Ihla Newsletter

SPRING 2012 VOL. IX ISSUE 3 IHLA NEWSLETTER

THE INTERNATIONAL AND HERITAGE LANGUAGES ASSOCIATION - IHLA - WWW.IHLA.CA The Importance of the Mother Tongue THE 9TH ANNUAL INTERNATIONAL MOTHER LANGUAGE DAY On Saturday February 25, 2012 IHLA celebrated its 9th Annual International Mother Language Day Celebration. On the coldest of any of the Saturdays in the past when this celebration has taken place, IHLA had its largest attendance yet! Not only!

Amongst our special guests IHLA had Josephine Pallard, President of IHLA and the Hon. Thomas Lucaszuk, Minister of Education at the pleasure to welcome, for the first the 9th Annual International Mother Language Day Event. time, the Hon. Thomas Lucaszuk, Minister of Education, who took time to visit every single school table, IHLA ANNUAL GENERAL mingle with the crowd, talk to many students and give everyone a warm MEETING greeting speech. The presence of the On Monday, June 4, 2012 IHLA will hold its annual general meeting (AGM). minister reaffirmed the long-standing The AGM will take place at a special off-site location yet to be comfirmed. The relationship between IHLA meeting will take place from 6:30 to 9:30 p.m. ALL IHLA MEMBERS in good community schools and the work standing are invited to attend and to register. During this AGM IHLA will hold done by the province to support and its Board of Directors Elections. To register please click on the following link:

https://www.surveymonkey.com/s/AGMIHLA2012 continued on page 2

TELUGU LANGUAGE SCHOOL Check OLENKA’S ARTICLE Check Dr. Bilash this great article featuring the Telugu Language article on the importance of Mother School of Edmonton. Read more on page: .... Languages. Read more on page 10. enhance language and culture education at the community level. SPECIAL THANKS Other important guests included the Hon. Stephen Mandel, Mayor, City of Edmonton, Mr. Hai Nguyen, from the federal government and our visiting presenters from ILEA, Constantine Ioannou and Maria Makrakis, as well as Bernard Bouska, from CLA.

The event run as smoothly as ever, with everyone now enjoying the beautiful location and hall and with many schools, old and new, participating with performances, dances, clips and skits.

The celebration, now a tradition amongst IHLA’s families and communities, is becoming a moment IHLA wishes to thank the Castledowns YMCA LITs for their great support. The event would not be of reﬂection and celebration of possible without the support of these great leaders who help out from table supervision, to room language and culture programs that set up to stage needs. The Leaders in Training in this program work under the inspiration and bring people together, open eyes and guidance of Carlo Dimailig and Tyng Ho. ears to words, sounds, colours, symbols and traditions that represent and give context to languages in this fascinating and IHLA wishes to invite you all to set intercultural values that is a unique meaningful way, and IHLA plans to your calendars for next year’s event, and important step in the life of maintain this tradition for many years which will take place on Saturday, community language schools. No other to come. february 23, 2013 at the same event in Edmonton, or in Alberta, location. celebrates the value of mother

10 th International Mother Language Day Event Saturday, February 23, 2013

ITALIAN CULTURAL CENTRE - EDMONTON, ALBERTA

MOMENTS AT THE MLD 2012 EVENT

Visitors check school tables before the Dr. Olenka Bilash talks about the Students from the Korean Language formal program if the event begins on importance of keeping the mother School of Edmonton perform a special stage. language alive. (see her article on dance with small drums. page 10) page 2 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120 MLD2012 MLD20120

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IHLA’S MLD MASTERS OF CEREMONIES: SANDRA, ZOSIA, SAMANTHA AND PHILIP

page 3 The Telugu School of Edmonton

by Dr Praveen Baradi • • •

The Telugu School of Edmonton is primarily established to teach Mother Language skills to keep the young generation connected to Telugu Culture. Children of all ages are introduced and encouraged to learn Telugu through Listening, Speaking, Reading and Writing. This school is open not only to the young children but to people of all ages.

Our Telugu School was originally started more than twenty years ago Group picture of some students and teachers. and after a brief lapse in between it Culture for was reactivated by some enthusiastic all Edmontonians including our members of the Andhra Cultural share their thoughts, sing poems, Telugu community. Association, in 2005. Currently, the narrate stories and importance of our school has about 40 students, ages various festivals etc., in Telugu. This For more information about our ranging between 3 and 14 and we enables students to gain conﬁdence in Telugu School please contact Dr have about 4 different grades. their communication and Praveen Baradi at Several enthusiastic individuals, presentation skills in Telugu. [email protected] mostly the parents of the school are volunteering to run the Telugu Our focus is to enhance the School. We are maintaining a student association of our Telugu children to to teacher ratio of 6:1. In addition, the their culture. Our traditions and students who have graduated from heritage are introduced to the our school in the past are extending children through stories, songs and their volunteer services as assistant dances. The Telugu School gives a teachers. This enables them to keep golden opportunity for the School in touch with their mother language. Children to keep in touch with our The lesson plans for various grades rich tradition and culture. The are reviewed periodically based on participation of Telugu School the valuable feedback from the Children in the cultural activities conducted throughout the year current and past students and their A student singing a Telugu poem. parents. during Telugu festivals is increasing since we started this school. This is We hold classes once a week, every clearly a success that we achieved in Saturday from 3:30 pm to 5:00 pm bridging the gap between the young starting from the 2nd week of generation and our heritage. September until the last week of June at Maha Ganapathi Society of Alberta, We have been members of IHLA since Running Creek Road NW, Edmonton, 2007-08. We believe that with the Alberta, Canada T6J 7B1. At the end continued support from its of every class we have about 20 participants, our Telugu School will minutes of assembly time. During this stand up to the values and continue time students are encouraged to building connections to Arts and A student writing Telugu words. page 4 Two teachers evaluating the work of the Telugu students.

page 5 IHLA ANNUAL GENERAL MEETING REGISTER TODAY AT:

HTTPS://WWW.SURVEYMONKEY.COM/S/AGMIHLA2012

page 6 UPDATES Professional Development Sessions Continue at IHLA

IHLA celebrated its 9th Annual International Mother Language Day event on Saturday, February 25, 2012.

IHLA presented a session at the IISLE “Languages Matter” conference, in Edmonton on February 12, 2012. Over 50 people attended the session on podcasts, presented by Valeria Palladino. IHLA PD

250 copies of the MLD Book - NUMBERS Winter 2012 Edition were IHLA offers many PD published for the Mother sessions each year. Language Day event - this Here some reference publication is made possible each “IT’S IN THE TASK!” numbers for 2011-2012 year with a contribution by the This was, yet again, another great session that IHLA Alberta Association of offered in collaboration with ILEA - the International Multicultural Education - AAME. Languages Education Association in Ottawa, led by 3 Constantine Ioannou and Maria Makrakis. The session IHLA volunteers assisted the Portfolio sessions - 7 was offered on Friday, February 24, 2012 at the new organization in running its casino schools represented fundraising. IHLA casino funds IHLA ofﬁce (see picture above), and was attended by support a number of operational eight IHLA instructors. and special project activities of 4 IHLA. Details about the funds will Bernard Bouska, from the CLA (Canadian Languages be communicated at the IHLA Association) also joined the session and helped with the Technology-based PD different tasks. Instructors worked really hard to create Annual General Meeting on June sessions - over 40 4, 2012. new tasks. We even have a great sample of a special task instructors attended recorded and available on the IHLA You Tube channel. these sessions IHLA submitted a new proposal The presenters will work with CLA to gather a database for funding to Alberta Education. of ideas and tasks for heritage language instructors The proposal is called “Leading across Canada. Click here for a peak at the special clip. Voices” and details will be made PD sessions3 on available at the IHLA upcoming IHLA will be offering two more sessions in April, as PD speaking/listening and AGM. opportunities for all interested. One session will be on humanistic approaches the use of wikis for supporting and teaching to SL teaching - 27 international and heritage languages at the community instructors attended level, and the other will be an introduction and these sessions discussion forum on the use of the IHLA professional standards. See the following page for details and to register online.

page 7 THE MAGIC OF IHLA WIKIS PROFESSIONAL STANDARDS Attend this 3.5 hours workshop to learn how to set up, plan and use a wiki for your language Attend collaborative and interactive workshop to classes. The session is tailored to instructors who talk about the IHLa Professional Standards have little to no knowledge about online tools. document and how it can support your school You will specifically learn the following: activities and planning. This session is specifically indicated for community leaders and • set up a wiki account (it is free) administrators as well as IHLA member school • create pages in your wiki teachers. During the session participants will: • edit text, images, media and sound right in your wiki pages • review the document and engage in • add links and videos collaborative tasks to add to its • plan fun activities for your students interpretation using a wiki • listen to and share concrete practices at the community level The session will fill fast, so do not waste anytime that HILA schools engage in to registering online today. uphold professional standards • learn about a new project idea that The session will take place at the IHLA will work on for the 2012-2013 Computer Lab at the faculty of school year

Extension, University of Alberta, on The session will fill fast, so do not waste anytime Thursday, April 19, 2012 - from 5:30 - registering online today. 9:00 p.m. The session will take place at the IHLA Enterprise Square (10230 Jasper Ave) office - 10010 105 street - second floor - - Lab2-955. on Thursday, April 26, 2012 from 6:00 - 8:30 p.m. Parking at the IHLA parking lot is free after 5:00 p.m. (free on the street after register online 6:00 p.m.)

https:// www.surveymonkey.com/s/ register online magicofwikis https://www.surveymonkey.com/ s/profstandardsIHLA2012

page 8 IHLA BOARD OF DIRECTORS - ELECTIONS 2012-2014

The IHLA Board of Directors will be re-elected for the year 2012-2014. Many positions will be open for nominations.

IHLA board of directors is usually comprised of a total of 13 members. The board of directors strives to represent all IHLA member schools in good standing, with inclusion of diverse languages and cultures amongst IHLA members.

If you are a member of IHLA in good standing or a member of an IHLA school in good standing, and have been a member for at least the last 12 months, you could be nominated for a position with the board of directors of IHLA.

To be an IHLA member in good standing means to be a paid registered member of IHLA for the current year.

1) How do I express my interest to be nominated? You can email IHLA with a simple statement indicating your desire or availability to be nominated. The nominating committee will then contact you with more details. Email IHLA at: [email protected] by April 15, 2012.

You will need to indicate the name of two other members of your community who are also members of IHLA in good standing - who will support your nomination.

2) If I am nominated, what happens next? If you are nominated, you must attend the IHLA Annual General Meeting on June 4, 2012 - from 6:30 p.m. to 9:00 p.m. (location to be determined) and you will be elected by all members of IHLA in good standing who attend the AGM.

3) What positions can an IHLA member in good standing be nominated for? The Executive Directors position will be open for election (see Executive Directors below). Members can also be elected as members of the board of directors.

4) What if I am elected? Elected members will commit to meeting every ﬁrst Monday of the month, from September to June, will lead subcommittees and support IHLA activities and may be asked to spend a few hours each month volunteering to run IHLA activities.

5) The Executive Directors Positions for President, Vice-president, Secretary and Treasurer of IHLA will be open for election. These board of directors are more closely involved with the activities of the board and the association. You may express interest to be elected in any one of these positions if desired (see point 1). Indicate that you wish to be nominated in any one of these positions in your expression of interest.

These positions will be directly elected by all IHLA members in good standing at the time of the elections, during the AGM.

ELECTIONS NOTE All IHLA members in good standing can vote for the election of the new IHLA Board of Directors, on June 4th, 2012. Each IHLA member school in good standing, will have the right to vote - each one of the members who registered for the current year who is attending the AGM will have individual voting rights. IHLA is reviewing this information and all schools and individual members will receive a conﬁrmation of membership in the next few weeks via email.

page 9 Mother Language Day 2012

Dr. Olenka Bilash develop fuller awareness of linguistic Act (2009). This Act granted 68 University of Alberta [email protected] and cultural traditions throughout the languages (65 native languages, 2 • • • HONORED GUESTS, IHLA BOARD world and to inspire solidarity based creoles and Romany) special legal MEMBERS, PERFORMERS AND on understanding, tolerance and instruments to stimulate their MOTHER LANGUAGE LEARNERS, dialogue. preservation and revitalization. LADIES AND GENTLEMEN, http://www.un.org/en/events/ Dr. Landabaru joins other world motherlanguageday/ leaders in making language rights a It is a privilege again to be able to part of the social justice movement: speak to you on the occasion of To contribute to achieving this mission Ganesh Devy (India) and CIIIT today I have four goals: to impart Mother Language Day 2012. As you (Colombia) in 2011; Miguel Siguan know UNESCO declared February 21 information about the winner of (Basque) and Robert Phillipson International Mother Language Day in Linguapax 2012 award; to provide an (England) in 2010; Katerian Te Keikoko update on the project for UNESCOcat 1999 to celebrate cultural and Mataira (New Kealand) in 2009; linguistic diversity, to increase and certificates for youth; to share stories Neville Alexander (South Africa) in maintain awareness of the risks of of language shift; and to offer a 2008; Maya Khmemlani David challenge. language loss around the world, to (Malaysia) in 2007; Natividad acknowledge and protect the place Mutumbajoy (Colombia) in 2006; Linguapax 2012 award of languages in society and to Maurice Tadedjeu (Cameroon) in understand the role of plurilingualism The Linguapax prize is awarded as a 2005; Fernand de Varennes (Canada/ in world peace. Over the past week recognition to linguists, researchers, Australia) and Joshua Fishman (United in every country and all major cities teachers and members of civil society States) in 2004; Aina Moll (Catalan) around the world, groups have who have excelled in promoting and Tove Skutnabb-Kangas (Finland) gathered like us - multigenerational linguistic diversity and multilingual in 2003; and Bartomeu Melià (for work families - to share and celebrate education. Every year an individual in Paraguay and Bolivia) and Jerzy language maintenance, language and an organization in the world are Smolicz (Polish-Australia) in 2002. growth and language rights and to recognized for their contribution to remind all of the risks of language loss developing language awareness, and the benefits of language language heritage, language retention. resources and language rights for all languages in the world. This year the On May 16, 2009 the United Nations Linguapax award was given to Jon General Assembly in its resolution A/ Landaburu, a driving force in the RES/61/266 called upon Member dissemination and revitalization of the States "to promote the preservation linguistic heritage of Colombia. and protection of all languages used by peoples of the world". Professor Jon Landaburu Illarramendi’s contributions include: translating the Languages are the most powerful Colombian constitution into several instruments of preserving and indigenous languages; training native developing our tangible and leaders and teachers; and directing a intangible heritage. All moves to political-administrative center - with promote the dissemination of mother the Program for the Protection of the tongues will serve not only to Ethnolinguistic Diversity (PPDE) of the encourage linguistic diversity and Ministry of Culture, which made way multilingual education but also to for the Colombian Native Languages page 10 Mother Language Day 2012 (cont.)

UNESCOcat Linguapax certificate how for an entire society, and in our the development of certain linguistic program update global age, to all of humanity. domains, contributes to subtractive bilingualism (Cummins, 1991), and The second goal of today’s “The wisdom of humanity is raises questions about Canada as a presentation is to provide an update encoded in the language”, says multicultural country. What might be of the UNESCOcat Linguapax Lyle Campbell, director of the done to change this trend? Might an certificate program, which I first Centre for American Indian education intervention be helpful? described last year at this event. Languages (CAIL) at the Utah Can we better inform youth about Because first languages are seen as University, and professor of the advantages of multilingualism, enabling emotional expressiveness, linguistics. “Once a language help monolinguals develop tolerance and are associated with intimacy and dies, knowledge dies with it. Let's and interest in other languages from establishing relationships, trust and take medicinal plants as an a social justice perspective closeness (Burke, 2004), and because example. The bark of a tree can internationally and at home? Can “unfamiliarity with language(s) is prevent cancer or AIDS, but the we encourage Canadian youth to perhaps the most commonly name of the tree (and the find renewed value in second identified communication barrier in a associated knowledge) is usually language programs? This is the hope multicultural society” (Srivastava, p. lost when the language is of the Certificate program. 113), the five-step certificate program extinguished, a loss for the entire is designed to increase knowledge humanity”, he adds. According The program aims to encourage and awareness about the diversity of to him, if 50% of all language young people to learn about and languages in the world and in spoken in the world were lost, we develop respect for languages and Canada, promote learning and would lose 50% of human language use around the world and sustaining use of additional cognitive capacity, which is an in their own community, learn a new languages, and value plurilingualism “indescribable tragedy”... language and/or expand their own which entails learning to speak at capacity in their mother tongue as an least three languages and respecting “A language is not only made of additional language, recognize that words and grammar; it is a and valuing the speaking of all competency in another language is languages. network of the history that united an asset to an individual and to our the people who once spoke it, all society, and that language is a The program further responds to the the things they did together, all positive part of a personal, familial, rapid rate of loss of mother tongue the knowledge they shared with community and national identity. (MT) among aboriginal, immigrant, their offspring”, says Anthony ethnic and migrant groups. Loss of Arista, professor of linguistics at The program is divided into three MT can bring psychological pain and Eastern Michigan University. different levels. suffering to many. It can lead to the breakdown of inter-generational http:// 1. Students in grades 5-8 or www.en.globaltalentnews.com/ between the ages of 10 and communication. It can lead to a loss 14 current_news/reports/1782/ of identity and a longing for the 2. Students in grades 9-12 or feeling of belonging. It can make Endangered-Languages-a- between the ages of 15 and 18 some people feel negative towards global-loss.html 3. Adults who are stakeholders certain groups and make the country Bilash (2010) points out the trend that in education feel less united, which challenges in Canada non-English language The program is participant-directed social cohesion. It also means a loss users switch to English in public and online-based, and consists of five of ecological knowledge and know- places. She argues that this prevents different steps which must be

page 11 Mother Language Day 2012 (cont.)

completed sequentially. Participants will monitor their own progress through these steps and submit their work electronically. The five steps are as follows:

1. Language awareness in the world Participants will learn about languages from a world perspective. They must complete and pass an interactive quiz online in order to advance to step 2.

2. Language awareness in your own community Participants will learn about the languages used in their local and regional milieu while completing interactive tasks online. Figure 1: Sneak preview of some of the content for the UNESCOcat 3. Linking language and culture LINGUAPAX certificate Participants will learn about the link between language and culture by finding a language he or she does not speak, and by interviewing a speaker of that language.

4. What language means to people Participants will interview someone who speaks at least two languages about what different languages mean to them.

5. Project proposal and conference Participants will propose a project to increase awareness of language learning and language loss and interact with other youth registered in the certificate program.

The program is free and should be available by September 2012 – be sure to ask your HL teacher for more information. See Figures 1, 2 and 3 for Figure 2: Some of what you will learn a sneak preview. through the Certificate program

page 12 Mother Language Day 2012 (cont.)

Figure 3: More of what you will learn through the Certificate program

Stories of Hope and concern

Although we know that many of the almost 7000 languages of the world are at risk and used less and less each day - sometimes only by the elderly or during special celebrations - some communities are uniting to increase or shift the use of their language within daily life. Today I shall share three of these stories of Hope – from the Mohawk, the Yuchi and Alberta’s francophone communities – and some research statistics of concern.

Mohawk – the law helps

In Spoken here: Travels among threatened languages (2004) Mark Abley takes the reader inside the Mohawk and other communities that have become aware that they must work together to shift the language use in their communities. Map 1: Kahnawake, home of the Mohawk

page 13 Mother Language Day 2012 (cont.)

He tells of Billy Two Rivers, a former to the Indian nations have strong language abilities, professional wrestler, who after across the country. cultural knowledge and identify travelling around the world, returned The harvesting of oak positively with the community are its to Kahnawake, the Mohawk’s home forests – our people insurance policy! ” (Bilash, 2008) land near Montreal. See Map 1. were involved…the There he joined the Band Council steel trade…again, it The Mohawk story also reminds us of and shared his insights. In reflecting required our men to how quickly and unexpectedly on his world travels he realized the work in a language loss takes place. In the many assets of the Mohawk people – group….Mohawk was 60’s, when Melvin was a student, his their fame as steelwalkers who the working language mother called him aside one day helped to build high rises in of our men, and that and said: “Son, can I talk to you downtown cities like New York, dictates the language privately?” Melvin worried that he Boston, Detroit, and Buffalo, as of the home, right up had done something wrong and athletes whose culture not only to about 1948…if a listened attentively. She asked: invented LaCrosse but in the last newcomer came into “Have you forgotten where you century also nurtured famous figure the group, he had to come from?” Melvin frowned, skaters, hockey players and Olympic learn the language uncertain about what she meant. “I level athletes. But he also noted the fast… talk to you all the time in Mohawk losses in their language and culture and you answer me in English. Son, over the twenty years that he had At home it was the You are going to live in two worlds. I been away: only people over 60 women who kept the encourage you to know English – but spoke and thought in Mohawk. language … mothers don’t forget your Mohawk. Because “What we need to develop is are the natural the way things are going you are recreational clubs. Mix in with the teachers! Slowly going to lose your language. And if youth. You gotta recapture Mohawks began to you lose your language you have no communication.” (Abley, 2004, p. marry outside the business saying you are a 181) community. Not so Mohawk.” (Abley, 2004, p. 182) slowly, radio and TV And with these thoughts he, the appeared on the This was a critical incident for Melvin – Council and the community began a scene. … Our biggest he has never forgotten his mother’s two decade long project to re-build fault is using that words. Further, as he continued to their language. Mohawk immersion media as babysitter. reflect on his Mohawk language, he programs began, an awareness And thus began the calls it descriptive –picturesque. campaign was undertaken in the language shift … “When you’re speaking in the local newspaper, and today the Mohawk men language, it’s like having a three- language is being revived. Reversing switched to English on flavoured ice-cream – vanilla and language loss ultimately involves the job about the chocolate and raspberry. But when systematic language exposure that same time that Roy you do the translation into English, depends on all levels of society: Rogers, Ed Sullivan you take out two flavours.” (Abley, individual, family, community, and the Three Stooges 2004, pp. 181-82) institutions and government. entered their homes. (Abley, 2004, pp. So with the awareness of new How did the Mohawk lose their 180-182) leaders, the Mohawk community language? Abley cites took action at the family, community conversations with Billy Two Rivers They are right about the important and governmental levels. They even and Melvin Diabo, director of the role that young parents, especially took Quebec’s charter of language Mohawk Language Centre: women, play in first language as inspiration and created their own learning. Many researchers refer to language law - which became the The nature of our mothers as transmitters because the further inspiration for the language economy required language a child’s mother speaks at protection laws of Nunavut, that we men work in the start of his/her life is the best Canada’s youngest territory. groups. As voyageurs. predictor of his/her future language As guides. They spoke use (Lyon, 1996 p. 110). The Yuchi – the role of Elders among themselves in “proficiency of youth, especially in Mohawk, although their child bearing years, holds the Today’s second story of hope comes they had to be future of [any language] community. from the Yuchi people, an aboriginal multilingual to speak Put another way, young people who group in the United States. In this page 14 Mother Language Day 2012 (cont.)

language group, Richard, a lawyer The Yuchi and Mohawk stories are the taste of all of the flavours of ice- and community leader, began a based on community will. Richard cream, like Mohawk Milton Diabo. master-apprentice program (MAP) reflects on the power of taking with elders. In this program young initiative and the need to work both Their study explored what Fishman people spend time with an older with funding sources and (1972) described as “domains" of person and for those in the 15-25 independent of them: “a lot of times language use or where, with whom, year range (or older), who can communities will gear their language about what and how often French spend 20-30 hours a week, it has programs based on what they can was used. Knowing that we speak worked. The elders do not switch to get funding for. Funding is great, one language in the domain of the English. The program does not take there should be more of it, but there’s home and another at work, still place in a school or classroom; much you can still do without another when engaging in certain rather, the MAP duo DO things it.” (Abley, 2004, p. 74) social interactions like watching TV, a together. They cook, garden, film or play, playing sports or joining a perform traditional tasks, all the while In both of these threatened choir, and a fourth in ritualistic talking. “Fluency seldom develops in language communities hope contexts, the community front of the blackboard,” says entered through awareness of a commissioned a study about the Richard. (Abley, 2004, p. 74) He problem, a community consensus to domains of multi- and inter- describes the hard work and address it and a long term plan of generational language use and the commitment it has taken him and effort and patience. In both perceived status of speaking French. notes that his fluency in Yuchi communities the wisdom, skills and The 1988 results revealed an alarming depends on how much time he compassion of elders played a shift in language use among spends with his Mother and other pivotal role. Elders “can be francophone youth in grades 11 and elders. Richard further describes how tremendous human catalysts in the 12 in participating schools. (Landry his accomplishments nurture his pursuit of culturally relevant and and Allard, 1988) With rates desire to continue learning: “Good dynamic programs which are significantly higher in urban areas, teachers create opportunities for created in concert with the community organizations and pride.” (Abley, 2004, p. 74) He communities they serve. They can institutions (church, schools, halls, reminds us of the need to be sensitive provide a voice that will enable radio and TV stations) collaborated to language learners, to be patient schools to become more aware and to increase media, sports, cultural and show empathy for their efforts. responsive” (Goulet, 2001). “They and intergenerational activities for “People who do not speak their remember stories and legends, youth in French. language well are hesitant to look traditions and life on the land and bad in public. They may feel that they preserved a rich history, A follow up study by Denise Moulun- embarrassed or ashamed at their while living and embodying Passek (1999) ten years later lack of fluency; they are nervous Aboriginal knowledge.” (McKay- revealed that the community’s efforts about saying things wrong. They fear Carriere and Bilash, 2010, p. 36) were successful. By using French not failure.” (Abley, 2004, p. 74) For more only in church and rituals, but also in information about MAP visit: http:// Alberta’s francophone community - the home and car, at sports clubs ourmothertongues.org/language/ learning from research and through media, the Euchee/5. See Figure 5 and visit Francophone community followed https://twitter.com/#!/ In the mid 80s Alberta’s francophone the rule that the greater number of yuchilanguage/ to learn more about community began to notice a domains in which a language is used Yuchi language projects. language shift in their community. the greater will be its health in an With globalization and mass media individual and group. They chose community leaders began to hear what David Crystal (2000) describes more and more English and less and as an obligatory relationship of less French. They knew that the language and identity: community language(s) used by and within a members feel that they cannot group sends a message about what belong to the community without is important and wanted to insure speaking the language; they feel Figure 5: that young people continued to obliged to learn and use it. See Yuchi value their heritage, not only Figures 6 and 7. Further, the language because of the rights that other francophone community insured that project generations had fought so hard to language learning was widely logo earn, but because they wanted the accessible to any age of learner, thus next generation to be able to savour welcoming new members and facilitating their participation. page 15 Mother Language Day 2012 (cont.)

Figure 6: David Crystal’s Language as Obligatory to identity and community involvement

Figure 7: David Crystal’s Language as Optional to identity and community involvement

other minority languages, such as The francophone communities have The francophone community also French or Cree or heritage worked tirelessly to provide a knew that the perception of using languages are mostly observed in the framework of high status domains for French had to be seen as positive smaller/lower status domains (arts, public use of French. They both within the groups of the friends, family). When the language is acknowledge that the source of community and by those outside the only used in these smaller/lower discomfort using a language other community. They knew that status domains “Folklorization” than English in Western Canada messages about language use – its occurs. Because such minority suggests a “de facto language presence or absence in the public languages are often restricted to policy and practice” (Shohamy, sphere - are sent consciously and these domains, there is a greater 2006, p. 110) and they have chosen unconsciously (Landry and Bourhis, danger for language shift: “With to confront this phenomenon by 1997). each loss of a domain, it should be building institutions that develop noted, there is a loss of vocabulary, youth understanding of the purpose Perceptions of language use in discourse patterns, and stylistic of speaking French and confidence different institutions varies (Grin, 1992; range. It is easy to see how a and pride in using it. Grin & Vaillancourt, 1997; Grin & language could eventually die, Vaillancourt, 1999). In Alberta, for simply because, having been Research of concern example, the English language is denuded of most of its domains, observed in a variety of large/high there is hardly any vocabulary left to It is not only francophones hors de status domains (government, do it with” (Crystal, 2000, p. 83). Québec that are concerned about education, science, media), while language loss. The following five studies, among many, suggest page 16 Mother Language Day 2012 (cont.)

concerns about the dominance of English and the lessening of the status of non-English language use in Canada.

1. Although Chart 1 of Attitudes to immigration and immigrants based on the 2003 International Social Survey Program reveals Canadians’ openness toward immigration levels and perceptions that they are assets to the economy, simultaneously, as the last column conveys, there is a very strong sentiment that they should adapt to Canadian cultural ways, namely, mainstream Anglophone ways, including use of English. Although this chart reveals Canadian tolerance for diversity, multiculturalism and immigration, and at rates much higher than those of other western nations included in the survey, an assimilationist attitude remains. “Despite the policy objective of deﬁning integration as a two-way street that requires the accommodation on the part of both immigrants and Canadian society, the integration discourse suggests that it is immigrants and not Canadian society and its institutions that are required to change” (Li, 2003, p.10), and such change involves use of English!

2. Palladino’s study of language use From all Responses in the Italian community in Western Age vs. How Often Italian is Used at Home Canada reveals that frequency of 60 use of Italian decreases with age 55 (See Figure 3) (2005, p. 62). Such 50 rates seem to somewhat 45 contradict statistics from the same 40 No Response participants about their beliefs: 92% Everyday 35 of all respondents indicated that > 3 days/week 30 speaking Italian is important to < 3 days/week 25 communicate with family members Never 20

and friends in Italy; 51% to speak of Number Responses 15 with family and friends in Canada; 10 and 77% indicated that speaking 5 the language was important to feel 0 connected with their Italian origins. No 18-19 20-24 25-29 30-34 35-40 41-50 Over 50 Response Age

page 17 Mother Language Day 2012 (cont.)

3. In Chronopoulus’ 2008 study of others using it well, use it themselves Greek language use in Alberta whenever they can and as creatively Closing students reported that they speak as they can, and provide occasions the most Greek with their mother, when the language can be heard, When a language dies on our planet father, and grandparents and are the conditions are favourable for we all lose its wisdom, its eco-ethno- also most likely to speak to maintenance” (Crystal, 2000, p. 81). biological knowledge, its stories of grandparents (grandmothers in socialization and its worldview. When particular) in Greek all the time. Challenge a language falls from use in a family, Language use with others are much all lose its knowledge, values, beliefs less frequent, revealing that like the I close today’s talk with a challenge – as well as a personal connection to Yuchi’s MAP initiative, the older a challenge to all of you of all ages another place on the planet. generations who speak the Greek to conduct a self assessment about language, especially grandmothers, your own use of your HL. Has English “Language is more than a are a great resource for children crept in like Milton’s mother had mere means of trying to learn the Greek language. noticed in her teenage son? Are communication, it is part Are today’s parents capable of grandparents key conduits of the HL and parcel of the identity succeeding their parents as for your family? Are they involved in and culture of the people transmitters of the language in the doing things with the young people, speaking it. It is the means same way? like in the master-apprentice by which individuals program of the Yuchi? How much understand themselves and 4. Even with capable bilingual English do you use with your the world around them.” leaders and youth participants in a children? Your parents? Is it always Spanish-language scouting group, necessary? Are the youth in your - Mahe et al. vs the Queen in Guardado found that English was family and community prepared to Right of Alberta, Supreme sometimes used. “… the implicit be language transmitters to the next Court of Canada, 1990 message the children may have generation, or are you relying on received was that although Spanish immigration to renew? What do is valuable, some things are too you need to renew your important to be done in commitment to the energy Spanish” (Guardado, 2009, p. 117). required to increase the use of the HL in your home and 5. Among bilinguals, attitude and community? Would a social support for language use has a language use assessment in powerful influence on identity. “In a your community unite minority situation, the support community organizations as it received from ingroup members is did for the francophones? Are just as important for identity and you using your HL to search for adjustment as language internet sites and modeling for youth maintenance” (Gaudet and in your community? Clement, 2009, p. 223). “Within a Thank you. community, attitudes will be mixed: some members will be in favour of Special thanks to Christie Jensen for preservation, others will be against her assistance to date on it. There will be pride, apathy, guilt, developing the UNESCOcat denial, regret, and many other LINGUAPAX website. emotions. Moreover, the reasons for support and opposition will be mixed (Crystal, 2000, p. 103). In some situations, families may not feel the HL has helped them to gain anything in the economic sense, or as Salegio’s study (1999) suggests, may not see the threatened language holding any sort of value. Attitude, Crystal (2000) states, is what counts: “If speakers take pride in their language, enjoy listening to page 18 Mother Language Day 2012 (cont.)

References

Abley, M. (2004). Spoken here: Travels among threatened languages. Vintage Canada: Toronto. 322 p.

Bilash, O. (2010) Hope: Aboriginal Langauge Use in Canada. Linguapax, Unescocat. Barcelona.

Bilash, O. (2008) How much English is used in your HL community? IHLA Newsletter, 6 (2), 6-12 Edmonton, Alberta: IHLA. IHLA Newsletter, 6 (2), 6-12. Edmonton, Canada: International and Heritage Languages Association. Bodnitski, J. (2008). First language maintenance or loss: Ukrainian immigrant families' perspectives. Masters Abstracts International, 46 (01), 0034. (Edition date: 2007. 157 p. M.Ed.). (201006343; AAIMR29549).

Burke, C. (2004). Living in several languages: implications for therapy. Journal of Family Therapy, 26, 314-339. Chronopolous, K. (2008). Investigating Language Practices in an Albertan Greek Community. Unpublished M. Ed. project. University of Alberta: Edmonton, Alberta. Crystal, D. (2000). Language death. Cambridge, UK: Cambridge University Press.

Cummins, J. (1991) Language Development and Academic Learning Cummins, J in Malave, L. and Duquette, G. Language, Culture and Cognition Clevedon: Multilingual Matters. Fishman, J.A. (1991). Referencing language shift: Theoretical and empirical foundations of assistance to threatened languages. Clevendon: Multilingual Matters Ltd. Fishman, J.A. (2001). Can threatened languages be saved? Reversing language shift, revisited: A 21st century perspective. Clevendon: Multilingual Matters Ltd.

Gaudet, S., & Clément, R. (2009). Forging an identity as a linguistic minority: Intra- and intergroup aspects of language, communication and identity in Western Canada. International Journal of Intercultural relations, 33 (3), 213-227.

Goulet, L. (2001). Two Teachers of Aboriginal Students: Effective practice in sociohistorical realities. Canadian Journal of Native Education, 25, (1), 68-82.

Grin, F. (1992). Towards a Threshold Theory of Minority Language Survival. Kyklos 45, pp. 69–97.

Grin, F. & Vaillancourt, F. (1997): “The Economics of Multilingualism: Overview of the Literature and Analytical Framework”, in W. Grabe (ed.), Multilingualism and Multilingual Communities (ARAL XVII). Cambridge [MA.]:Cambridge University Press, 43-65.

Grin, F. & Vaillancourt. F. (1999). The Cost-Effectiveness Evaluation of Minority Language Policies. Case Studies on Wales, Ireland, and the Basque Country. (Monograph No. 2). Flensburg, Germany: European Centre for Minority Issues.

Guardado, M. (2009). Speaking Spanish Like a Boy Scout: Language Socialization, Resistance, and Reproduction in a Heritage Language Scout Troop. The Canadian Modern Language Review/La Revue Canadienne Des Langues Vivantes, 66(1), 101-129.

Landry, R. & Bourhis, R. Y. (1997). Linguistic landscape and ethnolinguistic vitality: An empirical study. Journal of Language and Social Psychology, 16, 23-49.

Landry, R. et Allard, R. (1988). L’assimilation linguistique des francophones hors Québec, le défi de l’école française et le problème de l’unité nationale. Revue de l’Association canadienne d’éducation de langue française, 16(3), 38-53.

Li, P. S. (2003). Destination Canada: Immigration Debates and Issues. Don Mills: Oxford University Press.

page 19 Mother Language Day 2012 (cont.)

McKay-Carriere, L. (2009) Decolonizing The Curriculum ‘Cree-Atively’ Through Elders’ Stories. Unpublished Master’s project. University of Regina, Regina, Saskatchewan.

Mckay-Carriere, L., & Bilash, O. (2010, Spring 2010). Bringing elders back into teaching Cree. Notos, 10 (1), 30-38. Edmonton, Canada: Alberta Teachers' Association.

Moulun-Passek, A. D. (2000). La vitalité ethnolinguistique et culturelle des élèves des onzième et douzième années des écoles francophones homogènes en Alberta. Unpublished M.Ed. Thèse, University of Alberta, Edmonton, Alberta.

Palladino, V. (2006). Ethnolinguistic Vitality in Edmonton’s Italian community. Unpublished M. Ed. project. University of Alberta: Edmonton, Alberta.

Salegio, M. (1998). Dual language parenting. Unpublished M. Ed. project. University of Alberta: Edmonton, Alberta.

Shohamy, E. (2006). Language policy: hidden agendas and new approaches. Routledge:New York.

Srivastava, R. (2007). The healthcare professional's guide to clinical cultural competence. Elsevier Health Sciences: Toronto. 352 p.

For more information and conference updates:

http://slic.teachers.ab.ca/Pages/Home.aspx

page 20 IHLA - NEWSLETTER - SPRING 2012

stakeholder in educational matters in Since 2001 IHLA has received the province of Alberta. funding support from Alberta Education that has enabled IHLA to IHLA member schools maintain continue and expand its key activities active annual membership and throughout these years. IHLA participate in its numerous activities, receives additional funding from thus contributing to the life and membership dues, donations and events of the organization. IHLA also regular Casino fund-raising welcomes individual members who initiatives. wish to be involved in language education at the community level. For any further information email IHLA at: [email protected] The IHLA Board of Directors, consisting of committed individuals IHLA is a non-proﬁt umbrella from its member schools who are organization that has been in elected every two years, are the existence since 1978, under former driving force of the association’s key names of AELTA and NAHLA. endeavours in supporting and promoting its values and ideas in the During the past 10 years as community. TOP TEN ACTIVITIES AT IHLA International and Heritage Languages (to promote language learning) Association this coordinating body IHLA is a member of numerous has evolved with its member schools professional and non-proﬁt and focused its efforts towards organizations that promote language becoming a crucial element in and culture education. language education at the community level in Northern Alberta (north of IHLA’s annual activities include the 1. WEBSITE - www.ihla.ca Red Deer). celebration of the International Mother Language Day, the publication 2. MLD DAY - FEB. 21 IHLA’s network of friends, followers of professional newsletters, offerings and supporters, includes a number of of professional development 3. MLD BOOK very important organizations, locally, opportunities to members and non- provincially and at the national level. members alike, awareness and 4. PD SESSIONS - FREE promotion of cultural identity, to Through its activities of professional technology integration for second 5. TEACHER SUPPORT development in the area of language classes, to leadership in the international and heritage language community, to and creation and 6. SCHOOLS SUPPORT education promotion, support and adaptation of learning resources. awareness IHLA is an important 7. NEWSLETTER

IHLA 8. RESOURCES 2nd ﬂoor - 10010 - 105 STREET PRESENTATIONS T5J 1C4 - Edmonton - Alberta 9.

www.ihla.ca 10. COORDINATION [email protected] http://ihlaactivities2012.blogspot.ca /