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Home , Canadian studies, Inuinnaqtun, Inuit culture, Inuit languages, Inuit Qaujimajatuqangit, Inuit Tapiriit Kanatami

The Role of and Culture in the

Promotion and Protection of the Rights and Identity of

Compilation of Research

Submitted to: UN Expert Mechanism on the Rights for

Submitted by: Inuit Circumpolar Council (ICC)

February 2012

Preface

This document is a contribution by the Inuit Circumpolar Council (ICC) Canada. It compiles research relevant to the role of language and culture in the promotion and protection of the rights and identity of Inuit. It is prepared as a contribution to the United Nations Expert Mechanism on the Rights of Indigenous Peoples’ study of the role of language and culture in the promotion and protection of the rights and identify of indigenous peoples, as mandated by the Human Rights Council, resolution 18/8. The Inuit Circumpolar Council represents Inuit across the circumpolar world, and to this end maintains national offices in , Canada, and . The current submission is intended to reflect the state of research into language and culture, rights and identity in Canada specifically. We recognize that a great deal of other relevant research and activity is also occurring in Greenland, Alaska and Russia.

In our search for relevant work, we took into account any language or culture- focused research with application to any aspect of Inuit rights (as defined in the Universal Declaration of Human Rights and the Declaration of the Rights of Indigenous Peoples) or Inuit identity (personal, cultural, social, ethnic). Our search is limited primarily to work pertaining to Canadian Inuit, published in the past two decades (1991-2012). The documents listed were identified in academic databases, government and organizational websites, and bibliographies of Northern research. They include academic publications (books, chapters, journal articles), research reports, publications of Inuit organizations and other NGOs, government legislation, working papers, and conference presentations. They reflect the expertise of academic researchers and on-the-ground community members and practitioners. A few key theoretical pieces on the importance of language and culture to rights and identity are also listed. Wherever possible, hyperlinks to online versions of the documents are included in the bibliography, or an electronic version is attached to this submission. Electronic copies of unpublished documents (or those no longer otherwise available) can be made available.

ICC Canada welcomes the opportunity to contribute to the Expert Mechanism’ report. Language, culture, rights and identity are a strong focus in ICC Canada’s work. This focus is evident in many of our initiatives, including an Council- endorsed project (2011-2015), Assessing, Monitoring, and Promoting Arctic Indigenous , led by the Inuit Circumpolar Council with the support of other Arctic indigenous peoples organizations. It is hoped that this summary of the state of research on language and culture, rights and identity among Inuit in Canada will provide relevant insights and content for the report delivered to the fifth session of the Expert Mechanism in July 2012.

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Key Points

Inuit have the right to life, liberty and security of person. • Cultural and linguistic continuity are protective factors against the high risk of suicide in indigenous communities (Chandler and Lalonde 1998, 2008).

Inuit have the right to maintain a distinct identity. • The Inuit language is a powerful symbol of Inuit identity (Dorais 2010). • The Inuit language is a necessary instrument for enculturation into (acquiring) Inuit identity and for acting out Inuit identity; it is a pragmatic backbone to Inuit identity, especially in communities where it is still widely used. (Dorais; Tulloch 1999, 2004) • English (or French) are also important parts of modern Inuit identities (Dorais 2010, Tulloch 2004)

Inuit have the right to be free from discrimination. • New language legislation in protects against discrimination against individuals who only speak the Inuit language (who do not wish to or are not able to work in English) (Nunavut 2008, 2011) • There is some concern that new language legislation in Nunavut may lead to discrimination against Inuit who do not speak the indigenous language. (Nunavut 2011) • Inuit children, educated in , are discriminated against in Nunavut schools (Aylward 2007)

Inuit have the right to an education: to all levels of education; to education in their own language; to education following their own cultural and learning styles. • Children educated in their mother tongue have higher self esteem, greater cultural pride, and higher school achievement (Bougie et al. 2003, Taylor and Wright 2003, Wright and Taylor 1995) • Inuit-centred teaching and curriculum is key to children’s educational success (ITK 2011) • Bilingualism and biculturalism are supportive factors in post-secondary success (Fuzessy 1998) • Despite recommendation and adoption of strong bilingual models of education in Nunavut (Corson 2000, Martin 2000, Nunavut 2008), ineffective implementation of bilingual education models is hindering Inuit from succeeding in school, and subsequently effectively integrating into the workforce (Aylward 2007, Berger 2006).

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• Despite positive advances in the implementation of Inuit knowledge and ways of learning, dominant assimilationist discourses persist in schools (Aylward 2010). • Insufficient learning opportunities for individuals who are disengaged from formal schooling (Tulloch et al. 2009). • Inuit are working together at the national level to pursue bilingual, bicultural schooling for Inuit children across the country ( 2011)

Inuit have the right to revitalize, use, develop and transmit to future generations their histories, languages, oral traditions, philosophies, writing systems and literatures. • Some Inuit dialects in Canada are highly endangered (Johns 2002) • All Inuit dialects in Canada are under pressure from English (Batstone 2000, Dorais 1996, 2010) • Maintaining and enhancing use of written Inuktitut is a particular challenge (Hot 2009) • Inuit youth who feel criticized for the way they use Inuktitut sometimes prefer just to use English (Tulloch 2004). • Inuit youth value their indigenous language and wish to take the lead in bringing it to the next generation (Coley and Tulloch 2008, Schuerch 2007, Tulloch and ICYC 2005) • Knowing and using the Inuit language is essential for youth in Inuktitut- speaking communities to fully participate in their families and communities and to feel that they belong (Tulloch 2004, 2008). • Inuit are not fully aware of how quickly their language is declining (Batstone 2000, Tulloch 2004) • Inuit are legislating protection of their language (Nunavut 2008, 2011) • Inuit are being creative and innovative in creating programs and tools to enhance opportunities to learn Inuktitut, .. Pirurvik .d. • Inuit are cooperating at the circumpolar level to share best practices and revitalize (Arctic Indigenous Languages Symposium 2008, Nunavut 2010)

Inuit have the right to fully participate in their governance and in decisions that affect them. • Policy and legislation in Nunavut sets out use of the Inuit language so that all can participate (Nunavut 2004) • Nunavut Land Claims Agreement sets out federal and territorial obligations for communications in the Inuit language (and Canada’s other official languages) to ensure Inuit are able to fully communicate and participate (Tulloch and Hust 2000)

Inuit have the right to practice their spiritual and religious traditions. • Inuit traditional spirituality is not being passed on to the next generation. Some elders feel that traditional spirituality, in complement to ,

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could help guide and respond to social and justice issues in the communities (Oosten and Laugrand 2002).

Inuit have the right to maintain a distinctive culture and distinctive cultural values, to practice their cultural traditions (including literature). • In addition to a distinct , Inuit have other, traditional literacies that are not always recognized or respected as “literacy” (Balanoff and Chambers 2005)

Inuit have the right designate and retain their own names for communities, places and persons. • see Alia 2007, Collignon 2004

Inuit have the right to establish their own media. • see Alia 1999, Inuit Broadcasting Corporation n.d., n.d., Kunuk 2008

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Selected Bibliography of Research on Inuit Language and Culture

Alia, . (2008). Names and Nunavut: Culture and Identity in the Inuit Homeland . New York: Berghahn Books.

Alia addresses the process of introducing new names, and the non-Inuit tradition of having last names, and the persistence of traditional Inuit naming practices.

Alia, V. (1999). Un/Covering the North: News, Media and Aboriginal People . : UBC Press.

Alia highlights the challenges of Canadian (and international media) which does not adequately represent the North outside of the North, nor bring to the North coverage of what is most relevant to Northerners.

Allen, S. (2007). The Future of Inuktitut in the Face of Majority Languages: Bilingualism or Language Shift? Applied Psycholinguistics 28: 515–536.

Anderson, C. and A. Johns (2005). Inuktitut: Speaking into the future. Études/Inuit/Studies 29(1-2): 187-205.

Annahatak, B. (1994). Quality education for Inuit today? Cultural strengths, new things, and working-out the unknowns: A story by an Inuk . Peabody Journal of Education , 69 (2), 12–18.

Arctic Indigenous Languages Symposium. (2008). Recommendations of the Arctic Indigenous Languages Symposium. Available online at: http://www.arcticlanguages.com/presentations/20081021_arcticlanguages_ recommendations.pdf

Arnastasiaq, V. Q. (2002). Teaching Inuktitut in school: Our experiences at the Attaguttaaluk elementary school in , Nunavut. Études/Inuit/Studies 26(1): 180-182.

Avataq Cultural Institute. (2000). Culture and Language: A Synthesis of Needs Identified since 1981 . Available online at: http://www.avataq.qc.ca/en/Institute/Departments/Inuktitut-Language/A- synthesis-of-the-results

Aylward, . . (2006). The role of Inuit language and culture in Nunavut schooling: Discourses of the conversation . Unpublished doctoral dissertation, University of South Australia, Adelaide, South Australia, Australia.

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Aylward, M. L. (2007). Discourses of cultural relevance in Nunavut schooling. Journal of Research in Rural Education, 22 (7):1-7. Available online at: http://jrre.psu.edu/articles/22-7.pdf

“As reinforced by the teachers who participated in my own study (Aylward, 2006), there exists a wide range of issues of grave concern regarding Nunavut’s bilingual education program including: the levels of teacher competency, home and school language gaps due to language loss, lack of leadership and support, ambiguous standards and systems of accountability, discrimination against Inuit language stream students, and denial of minority language rights.” (p. 6)

Aylward, M. L. (2010). The Role of Inuit Languages in Nunavut Schooling: Nunavut Teachers Talk about Bilingual Education. Canadian Journal of Education. 33(2): 295-328. Available online at: www.csse- scee.ca/CJE/Articles/FullText/...2/CJE33-2-Aylward.pdf

Key findings include: Nunavut teachers are working to implement bilingual, bicultural education, but efforts are hampered by the persistence of historical assimilationist discourses.

Aylward, M. L., M. Kuliktana, et al. (1998). Report of the Kitikmeot Language Research Project. , Kitikmeot Board of Education.

Balanoff, . and C. Chambers (2005). Do My Literacies Count as Literacy? An Inquiry Into Literacies in the Canadian North. Literacies 6: 18-20. Available online at http://www.literacyjournal.ca/literacies/6- 2005/pdf/balanoff+chambers.pdf

Key findings: Inuit have distinctive forms of traditional literacies (ways of interpreting and recording the world) that are not recognized by those who priviledge western-style reading and writing.

Battiste, M. (2002). Indigenous knowledge and pedagogy in education: A literature review with recommendations. Prepared for the Minister of Indian and Northern Affairs Canada, , . Available online at: http://www.afn.ca/uploads/files/education/24._2002_oct_marie_battiste_indi genousknowl edgeandpedagogy_lit_review_for_min_working_group.pdf

Batstone, Kelly. (2000). Maintaining Labrador Inuktitut . Masters Research Paper. Memorial University of Newfoundland. Available online at http://www.geocities.ws/kelly12jp/maintainpaper.htm. Key finding: Inuttitut is in decline in Labrador. Individuals are not necessarily aware how quickly it is declining.

Berger, P. (2008). Inuit visions for schooling in one Nunavut community. Unpublished doctoral dissertation, Lakehead University, Thunder Bay, Ontario, Canada.

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Berger, Thomas. (2006). Conciliator’s Final Report March 1, 2006 ‘The Nunavut Project’ Nunavut Land Claims Agreement Implementation Contract Negotiations for the Second Planning Period 2003 – 2013 . Submitted to Indian and Northern Affairs Canada. Available online at: http://www.cba.org/nunavut/pdf/NU_finalreport.pdf

Key findings include: the major barrier to full Inuit participation in employment in Nunavut, and the factor hindering Inuit from truly benefiting from the creation of Nunavut is the lack of effective bilingual schooling in Nunavut.

Bougie, E., S. C. Wright, et al. (2003). Early Heritage-Language Education and the Abrupt Shift to a Dominant-Language Classroom: Impact on the Personal and Collective Esteem of Inuit Children in Arctic Québec. International Journal of Bilingual Education & Bilingualism 6(5): 349-373.

Brown, Tracy. 2006. Finding Inuktitut the Inuk way/Découvrir l'Inuktitut De La Façon inuite/Qaujinasunniq Inuktitumik Inuit Piusingagut. Inuktitut 100. Available online at: http://www.itk.ca/inuktitut-magazine/inuktitut- magazine-issue-100

Chandler, M.. and C. Lalonde. (1998). Cultural Continuity as a Hedge Against Suicide in Canada’s First Nations. Transcultural Psychiatry . Avalailable online at: web.uvic.ca/~lalonde/manuscripts/1998TransCultural.pdf

Although this research does not address Inuit specifically, it provides statistical evidence of the link between linguistic/cultural maintenance and personal/community well-being.

Chandler, M. J. and C.E. Lalonde. (2008). Cultural Continuity as a Protective Factor against Suicide in First Nations Youth. Horizons --A Special Issue on Aboriginal Youth, Hope or Heartbreak: Aboriginal Youth and Canada’s Future . 10 (1), 68- 72.

Coley, M.-E. and S. Tulloch (2008). Emerging Leaders. Horizons 10(1): 767-768. Available online at http://www.policyresearch.gc.ca/doclib/Horizons_Vol10Num1_final_e.pdf .

Collignon, B. (2004). Recueillir les toponymes inuit. Pour quoi faire? Études/Inuit/Studies 28(2): 89-106.

Cooper, M. J. (2007). Patterns of Use of Inuktitut and English within Communities in , Nunavut. Implications for Education. Department of Curriculum and Instruction, University of New Brunswick. Master of Education. Available online at http://husky1.smu.ca/~stulloch/CooperThesisApril07.pdf .

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Corson, D. (2000). Quvvariarlugu: Policy options for bilingual education in the Territory of Nunavut (Report to the Government of Nunavut). Toronto: Ontario Institute for Studies in Education of the .

Crago, M. B. and S. Allen. (1999). Acquiring Inuktitut. Language Acquisition Across North America . . Taylor and L. B. Leonard. San Diego, Singular Publishing Group: 21-37.

Crago, M. B., Annahatak, B., & Ningiuruvik, L. (1993). Changing patterns of language socialization in Inuit homes. and Education Quarterly, 24 (3), 205–233.

Crago, M. B., C. Chen, et al. (1998). Power and Deference: Bilingual Decision Making in Inuit Homes. Journal for a Just and Caring Education 4(1): 78-95.

Daveluy, M. (2004). Language Policies and Responsibilities in the Canadian North. International Journal of Canadian Studies 30: 83-99.

Dorais, L.-J. (1996). Language in Inuit Society . Iqaluit, .

Dorais, L.-J. (1997). : Modernity and Identity in an Inuit Community . Toronto, University of Toronto Press.

Dorais, L.-J. (2006). Inuit Discourse and Identity after the Advent of Nunavut. CIÉRA. Québec, Universite Laval. Available online at http://hdl.handle.net/10315/1274 .

Dorais, L.-J. (2010). The Language of the Inuit . Montreal & Kingston. McGill-Queens University Press.

The Languages of the Inuit provides comprehensive documentation of developments in Inuit language (particularly in Canada) over the past twenty years. It includes research on oral literature, literacy, education, bilingualism, and identity.

Dorais, L.-J. and I. Krupnik (2005). Preserving languages and knowledge of the North/La préservation des langues et des savoirs du Nord. Études/Inuit/Studies 29(1-2): 17-60.

Dorais, L. J. and Sammons, S. (2002 ). Language in Nunavut: Discourse and identity in the Baffin region . Iqaluit & City: Nunavut Arctic College & GÉTIC.

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Fishman, J. (1996). What do you lose when you lose your language? In G. Cantoni (Ed.), Stabilizing Indigenous languages (pp. 80-91). Flagstaff, AZ: Northern Arizona University. Available online at www.nau.edu/jar/SIL/Fishman1.pdf

Although Fishman’s work is not with Inuit, this accessible paper highlights some of the many risks to identity and rights when language is lost.

Fuzessy, Christopher. 1998. Biculturalism in postsecondary Inuit education. Canadian Journal of Native Education. 22(2): 201-210.

In this quantitative study of Inuit students in Quebec Cegeps, the researcher divided students into three groups: 1. those who associated most closely with Inuit traditions and language (“traditional” Inuit); 2. those who associated most closely with English or French traditions and language (“mainstream”); and 3. those who associated with both Inuit and non-Inuit traditions and language (“bilingual/bi-cultural Inuit”). The study found that the bilingual, bi-cultural Inuit had greater success integrating into southern post-secondary education than did the more “traditional” or more “mainstream” Inuit peers.

Harper, . (2008, June 11). Full Apology on behalf of for the Indian Residential Schools System. Available online at: http://pm.gc.ca/eng/media_gallery.asp?media_category_id=20&media_id=201 1

This Canadian federal apology acknowledges the past assimilationist policies of the federal government, enacted through the residential school system, and their enduring negative impact on indigenous families.

Hot, Aurélie. (2008). Un bilinguisme stable est-il possible à Iqaluit? Études/Inuit/Studies , 32(1): 117-136.

Hot, Aurélie. (2009). Language Rights and Language Choices: The Potential of Inuktitut Literacy. Journal of Canadian Studies. 43(2): 181-197.

Inuit Broadcasting Corporation. (n.d.). Inuit Broadcasting Corporation Website. http://www.inuitbroadcasting.ca

Isuma. (n.d.). Isuma Independent Inuit Film – About Us. Online at: http://www.isuma.ca/about

Inuit Tapiriit Kanatami. 2011. First Canadians, Canadians First: National Inuit Education Strategy. Available online at www.itk.ca/sites/.../National-Strategy- on-Inuit-Education-2011_0.pdf

This national Inuit strategy sets proficiency in Inuit language and culture as a desired outcome of Inuit education. Too few bilingual educators (i.e. Inuit-language-speaking educators) is identified as a barrier to providing quality education to Inuit children. Inuit- centred teaching and curriculum is key to success.

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Inuit Tapirisat of Canada, and Canada. Canadian Heritage. A Report on the National Inuit Language Committee Meeting on the Aboriginal Languages Initiatives : Ottawa, Ontario, April 18 & 19, 2001 . Ottawa, Ont.: Inuit Tapirisat of Canada, 2001. Unicorn . University of Alberta. 9/20/2007 .

Johns, A. (2002). Inuktitut: On the Brink. Presented at the 13th Inuit Studies Conference . Anchorage, Alaska.

Johns, A. and I. Mazurkewich (2001). The Role of University in the Training of Native Language Teachers: Labrador. The Green Book of Language Revitalization . San Diego, Academic Press.

Kaplan, Lawrence. (2001). Inupiaq identity and : Does one entail the other? Études/Inuit/Studies, 25(1-2): 249-257.

Kunuk, Zacharias. (2008). Technology and Media as Tools to Promote and Strengthen Indigenous Languages. Presentation at the Arctic Indigenous Languages Symposium, October 19-21, Tromso, Norway. Available online at: http://www.arcticlanguages.com/presentations/session3/zacharias_kunuk.p df

Laugrand, Frédéric. Ecrire Pour Prendre La Parole: Conscience Historique, Memoires d'Aines Et Regimes d'Historicite Au Nunavut . Vol. 26., 2002. CPI.Q . Thomson Gale. 1/29/2008 .

Louis, . and D. M. Taylor (2001). When the Survival of a Language is at Stake. Journal of Language and Social Psychology 20(1/2): 111-151.

Martin, I. (2000). Aajiiqatigiingniq: Language of instruction research paper. Report submitted to the Nunavut Department of Education. Toronto: York University.

Nunavut. Department of Culture, Language, Elders and Youth. (2008). Implementing the Dream: Our Made-in-Nunavut Language Legislation. Presented at the International Expert Group Meeting on Indigenous Languages, United Nations Permanent Forum on Indigenous Issues, 8-10 January, New York. Available online at: http://www.un.org/esa/socdev/unpfii/documents/EGM_IL_Nunavut.pdf

Nunavut. Department of Culture, Language, Elders and Youth. (2010). Our Language Brings us Together. Nunavut Language Summit Report. Available online at: www.cley.gov.nu.ca/en/pdf/NunaLangSummitReport_Eng.pdf 10

Nunavut. Department of Culture, Language, Elders and Youth. (2011). Uqausivut: The Proposed Comprehensive Plan Pursuant to the Language Acts 2011-2014. Iqaluit: Government of Nunavut. Available online at: http://www.cley.gov.nu.ca/en/ProposedComPlan.aspx

Nunavut. Department of Education. (2004). Bilingual Education Strategy for Nunavut: 2004 to 2008. http://www.nunavuteconomicforum.ca/public/files/library/EDUCATIO/BILI NGUA.pdf

Nunavut. Department of Education. (2010). Inuit Language Instruction Strategy.

Nunavut. Legislative Assembly. (2008a). Bill 21, Education Act . Available online at: http://www.gov.nu.ca/education/eng/ pubdoc/Bill%2021%20Education%20Act%20_E-F_%20-%20introduction. pdf

Nunavut. Legislative Assembly. (2008b). Inuit Language Protection Act (online at: http://action.attavik.ca/home/ justice-gn/attach- en_sourcelaw/e2008snc17.pdf ).

Nunavut Tunngavik Inc. 2010. Our Primary Concern: Inuit Language in Nunavut 2009/2010 Annual Report on the State of and Society. Iqaluit: Nunavut Tunngavik Inc. Available online at: www.tunngavik.com/wp.../10/2009-10-sics-annual-report-eng1.pdf

Nungak, Zebedee. (2004). Capping the Inuktitut Formal Education System. Inuktitut 94: 14.

Nungak, Zebedee. (2004). Linguistic Comfort in Canada's North a must have. Windspeaker 22(9): 17-22.

Nungak, Zebedee. (2003). Rescuing Inuktitut. Inuktitut 93: 42.

Oosten, J. and . Laugrand. (2002). Qaujimajatuqangit and social problems in modern Inuit society. An elders workshop on angakkuuniq. Etudes Inuit Studies 26(1): 17-44. Available online at www.erudit.org/revue/etud inuit /2002/v26/n1/009271ar.pdf

Patrick, D. (1998). Language, Power and Ethnicity in an Arctic Québec Community. Ph.D. dissertation, Department of Curriculum, Ontario Institute for Studies in Education, University of Toronto.

Patrick, D. (1999). Women and Work in Arctic Quebec. Inuktitut Language Programmes and Inuit Education. Zeitschrift für Kanada-Studien: Arbeit und 11

Arbeitswelt . 35(1): 163-174.

Patrick, D. (2001). Languages of State and Social Categorization in an Arctic Quebec Community. Voices of Authority: Education and Linguistic Difference . M. Heller and M. Martin-Jones. Westport, Conn, Ablex Publishing.

Patrick, D. (2003a). Language, Politics, and Social Interaction in an Inuit Community . Berlin, Mouton de Gruyter.

Patrick, D. (2003b). Language, Socialization and Second Language Acquisition in a Multilingual Arctic Quebec Community. Language Socialization in Bilingual and Multilingual Societies . Bayley and Sandra Schecter. Clevedon, UK, Multilingual Matters: 165-181.

Patrick, D. (2004a). The Politics of Language Rights in the Eastern Canadian Arctic. Language Rights and Language Survival: Sociocultural and Sociolinguistic Perspectives . Jane Freeland and Donna Patrick. Manchester, UK, St. Jerome Press: 171-190.

Patrick, D. (2004b). Understanding Canada through a Linguistic Lens: French, English and Aboriginal Realities in an English-Dominant World. International Journal of Canadian Studies 30: 207-214.

Patrick, D. (2005). Language Rights in Indigenous Communities: The Case of the Inuit of Arctic Québec. Journal of Sociolinguistics 9(3): 369-389.

Patrick, D. (2006). English and the Construction of Aboriginal Identities in the Eastern Canadian Arctic. English and Ethnicity . C. Evans Davies, J. Brutt-Griffler and L. Pickering. Palgrave Macmillan Press: 167-190.

Patrick, D. and P. Shearwood. (1999). The roots of Inuktitut-language bilingual education. The Canadian Journal of Native Studies, 19 (2), 249–262. Available online at www.brandonu.ca/Library/cjns/19.2/cjnsv19no2_pg249-262.pdf

Patrick, D. and J. Tomiak. 2008. Language, culture and community among urban Inuit in Ottawa. Études/Inuit/Studies 32(1): 55-72. Available oline at: http://id.erudit.org/iderudit/029819ar

Pirurvik Centre. (n.d). Tusaalanga Inuktitut - Learning Inuktitut Online . Online resource available at www.tusaalanga.ca .

Pirurvik Centre. (n.d.). Pirurvik Centre Website. Online at: www.pirurvik.ca.

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Schuerch, Greta. (2007). Emerging Inuit Leaders: Igniting a Language Movement. Final Report of the 2nd Inuit Circumpolar Youth Council Symposium on the Inuit Language. Available online at: http://www.arcticlanguages.com/papers/2nd_ICYC_Inuit_Language_Symposi u m.pdf

Tagalik, S. (1998). The language research project: Language beliefs as an influencing factor in the quality of oral language in Iqaluit (Unpublished monograph). Montreal, QC: McGill University, Department of Education.

Task Force on Aboriginal Languages and Cultures (2005). Towards a New Beginning - A Foundational Report for a Strategy to Revitalize First Nation, Inuit and Métis Languages and Culture . Ottawa: Canadian Heritage.

Taylor, D. M. (1990). Carving a new Inuit identity: The role of language in the educa‐ tion of Inuit children in Arctic Quebec . Saint-Laurent, QC: .

Taylor, D. M. (2002). The quest for identity: From minority groups to generation Xers . Westport, CT: Praeger Publishers.

Taylor, D. M., Crago, M. B., & McAlpine, L. (1993). Education in Aboriginal communities: Dilemmas around empowerment. Canadian Journal of Native Education , 20 (1), 176–183. Available online: http://www.marthacrago.com/articles/Education%20in%20Aboriginal.pdf

Taylor, Donald M., and Stephen C. Wright. (2003). Do Aboriginal Students Benefit from Education in their Heritage Language? Results from a Ten-Year Program of Research in Nunavik. The Canadian Journal of Native Studies 23(1): 1-24. Available online at: http://www.brandonu.ca/Library/cjns/23.1/cjnsv23no1_pg1-24.pdf .

Tompkins, J. M. (2006). Critical and shared: Conceptions of Inuit educational leadership. Unpublished doctoral dissertation, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada.

Tomiak, J. -A [Investigator]. Aboriginal Self-Determination and Language Maintenance ., 2002. AAR . ebsco INAC eLibrary. 04/01/2008.

Tulloch, S. (1999). Language and Identity: An Inuit Perspective. Language and Identity. Twenty-Third Annual Meeting of the Atlantic Provinces Linguistic Association . Mount Allison University, Sackville, NB, Print Atlantic. Available online at http://husky1.smu.ca/~stulloch/Tulloch1999.doc

Tulloch, S. (2004). Inuktitut and Inuit Youth: Language Attitudes as a Basis for Language Planning. Ph.D. dissertation, Linguistics, Universite Laval. Available 13

online at http://husky1.smu.ca/~stulloch/Tulloch2004.pdf (Appendices )

Tulloch, S. (2005). Inuit Youth: The Future of Inuktitut. 14th Inuit Studies Conference, Calgary, The Arctic Institute of North America. pp. 285-300. Available online at http://pubs.aina.ucalgary.ca/aina/14thISCProceedings.pdf .

Tulloch, S. (2005). Preserving Inuit Dialects in Nunavut. Research Report prepared for the Office of the Languages . Available online at http://husky1.smu.ca/~stulloch/DialectStudyResearchReport.pdf

Tulloch, S. (2005). Preserving Inuit Dialects in Nunavut - Trilingual Lay Summary. Prepared for the Office of the Languages Commissioner of Nunavut. http://husky1.smu.ca/~stulloch/DialectStudyLaySummaryTrilingual.pdf

Tulloch, S. (2008). Uqausirtinnik Annirusunniq – Longing for our Language. Horizons 10(1): 763-767. Available online at http://www.policyresearch.gc.ca/doclib/Horizons_Vol10Num1_final_e.pdf .

Tulloch, S. and ICYC (2005). First Inuit Circumpolar Youth Symposium on the Inuit Language. Symposium Report prepared for the Inuit Circumpolar Youth Council. Available online at http://www.inuitcircumpolar.com/files/uploads/ICYC-LanguageReport- English.pdf .

Tulloch, S. and V. Hust (2003). An Analysis of Language Provisions in the Nunavut Act and the Nunavut Land Claims Agreement. IN G. Duhaime and N. Bernard (eds.), Arctic Economic Development and Self-Government . pp. 283-296. Quebec: GETIC, Université Laval. Online at http://husky1.smu.ca/~stulloch/TullochHust2003.doc

Tulloch, Shelley and Nunavut Literacy Council. (2009). Building a Strong Foundation. Research report, with policy recommendations, prepared for the Nunavut Literacy Council. Available online at http://www.nunavutliteracy.ca/english/research/reports/bsf/NLC- BuildingaStrongFoundation.pdf

Tulloch, Shelley, Quluaq Pilakapsi, Monica Shouldice, Kim Crockatt, Cayla Chenier and Janet Onalik. (2009). Role Models’ Perspectives on Sustaining Bilingualism in Nunavut. Etudes Inuit Studies 31(1-2).

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