DOCSLIB.ORG

Okanagan Ways of Speaking of Elders/Fluent Speakers in Social Domains of Language-In-Use Implications for Okanagan Language Revitalization

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

"When We Talk": Okanagan Ways of Speaking of Elders/ Fluent Speakers in Social Domains of Language-In- Use Implications for Okanagan Language Revitalization Item Type text; Electronic Dissertation Authors Baptiste, Maxine Rose Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 25/09/2021 19:40:41 Link to Item http://hdl.handle.net/10150/634347 "WHEN WE TALK": OKANAGAN WAYS OF SPEAKING OF ELDERS/FLUENT SPEAKERS IN SOCIAL DOMAINS OF LANGUAGE-IN-USE IMPLICATIONS FOR OKANAGAN LANGUAGE REVITALIZATION by Maxine Baptiste __________________________ Copyright © Maxine Baptiste 2019 A Dissertation Submitted to the Faculty of the DEPARTMENT OF LANGUAGE, READING AND CULTURE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2019 2 Acknowledgements taʔli kən limt x̌ əl yʕayʕat swit kʷu knxit kən ɬa cq̓ əy̓ am axaʔ inpuʔpaʔkʷ limtmən iʔ ƛ̓ əx̌ x̌ ƛ̓ x̌ ap, isx̌ ilwiʔ, naʔɬ isqʷəsqʷsiyaʔ, naʔɬ isnʔimaʔt I am grateful for everyone who helped me when I was writing this little book. I thank the Elders, my husband, my children and my grandson I would like to thank my Elders who lent me their voices for this little book. I thank Sarah Peterson for her kindness and patience, she was welcoming and generous with her time. I thank Herman Edward for sharing his stories, jokes and sense of humour and above all his language. I thank Larry Pierre Jr. for his contributions to this little book and for the language he shared. I thank Tony Qualtier for sharing the language with me. I thank Thomas Pierre for his willingness to share his knowledge, his time and for the language he shared. Those who helped me in interpreting and giving me insights to the language, I thank Jeannette Armstrong for the times she sat with me and went over the language data seeking out every glottal, every letter that shouldn’t be there or was missing a sound. I thank Rob Edward for sitting with me and going over sentences and phrases. I thank the language learners for giving me a rich database on how beginning speakers talk Okanagan. To those who encouraged me and said it’s ok if you don’t finish, I thank Leslie Saxon, Suzanne Urbanzyk, and I thank Susan Penfield for being a great mentor while I was at the University of Arizona. Thank you for being a part of the Indigenous Thinkers Club. I thank my Indigenous Thinkers Club members who were always there to be supportive and to share ideas and brain spurts with me to help me get through the courses and assignments. I enjoyed the times we had fry bread sales to make the dollars to go to the conferences we did, the fast trips to the casino for noon bingo with Berta and Angie (“Maxine! I’m 15-20 minutes away! You coming to bingo? Fastest showers I ever had, I was always ready when that red truck pulled into our driveway, hah) Lots of good times. And for flipping fry bread with me wherever we set up our stand, was always fun, lots of work but fun. The support we gave each other was what got me through the years I spent in Arizona a long ways from my husband and my children. Thanks for the companionship and the continuing friendship, hugs and squishes to you all. I thank Roberta, Angie, Tracey, Depree, Melo, Gilbert, Duff, Candace, and Amanda. To my husband, I love and appreciate you for all the help and support you gave me that got me this far on my intellectual journey. I’d be sitting in a university far from home and I’d say to myself, “why do I do this, why do I put myself through all of this, why can’t I just stay home and just be home?” But here I am. I thank my wonderful, beautiful children, my daughters Coral and Zoey, my son Quentin. Without your being there, giving support in each or your own fashions, you give me purpose, a reason to do what I do. I would like to thank my son twi Ethan for beginning this journey towards a doctorate with me, it took me a while to finish because you stepped over and I didn’t have the desire to move forward. It took a while, but I finished. Thank you for visiting me in my dreams, love you and I’ll see you when I get there. My beautiful grandson, I thank Blake for being patient while I worked on my little book. I can read you your favorite book, play Mufasa and Scar, Simba, hockey, hold you on my lap, give you huggies. Thank you for your unconditional love. I Love you bunches n bunches. Thank you to Sheilah Nicholas, Kathy Short and Ofelia Zepeda for being on my committee. Limləmt to you all, I raise my hands to you. 3 Contents List of Figures ..................................................................................................................................... 7 List of Tables ...................................................................................................................................... 7 Abstract ............................................................................................................................................. 8 Chapter 1: Introduction ...................................................................................................................... 9 Research Context ................................................................................................................................. 9 Purpose of the Study .......................................................................................................................... 11 Historical Contexts of Change .......................................................................................................... 12 Pre-Contact ........................................................................................................................................ 12 The Fur-Trade Period ......................................................................................................................... 13 The Miners ......................................................................................................................................... 13 The Missionaries ................................................................................................................................ 14 Legislation: Indian Act(s) ................................................................................................................... 14 Education: Residential Schools ......................................................................................................... 15 Change: Impact and Response ......................................................................................................... 15 Indian Day Schools ............................................................................................................................. 16 Inkameep Day School......................................................................................................................... 17 Sixties Scoop ...................................................................................................................................... 18 Okanagan Language: Linguistic Aspects ........................................................................................... 18 Okanagan Language Revitalization/Initiatives .................................................................................. 20 Elder Roles ......................................................................................................................................... 22 Okanagan Language: In School Programs ......................................................................................... 23 Okanagan Language Programs ......................................................................................................... 24 Okanagan Language Context ............................................................................................................ 25 Changing Times ................................................................................................................................. 27 Significance of the Study .................................................................................................................... 28 Conclusion .......................................................................................................................................... 29 Overview of Chapters......................................................................................................................... 30 Chapter 2: Review of the Literature ................................................................................................. 35 Theoretical Framework ...................................................................................................................... 36 Okanagan Language .......................................................................................................................... 46 Okanagan Language Revitalization ................................................................................................... 47 Okanagan Story (published sources) ................................................................................................. 48 4 Story in the Context of Language Revitalization ................................................................................ 50 Storywork ..........................................................................................................................................
Recommended publications
  • Comparing a Surface Collection to an Excavated Collection in the Lower Skagit River Delta at 45SK51

    Comparing a Surface Collection to an Excavated Collection in the Lower Skagit River Delta at 45SK51

    Central Washington University ScholarWorks@CWU All Master's Theses Master's Theses Summer 2017 Comparing a Surface Collection to an Excavated Collection in the Lower Skagit River Delta at 45SK51 Sherri M. Middleton Central Washington University, [email protected] Follow this and additional works at: https://digitalcommons.cwu.edu/etd Part of the Archaeological Anthropology Commons, and the Other History of Art, Architecture, and Archaeology Commons Recommended Citation Middleton, Sherri M., "Comparing a Surface Collection to an Excavated Collection in the Lower Skagit River Delta at 45SK51" (2017). All Master's Theses. 711. https://digitalcommons.cwu.edu/etd/711 This Thesis is brought to you for free and open access by the Master's Theses at ScholarWorks@CWU. It has been accepted for inclusion in All Master's Theses by an authorized administrator of ScholarWorks@CWU. For more information, please contact [email protected]. COMPARING A SURFACE COLLECTION TO AN EXCAVATED COLLECTION IN THE LOWER SKAGIT RIVER DELTA AT 45SK51 ________________________________________________________________________ A Thesis Presented to The Graduate Faculty Central Washington University ________________________________________________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Science Cultural and Environmental Resource Management _______________________________________________________________________ by Sherri Michelle Middleton June 2017 CENTRAL WASHINGTON UNIVERSITY Graduate Studies We hereby approve the
  • Stehekin River Classification

    Stehekin River Classification

    Stehekin Wild & Scenic River Eligibility Report FINAL DRAFT May 2002 Acknowledgments . The National Park Service gratefully acknowledges the support and assistance of the U.S. Forest Service Wenatchee and Okanogan National Forests – their assistance was critical in this report’s development. Special thanks also to the staff at the North Cascades National Park for helping to make the field work a very pleasant and informative experience. Executive Summary This study report evaluates the eligibility and classification of the Stehekin River watershed, located in the North Cascades Mountains of Washington State, as a component of the National Wild and Scenic Rivers System (National System). This evaluation is done partially in settlement of a cause of action brought by the North Cascades Conservation Council1, but primarily as a Department of the Interior requirement for normal management planning processes. The Stehekin River and its tributaries constitute a comparatively small watershed. Most of the natural and cultural resources found in the watershed are dependent not just on the main stem of the Stehekin River, but also on its tributaries. There is also no clear demarcation between most resources throughout the watershed. For these reasons, it is appropriate to consider the entire Stehekin River system as a single unit for the purposes of this evaluation, with the exception of classifying segments of the river as described later. Under the Wild and Scenic Rivers Act (Act), the river must meet physical requirements (eligibility). These physical requirements are: 1) the river must be free-flowing; and 2) the river must have at least one resource important or unique to the region or nation.
  • The Beginnings of Contemporary Aboriginal Literature in Canada 1967-1972: Part One1

    The Beginnings of Contemporary Aboriginal Literature in Canada 1967-1972: Part One1

    H ARTMUT L UTZ The Beginnings of Contemporary Aboriginal Literature in Canada 1967-1972: Part One1 _____________________ Zusammenfassung Die Feiern zum hundertjährigen Jubiläum des Staates Kanada im Jahre 1967 boten zwei indianischen Künstlern Gelegenheit, Auszüge ihrer Literatur dem nationalen Publi- kum vorzustellen. Erst 1961 bzw. 1962 waren Erste Nationen und Inuit zu wahlberechtig- ten Bürgern Kanadas geworden, doch innerhalb des anglokanadischen Kulturnationa- lismus blieben ihre Stimmen bis in die 1980er Jahre ungehört. 1967 markiert somit zwar einen Beginn, bedeutete jedoch noch keinen Durchbruch. In Werken kanonisierter anglokanadischer Autorinnen und Autoren jener Jahre sind indigene Figuren überwie- gend Projektionsflächen ohne Subjektcharakter. Der Erfolg indianischer Literatur in den USA (1969 Pulitzer-Preis an N. Scott Momaday) hatte keine Auswirkungen auf die litera- rische Szene in Kanada, doch änderte sich nach Bürgerrechts-, Hippie- und Anti- Vietnamkriegsbewegung allmählich auch hier das kulturelle Klima. Von nicht-indigenen Herausgebern edierte Sammlungen „indianischer Märchen und Fabeln“ bleiben in den 1960ern zumeist von unreflektierter kolonialistischer Hybris geprägt, wogegen erste Gemeinschaftsarbeiten von indigenen und nicht-indigenen Autoren Teile der oralen Traditionen indigener Völker Kanadas „unzensiert“ präsentierten. Damit bereiteten sie allmählich das kanadische Lesepublikum auf die Veröffentlichung indigener Texte in modernen literarischen Gattungen vor. Résumé À l’occasion des festivités entourant le centenaire du Canada, en 1967, deux artistes autochtones purent présenter des extraits de leur littérature au public national. En 1961, les membres des Premières Nations avaient obtenu le droit de vote en tant que citoyens canadiens (pour les Inuits, en 1962 seulement), mais au sein de la culture nationale anglo-canadienne, leur voix ne fut guère entendue jusqu’aux années 1980.
  • SEVEN HABITS of HIGHLY EFFECTIVE FIRST NATIONS by TOM FLANAGAN and LEE HARDING FRONTIER CENTRE for PUBLIC POLICY Ideas That Change Your World

    SEVEN HABITS of HIGHLY EFFECTIVE FIRST NATIONS by TOM FLANAGAN and LEE HARDING FRONTIER CENTRE for PUBLIC POLICY Ideas That Change Your World

    PFRONTIEROLICY CENTRE SFORERIES PUBLIC POLICY No. 189 • NOVEMBER 2016 SEVEN HABITS OF HIGHLY EFFECTIVE FIRST NATIONS BY TOM FLANAGAN AND LEE HARDING FRONTIER CENTRE FOR PUBLIC POLICY Ideas that change your world / www.fcpp.org This paper is co-published in association with The Atlantic Institute for Market Studies (AIMS) 1 FRONTIER CENTRE FOR PUBLIC POLICY TOM FLANAGAN, Chair, Aboriginal Futures Tom Flanagan is the Chair of the Aboriginal Futures program. He is Professor Emeritus of Political Science at University of Calgary, where he taught for more than 45 years, serving as Department Head, Advisor to the President and a Distinguished Fellow at the School of Public Policy. Dr. Flanagan has been Chief of Staff to Prime Minister Stephen Harper and a strategy and campaign advisor to numerous federal and provincial political campaigns. He is a Fellow of the Royal Society of Canada. Dr. Flanagan is a monthly columnist for the Globe & Mail and frequent contributor to national and international press such as MacLeans and Time magazines. He is the author of several award-winning books on aboriginal topics, including Metis Lands in Manitoba, First Nations? Second Thoughts and Beyond the Indian Act. LEE HARDING, Intern Lee Harding is a Master’s Candidate at the School of Public Policy at the University of Calgary. He also has a Bachelor of Arts in Journalism from the University of Regina and a Bachelor of Arts in Theology from Briercrest College and Seminary. After working as a television reporter for CBC, CTV, and Global in Regina, Saskatchewan, he joined the Canadian Taxpayers Federation in 2007 to become its Saskatchewan Director.
  • The Health of Our Land Is the Health of Our People

    The Health of Our Land Is the Health of Our People

    sharing first nations health and wellness THE HEALTH OF OUR LAND IS THE HEALTH OF OUR PEOPLE Our Living Comes From Our Land PAGE 6 Health Council Diaries PAGE 8 Remembering, Recovering, Reconciling PAGE 14 SPRING/SUMMER 2013 www.fnha.ca Over $40,000 in Community Wellness Prizes Available in two categories: Most Inches Lost & Most Weight Lost Register today and inspire your community! Contest closes October 15th, 2013 | Sign up at www.fnhc.ca 60904 FNHC Beefy Chiefs Challenge pos v3r0(F).indd 1 13-06-04 12:07 PM Editorial THE HEALTH OF OUR LAND IS THE HEALTH OF OUR PEOPLE n our first issue of Spirit ‘The Harvest’ law, First Nations have been stewards of the (Fall 2012) we touched on how a healthy land for generations. The ability to deter- There are many success Ienvironment is essential for healthy com- mine ones relationship with the land, in munities. In this issue we expand on this accordance with these laws, maintains a stories of First Nations concept and ask BC First Nations: ‘What is balance between rights and responsibilities. the connection between land (territory) and communities balancing health?’ For many the connection to land Economic development is also considered a is a connection to spirit, culture, commu- social determinant of health, but it can turn economic and resource nity, our Nation, and a special place within into a social detriment quickly. Meaningful ourselves. participation in economic development is development in their essential for communities whose territory In Ćəŕtups (Carmella Alexis) story ‘Our these projects take place in.
  • “Viewpoints” on Reconciliation: Indigenous Perspectives for Post-Secondary Education in the Southern Interior of Bc

    “Viewpoints” on Reconciliation: Indigenous Perspectives for Post-Secondary Education in the Southern Interior of Bc

    “VIEWPOINTS” ON RECONCILIATION: INDIGENOUS PERSPECTIVES FOR POST-SECONDARY EDUCATION IN THE SOUTHERN INTERIOR OF BC 2020 Project Synopsis By Christopher Horsethief, PhD, Dallas Good Water, MA, Harron Hall, BA, Jessica Morin, MA, Michele Morin, BSW, Roy Pogorzelski, MA September 1, 2020 Research Funded by the Social Sciences and Humanities Research Council of Canada. Executive Summary This research project synopsis presents diverse Indigenous community perspectives regarding the efforts needed to enable systemic change toward reconciliation within a public post-secondary educational institution in the Southern Interior of British Columbia. The main research question for this project was “How does a community college respectfully engage in reconciliation through education with the First Nations and Métis communities in the traditional territories in which it operates?” This research was realized by a team of six Indigenous researchers, representing distinct Indigenous groups within the region. It offers Indigenous perspectives, insights, and recommendations that can help guide post-secondary education toward systemic change. This research project was Indigenous led within an Indigenous research paradigm and done in collaboration with multiple communities throughout the Southern Interior region of British Columbia. Keywords: Indigenous-led research, Indigenous research methodologies, truth and reconciliation, Indigenous education, decolonization, systemic change, public post- secondary education in BC, Southern Interior of BC ii Acknowledgements This research was made possible through funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada. The important contributions from the Sinixt, Ktunaxa, Syilx, and Métis Elders, Knowledge Keepers, youth, men, and women within this project are essential to restoring important aspects of education that have been largely omitted from the public education system.
  • Okanagan Nation Alliance 101 -3535 Old Okanagan Hwy, Westbank, BC V4T 3L7 Phone (250) 707-0095 Fax (250)707-0166

    Okanagan Nation Alliance 101 -3535 Old Okanagan Hwy, Westbank, BC V4T 3L7 Phone (250) 707-0095 Fax (250)707-0166

    Okanagan Nation Alliance 101 -3535 Old Okanagan Hwy, Westbank, BC V4T 3L7 Phone (250) 707-0095 Fax (250)707-0166 www.syilx.org EMPLOYMENT OPPORTUNITIES Okanagan Nation Response Team (ONRT) Senior Coordinator The Okanagan Nation Alliance (ONA) is the Tribal Council for the eight member communities of the Okanagan Nation which includes Osoyoos Indian Band, Upper Nicola Band, Upper and Lower Similkameen Indian Bands, Penticton Indian Band, Westbank First Nation, Okanagan Indian Band and the Confederated Tribes of the Colville Reservation. The Senior Coordinator will guide the development, management and delivery of the Okanagan Nation Response Team (ONRT) programming and response services to the seven member bands of the Okanagan Nation. This includes responsibility for coordinating and providing on-going support and training to the ONRT. Scope of Position The Senior Coordinator will lead ONRT through support of staff, ensuring safe and quality service delivery, and building capacity. In working with community health and social development services, the ONRT Coordinator will aid in the development of crisis response protocols and resource development for the Nation, and maintain quality assurance within the Wellness Department. Key Duties and Responsibilities: In collaboration with ONRT and the Health and Social Development staff of the seven band communities: • Lead the development, design, planning, and delivery of the ONRT program • Develop and implement the systems and policy required that will address client confidentiality, information sharing and information management • Creating a communication strategy for education, awareness, and promotion of the ONRT • Provide intervention services as required • Build capacity by providing training for band staff and community members • Develop marketing tools for the promotion of the program to the Communities, Chief and Council and Community Health and Social Development Staff.
  • Public Hearing Meeting Agenda March 26, 2018, at 7:00 PM Council Chambers

    Public Hearing Meeting Agenda March 26, 2018, at 7:00 PM Council Chambers

    ____________________________________________________________ TOWN OF OLIVER Public Hearing Meeting Agenda March 26, 2018, at 7:00 PM Council Chambers Page A. CALL TO ORDER B. STATEMENT OF THE CHAIR C. BYLAWS 1. Zoning Amendment Bylaw – 7034 Tuc-el-nuit Drive 2 - 23 - Contract Planners report attached Zoning Amendment Bylaw 1350.26 – 7034 Tuc-el-nuit Drive - Pdf ITEM C. - 1. REGULAR OPEN COUNCIL REPORT Development Services Department For the March 26, 2018 Council Meeting DATE: March 26, 2018 File No. Z-2018-04 TO: Mayor and Council FROM: Christopher Garrish (Contract Planner) RE: Zoning Amendment Bylaw – 7034 Tuc-el-nuit Drive RATIONALE: This application is seeking to amend the zoning of the property in order to facilitate a three lot subdivision in which it is proposed to construct single detached dwellings on the proposed north and south parcels while constructing a duplex on the proposed middle parcel. In order to allow for this, it is being proposed to introduce a Residential Low Density One (RS1) Zone over the proposed north and south parcels and aResidential Low Density Duplex (RD1) Zone over the middle parcel. Currently, the property is split zoned part RS1 and part Residential Low Density (Strata) Three (RS3). In support of the rezoning, the applicant has stated that they are seeking to “downzone to lower density to be more consistent with surrounding area development”. OPTIONS: 1. Council may choose to support the recommendation. 2. Council may choose to refer back to staff for additional information. 3. Council may choose not to support the recommendation. RECOMMENDATION: THAT Zoning Amendment Bylaw 1350.26 be read a third time and adopted.
  • Reduplicated Numerals in Salish. PUB DATE 1997-00-00 NOTE 11P.; for Complete Volume, See FL 025 251

    Reduplicated Numerals in Salish. PUB DATE 1997-00-00 NOTE 11P.; for Complete Volume, See FL 025 251

    DOCUMENT RESUME ED 419 409 FL 025 252 AUTHOR Anderson, Gregory D. S. TITLE Reduplicated Numerals in Salish. PUB DATE 1997-00-00 NOTE 11p.; For complete volume, see FL 025 251. PUB TYPE Journal Articles (080) Reports Research (143) JOURNAL CIT Kansas Working Papers in Linguistics; v22 n2 p1-10 1997 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *American Indian Languages; Contrastive Linguistics; Language Patterns; *Language Research; Language Variation; *Linguistic Theory; Number Systems; *Salish; *Structural Analysis (Linguistics); Uncommonly Taught Languages ABSTRACT A salient characteristic of the morpho-lexical systems of the Salish languages is the widespread use of reduplication in both derivational and inflectional functions. Salish reduplication signals such typologically common categories as "distributive/plural," "repetitive/continuative," and "diminutive," the cross-linguistically marked but typically Salish notion of "out-of-control" or more restricted categories in particular Salish languages. In addition to these functions, reduplication also plays a role in numeral systems of the Salish languages. The basic forms of several numerals appear to be reduplicated throughout the Salish family. In addition, correspondences among the various Interior Salish languages suggest the association of certain reduplicative patterns with particular "counting forms" referring to specific nominal categories. While developments in the other Salish language are frequently more idiosyncratic and complex, comparative evidence suggests that the
  • Native Perspectives on Sustainability: Jeannette Armstrong (Syilx)

    Native Perspectives on Sustainability: Jeannette Armstrong (Syilx)

    NPS: Armstrong 1 Native Perspectives on Sustainability: Jeannette Armstrong (Syilx) Interviewee: Jeanette Armstrong Interviewer: David E. Hall Date: 10/21/07 Transcribed: Brianna Finney DH: Thank you for taking your time with us today. As you know from our other conversations this project is about sustainability from the perspective of indigenous leaders and our aim is to hear from you on the subject today. JA: Okay DH: To start can you just share a little bit about yourself in terms of your background, cultural heritage, and your work? JA: My name is Jeannette Armstrong. My Okanagan Syilx name means something like the light, rippling off of moving water. It’s an image name. I come from the Okanagan, but my mother is from Kettle Falls at the Columbia River. The Okanagan River is the most northern area that the salmon reach in their spawn. I come from a people that were people that respected and loved salmon on the way to the Columbia. DH: So you mentioned some of the geography and the area that you are connected with. How would you define your community in terms of geography and people? JA: We’re Salishan peoples of the interior plateau. There are quite a number of Salishan tribes in the interior Columbia River Basin area, and we’re simply one of them. One of the things about the Okanagan is that, the Okanagan Lake System of course is quite a large lake system, and empties into the Okanagan River and meets the Columbia River at Brewster, Washington. So my Nation, the Okanagan Nation, is actually larger than the Okanagan valley and it was simply a name attributed to us because I guess the population of people in the Okanagan Valley was significant.
  • Download the Full Report 2007 5.Pdf PDF 1.8 MB

    Download the Full Report 2007 5.Pdf PDF 1.8 MB

    The Northwest Power and Conservation Council’s Directory of Columbia River Basin Tribes Council Document Number: 2007-05 Table of Contents I. Introduction 1 II. Tribes and Tribal Confederations 5 The Burns Paiute Tribe 7 The Coeur d’Alene Tribe 9 The Confederated Salish and Kootenai Tribes of the Flathead Reservation 12 The Confederated Tribes and Bands of the Yakama Nation 15 The Confederated Tribes of the Colville Reservation 18 The Confederated Tribes of the Grand Ronde Community of Oregon 21 The Confederated Tribes of the Umatilla Indian Reservation 23 The Confederated Tribes of the Warm Springs Reservation of Oregon 25 The Kalispel Tribe of Indians 28 The Kootenai Tribe of Idaho 31 The Nez Perce Tribe 34 The Shoshone Bannock Tribes of the Fort Hall Reservation 37 The Shoshone-Paiute Tribes of the Duck Valley Reservation 40 The Spokane Tribe of Indians 42 III. Canadian First Nations 45 Canadian Columbia River Tribes (First Nations) 46 IV. Tribal Associations 51 Canadian Columbia River Inter-Tribal Fisheries Commission 52 Columbia River Inter-Tribal Fish Commission 53 Upper Columbia United Tribes 55 Upper Snake River Tribes 56 The Northwest Power and Conservation Council’s Tribal Directory i ii The Northwest Power and Conservation Council’s Tribal Directory Introduction The Northwest Power and Conservation Council’s Tribal Directory 1 2 The Northwest Power and Conservation Council’s Tribal Directory Introduction The Council assembled this directory to enhance our understanding and appreciation of the Columbia River Basin tribes, including the First Nations in the Canadian portion of the basin. The directory provides brief descriptions and histories of the tribes and tribal confedera- tions, contact information, and information about tribal fi sh and wildlife projects funded through the Council’s program.
  • Language List 2019

    Language List 2019

    First Nations Languages in British Columbia – Revised June 2019 Family1 Language Name2 Other Names3 Dialects4 #5 Communities Where Spoken6 Anishnaabemowin Saulteau 7 1 Saulteau First Nations ALGONQUIAN 1. Anishinaabemowin Ojibway ~ Ojibwe Saulteau Plains Ojibway Blueberry River First Nations Fort Nelson First Nation 2. Nēhiyawēwin ᓀᐦᐃᔭᐍᐏᐣ Saulteau First Nations ALGONQUIAN Cree Nēhiyawēwin (Plains Cree) 1 West Moberly First Nations Plains Cree Many urban areas, especially Vancouver Cheslatta Carrier Nation Nak’albun-Dzinghubun/ Lheidli-T’enneh First Nation Stuart-Trembleur Lake Lhoosk’uz Dene Nation Lhtako Dene Nation (Tl’azt’en, Yekooche, Nadleh Whut’en First Nation Nak’azdli) Nak’azdli Whut’en ATHABASKAN- ᑕᗸᒡ NaZko First Nation Saik’uz First Nation Carrier 12 EYAK-TLINGIT or 3. Dakelh Fraser-Nechakoh Stellat’en First Nation 8 Taculli ~ Takulie NA-DENE (Cheslatta, Sdelakoh, Nadleh, Takla Lake First Nation Saik’uZ, Lheidli) Tl’azt’en Nation Ts’il KaZ Koh First Nation Ulkatcho First Nation Blackwater (Lhk’acho, Yekooche First Nation Lhoosk’uz, Ndazko, Lhtakoh) Urban areas, especially Prince George and Quesnel 1 Please see the appendix for definitions of family, language and dialect. 2 The “Language Names” are those used on First Peoples' Language Map of British Columbia (http://fp-maps.ca) and were compiled in consultation with First Nations communities. 3 The “Other Names” are names by which the language is known, today or in the past. Some of these names may no longer be in use and may not be considered acceptable by communities but it is useful to include them in order to assist with the location of language resources which may have used these alternate names.