SURVIVAL of the INUKTITUT LANGUAGE Introduction

SURVIVAL OF THE INUKTITUT LANGUAGE Introduction

“Language is the living system of terms people use to share their history, culture Focus and ideas—when one dies, it deserves to be remembered. Leaving no records at all This story concerns the can rob humankind of historical concepts that may not even have words in surviv- erosion of the Inuktitut language among the ing tongues. Someday, a Middle Eastern recipe might hold the key to a cancer cure. Inuit of Nunavut. It is Or an African dialect might reveal another take on the origin of man. Or some estimated that only 38 Indian phrase might simply help connect another grandmother to her ancestors.” per cent of people in — UNESCO (United Nations Educational, Scientific and Cultural Organization) Nunavut feel they are study, February 2002 fluent reading and writing Inuktitut. Many It is estimated that of the approximately language of government is Inuktitut, a people believe that if the Inuktitut language 6000 languages spoken worldwide, at debate is developing over what should disappears, Inuit cul- least 3000 are endangered or dying in be done about the decline. Those who ture will disappear as many parts of the world. Up to 90 per believe that Inuktitut should be pre- well. But there is hope. cent may actually die over the next served argue that if the language is lost The Inuit of Greenland century. Languages can disappear when Inuit culture will be lost as well. These have been able to pro- its speakers relocate and are required to people blame television, inadequate tect their language, and both it and their culture speak the dominant language to get a government policies and funding, a lack are thriving. job and function in the new society, or of Inuktitut teachers, and parents who because they confront a more aggres- do not make the language a priority at sive or economically stronger culture. home. Others believe that the decline of In some cases, language groups are the language is not a threat to the cul- invaded and overrun by a more power- ture and believe that a simple challenge ful society speaking new languages. to the community to use the language North American Aboriginal languages more will be enough to increase the have one of the worst survival records. use of Inuktitut. Interestingly, many YV Sections marked Many Aboriginal languages are now Inuit elders are against an active policy with this sym- extinct because of harsh assimilation to promote the language because this bol indicate content policies and residential schools that pro- would involve selecting one writing suitable for younger hibited students from using their mother style for Inuktitut (there are currently viewers. tongue. Approximately 60 Aboriginal two) and making everyone comply with languages exist in Canada. Inuktitut is that standard. one of the healthiest of these languages, But all is not lost for the Inuit of but even it is in trouble. In Nunavut, northern Canada. They can look to their where 85 per cent of the population is neighbours in Greenland for hope. Inuit Inuit, 40 per cent report that they are living in Greenland have been able to losing the ability to speak in their moth- successfully defend their mother tongue er tongue. Only 38 per cent say they are and, as a result, their language is thriv- fluent in reading and writing—but this ing. The native language, Greenlandic, is because Inuktitut is primarily an oral is the dominant language in the media, language. Clearly the survival of the the community, the government, and language is at stake. most importantly, on the playground. Today in Nunavut, where the official

CBC News in Review • October 2002 • Page 32 To Consider Of the nearly 60 1. Carefully reflect upon the importance of language to your own identity and Aboriginal languages spoken in Canada, culture. What words or phrases can you think of that are uniquely Canadian? only three are spoken widely enough to en- ______sure their preservation. ______

______

2. What words or phrases do you use with your friends that you do not use with your family? How do these words/phrases play a role in the subculture to which you belong: adolescence?

______

3. If your family background is not English-speaking, how does your mother tongue shape who you are? What steps has your family or community taken to protect your language and culture?

______

4. Who should be responsible for preserving languages? Is it up to the government, the community, the individual, or all of these? Explain your conclu- sions.

______

CBC News in Review • October 2002 • Page 33 SURVIVAL OF THE INUKTITUT LANGUAGE Video Review

YV Understanding the Issues This video story concerns the erosion tongue. In the first section of the video To learn more about of the Inuktitut language in Canada’s you will learn about three factors that the future of Inuktitut, north. In Nunavut, where 85 per cent of have had, and are continuing to have, watch this video report an impact on the Inuktitut language. As and respond to the the population is Inuit, 40 per cent of questions on this and people have already lost, or are losing, you watch the video, carefully make the following pages. their ability to speak in their mother notes outlining the role of these factors.

1. Popular English culture and the media:

______

2. Education policies and practices:

______

3. Government policies and funding:

______

CBC News in Review • October 2002 • Page 34 Follow-up Questions With a partner, or in a small group, answer the following questions.

1. What similarities and differences did you observe between Inuit teens and your peers?

______

2. In what ways are Inuit kids being given the message that Inuktitut is not important?

______

3. If you were an Inuit parent, would you want your child educated in Inuktitut or English? Why?

______

4. How do the various levels of government support education in your region? In what ways do you get the message that education is important and that it is important to be fluent in English and/ or French?

______

CBC News in Review • October 2002 • Page 35 5. What language(s) is spoken in your own home. How well has your family On a positive note, a been able to maintain its language, if it is not English? Canadian Inuit-language film,Atanjuarat ______won best picture, director, screenplay, editing, and original ______score at the 2002 Ge- nie Awards, Canada’s ______premier film award. The film has also been well received across ______the world. Exploring Possible Solutions In the latter part of the video you will Greenlandic, is thriving. As you listen learn about the Inuit in Greenland. to this part of the story, answer the Eighty per cent of Greenland’s residents questions below. are Inuit, and their native language, 1. What did the Greenland Inuit do to maintain their language?

______

2. As their language thrived what impact did this have on other parts of Inuit culture?

______

3. What are the primary differences in the history of the two Inuit communities that may have affected the vitality and future of the language?

______

CBC News in Review • October 2002 • Page 36 SURVIVAL OF THE INUKTITUT LANGUAGE Taking a Closer Look at Inuit Culture

Early History also results in a culture that does not The Inuit have a long history in Canada. try to dominate and change nature but It is believed that the Inuit descended instead lives with nature and follows its from the early Paleo-Eskimo cultures seasons and moods. that crossed the Bering Strait to pres- Although the Inuit had contact with ent-day Alaska, northern Canada, and Norse explorers 1000 years ago, contact Greenland over 4000 years ago. The with colonizing Europeans was rela- people of the most recent of the Paleo- tively sporadic until the 19th and 20th Eskimo cultures—the Thule—are con - centuries. At that point, missionaries, sidered to be the ancestors of the Inuit. mounted police officers, and Hudson’s The early Inuit societies were egalitar- Bay Company traders began to interact ian and developed two principal traits: with the Inuit on a more regular basis. the sharing in the hunt to ensure the Though no treaties were signed, the Ca- survival of the group, and an attitude nadian government put northern peoples of patience, acceptance, and enduring under its jurisdiction in 1870. It was not confidence. (This second trait is known until 1960 that all Aboriginal peoples as ayurnamat, roughly translated as “Oh gained the right to vote in federal elec- well, it can’t be helped.”) This attitude tions.

Discussion 1. Why is the cultural value of ayurnamat very important for a people that must survive off the land?

______

2. Why do you think European, or southern, culture had relatively little impact on the Inuit until the 1950s?

______

CBC News in Review • October 2002 • Page 37 Major Changes of the 50s, 60s, were assigned to the Inuit by govern- and 70s ment workers from the south who could Canadian Inuit lived primarily beyond not understand the way the Inuit were the influence of southern society until named. Traditional Inuit names reflect the 1950s and 1960s. At that time, the all aspects of what is important in Inuit Canadian government began provid- culture: the environment, landscape, ing health care, housing, and educa- kinship, animals, birds, and spirits. For tion in “settlement areas.” Parents who example, someone might be named wanted their children to read and write Tulugaq, for raven, or Amaruq, for in English moved into these settlements. wolf. As well, since the Inuit believed This had a profound impact on tradi- that the spirits of the dead continued to tional Inuit skills since these families no live, newborns were often named after longer lived off the land. The launch of a dead person, and were addressed as the Anik A-1 satellite in 1972 brought “mother” or “father,” as the departed television into the Arctic. Thus the Inuit person had been. Children named after were exposed to southern consumer elders were revered and often called goods and values. This led to a decline “little mother” or “little father” by the in the use of the Inuktitut language. child’s family. Those “discovering” Inu- These changes were further compound- it culture could not understand this, and ed by the fact that activities such as the as a result came into each Inuit com- sealskin industry almost disappeared in munity and counted the people there. the 1970s, eliminating a traditional oc- If someone was the 37th person in the cupation for many young men. 7th community they visited, that person simply became E7-37. Understandably The Creation of Nunavut and Inuit wish to rid themselves of these culturally insensitive “names.” the Reclamation of Names In the 1970s the Canadian govern- In April 1999 the Inuit took a large ment issued a new order. Officials went step forward in shaping their own to every part of the Arctic to decree that destiny when the territory of Nunavut people adopt surnames, which were Nunavut means “our was created. The creation of this 800 not part of the Inuit tradition. The drive land” in Inuktitut. 000-square-mile territory made the became known as Project Surname, and Inuit one of the first indigenous peoples prompted confusion and resentment to retrieve territory based on ancient among the Inuit. “The Inuit were de- claims. With it came a sense of renewed graded. The [white men] never thought pride. One of the first steps the Nunavut to understand the existing culture. But government took to reclaim and reaf- whatever they ordered, the Inuit felt Did you know . . . firm traditional Inuit culture involved they had to follow . . . . You were taught The term Eskimo is no changing many names throughout the to listen to elders, listen to adults. These longer used to identify territory. Inuit? It was based on guys coming [in] were adults.” About 400 people have come for- an Algonkian name meaning “eaters of raw ward to the Nunavut Court of Justice to meat.” get rid of “E numbers” that were still being used to identify them on government papers. These “E numbers” (short form for “Eskimo numbers”)

CBC News in Review • October 2002 • Page 38 Discussion 1. Outline your reaction to government policies that provided E numbers for Inuit.

______

2. Why are names such an important part of identity and culture? How do you feel about your given name and your surname? Would you be upset if someone else changed your name because it was hard to pronounce?

______

3. Have you thought about whether or not you will change your surname upon marriage? (This question applies to both females and males in the class.) State the reasons why you would or would not want to change your surname.

______

CBC News in Review • October 2002 • Page 39 SURVIVAL OF THE INUKTITUT LANGUAGE YV Impact of Residential Schools

What Were They? not learn their customs. Children Residential schools began in the mid- who spoke Aboriginal languages 1850s. These schools were part of the were severely punished. government’s plan to “Canadianize” 3. The parents and grandparents were Aboriginal persons, partly by convert- deeply troubled. They often knew ing them to Christianity. The govern- that their children were being treated ment and several churches and religious cruelly in these schools, yet they orders co-operated to run these schools. were powerless to protect their own Children were taken from their homes children. With the children removed, at a young age and sent away to be the families lost their natural struc- “civilized.” The residential schools ture and purpose. Aboriginal commu- taught Christianity, reading and writing nities began to fall apart. English, arithmetic, and skills such as 4. Many of these children left the cooking, cleaning, and working in the schools feeling that their relatives— fields. The curriculum was based on even their parents—were backward European values and traditions. It was and embarassing. However, these foreign to Inuit culture. students were still Aboriginal themselves, no matter what they had What Was Their Impact? learned. So the attitudes they learned The schools destroyed many Aboriginal also affected how they saw them- children and their families. This hap- selves. pened for a number of reasons: 5. As a result, low self-respect is com- 1. The schools used very strict disci- mon among people who went to resi- pline to force the students to be- dential schools. This low self-respect come more “Canadian.” In addition is the root of many problems that to physical, mental and emotional now exist in Aboriginal communities. abuse, many children were also sexually abused in these schools. 2. The children who were in the schools had little contact with their parents and extended families. They could

Discussion 1. Why do you think the government thought it was necessary to “civilize” Aboriginal children? Why were traditional ways deemed unacceptable?

______

CBC News in Review • October 2002 • Page 40 2. Summarize the short- and long-term effects of residential schools.

______

The Problem of “Scooping” to be a form of kidnapping. By the 1950s, the schools were start- The very conditions the government ing to become controversial, and they complained of in Aboriginal homes were not achieving their goals. Govern- may have been created during the era of ments began removing large numbers of residential schools. Since the govern- Aboriginal children from their families, ment controlled most conditions in the saying that the parenting or living con- North, it was unfair to blame parents for ditions were inadequate. Many Aborigi- the challenges faced by children. Many nal children were put in foster care or First Nations communities and families adopted by non-Aboriginal families. again suffered because their children Aboriginal Canadians often call this were taken away. Of course, the chil- “scooping.” This was later considered dren were affected most of all.

Discussion 1. What do you think would be the impact of “scooping” on the children themselves, on their parents and grandparents, and on their communities?

______

CBC News in Review • October 2002 • Page 41 Searching for Justice The Residential Schools issue has On January 7, 1998, the Federal Min- apologized for the harm caused and has forced religious ister of Indian Affairs made a formal initiated programs to aid survivors in organizations and Abo- apology to Aboriginal peoples across the healing process. As of January 2000, riginal communities to Canada for this policy. The Minister survivors of these schools had launched painfully confront the admitted that Canada had mistreated thousands of court actions against past. These Web sites Aboriginal people throughout history. religious organizations and the Govern- address the issues: She also apologized on behalf of Can- ment of Canada for the abuses they en- The Aboriginal Heal- ada to all those who suffered physical, dured. Some children who were adopted ing Foundation at www.ahf.ca. mental and sexual abuse in residential or “scooped” into foster care have also schools. launched lawsuits for damages. The United Church As well, each of the churches in- Healing Fund at www. volved in residential schools has united-church.ca/healing.htm Follow-up Activity 1. Pretend that you are a seven-year-old English-speaking Canadian begin- The Anglican Church ning school in Thailand. Thai is not a phonetic language (meaning that it is of Canada, Residen- tial School Resources not based on an alphabet system) and it is written in characters, not letters. site at www.anglican. Thai culture is radically different from Canadian culture. In a brief statement ca/ministry/rs describe the adjustments you would have to make as a student at the school. How long do you think it would take to adjust? How would you feel during this time? How much would your parents be able to help you with your problems? To whom could you turn for help?

______

CBC News in Review • October 2002 • Page 42 SURVIVAL OF THE INUKTITUT LANGUAGE YV Other Languages Facing Extinction

Unfortunately the Inuit are not the only believed to have been Jesus Christ’s Of the 800 000 people people concerned about the loss of their native tongue. It was the main spoken who identify themselves as Aboriginal language. As you read the following language in Galilee in the first centuries Canadians, only about information, ask yourself what common BC and BCE. a quarter consider an features these language groups share. Aboriginal language to The following information comes from Asia be their mother tongue. a study conducted by linguists—people The southern Chinese language Nushu who study languages—at the University is on the decline, and it may be the of Manchester in England and published world’s only language just for women. in 2002. This language is characterized by writing on silk screens, and one of its North America popular sayings is “Beside a well, one There are only about 85 000 speakers does not thirst. Beside a sister, one does of Pennsylvania German left. Spoken not despair.” mainly by the Amish in North America, the language is being used less and less. Europe As well, the language Gullah, spoken There are a number of minority lan- by descendents of former slaves is guages in Europe that are in danger. disappearing. The language still appears They include Faeoroese, spoken on among inhabitants of the islands off the Faeroe Islands, Sardinian, from the South Carolina and Georgia. Italian island of Sardinia, and Yiddish, a Jewish language that has been on the South America decline since the Holocaust and the There are about 300 languages in the Second World War. Lowland Amazonia area, but many are almost extinct. For example, it is esti- Australia mated that only three people are still Many of the Aboriginal languages of able to speak Oro Win while only an- Australia are in danger. These include other 300 still communicate in Piraha. the tribal tongues Wanyi, Wakka Wak- ka, and Kullilli from the Queensland Middle East area. It is estimated that Aboriginal lan- Modern Aramaic is spoken by only guages are dying at a rate of one every 400 000 people in the Middle East. It is three years. descended from Aramaic, the language

Follow-Up 1. Should we be concerned about the loss of a minority language? Explain.

______

CBC News in Review • October 2002 • Page 43 Survival Of The Inuktitut Language YV News Makers: Paul Okalik

“My mother would explain the names of our traditional sites and teach me how to respect If you wish to stay the animals we hunted. That’s what I enjoyed the most.” informed of recent — Paul Okalik government activities in Nunavut visit the • Encouraged by his Inuit elders to official Web site at As the example of Greenland demon- www.gov.nu.ca. This strates, for Inuktitut to survive, strong pursue a career in law, he eventually site is presented in four government policies that protect and did so at the University of Ottawa. languages, including promote the language may be necessary. • He was the first Inuk lawyer in both forms of Inuktitut, The current head of Nunavut’s govern- Canada’s eastern Arctic, called to the English and French. ment is Premier Paul Okalik, and it may bar in 1999. well be his vision and influence that • He was a 37-year-old who had little determine the future of Inuktitut. political experience when appointed in 1999. This lack of experience was Who is he? considered an asset, however, by the • Born 1964 and raised in a small peers who appointed him—as a new Did You Know . . . community on Baffin Island he has • Inuk is the singular leader for a new territory. form of Inuit? experienced many of the problems • The government of that Inuit youth face today. Current Challenges Facing Okalik Nunavut comes to a • He was unhappy in the English-lan- • trying to preserve and strengthen decision by consen- guage school he had to attend and Inuit culture in the face of southern sus rather than voting hurt when his older brother Norman influences along political party • getting enough Inuit people edu- lines? committed suicide. • He was an alcoholic by 17 and was cated and trained to take on positions jailed for breaking and entering and within the new government’s admin- theft. istration • He entered an alcohol treatment pro- • dealing with an unemployment rate gram and went to live with his fam- of around 28 per cent ily to learn his people’s culture and • trying to rebuild a wounded soci- ancient traditions. ety. The rate of sexually transmitted • He got his “lucky break” when he disease runs at 15 times the national landed a job as a researcher with the average; alcoholism and drug abuse Tungavik Federation of Nunavut, continue to cripple many families. which was negotiating the land claim Suicide rates are higher than the Ca- that would later result in the creation nadian average. of the new territory. Reflecting If you were an aide to the Premier of Nunavut, what advice and help would you offer in the search to build a healthy, prosperous society?

______

CBC News in Review • October 2002 • Page 44 SURVIVAL OF THE INUKTITUT LANGUAGE YV Summary Activity

Rationale As you learned in this News in Review in Canada. To gain greater insight into report, residential schools had a signifi- this impact select one of the following cant impact on many Aboriginal peoples activities to complete in class.

Activity 1 The following are actual examples of the type of punishments given to some Aboriginal children at residential schools:

• For failing a test — no food for a day

• For not working hard enough — four hours of extra work (in school or gar - den)

• For disobedience, and rude or disorderly conduct — no food or water for a day, a beating (with a stick on the back), extra garden work

• For speaking an Aboriginal language — (first offence) no supper — (second offence) no supper and beating — (third offence) considered disobedience and punished as such

• For going off by yourself (without another student present) — several hours of kneeling alone on a rock floor where all can see

Assume you are an Aboriginal student at a residential school. Write a letter to your family at home. Describe to them what the school is like, what type of daily tasks you have been asked to perform, what your opinion is of the administrators (mainly clergy), what (if anything) you miss about home.

Activity 2 Aboriginal students at residential school often had a difficult time fitting back into family life when they eventually returned to their communities. Prepare a short skit in which a family is adjusting to having their children return from residential school. You will need at least two characters (a student and a parent), but you may have more: one or more students, a mother, a father, a grandparent, brothers and sisters. Try to put yourself in the shoes of the characters you are portraying. What were some of the problems experienced by the children and their parents when the students arrived home? What effect did the residential schools have on the way Aboriginal people—students and parents—felt about themselves? After writing your skit, present it to your peers for their reaction.

CBC News in Review • October 2002 • Page 45