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Écrire Et Lire La Langue Inuit. Choix Linguistiques Contemporains À AURÉLIE HOT ÉCRIRE ET LIRE LA LANGUE INUIT Choix linguistiques contemporains à Iqaluit et Igloolik, Nunavut Thèse présentée à la Faculté des études supérieures de l’Université Laval dans le cadre du programme de doctorat en Anthropologie pour l’obtention du grade de Philosophiae Doctor (Ph.D.) DÉPARTEMENT D’ANTHROPOLOGIE FACULTÉ DES SCIENCES SOCIALES UNIVERSITÉ LAVAL QUÉBEC 2010 © Aurélie Hot, 2010 Résumé Les pratiques de l’écriture à Iqaluit, la capitale du Nunavut, et à Igloolik, une plus petite communauté au nord de la région de Baffin, mettent en scène la gestion quotidienne du bilinguisme chez les locuteurs du nouveau territoire. Depuis l’apprentissage du syllabique jusqu’aux sites de socialisation sur Internet, des expériences individuelles sont présentées et explicitent le contexte et les attitudes linguistiques qui gouvernent les choix de langue en fonction du mode d’expression. Le caractère marginal de l’écriture en langue inuit ressort nettement dans ce portrait des pratiques, quelle que soit la vitalité de la langue à l’oral. Cette restriction sur l’épanouissement de l’inuktitut dans tous les domaines possibles d’utilisation fragilise l’équilibre d’une nécessaire relation de complémentarité avec l’anglais. Une étude de la situation linguistique au Groenland laisse entrevoir une autre réalité, ce qui suscite plusieurs questionnements. La diversité dialectale, l’expérience d’urbanisation, les dynamiques économiques et les mobilisations identitaires influencent les pratiques de l’écriture. Les conséquences quant à l’effort de promotion de la langue inuit en sont tirées. Mots clés : écriture syllabique, Nunavut, langue inuit. ii Abstract Literacy practices in Iqaluit, the capital of Nunavut, and Igloolik, a smaller community located in the northern Baffin region, illustrate the daily management of bilingualism by the speakers of the new territory. From the learning of syllabics to social networking sites, a large range of individual experiences is discussed. They contextualize linguistic attitudes, which determine language choice according to the mode of expression. The marginality of Inuit language literacy is readily perceived in this portrait of practices, regardless of the vitality that the language may show orally. These limitations on the expansion of Inuktitut, in all possible domains of use, weaken the balance of an unavoidable complementary relationship with English. A study of the linguistic situation in Greenland shows a different reality, which raises several questions. Dialect diversity, lived experiences of urbanization, economical dynamics and identity mobilizations all have an influence on literacy practices. Conclusions are then drawn about the promotion of the Inuit language. Keywords: syllabic literacy, Nunavut, Inuit language. Remerciements Pendant ces années qu’a duré mon cheminement dans le programme de doctorat, un grand nombre de personnes ont soutenu ce projet d’une multitude de façons. Bien que je sois dans l’impossibilité de citer tout le monde ici (notamment pour des raisons d’anonymat), je tiens à remercier tous et toutes très chaleureusement de leur participation sans laquelle cette thèse n’aurait pas vu le jour. Louis-Jacques Dorais a assuré la direction de ce projet. Il m’a guidée et encouragée dans des étapes cruciales de ma formation, au-delà de la thèse proprement dite, et a fait preuve d’une patience et d’une disponibilité sans faille. Les personnes ci-dessous ont également appuyé mon travail. À Iqaluit, Susan Sammons du Collège de l’Arctique du Nunavut (CAN) et Stéphane Cloutier du Ministère de la culture, de la langue, des aînés et de la jeunesse ont grandement facilité ce processus de recherche par leurs conseils et leur support. Je tiens à remercier aussi Maakki Kakkik, Lau Saila, Sarah Novalinga et Denis Nakoolak, professeure et étudiants au CAN pendant mes séjours ainsi que Gavin Nesbitt et d’autres employés de Pirurvik qui ont pris le temps de me décrire les projets en cours. À l’Institut de Recherche du Nunavut, Rick Armstrong a résolu les problèmes logistiques rencontrés. À Igloolik, Mitch Taylor et les employés à la division de la faune du Ministère de l’environnement ont généreusement partagé leurs infrastructures. Leah Otak et John MacDonald, de l’Institut de Recherche du Nunavut ont guidé mes recherches sur la base de données d’histoire orale. Un grand merci aussi à Bonnie Ammaaq et Nancy Kadlutsiak. À l’Université Laval, Frédéric Laugrand a offert des conseils très appréciés sur ce projet et il a beaucoup contribué à cette thèse par ses commentaires et suggestions. Lise Fortin du CIÉRA a accompagné mes démarches pour aller au Nunavut. Je remercie aussi Shelley Tulloch, de la St Mary’s University, pour les opportunités qu’elle m’a offertes de discuter de ma recherche. iv À Montréal, le réseau DIALOG et Carole Lévesque ont permis la diffusion des résultats de cette recherche grâce à des bourses de présentation dans des colloques. Mes différentes expériences dans le réseau ont également participé à ma formation. Enfin, le Fonds québécois de recherche sur la société et la culture, le Programme de formation scientifique dans le Nord du Ministère des Affaires indiennes et du Nord, le Conseil de recherche en sciences humaines du Canada et le Fonds George-Henri-Lévesque de la Faculté des sciences sociales de l’Université Laval ont fourni le financement indispensable à la poursuite de ce programme et à mes trois séjours de recherche au Nunavut. Table des matières RÉSUMÉ ................................................................................................................................ I ABSTRACT...........................................................................................................................II REMERCIEMENTS.............................................................................................................III TABLE DES MATIÈRES.....................................................................................................V LISTE DES TABLEAUX .....................................................................................................X LISTE DES FIGURES ........................................................................................................ XI INTRODUCTION ..................................................................................................................1 Propositions de recherche ...................................................................................................2 Terrain et méthodologie......................................................................................................3 Contenu de la thèse.............................................................................................................4 1 PRÉSENTATION ET MÉTHODOLOGIE......................................................................7 1.1 L’île de Baffin : présentation de la région à l’étude ..................................................8 1.1.1 Le Nord et le Sud Baffin.....................................................................................8 1.1.2 Débuts de la dynamique de sédentarisation et de contact linguistique.............10 1.1.3 La formation des communautés actuelles.........................................................13 1.1.4 Création du Nunavut et choix de sa capitale.....................................................20 1.1.5 Aspect et envergure contemporains..................................................................21 1.1.6 Centre politico-économique vs centre culturel?................................................24 1.2 Méthodologie...........................................................................................................25 1.2.1 Le milieu de recherche à Igloolik, Iqaluit et au Nunavut .................................25 1.2.2 Entrevues ..........................................................................................................27 1.2.3 Observation participante...................................................................................30 1.2.4 Démarche comparative et ethnographie ...........................................................32 1.2.5 Analyse .............................................................................................................35 2 L’ÉCRITURE ET LA LECTURE EN LANGUE MINORITAIRE...............................37 2.1 Penser de façon dynamique les relations inégales entre les langues et les écritures : jalons théoriques ...............................................................................................................37 2.1.1 Frein à la dérive linguistique (RLS), glottophagie et revitalisation linguistique 38 2.1.2 Attitudes, identités et ethnographie ..................................................................41 2.2 « Clarification idéologique » ...................................................................................44 2.2.1 « La logique de l’écriture »...............................................................................44 2.2.2 Discipline sociale et colonialisme.....................................................................50 vi 2.2.3 Localité, identité et pouvoir..............................................................................53 2.3 Écritures multilingues et construction identitaire : exemples ethnographiques et historiques.........................................................................................................................57 2.3.1 Lecture religieuse et écriture épistolaire : communiquer avec le surnaturel,
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