LEARNING the LANGUAGE of the LAND by Aliana Violet Parker B. A

LEARNING THE LANGUAGE OF THE LAND by Aliana Violet Parker B. A., University of Victoria, 2008 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Department of Linguistics Aliana Violet Parker, 2012 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii SUPERVISORY COMMITTEE Learning the Language of the Land by Aliana Violet Parker B. A., University of Victoria, 2008 Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Co-Supervisor Dr. Lorna Williams, Department of Curriculum and Instruction Co-Supervisor iii ABSTRACT Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Co-Supervisor Dr. Lorna Williams, Department of Curriculum and Instruction Co-Supervisor Indigenous worldviews are essential to successful language education, yet it remains a challenge to integrate them into current frameworks dominated by Western paradigms and pedagogies. This research addresses one aspect of the maintenance of cultural integrity for Indigenous languages as they are taught in a contemporary context. The purpose of this research is twofold: to explore the connections between Indigenous languages and the land, and to see how these connections are reflected in current language education practices. In particular, the study looks at the use of websites for Indigenous language education, with the goal of better understanding the potential for such placeless, global media to represent the inherently place-based nature of Indigenous languages. The study is based on an Indigenist research paradigm and employs the qualitative principles of Constructivist Grounded Theory. It incorporates a synthesis of current literature regarding connections between language and land, personal interviews with Indigenous language and culture experts, and a survey of 14 language education websites from Canada and the United States. Essential ties between land and language are revealed in the words of Indigenous and other writers, and in the thoughts and practices of Indigenous thinkers actively engaged with both land and language. These ties represent an intimate relationship to land that weaves together Indigenous knowledge, spirituality, history and identity. This study contributes to our understanding of the significance of land for Indigenous languages, and the importance of Indigenous worldviews for Indigenous education. iv TABLE OF CONTENTS Supervisory Committee .................................................................................................. ii Abstract......................................................................................................................... iii Table of Contents .......................................................................................................... iv List of Tables................................................................................................................. vi List of Figures .............................................................................................................. vii Acknowledgements ..................................................................................................... viii CHAPTER 1: INTRODUCTION..............................................................................................1 1.1 Introduction....................................................................................................1 1.2 Introducing the Researcher: Situating Myself in the Research.........................4 1.3 Clarification of Terms ....................................................................................5 1.4 Limitations of this Research ...........................................................................6 1.5 Overview of the Thesis: A Reader’s Guide.....................................................7 CHAPTER 2: GUIDING METHODOLOGIES ............................................................................9 2.1 Introduction....................................................................................................9 2.2 An Indigenous Paradigm ..............................................................................11 2.3 Qualitative Research Design.........................................................................13 2.4 Constructivist Grounded Theory...................................................................14 2.5 Literature Review Methodology...................................................................15 2.6 Interview Methodology ................................................................................16 2.7 Website Survey Methodology ......................................................................21 2.8 Conclusion...................................................................................................23 CHAPTER 3: LEARNING FROM THE LITERATURE, “Our language comes from the land” ....24 3.1 Introduction..................................................................................................24 3.2. Understanding Interconnections ..................................................................25 3.3. “Our language comes from the land” (Tia Oros Peters) ...............................27 3.4 Losing the land, losing the language.............................................................40 3.5 Conclusion...................................................................................................45 CHAPTER 4: LEARNING FROM THE EXPERTS, INTERVIEW RESULTS AND DISCUSSION ........47 4.1 Introduction..................................................................................................47 4.2 The Experts..................................................................................................49 4.3 Conversations with the Experts ....................................................................51 4.4 A changing relationship with the land...........................................................67 4.5 Conclusion...................................................................................................76 INTERCHAPTER: RELATIVES OF THE DEEP........................................................................78 CHAPTER 5: LEARNING IN PLACE, LEARNING ONLINE......................................................80 5.1 Introduction..................................................................................................80 5.2 Learning in Place .........................................................................................81 5.3 Learning Online ...........................................................................................94 5.4 Conclusion.................................................................................................105 CHAPTER 6: LANGUAGE LEARNING IN A VIRTUAL LANDSCAPE......................................108 6.1 Introduction................................................................................................108 v 6.2 Methodology of the Survey ........................................................................110 6.3 Land in Language Online ...........................................................................112 6.4 Special Examples .......................................................................................121 6.5 Conclusion.................................................................................................127 CHAPTER 7: CONCLUSION.............................................................................................128 7.1 Summary of the Research...........................................................................128 7.2 Significance and Implications.....................................................................133 7.3 Future Research and Final Thoughts...........................................................134 Bibliography................................................................................................................136 Appendix A Consent Forms.........................................................................................149 Appendix B Community Information Letter ................................................................157 Appendix C Interview Questions .................................................................................160 Appendix D Website Questionnaire.............................................................................162 vi LIST OF TABLES Table 1: List of Websites Examined ............................................................................112 vii LIST OF FIGURES Figure 1: Peoplehood Matrix (Holm, Pearson & Chavis, 2003, p.13).............................26 Figure 2: Yukon Native Language Centre, Dàkeyi Southern Tutchone Place Names Interactive Map ...........................................................................................................123 Figure 3: Yukon Native Language Centre, Dàkeyi Interactive Map (detail) .................123 Figure 4: The Arapaho Project, Creek Ecosystem ........................................................124 Figure 5: Anishinaabemdaa, Falling Leaves Moon Panorama ......................................125 Figure 6: The Passamaquoddy-Maliseet Language Portal, Video .................................126 viii ACKNOWLEDGEMENTS Many people play a role in the shaping of a thesis, and while I want to acknowledge here everyone who has helped me in this process, it would be impossible to do so. Though I can only mention a few who

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