kw’e lheq'á:tses ~ lheq'átses 66 sixty-six t’xemelsxá kw’e t 'xém 67 sixty-seven t’xemelsxá kw’e th'ó:kws. 68 sixty-eight t’xemelsxá kw’e tqá:tsa 69 sixty-nine t’xemelsxá kw’e tú:xw 70 seventy th'èkwetselhsxá 71 seventy-one th’èkwetselhsxá kw’e léts'a ~ léts'e 72 seventy-two th’èkwetselhsxá kw’e isá:le 73 seventy-three th’èkwetselhsxá kw’e lhí:xw 74 seventy-four th’èkwetselhsxá kw’e xe'óthel 75 seventy-five th’èkwetselhsxá kw’e lheq'á:tses ~ lheq'átses 76 seventy-six th’èkwetselhsxá kw’e t 'xém 77 seventy-seven th’èkwetselhsxá kw’e th'ó:kws. 78 seventy-eight th’èkwetselhsxá kw’e tqá:tsa 79 seventy-nine th’èkwetselhsxá kw’e tú:xw 80 eighty teqtselhsxá 81 eighty-one teqtselhsxá kw’e léts'a ~ léts'e 82 eighty-two teqtselhsxá kw’e isá:le 83 eighty-three teqtselhsxá kw’e lhí:xw

114 84 eighty-four teqtselhsxá kw’e xe'óthel 85 eighty-five teqtselhsxá kw’e lheq'á:tses ~ lheq'átses 86 eighty-six teqtselhsxá kw’e t 'xém 87 eighty-seven teqtselhsxá kw’e th'ó:kws. 88 eighty-eight teqtselhsxá kw’e tqá:tsa 89 eighty-nine teqtselhsxá kw’e tú:xw 90 ninety tú:xwelsxá ~ tù:xwelsxá 91 ninety-one tú:xwelsxá ~ tù:xwelsxá kw’e léts'a ~ léts'e 92 ninety-two tú:xwelsxá ~ tù:xwelsxá kw’e isá:le 93 ninety-three tú:xwelsxá ~ tù:xwelsxá kw’e lhí:xw 94 ninety-four tú:xwelsxá ~ tù:xwelsxá kw’e xe'óthel 95 ninety-five tú:xwelsxá ~ tù:xwelsxá kw’e lheq'á:tses ~ lheq'átses 96 ninety-six tú:xwelsxá ~ tù:xwelsxá kw’e t 'xém 97 ninety-seven tú:xwelsxá ~ tù:xwelsxá kw’e th'ó:kws. 98 ninety-eight tú:xwelsxá ~ tù:xwelsxá kw’e tqá:tsa 99 ninety-nine tú:xwelsxá ~ tù:xwelsxá kw’e tú:xw 100 one hundred lá:ts'ewets ~ láts'ewets

Counting by Hundreds

For the numbers two hundred through nine hundred, the basic numbers 2 (isá:le) to 9 (tú:xw) are place before 100 (lá:ts’ewets); for example 300 is lhí:xw lá:ts’ewets and 378 is

lhí:xw lá:ts’ewets qas te th'èkwetselhsxá qas te tqá:tsa

or lhí:xw lá:ts’ewets kw’e th'èkwetselhsxá kw’e tqá:tsa

or lhí:xw lá:ts’ewets kw’e th'èkwetselhsxá qas te tqá:tsa

or lhí:xw lá:ts’ewets qas te th'èkwetselhsxá kw’e tqá:tsa To date, there is not an acceptable process for counting large numbers, other than what is displayed above. The numeral system was largely based on linguistic/researcher expectation and fluent speakers’ agreement.

100 one hundred lá:ts'ewets ~ láts'ewets 200 two hundred isá:le lá:ts’ewets 300 three hundred lhí:xw lá:ts’ewets 400 four hundred xe'óthel lá:ts’ewets 500 five hundred lheq'á:tses ~ lheq'átses lá:ts’ewets 600 six hundred t'xém lá:ts’ewets 700 seven hundred th'ó:kws lá:ts’ewets 800 eight hundred tqá:tsa lá:ts’ewets 900 nine hundred tú:xw lá:ts’ewets 1000 one thousand ó:pel lá:ts’ewets

115

Counting by Thousands

The word for a thousand táwsel or the term ópel kws lá:ts’ewets (translates to ten times one hundred)may be used. The word for 2000 is isá:le kws táwsel OR the term ts’kw’éx kws lá:ts’ewets (translates to twenty times one hundred). The number for 2000 through 9000 follows a similar route as the hundreds:

1000 one thousand ópel lá:ts’ewets~ ópel kws lá:ts’ewets ~ táwsel 2000 two thousand isá:le kws táwsel ~ ts’kw’éx kws lá:ts’ewets (twenty thousand) (twenty thousand) 3000 three thousand lhí:xw kws táwsel ~ lhèxwelsxyá kws lá:ts’ewets 4000 four thousand xe'óthel kws táwsel ~ xethelsxá kws lá:ts’ewets 5000 five thousand lheq'á:tses ~ lheq'átses kws táwsel ~ lhéq'etselsxà kws lá:ts’ewets 6000 six thousand t'xém kws táwsel ~ t'xemelsxá kws lá:ts’ewets 7000 seven thousand th'ó:kws kws táwsel ~ th'èkwetselhsxá kws lá:ts’ewets 8000 eight thousand tqá:tsa kws táwsel ~ teqtselhsxá kws lá:ts’ewets 9000 nine thousand tú:xw kws táwsel ~ tú:xwelsxá ~ tù:xwelsxá kws lá:ts’ewets 10000 ten thousand ó:pel kws táwsel

Counting Birds Kwexat Te Thehíws

one bird lets'íws two birds iselíws three birds lhxwíws four birds xethílews Five birds lhq'atssí:ws Six birds t’xemōs seven birds th'ekwsíws eight birds tqatsíws nine birds tuxwíws Ten birds epálōws ~ opelíws

Counting Blankets Or Dollars Kwexat Te Tl'exw

[Boas, Lower Fraser Skowlitz Dialect]

116 Documented in Franz Boas in 1890 Skowlitz field notes, “Indian” blankets were a form of wealth or payment in trade, later the term implied dollars.

one blanket or dollars léts'es two blankets or dollars isó:les three blankets or dollars lhí:xwes four blankets or dollars xethíles five blankets or dollars lhq'ó:tses six blankets or dollars t'xém:es ~ t'xémés seven blankets or dollars th'ókwses eight blankets or dollars tqó:tsó:s nine blankets or dollars tú:xwes ten blankets or dollars epóles

117 Cost #Blankets or Cost Of Dollars [Boas]

Derived from the recorded term epoléstexw which means to cost $10, the suffix =stexw is a causative meaning that it causes someone or something to do something. In this case, =stexw implies that a cost or a trade of ten blankets or dollars. Theoretically, the following chart may work based on prior knowledge and the term epoléstexw but it is unattested and documented as the only word.

cost one blanket or dollars léts'estexw cost two blankets or dollars isó:lestexw cost three blankets or dollars lhí:xwestexw cost four blankets or dollars xethílestexw cost five blankets or dollars lhq'ó:tsestexw cost six blankets or dollars t'xém:es ~ t'xéméstexw cost seven blankets or dollars th'ókwsestexw cost eight blankets or dollars tqó:tsó:stexw cost nine blankets or dollars tú:xwestexw cost ten blankets or dollars epólestexw

Counting Canoes Or Boats Belonging To One Person Kwexat Te Tl'exw Sléxwelh

one canoe/boat belonging to one person lets'ōwelh two canoes/boats belonging to one person islōwelh or isōelh three canoes/boats belonging to one lhxwó:lh four canoes/boats belonging to one person xe'otheōlwelh five canoes/boats belonging to one person lhq'atsesōwelh ~ lhq'atseséwelh six canoes/boats belonging to one person t'xemōwelh Seven canoes/boats belonging to one th'okwōswelh eight canoes/boats belonging to one tqátsa'ōwelh nine canoes/boats belonging to one tuxwōwelh ten canoes/boats belonging to one person opelōwelh

118 Counting Cards Kwexat Te Lekyó:lta

SPADES Spa:yt (Spít) CLUBS Ke’lhpe (Klép) Ace of spades Spa:yt qas te A:yses Ace of clubs Ke’lhpes qas te A:yses Two of spades Spa :yt qas te ísá :le Two of clubs Ke’lhpes qas te ísá :le Three of spades Spa :yt qas te lhí :xw Three of clubs Ke’lhpes qas te lhí :xw Four of spades Spa:yt qas te xe’ó:thel Four of clubs Ke’lhpes qas te xe’ó:thel Five of spades Spa:yt qas te lheq’á:tses Five of clubs Ke’lhpes qas te lheq’á:tses Six of spades Spa:yt qas te t’xém Six of clubs Ke’lhpes qas te t’xém Seven of spades Spa:yt qas te th’ó:kws Seven of clubs Ke’lhpes qas te th’ó:kws Eight of spades Spa:yt qas te teqá:tsa Eight of clubs Ke’lhpes qas te teqá:tsa Nine of spades Spa:yt qas te tú:xw Nine of clubs Ke’lhpes qas te tú:xw Ten of spades Spa:yt qas te ó:pel Ten of clubs Ke’lhpes qas te ó:pel Jack of spades Spa:yt qas te Chak. Jack of clubs Ke’lhpes qas te Chak Queen of spades Spa:yt qas te Kwi:él Queen of clubs Ke’lhpes qas te Kwi:él King of spades Spa:yt qas te Kiyel King of clubs Ke’lhpes qas te Kiyel Face Cards: pékcha

HEARTS Th’elth’ale (Hóts) DIAMONDS Toymelt (Tó:ymel) Ace of hearts Th’elth’ale qas te A:yses Ace of diamonds Toymelts qas te A:yses Two of hearts Th’elth’ale qas te ísá:le Two of diamonds Toymelts qas te ísá:le Three of hearts Th’elth’ale qas te lhí:xw Three of diamonds Toymelts qas te lhí:xw Four of hearts Th’elth’ale qas te xe’ó:thel Four of diamonds Toymelts qas te xe’ó:thel Five of hearts Th’elth’ale qas te lheq’á:tses Five of diamonds Toymelts qas te lheq’á:tses Six of hearts Th’elth’ale qas te t’xém Six of diamonds Toymelts qas te t’xém Seven of hearts Th’elth’ale qas te th’ó:kws Seven of diamonds Toymelts qas te th’ó:kws Eight of hearts Th’elth’ale qas te teqá:tsa Eight of diamonds Toymelts qas te teqá:tsa Nine of hearts Th’elth’ale qas te tú:xw Nine of diamonds Toymelts qas te tú:xw Ten of hearts Th’elth’ale qas te ó:pel Ten of diamonds Toymelts qas te ó:pel Jack of hearts Th’elth’ale qas te Chak. Jack of diamonds Toymelts qas te Chak. Queen of hearts Th’elth’ale qas te Kwi:él Queen of diamonds Toymelts. qas te Kwi:él King of hearts Th’elth’ale qas te Kiyel King of diamonds Toymelts qas te Kiyel

Counting Containers Kwexat Te Shxwélwels

one containers léts'eqel two containers isáleqel three containers lhíxweqel four containers xethíleqel five containers lhq'átseqel six containers t'xémeqel seven containers th'ekwsáleqel eight containers tqátsáleqel nine containers tuxwáleqel ten containers opeláleqel

119 Counting Different Things Kwexat Te Lets'emót

two different things selélets' three different things lhixwmó:t

Counting Fish Kwexat Te Sth'ó:qwi

In the chart below, you will notice there is no term for “one fish” or “ten fish”; usually the name of the fish implies “one fish” and the phrase “qéx te sth'óqwi” is used to imply ten or more fish.

two fish iselíqw three fish lhíxweqw four fish xethíléqw five fish lhq'atsesíqw six fish t'xémésiqw seven fish th'okwsíqw ~ th'okwsesíqw eight fish teqatsíqw nine fish tuxwíqw

Counting Fruit In A Cluster (As They Grow On A Plant) Kwexat Te Sqe'ó:ls

& Perhaps Rocks, Balls or Other Spherical Objects

The counting below implies the number or amount of fruit that grow on a plant or tree in a cluster.

one fruit in a cluster (as they grow on a lets'òls plant) & perhaps rocks, balls or other two fruit in a cluster (as they grow on a isòls plant) & perhaps rocks, balls or other three fruit in a cluster (as they grow on a lhexwòls plant) & perhaps rocks, balls or other four fruit in a cluster (as they grow on a x'othelòls ~ xe'othelòls plant) & perhaps rocks, balls or other five fruit in a cluster (as they grow on a lhq'átsesóls

plant) & perhaps rocks, balls or other six fruit in a cluster (as they grow on a t'xemòls plant) & perhaps rocks, balls or other

120 seven fruit in a cluster (as they grow on a th'ekwòls plant) & perhaps rocks, balls or other eight fruit in a cluster (as they grow on a tqòtsòls plant) & perhaps rocks, balls or other spherical objects nine fruit in a cluster (as they grow on a tuxwòls plant) & perhaps rocks, balls or other ten fruit in a cluster (as they grow on a opelòls plant) & perhaps rocks, balls or other

Counting Garments Kwexat Te tel s'íth'em (Garments)

Only two through five articles of clothing are counted. The article of clothing name is implied as one item when used in a statement. No demonstrated use of the garment terms is described, one can assume that the term is used in context to the articles of clothing being present. Consequently, the term “qéx te s'íth'em” can be used to imply many clothes. In sentence form, the following phrases are an example of context; the determiners are interchangeable as per context and statement.

I have two garments Isále tel s'íth'em I have three garments lhí:xw tel s'íth'em I have four garments xe'óthel tel s'íth'em I have five garments lheq'á:tses ~ lheq'átses tel s'íth'em

Counting Houses Or Buildings Of One Person

two houses or buildings of one person islá:wtxw three houses or building of one person lhxwá:wtxw four houses or buildings of one person xethlá:wtxw five houses or buildings of one person lhq'átsesá:wtxw~ lhq'atsesáwtxw

Counting Kinds Or Piles Of Things Kwexat Te Sxtá:mot

Only one through five piles are documented. After five, the term “kwetlhew skwthá” can be used to imply ‘many piles [of things]’.

one kind or pile of things lets'emó:t two kind or pile of things isálemó:t three kind or pile of things lhixwmó:t four kind or pile of things xe'óthelmó:t Five kind or pile of things lhq'átsesmó:t

121 Counting Hours Kwexat Te Skw'í:ls Telling Time

Dr. Galloway documented the use of:

qas to lhséq' and a half, half hour or half past qas kw'e lhséq' and a half, half hour or half past qas te kwó:te quarter past or quarter after

The most precisely documented “yíyelaw te slhí:xws” 'a little after 3:00' and “wets'ímél te slhí:xws” 'a little before 3:00, nearly 3:00'. Dr. Galloway also stated, “There were no words coined for minutes or seconds.”

1:00 sléts'es 2:00 ísá:les 3:00 slhí:xws 4:00 sxe'ó:thels 5:00 slheq'á:tses 6:00 st'xéms 7:00 sth'ó:kws 8:00 steqá:tses 9:00 stú:xws 10:00 s'ó:pels 11:00 s'ó:pels qas te sléts’es ~ slhéms 12:00 s'ó:pels qas te isá:les 12:00 noon texwswayel 12:00 midnight texwslát

Counting Leaves Kwexat Te Sts'ó:lha ~ Sch'ó:lha ~ Sts'ólha

There is only the number {1, 2, 3, and 10} leaves; Dr. Galloway noted that the list may continue.

one leaf lets'álews two leaves islálews three leaves lhxwálews ten leaves epálōws

122 Theoretical Counting Leaves List Based On Pattern:

This list is for conversation only, the highlighted, terms are not vetted nor attested.

one leaf lets'álews two leaves islálews three leaves lhxwálews

four leaves xethélews five leaves lhq'atsesōlews six leaves t’xemálews seven leaves th’ekwálews eight leaves teqatsálews nine leaves tú:xwálews ten leaves epálōws

Counting Little People Kwexat Te S'ó:Lmexw

The term “little people” has different meanings throughout the Fraser Valley. Some believe the Little People are the lost souls of all those who died of smallpox and were buried in mass graves. Similarly, the little people can be describes as children who died unexpectedly, while others state the little people are supernatural beings that live amongst our nation.

three little people lhelhxwále five little people lhq'atses'ó:llh

Counting Money Kwexat Te Tále

The joiner phrase “qas kw’e” or “qas te” are used to combine money phrases. For example $3247.64 would read two hundred forty seven dollars and sixty four cents in Halq’eméylemqel ísá:le qas te kws táwsel ts’(e)kw’xó:s qas kw’e lhèq’etselsxó:s qas kw’e th'ókwses qas te t'xém mí:t qas te xe'óthel tskwí:m tále. The regular counting system is used a number indicator. There is no evidence of the term for “loonie” or one dollar coin or “toonie or two dollar coin.

Counting Coins

penny tskwí:m tále one penny léts’e tskwí:m tále two pennies isá:le tskwí:m tále three pennies lhí:xw tskwí:m tále four pennies xe'óthel tskwí:m tále five pennies lheq'á:tses ~ lheq'átses tskwí:m tále six pennies t'xém tskwí:m tále

123 seven pennies th'ó:kws tskwí:m tále eight pennies tqá:tsa tskwí:m tále nine pennies tú:xw tskwí:m tále lots of pennies tskwékwelì:m tále silver money chíkmel tále nickel – five cents lhséq’ mít dime mí:t fifteen cents mít qas kw’e lhséq’ mít twenty cents isá:le mít thirty cents lhí:xw mít fifty cents lhséq’ (half of anything) twenty five cents kwó:te (quarter of anything) one paper dollar léts’es pipe tále

Counting Dollars

There is no term, to date, for a one dollar coin or a two dollar Canadian coin. Based on observation of patterns the highlighted area is for discussion purposes, the terms were not vetted or attested by any authority.

one dollar léts'es one dollar (loonie) léts'ó:s two dollars isó:les two dollar (toonie) isóló:s three dollars lhí:xwes three cyclic periods four dollars xethíles five dollars lhq'ó:tses six dollars t'xém:es ~ t'xémés seven dollars th'ókwses eight dollars tqó:tsó:s nine dollars tú:xwes epóles ten dollars epóles eleven dollars epó:les qas te léts’es twenty dollars lhewelsxó:s thirty dollars xèthelsxó:s forty dollars lhèq’etselsxó:s fifty dollars t’xemelsxó:s sixty dollars th’òkwetselsxó:s seventy dollars tèqetselsxó:s eighty dollars tù:xwelsxó:s ninety dollars. lá:ts’ewets one hundred dollars ísá:le lá:ts’ewets two hundred dollars ts’(e)kw’xó:s one thousand dollars ópel lá:ts’ewets ten one hundred dollars ($1000) ópel kws lá:ts’ewets one thousand dollars táwsel two thousand dollars ísá:le kws táwsel twenty hundred dollars ts’kw’éx kws láts’ewets

124 Counting #Months Since Kwexat Te Skw'xó:s

third month since lhxwá:lth'ts

Counting Ordinals

Only first, next, and last is documented.

first yewá:l next stetís last lhiyó:qwt

Counting Supernatural Beings Kwexat Te Stl'á:Leqem

Stláleqem (Supernatural Beings): Th'ôwxeye (Cannibal Woman, basket ogress), Sásq'ets (Sasquatch), Sílhqey (supernatural two-headed snake), Shxwexwó:s (Thunder), Spotpeteláxel (Thunder-bird), Xeylxelemós (Thunderwind), Xelhálh' (River monster chief at 'dark-skinned), S'ó:lmexw (water pygmies, water baby, Sxexomō:lh ('huge pretty frog with supernatural powers). Can be used in the following patterns to describe a supernatural being:

two sasquatches yéysele sásq'ets there's two sasquatches yáysele te sásq'ets

two supernatural beings yáysele ~ yéysele (super natural creatures) three supernatural beings lhxwá:le four supernatural beings xethíle

Counting Things

two things islá three things lhelhíxw

Counting Times

once/one time yewá:l-first lets'áxw- two times themá ~ isáles three times, thrice lhxwá:lh three times, thrice

125 four times xethelálh five times lhq'atses'álh six times t’xemálh seven times th’ekwsálh eight times teqatsálh ~ tqatsálh nine times tú:xwà:lh ten times opelálh

Counting Periods Or Blocks At School

first block sléts'es second block sthemélts third block slhí:xws fourth block s xe'óthels fifth block slheq'á:tses sixth block st' xéms seventh block sth'ó:kws eightth block steqá:tsas

Counting Paddles Or Paddlers In A Single Canoe Kwexat Te Sq'émél

Below, the number {7, 8, 9} are not documented, as highlighted those examples are for discussion purposes. Notice *seven paddlers is only meant to mean seven people paddling in a single canoe, you will notice later that the term th'ekwsále is used to represent seven people. The highlighted area is theoretical counting based on observation.

one paddle or paddler in a single canoe lets'á:wes two paddles or paddlers in a single canoe islá:wes three paddles or paddlers in a single canoe lhxwō:wes four paddles or paddlers in a single canoe xethlá:wes five paddles or paddlers in a single canoe lhq'átsesōwes six paddles or paddlers in a single canoe t'xemōwes seven paddlers in a single canoe th'ekwsále seven paddles or paddlers in a single th'ekwōwes eight paddles or paddlers in a single teqatōwes nine paddles or paddlers in a single tuxwōwes ten paddles or paddlers in a single canoe epálōwes

kw'ilówes How many paddles?

126 Counting Canoes Belonging To One Person

lets'ōwelh one canoe (or boat) islōwelh two canoes (belonging to one person) lhexwōwelh three canoes (belonging to one person) xe'othelōwelh four canoes (belonging to one person) lhq'atsesōwelh five canoes (of one person) t'xemōwelh six canoes (of one person) th'okwsōwelh seven canoes (of one person) tqatsa'ōwelh eight canoes (of one person) tuxwōwelh nine canoes (of one person) opelōwelh ten canoes (of one person)

kw'ilówelh How many canoes? kw'íl yé sléxwelh How many canoes?

Counting Canoes Belonging To Various People

léts'a te sléxwelh one canoe isále sléxwelh two canoes (counting them, belonging to various people) lhí:xw sléxwelh three canoes (counting them, belonging to various people) xe'óthel sléxwelh four canoes (counting them, belonging to various people) lhq'átses sléxwelh five canoes (counting them, belonging to various people) t'xém sléxwelh six canoes (counting them, belonging to various people) th'ó:kws sléxwelh seven canoes (counting them, belonging to various people) tqá:tsa sléxwelh eight canoes (counting them, belonging to various people) tú:xw sléxwelh nine canoes (counting them, belonging to various people) ó:pel sléxwelh ten canoes (counting them, belonging to various people)

127 Counting Canoes in General

léts'e te sléxwelhs one canoe isále te sléxwelhs two canoes lhí:xw te sléxwelhs three canoes xe'óthel te sléxwelhs four canoes lhq'átses te sléxwelhs five canoes t'xém te sléxwelhs six canoes th'ó:kws te sléxwelhs seven canoes tqá:tsa te sléxwelhs eight canoes tú:xw te sléxwelhs nine canoes ó:pel te sléxwelhs ten canoes

Counting Pants Kwexat Te Seqíws

Once five pants are counted, numeration of items is not used, but instead the term!

one pants lets'áyiws two pants isláyiws three pants lhexwáyiws four pants xe'otheláyiws five pants lhq'atseséyiws

Counting People Kwexat Te Ó:wqw'elmexw -

Counting two people has two other phrases attached. The word for two people yáysele ~ yéysele is the same word for two supernatural beings. When counting people the term “qas te” is added between the terms, for example eleven would read “epále qas te lólets'e” and fifty-six would read “lhèq'etselsxále qas te t'xémele”; much like the regular counting system.

one person, be alone lólets'e- two people yéyseletset – two of us yáysele ~ yéysele sts’iyóye (human twins) three people lhxwá:le four people xethí:le five people lhq'átsále six people t'xémele seven people th'ekwsále eight people teqátsa'ále nine people tuxwále ten people epále eleven people epále qas te lólets'e twenty people ts'ekw'xále thirty people (chill.) lhèxwelsxále thirty people (cheh.tait) lhxwelhsxále

128 forty people xèthelsxále fifty people lhèq'etselsxále sixty people t'xèmelsxále seventy people th'èkwselsxále eighty people tèqetselsxále ninety people tù:xwelsxále one hundred lá:ts'ewets (does not change for people)

Counting Bodies

There is only one known term for counting bodies, this includes both animal and human.

ten bodies opelíws

Counting Ropes, Threads, Sticks, Poles Kwexat Te Sóskw'em

one ropes, threads, sticks, poles lets'ámeth' two ropes, threads, sticks, poles isalámeth' three ropes, threads, sticks, poles lhxwámeth' four ropes, threads, sticks, poles xethílemets' five ropes, threads, sticks, poles lhq'átssámets' six ropes, threads, sticks, poles t'xémemets' seven ropes, threads, sticks, poles th’okwsámets eight ropes, threads, sticks, poles tqátsámets' nine ropes, threads, sticks, poles tuxwámets' ten ropes, threads, sticks, poles epálemets’

Counting Round Objects

There are only the number {1,5} documented and attested by Dr. Galloway.

One round object léts'es Five round objects lhq'atsesóls

Counting Wives (A Man With…) Kwexat Te Stó:Les -

two wives islá:ltexw three wives lhxwá:ltexw four wives xethá:ltexw five wives lhq'átsá:ltexw six wives t'xémá:ltexw seven wives th'ekwsá:ltexw eight wives teqátsá:ltexw

129 nine wives tuxwá:ltexw

(Wealick)

five little ones lhq’átsesó:llh

Theoretical Counting Young

Counting young suffix most likely works for the numbers {1, 2, 3, 4} and is written in a theoretical form below, highlighted, and is for discussion purposes. The terms are not vetted nor attested.

one little one lets'ó:llh human twins sts'iyáye two little ones isó:llh three little ones lhelhxwále four little ones xethló:llh five little ones lhq’átsesó:llh

Colour Terms When Counting Things

These terms, collected by Mary Stewart, are used between the number and the nominal it is describing. [counting term] [colour counting term] [object]

Red (possibly) tskwélem Yellow / green tsqwá:li Blue tsmámth’ Grey/gray tswálekw’ Purple pelípeqwel orange qwoqwáyéls Black ts`qá`lex

130 Appendix E. Colour of Upriver Halq’eméylem

Introduction

Dr. Brent Galloway documented eight colour bound roots - root word which cannot occur as a separate word apart from any other morpheme- for Upriver Halq’eméylem: red, yellow/green, blue, (possibly) orange, blue, grey/gray, purple, brown; and two colour free roots – can occur as a separate word, freestanding of any other morpheme– white and rose colour.

For variations of a colour terms are combines, there can prefixes the on the morpheme, and most are affixed with either a prefix or suffix or combination of both. For example, the colour burgundy can be easily described as tskwíkwemel “red getting a bit more browner”, the tskwik is the word for red and the –wemel is the suffix for ‘getting browner’. Dr. Galloway documented over twenty Coquleetza elders interpretation of colour by showing the Berlin and Kay chart, asking what areas represent the colour then cross referenced the colour with other Salish languages mainly Downriver, Lummi and Nooksack. Using Munsell chips he stated color terms are adjectival verbs in Upriver Halkomelem, used syntactically and cognitively as both verbs and adjectives (Galloway: 2007) later stated that it reveals that speakers of Upriver Halkomelem use a variety of strategies to name shades of color.

This document lists most terms collected from the late Seabird Island Community school teachers, Laura Wealick, Mary Stewart, Coqualeetza Elders and Dr. Brent Galloway.

131 The Charts

Berlin & Kay

During his works, Dr. Brent Galloway began with the Berlin and Kay (1969) theory of colour to demonstrate the basic sets of colour categories, they argued that colour cognition psychologically based evolution of a society and can be predicted. Berlin and Kay stated that cultures can fit into seven different levels of development based on the number of basic colours a culture has.

Galloway found that this chart missed terminology for the Upriver Halq’emeylem language and used the Rob McLaury chart to assist in the definition of the colour red. Elizabeth Phillips, one of the last fluent speakers willing to document the Upriver dialect of Halq’emeylem, stated, “There are twenty-nine different terms for the colour red.” This collection can only name twenty-three shades. In most cases, the colour term was represented by its natural occurance in S’olh Temexw, or Stó:lō lands, nature. The following chart is an example of the shades collected by Dr. Galloway based on the Berlin and Kay chart:

132 tskwí:m be red, red, reddish- B-I , cranberry, brown, copper- red-flowering currant, colored E2, red elderberry, fish eggs, E3, E4, fox, F3, red huckleberry, raspberry, F4; rose, E1 salmonberry, E4, sky, E5, strawberry, thimbleberry, E6 clothes, F1, crabapple, F2, apple, rotten bark, F3, red ochre (iron oxide soil and paint), F4, red cedar, potato, F5, flower, (copper) money F6, (penny), G1, mountain, paint, G2, sugar, fur/animal hair, G3, bear, human hair, G4, eyes G5,

H1,

H2,

H3,

H4, H5.

Munsell Chips

Brent Gallway and Robert MacLaury, in 1987, worked together with the Coqaleetza elders to determine how the Sto:lo determine shades of colour. Using the Munsell Chips -a color space that specifies colors based on three color dimensions: hue, value (lightness), and chroma (color purity)- Galloway and MacLaury determined that colour is an adjective, can be used as a verb, an preposed to nous within a noun phrase (Galloway:2007)

133

Albert A Munsell, developed the Munsell chips to determine colour, in 1930 the USDA accepted this study as the base for colour systems and is widely used in research (https://en.wikipedia.org/wiki/Munsell_color_system ).

By SharkD - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=8401562

134 Observations

The natural growth of language was interrupted for known reasons, today’s language learners desire a definite concrete colour spectrum. Dr. Galloway documented various colours based mainly on the Berlin Kay colour theory but naming the colours is a contradiction between language speakers. One person may distinguish burgundy as browny-red while another may state its dark red; terminology was not defined but accepted as having variability. Our new learners crave a definite statement of colour. Colour as an adjective is not readily documented to date, one elders stated that colour was implied nor was colour radially discussed as a topic. In our schools, the teachers work with the basic list of colours first taught by Dr. Galloway (BG 1981) in the Skowkalen Project 1979: tskwí:m (red), tsqwá:y (yellow, green), tsméth (blue), p’éq’ (white), tsxwíkw’ (gray), ts’q’éyx (black), tskwíkwemel (pink), qwoqwáyéls (orange), sqwóqwiyel (tan, yellow)

Upriver English BG SD SD SD SD Sts’aile Seabir Squial UF Halq’emeyle Term 198 . . . . s d a V m 1 78 33 34 75

P'eq' White         

Tsxwíkw' Grey    

Stl'ítl'esel Dark  coloure d grey

Ts'q'éyx Black        

Sqwóqwiyel Yellow         

Tsqwá:y Green         

135 Tsmeth' Blue         

Tskwí:m Red         

Tskwí:mom Brown         ex

Qwiqwóyels Orange         

Tskwí:kwém Pink     el

Qá:lq Bright       rose

Pípéqwels Purple        

Lets'ló:ts'tel Of     different colours

Siyí:th'em Beige,   sand coloure d

Stl'ái:lq Spotted 

Tl’élx Speckle  d

Stl’eltl’élq Spotted  with lots of spots

136 Sxéyxep Stripe 

Q’éyq’éxél Dark coloure d

Tátewel Bright  tskwí:m, red, etc.

The band schools, Seabird and Sts’ailes, focus on more finite definitions of colour, but the list above is all that is presented. At UFV, along with the list check above Mary Stewart teaches counting in colour, pok-a-dots, and dark blue.

Curiously, teachers used the word qá:lq rather than tskwí:kwémel for pink for ease of instruction. Instructors will differentiate between pink and rose-coloured later in curriculum. The word for purple pípéqwels is taught at all levels of Halq’emeylem courses in the Fraser Valley, Dr. Galloway documented the word sp'íqw' but taught the word pípéqwels. At the time of research there is no documented evidence “why” pípéqwels is taught over sp'íqw'. Dr. Galloway documented the elders identifying Green and yellow as the same word tsqwá:y; yet sqwóqwiyel is taught in schools. Sqwóqwiyel means “be yellowish or tan” teachers use this term to differentiate colours for their students and ease of understanding.

Colour as an adjective, adverb, verb, noun, noun phrase in Upriver Halq’eméylem needs further research and application but without anglicizing the language.

Bound Roots for Colour

Cannot occur as a separate word without added affixes. From Dictionary of Upriver Halklomelem

Red (possibly) kwí:m //kwí·m//, comment: using derived forms of the root as a modifier of other colour terms the following combinations were given by AK: kwíkwemel qálq, and skwíkwemel qálq. Yellow / green qwá:y //qw y yellow with green//, comment: Possibly orange using derived forms of the root as a

137 modifier of other color terms the following combinations were given by AK: tsqwáy sts'óla, and sqwóqiyel sts'ólha. Possibly includes orange. Blue méth' //mè’ blue//, comment: using derived forms of the root as a modifier of other color terms the following combinations were given by AK: semth'íl tsqwáy. Grey/gray xwíkw' //xwík’w gray, grey//, comment: using derived forms of the root as a modifier of other color terms the following combinations were given by AK: tsxwíkw' (tskwím, sts'óla, tsqwáy, qálq, semth'íl, tsméth') (once glossed light before tsqwáy); tsxwíxwekw' (qálq, tsqwáy, tsméth'); xwíxwekw' (tsqwáy, tsqwáy, tsméth', qwiqwóyáls); sxwíxwekw' tsqwáy; tsxwíxwekw'el (tsméth', tsqw'íx. w "like dark brown"); xwíxwekw'el (sts'óla, qálq, tsqwáy). Purple p'íqw' //p’íq’w purple//,Salish cognate: Nooksack root in /p*cq*w=p*íq*w/ (attested once as yellow? (LT:GS), once as green with a comment that the same word [root?] means dark blue in Chilliwack Halkomelem), Nooksack /è=p*íq*w/ yellow (PA:GS 1.26)(beside Upriver Halkomelem /s=p*iq*w/ yellow from the same speaker 1.10), and Nooksack [pí•q*wclæ4 •noxw] probably /p*íq*w=clæ4 noxw autumn, when leaves turn yellow (PA:GS 1.10), root in Squamish /p*cq*w=p*íq*w/ yellow, a kind of paint found in the mountains'. Brown qw'íxw //q’wíxw brown//, comment: using derived forms of the root as a modifier of other color terms the following combinations were given by AK: tsqw'íx. w (tsqwáy "dark yellow", qwiqwóyáls, tsméth', tskwím, sts'ólha); tsqw'íqw'ex. wel (qálq "dark dark ...", tsméth', tsqwáy, qwiqwóyáls); qw'íqw'ex. wel (qálq once "dark rose", tsméth', tsqwáy, tskwím); sqw'éqw'ex. wel tsméth'. Black q'íx //q’íx black//, comment: using derived forms of the root as a modifier of other colour terms the following combinations were given by AK: tsq'íx. (tsméth', tskwím, tsqwáy) and q'íq'ex. El tsqwáy;

138 Chilliwack dialect speaker NP also used one of these combinations ts=q'íq'ex. =el ts=qwá:y following the same patterns.

Free Root

White p'éq' //p’c* q’//, LT ['be white'], rose colour qá:lq //qe * ·lq// LT [‘rose colour’],

Colour Descriptors

axwíl (tsqwáy) a little (green/yellow) chmítl' dirty kwélhtu thá:t very dark when distinguishing colour of s/t lets’ló:ts’tel many colours meth'í:lt make it blue, dye it, colour it (any colour) Qeyqeyxeló shadow stl'ítl'esel dark colour [(be) a] (of clothes, complexions, etc.), (dark gray, dark brown) Sxéypxep lots of lines Sxéyxep lines sxéyxep' a stripe sxeyxep'ewíts ~ sxeyxep'ôwíts striped on back sxíp ~ sxéyp a line sxó:lem (be) real gray (of hair), (grey hair) syeqwyíqw burnt color táwel ~ tatáwel bright, light táwelòmet brightly colored thá:t ~ chát be) dark (as at night) can used before colour term thetí:l gone dark Tsáwél bright Tstáwél bright-colored tstáwél ~ táwél bright (in color) tu a little, a little like, slightly (used before color terms to distinguish lighter shades and shades between colors other than black or white) xep'ewíts marked on the back xwíkw'el be faded (of clothes), (get/become) faded; go or get or become gray

139 Red

Kwelkwímelésem one's face is red, one is blushing' kwí:mel be get/go/become red Kwíkwemel it's getting red' or reddish Skwekwíkwemel be getting/going a little red Skwíkwemel be getting red, be going red sméts' rouge stowlh ley kwíkwemel already turning red tskwékwelim lots of little red tskwekwíkwemel be getting/going a little red tskwélem red when counting lots of things tskwí::m be extra specially red tskwí:m Red; be red, reddish-brown, copper- colored' tskwí:meqw have red hair, have reddish-brown hair; red-head(ed) tskwíkwem being red ['tskwímel is further from the focus of tskwím than tskwíkwem is, and tskwíkwemel is usually furthest of all from the focus (literally it means something like "going/coming/getting to have red")'], tskwíkwemel reddish tskwíkwemel(=í:wel) reddish-brown, be reddish-brown tskwímel be get/go/become red. [tskwímel is further from the focus of tskwím than tskwíkwem is, and tskwíkwemel is usually furthest of all from the focus (literally it means something like going/coming/getting to have red")'] tskwímelqel have reddish-brown fur, have reddish- brown animal hair tskwimó:les have red eyes tskwimómex looks red, red-looking

Shades for Red

The following terms can be used BEFORE the colour to indicate a different shade:

tsxwíkw' blue-gray tsq'íx, be black tsqw'íxw have/be) brown, (have/be) brown qw'íqw'exwel getting brown stl'ítl'esel dark color [(be) a] (of clothes, complexions, etc.), (dark gray, dark brown)

140 Orange

qwel'qwóyes orange' (“little yellow round things”) Qwiqwóyéls orange when counting lots of things qwiqwóyáls ~ qwiqwóyéls ~ qwiqwòyàls orange (fruit),especially mandarin orange (the fruit), also domestic orange, (also orange (colour)) qwiqwóyels Orange

Shades for Orange

xwíxwekw' being gray tsqw'íxw have/be) brown, (have/be) brown tsqw'íqw'exwel brownish-black stl'ítl'esel' dark (colour)

Yellow

axwíl tsqwáy a little yellow qwá:yel go yellow, turn yellow Qwáyel turn yellow, got yellow Qwáyewel turning to real yellow qwóqweyel ~ qwóqwiyel getting yellow, turning yellow, qwóyel turning yellow, getting yellow, turning green sqwóqweyel ~ sqwóqwiyel yellowish; be yellowish, be tan sqwóqwiyel yellow; yellowish tsqwá:y 'be yellow, have yellow tsqwáyòmèx looks yellow; yellow looking tsqwíqweyel have/get/be in a state of going a little yellow tsqwóqwiyel stative/be getting yellow tsqwóqwey having/getting/being in a state of yellow

Green

You will notice the same word used to describe “yellow”, the word is interchangeable between yellow and green, it is the context of which the word is used to determine what colour is meant.

axwíl tsqwáy a little green qwá:yel go green qwóqweyel ~ qwóqwiyel turning green qwóyel turning green sch'ó:lha ~ sts'ó:lha ~ sts'ólha Leaf green Terms are used before sch'ó:lha ~ sts'ó:lha ~ sts'ólha to indicate tone of the leaf green.

141 Tsxwíkw (blue-grey), xwíxwekw'el (getting grey), tsqw'íxw (have/be brown), tsqwáy (green), sqwóqwiyel (yellowish), stl'ítl'esel' (dark) tsqwá:li green when counting lots of things tsqwá:y be green, have green tsqwáy green tsqwáyòmèx looks green, green-looking tsqwíqweyel have/get/be in a state of going a little green tsqwóqwiyel stative/be getting green tsqwóqwey having/getting/being in a state of green

Shades for Yellow or Green

The following terms can be used BEFORE the colour to indicate a different shade:

tsxwíkw' blue-gray tsxwíxwekw' being gray xwíxwekw'el getting gray, grayish tsq'íx be black q'íq'exel getting black tsqw'íxw have/be) gray, (have/be) grey tsqw'íqw'exwel brownish-black qw'íqw'exwel getting brown stl'ítl'esel dark color [(be) a] (of clothes, complexions, etc.), (dark gray, dark brown) stl'ítl'esel dark (colour) semth'íl be in a state of getting blue p'(e)q'íl Getting whiter sp'(e)q'íl'] whitish

Blue

méth' bound root blue meth'í:l~ meth'íl go blue or get blue or become blue) meth'í:lt make it blue, dye it, color it (any color) semth'íl be in a state of getting blue tsxwíkw' semth'íl a shade of getting blue semth'íl tsqwáy blue green Shmets dark blue tsmámth’ blue when counting lots of things tsméth' blue tsméth'~ (rarely) ts'méth' blue, be blue, have blue tsmeth'íl be in a state of get blue ts'meth'ó:les blue eyes

142 tsméth'òmèx looks blue, blue-looking tsmímeth' be a little blue tsxwíkw' blue grey tsxwíkw' be in a state of get blue

Shades for Blue

The following terms can be used BEFORE the colour to indicate a different shade:

tsxwíkw', blue-gray tsxwíxwekw', being gray xwíxwekw' being gray tsxwíxwekw'el, grayish tsq'íx, be black tsqw'íxw have/be) gray, (have/be) grey qw'íqw'exwel, getting brown tsqw'íqw'exwel brownish-black sqw'eqw'exwel, have/be getting brown stl'ítl'esel, dark (colour)

Gray

tswálekw’ gray when counting lots of things tsxwíkw' (have/be) gray tsxwíkw’ gray tsxwíkw'ómex looks gray, gray-looking tsxwíxwekw' be getting gray tsxwíxwekw'el Grayish xólem gray (of hair), grey (of hair) xólemthet turn gray (of hair) xwíkw' gray, grey bound root xwíkw'el go or get or become gray; be faded (of clothes), (get/become) faded, xwíxwekw' being gray xwíxwekw'el grayish, getting gray (not of hair)

Shades of Gray

p'(e)q'íl' whitish

Purple

pelípeqwel Purple when counting lots of things pípeqwels purple

143 p'íqw' purple bound root st'áwel [s=t'áw=el] purple st'áwelòmèx looks purple, purple-looking st'ewôkw' purplish white tsp'íqw' purple

White

p’eq’ white p'eq'éyl p'eq'í:l go white, get white p'eq'óméx looks white, white-looking stl'ítl'es dingy white, off-white (tait, Chwk, Sumas, Chehalis) tsp'íp'eq'el be getting a little white sp'íq' have white spotted skin p'ép'eq' white ones sp'eq'p'íq' have white spots p'íp'eq' a little white p'íp'eq'el get(ing)/go(ing)/becom(ing) a little white p'áp'eq'el get whiter, getting white p'eq'í:l get white sp'q'í:l ~ sp'q'é:yl be get/go/become white p'eq'óméx looks white, y white-looking

Shades of White

stewô kw Ashes or ash white ts'sás Ash or ash white (Tait) (Sumas) stl'ítl'es dingy, off white ts'sás ~ ch'sás ash color

Pink and Rose

axwíl qá:lq a little rose qá:lq bright rose qálq rose qálqomex looks rose, rose-looking sméts' rouge' as in blush for cheeks tskwíkwémel pink

144 Shades of Pink and Rose Colour

These terms may be used as a word in front of the colour “pink” and “rose” colour tsxwíkw' qa:lq

tsxwíkw' blue-gray tsxwíxwekw' being gray xwíxwekw'el getting gray, grayish qw'íqw'exwel getting brown tsqw'íqw'exwel brownish-black stl'ítl'esel dark (colour) sp'(e)q'íl whitish kwíkwemel getting red skwíkwemel be getting red, going red

Brown

qw'íxw brown, dark brown bound root qw'íqw'exw brownish qw'íqw'exwel getting brown síyi:ts’ém beige sp'íp'exwel tan, brownish sqw'íqw'exwel be getting brown sqw'íqw'exwelomex looks a state of going brown, be getting brown-looking tskwímomex brown tsqw'iqw'exw brown tsqw'íqw'exwel be getting brown, brownish-black ts'qw'íqw'exwel brownish-black, be brownish-black tsqw'íxw ~ ts'qw'íxw be brown

Shades of Brown

tsxwíxwekw'el like dark brown stl'ítl'esel' dark (colour)

Black

q'éyxel q'íxel go black or get black q'íq'exel getting black q'íxel get black sq'íq'exel blackish – getting blackish; be getting black

145 sqw'íqw'exwelomex looks a state of going brown, be getting brown-looking stl'ítl'es black ashes ts`qá`lex black when counting lots of things ts’q’éyx black tsq'éyx ~ tsq'íx ~ ts'q'éyx ~ ts'q'íx be black tsq'éyx shxw=yáth'qels black paint tsq'íq'exel be getting black tsqwáyòmèx black-looking, black in looks, looks black

146 References for Colour of Upriver Halq’eméylem

Galloway, Brent. 1980. Tó: lméls ye Siyelyólexwa (Wisdom of the Elders: The Structure of Upriver Halq'emeylem, A Grammatical Sketch and Classified Word List for Upriver Hal'q'emeylem). Coqualeetza Education Training Centre, Sardis, B.C.

Galloway, Brent. 1993. A Grammar of Upriver Halkomelem. University of California Press, Berkeley.

Pettis, Stella (Kwosel). Classroom Lessons, notes and resources. 1993-2015

Stewart, Mary. 2017. UFV Department of Modern Languages Halq’eméylem 102 Course Pack Winter.

Wealick, Laura. 2013. UFV Department of Modern Languages Halq’eméylem 101 Course Pack Winter.

Wealick, Laura. 2014. UFV Department of Modern Languages Halq’eméylem 102 Course Pack Winter.

Wealick, Laura. 2014. UFV Department of Modern Languages Halq’eméylem 201 Course Pack Winter.

Wealick, Laura. 2015. UFV Department of Modern Languages Halq’eméylem 202 Course PackWinter.

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