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

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