DOCSLIB.ORG

Tåîchô K'ëë Ets'eetå'èe Xè Enîhtå'è K'e Yats'ehtii Reading and Writing

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tåîchô K'ëë Ets'eetå'èe Xè Enîhtå'è K'e Yats'ehtii Reading and Writing Tåîchô K’ëë Ets’eetå’èe xèTłı˛cho˛ Enîhtå’è Yatıì K’e Yats’ehtii Reading and Writing in • nîdi? hoehsô ha dehwhô • ayìi wek’è htii ts’e eya k’ å’è îht • n ©Copyright 2007 Contents may not be reproduced in any form whatsoever without the permission of the copyright holders. Library and Archives Canada Cataloguing in Publication Reading and Writing in Tłı˛cho˛ Yatıì ISBN 978-1-896790-36-7 Tłı˛cho˛ Community Services Agency Behchokò˛, Northwest Territories, Canada www.tlicho.ca T¯‡ch· Community Services Agency Design: Inkit Ltd. Tåîchô K’ëë Ets’eetå’èe xè Enîhtå’è K’e Yats’ehtii • Credits This guide to reading and writing has received support from many organizations and individuals. Here we list those who have provided their financial support, their intellectual and morale support, their work, wisdom and understanding, and their blessings. We are grateful. For the people and organizations we have mistakenly left out, our grateful thanks to you too. Elder Advisors Social Sciences and To them we are especially The late Humanities Research grateful for their advice and Elizabeth Mackenzie Council of Canada hard work Rose-Anna Mantla Illustrators Contributors Jimmy Martin Mason Mantla Kandace Apples Michel Louis Rabesca Lorris Wellin Therese Chinkon The late Adele Wedawin Editors Verna Crapeau Advisors Aliki Marinakis Terri Douglas Josie Bishop Mary K. Richardson Harriet Erasmus Georgina Chocolate Leslie Saxon Alphonse Eronchi Celine Eyakfwo Mary Siemens Joe Eyakfwo Lucy Lafferty Nora Lafferty Research Assistants Allice Legat Kandace Apples The late Joseph Sizè Rosa Mantla Mary Adele Mackenzie Mackenzie Therese Mantla Lianne Mantla The late Julie Mackenzie Jim Martin Therese Mantla Mary Adele Mackenzie The late Philip Rabesca Aliki Marinakis Lianne Mantla Mary Siemens Joseph Martel Marlyss Richardson Ernestine Steinwand Claudia Rabesca Mary K. Richardson Celine Whane Mary Louise Bouvier White Mary Louise Bouvier White Students of Dô K’ëë John B. Zoe and others Ets’eetå’èe xè Enîhtå’è K’e Sonny Zoe Yats’ehtii Financial Supporters Dedication Dogrib Community Services This book is dedicated to all Board those who love Tåîchô Yatiì Tåîchô Community Services and all those who came Agency before us in teaching us. Dogrib Treaty 11 Council Tåîchô Government Whaèhdôö Nàowoò Kö Aurora College Aurora Research Institute University of Victoria Reading and Writing in Tåîchô Yatiì 1 Tåîchô K’ëë Ets’eetå’èe xè Enîhtå’è K’e Yats’ehtii • Table of Contents Tåîchô K’ëë Ets’eetå’èe xè Enîhtå’è K’e Yats’ehtii • Table of Contents K’akweåöö Introduction ...................................................................................7 Organization of this Book ...........................................................7 Chapter 1 Tåîchô K’ëë Dek’enèts’eetå’è The Letters of the Dogrib Alphabet .........................................9 Chapter 2 Tåîchô K’ëë Yats’ehti To Pray in Tåîchô Yatiì .............................................................19 SeNöhtsîî diidzêë k’e gok’ènedì ................................................20 Tåîchô Yatiì in the Communities ................................................21 Dialects and Choices in Language Use ....................................22 Summary ...................................................................................25 Chapter 3 Ehtsî, Ehtsèe gixè Nàhdè Living with Grandparents .......................................................27 Ehtsî, Ehtsèe gixè Nàhdè – Mary K. Richardson wegodiì ......28 Grammar of Tåîchô Yatiì ............................................................29 Wet’à Ts’iìzìi Yatiì eyits’ô Wet’à Dàgot’îî Yatiì/Nouns and Verbs ...........................................................29 Vowels and Consonants ...........................................................31 Summary ...................................................................................34 Chapter 4 Gòet’î Amìi Agît’e? Who Are Our Relatives? .........................................................35 Sèot’î Amìi Agît’e? – Marlyss Richardson ................................36 Words with Prefixes and Suffixes .............................................37 Noun Paradigms .......................................................................39 Pronouns ...................................................................................40 Nasal Vowels .............................................................................40 Summary ...................................................................................42 Reading and Writing in Tåîchô Yatiì 3 Tåîchô K’ëë Ets’eetå’èe xè Enîhtå’è K’e Yats’ehtii • Table of Contents Chapter 5 Asìi Åekôô Tasty Things ............................................................................43 Åèt’èhtåòa – Nora Lafferty dàanì yeht’èe ...................................44 Dàanì Lìgawhì Ts’ehtsîî – Joe Eyakfwo, Harriet Erasmus, Sonny Zoe gîîtå’è ...................................................................44 Wet’à Dàgot’îî Yatiì/Verbs in Tåîchô Yatiì ..................................45 Verb Paradigms ........................................................................46 More Consonants: The å and s Families of Consonants ...........48 Summary ...................................................................................51 Chapter 6 Louise Diì Ts’ö Ts’eèæe Boat Trip to Louise Island ......................................................53 Louise Diì Ts’ö Ts’eèæe – Terri Douglas wegodiì ........................54 Another Part of Speech: Adverbs .............................................55 Adverbs and Meanings .............................................................56 Tone on Vowels .........................................................................57 More Consonants: The x and wh Consonant Families .............58 Another Consonant: weweèk’è .................................................61 Summary ...................................................................................61 Chapter 7 Eåets’ìhtsìi A Marriage Proposal ...............................................................63 Yamoòzha Ts’èko Eekè – Mary Richardson wegodiì .................64 Another Part of Speech: Postpositions ....................................66 Postpositions and Meanings ....................................................68 Adverbs Related to Postpositions ............................................71 Introduction to Long or “Dragged” Vowels ...............................71 A Loner Consonant ...................................................................72 Summary ...................................................................................73 Chapter 8 Dè Goîzì Placenames .............................................................................75 Dè Goîzì – Tåîchô Whaèhdôö Nàowoò ......................................76 Dè Goîzì/Placenames and Compound Words ..........................77 Yatilô Wheæôô for Places: -k’è ...................................................80 More Consonants: Nasal Consonants and Related Sounds ....82 Contractions with Nasal Consonants .......................................84 Tåîchô Yatiì Dictionaries ............................................................84 Spellings ...................................................................................86 Summary ...................................................................................87 4 Tåîchô K’ëë Ets’eetå’èe xè Enîhtå’è K’e Yats’ehtii Tåîchô K’ëë Ets’eetå’èe xè Enîhtå’è K’e Yats’ehtii • Table of Contents Chapter 9 Eåexè Kielà Ts’ehtsîî Working Together to Make a Birch Bark Canoe ..................89 K’ielà Ts’ehtsîî – Rosa Mantla, Joe Suzie Mackenzie nîî, Julie Mackenzie nîî si gidàîdi ................................................90 Syllables in Tåîchô Yatiì .............................................................91 Yatilô Wheæôô on Nouns: The Possessed Noun Suffix ............94 Bound or “Linked” Stems and the Possessed Noun Suffix .....95 Compound Words and the Possessed Noun Suffix .................96 Summary ...................................................................................98 Chapter 10 Ehtsî Ghôneèhtô Lessons from My Grandmother .............................................99 Ehtsî Wexè Chekoa Gigöhåî – Therese Chinkon wegodiì ........100 Wet’à Dàgot’îî Yatiì/Verbs and Wekwee Whelaa/Prefixes ......101 Two Sets of Wekwee Whelaa for Verbs ..................................101 Some Adverbial Prefixes .........................................................103 Some Inflection Prefixes and Combinations ...........................104 Wekwee Whelaa and Yatikwì/Stem Combinations .................106 Summary .................................................................................108 Chapter 11 Satsöök’öô Hòèlîî New Technology ....................................................................109 Satsöök’öô Hòèlîî – Alphonse Eronchi wegodiì ......................110 The Consonant r .....................................................................111 A Relationship between d and r and Long Vowels .................112 A Related Pattern in Compound Nouns .................................113 Imperfective Paradigms for Wet’à Dàgot’îî Yatiì .....................114 Imperfective Paradigms with only Subject Prefixes ...............114 Imperfective Paradigms with Adverbial and Subject Prefixes ..................................................................115 Imperfective Paradigms with Inflection and Subject Prefixes ..................................................................116 A Recap
Load more

Recommended publications
  • LANGUAGES of the LAND a RESOURCE MANUAL for ABORIGINAL LANGUAGE ACTIVISTS
    LANGUAGES of THE LAND A RESOURCE MANUAL FOR ABORIGINAL LANGUAGE ACTIVISTS Prepared by: Crosscurrent Associates, Hay River Prepared for: NWT Literacy Council, Yellowknife TABLE OF CONTENTS Introductory Remarks - NWT Literacy Council . 2 Definitions . 3 Using the Manual . 4 Statements by Aboriginal Language Activists . 5 Things You Need to Know . 9 The Importance of Language . 9 Language Shift. 10 Community Mobilization . 11 Language Assessment. 11 The Status of Aboriginal Languages in the NWT. 13 Chipewyan . 14 Cree . 15 Dogrib . 16 Gwich'in. 17 Inuvialuktun . 18 South Slavey . 19 North Slavey . 20 Aboriginal Language Rights . 21 Taking Action . 23 An Overview of Aboriginal Language Strategies . 23 A Four-Step Approach to Language Retention . 28 Forming a Core Group . 29 Strategic Planning. 30 Setting Realistic Language Goals . 30 Strategic Approaches . 31 Strategic Planning Steps and Questions. 34 Building Community Support and Alliances . 36 Overcoming Common Language Myths . 37 Managing and Coordinating Language Activities . 40 Aboriginal Language Resources . 41 Funding . 41 Language Resources / Agencies . 43 Bibliography . 48 NWT Literacy Council Languages of the Land 1 LANGUAGES of THE LAND A RESOURCE MANUAL FOR ABORIGINAL LANGUAGE ACTIVISTS We gratefully acknowledge the financial assistance received from the Government of the Northwest Territories, Department of Education, Culture and Employment Copyright: NWT Literacy Council, Yellowknife, 1999 Although this manual is copyrighted by the NWT Literacy Council, non-profit organizations have permission to use it for language retention and revitalization purposes. Office of the Languages Commissioner of the Northwest Territories Cover Photo: Ingrid Kritch, Gwich’in Social and Cultural Institute INTRODUCTORY REMARKS - NWT LITERACY COUNCIL The NWT Literacy Council is a territorial-wide organization that supports and promotes literacy in all official languages of the NWT.
    [Show full text]
  • Revitalizing Indigenous Languages
    Revitalizing Indigenous Languages edited by Jon Reyhner Gina Cantoni Robert N. St. Clair Evangeline Parsons Yazzie Flagstaff, Arizona 1999 Revitalizing Indigenous Languages is a compilation of papers presented at the Fifth Annual Stabilizing Indigenous Languages Symposium on May 15 and 16, 1998, at the Galt House East in Louisville, Kentucky. Symposium Advisory Board Robert N. St. Clair, Co-chair Evangeline Parsons Yazzie, Co-chair Gina Cantoni Barbara Burnaby Jon Reyhner Symposium Staff Tyra R. Beasley Sarah Becker Yesenia Blackwood Trish Burns Emil Dobrescu Peter Matallana Rosemarie Maum Jack Ramey Tina Rose Mike Sorendo Nancy Stone B. Joanne Webb Copyright © 1999 by Northern Arizona University ISBN 0-9670554-0-7 Library of Congress Catalog Card Number: 99-70356 Second Printing, 2005 Additional copies can be obtained from College of Education, Northern Ari- zona University, Box 5774, Flagstaff, Arizona, 86011-5774. Phone 520 523 5342. Reprinting and copying on a nonprofit basis is hereby allowed with proper identification of the source except for Richard Littlebear’s poem on page iv, which can only be reproduced with his permission. Publication information can be found at http://jan.ucc.nau.edu/~jar/TIL.html ii Contents Repatriated Bones, Unrepatriated Spirits iv Richard Littlebear Introduction: Some Basics of Language Revitalization v Jon Reyhner Obstacles and Opportunities for Language Revitalization 1. Some Rare and Radical Ideas for Keeping Indigenous Languages Alive 1 Richard Littlebear 2. Running the Gauntlet of an Indigenous Language Program 6 Steve Greymorning Language Revitalization Efforts and Approaches 3. Sm’algyax Language Renewal: Prospects and Options 17 Daniel S. Rubin 4. Reversing Language Shift: Can Kwak’wala Be Revived 33 Stan J.
    [Show full text]
  • National Friendship Centre Survey
    National Friendship Centre Survey Aboriginal Language Programs March 2007 This Strategy was commissioned by Contact: National Association of Friendship Centres 275 MacLaren Street, Ottawa, Ontario K2P 0L9 TELEPHONE: (613) 563-4844 FAX: (613) 594-3428 or (613) 563-1819 GENERAL INQUIRY EMAIL: [email protected] Prepared by www.invertmedia.com ii National Friendship Centre Survey of Aboriginal Language Programs CONTENTS 1. Introduction 1.1. Why a Survey? 1 1.2. Objectives 2 1.3. Methodology 2 2. Background 2.1. Language Health 4 2.2. Why Language Revitalization? 4 2.3. Delivery Resources and Contexts 10 3. Survey Results 3.1. By Region and Contact 13 3.2. By Regional Languages 14 3.3. Language Program Provision 15 3.4. Program Type and Funding 16 3.5. Curriculum Materials 17 3.6. Best Practices 17 3.7. Learner Age Range 18 3.8. Number of Learners 18 3.9. Priority Programs 19 3.10. Accreditation 19 3.11. Client Characteristics 19 3.12. Success Factors 21 3.13. Challenges 21 iii 3.14. Program Resources 22 3.15. Other Community Programs 22 3.16. Past Programs 24 3.17. Overall Demand 24 3.18. Overall Resource Availability 25 3.19. General Comments 25 4. Analysis 4.1. Response Levels/ Respondents 26 4.2. Languages and Territories 27 4.3. Program Funding 28 4.4. Friendship Centre Language Programs 29 4.5. Program Clients/ Learners 32 4.6. Other Community Programs 33 5. Summary 5.1. Recommendations 34 5.2. Conclusion 37 6. Appendices 6.1. Survey Questions 39 6.2.
    [Show full text]
  • Multiple Literacies
    Multiple Literacies NWT Literacy Council Improving our supportMarch 2002 for Aboriginal literacy in the NWT NWT Literacy Council March 2002 MULTIPLE LITERACIES Improving our support for Aboriginal literacy in the NWT Acknowledgements The NWT Literacy Council would like to thank all the people we talked to for their overwhelming support for our work, and for their generosity in sharing information with us. We would also like to thank the Government of the Northwest Territories Department of Education, Culture and Employment who funded this project through the NWT Literacy Strategy. NWT Literacy Council - 1 - MULTIPLE LITERACIES Improving our support for Aboriginal literacy in the NWT Table of Contents PART I INTRODUCTION TO THE PROJECT 1.0 Introduction 1.1 The NWT Literacy Council 1.2 The project PART II BACKGROUND RESEARCH AND ANALYSIS 2.0 Language in People’s Lives 2.1 The importance of language 2.2 Aboriginal languages in Canada 2.3 Aboriginal languages in the NWT 3.0 Language and Literacy 3.1 English literacy in the NWT 3.2 Aboriginal literacy in the NWT 3.3 Multiple literacy practices 4.0 Supporting Aboriginal Literacy 4.1 Models from other literacy coalitions 4.2 Funding for Aboriginal language activities in the NWT 4.3 GNWT initiatives 4.4 Aboriginal language communities’ plans PART III CONSULTING LANGUAGE COMMUNITIES 5.0 Consulting Language Communities 5.1 The consultation process 5.2 Language issues, possible roles and suggested activities for the NWT Literacy Council PART IV A FRAMEWORK FOR CHANGE 6.0 Developing a Framework to
    [Show full text]
  • Paul V. Canada, 2002 FCT 615 (Canlii)
    CanLII - 2002 FCT 615 (CanLII) Page 1 of 28 Home > Federal > Federal Court of Canada > 2002 FCT 615 (CanLII) Français English Paul v. Canada, 2002 FCT 615 (CanLII) Date: 2002-05-31 Docket: T-646-01 Parallel citations: [2003] 1 C.N.L.R. 107 • 219 F.T.R. 275 URL: http://www.canlii.org/en/ca/fct/doc/2002/2002fct615/2002fct615.html Noteup: Search for decisions citing this decision Reflex Record (related decisions, legislation cited and decisions cited) Date: 20020531 Docket: T-646-01 Neutral citation: 2002 FCT 615 BETWEEN: CLEM PAUL and NORTH SLAVE METIS ALLIANCE Plaintiffs - and - HER MAJESTY THE QUEEN IN RIGHT OF CANADA, THE GOVERNMENT OF CANADA as represented by the ATTORNEY-GENERAL OF CANADA, THE MINISTER OF INDIAN AND NORTHERN AFFAIRS CANADA, THE GOVERNMENT OF THE NORTHWEST TERRITORIES, THE DOGRIB FIRST NATION as represented by THE DOGRIB TREATY 11 COUNCIL Defendants REASONS FOR ORDER LEMIEUX J.: A. INTRODUCTION [1] The plaintiffs in this action move the Court for an interlocutory injunction in the following terms: http://www.canlii.org/en/ca/fct/doc/2002/2002fct615/2002fct615.html 11/1/2009 CanLII - 2002 FCT 615 (CanLII) Page 2 of 28 (a) An interlocutory injunction ordering the Defendants or any of them to refrain from taking further steps toward the completion or implementation of the Final Agreement referred to in the Statement of Claim in this action until: (i) The trial of this matter is concluded and judgment rendered; or (ii) The Defendants recognize the NSMA as an independent party negotiating on behalf of the North Slave Metis in the Dogrib Agreement process and the Plaintiffs execute or adhere to the Agreement-in-Principle referred to in the Statement of Claim in this action by the plaintiff, the North Slave Metis Alliance; ("NSMA") or (iii) Indication in writing by the NSMA that it has consented to such steps being taken.
    [Show full text]
  • Must There Be Two Solitudes? Language Activists and Linguists Working Together Keren Rice, University of Toronto
    Must There Be Two Solitudes? Language Activists and Linguists Working Together Keren Rice, University of Toronto This paper suggests that there can be two solitudes that divide lin- guists and language activists and argues that there needs to be a mutual recognition that linguists and Indigenous communities need to work together to help revitalize Indigenous languages. It takes a community of people to revitalize an Indigenous language, and in order for linguists and language activists to truly work together, general principles such as relationships, respect, reciprocity and recognition are critical. In Canada, there is a phrase that is sometimes used to signify the relationship between English-speaking Canada and French-speaking Canada, two solitudes. This term was popularized by Hugh MacLennan in the title of his 1945 novel, Two Solitudes. The publisher’s blurb for this book says the following: A landmark of nationalist fiction, Hugh MacLennan’s Two Solitudes is the story of two races within one nation, each with its own legend and ideas of what a nation should be. In his vivid portrayals of human drama in prewar Quebec, MacLennan focuses on two individuals whose love increases the prejudices that surround them until they discover that “love consists in this, that two solitudes protect, and touch and greet each other. A view that is sometimes found in the literature on language revitalization and the role of linguists in this endeavor is that linguists and language activists represent two solitudes, each with their own ideas, perhaps even their own legends, about what a language is and what language revitalization is all about.
    [Show full text]
  • Dogrib Knowledge on Placenames, Caribou and Habitat
    Re: Dogrib Knowledge on Placenames, Caribou and Habitat STUDY DIRECTOR RELEASE FORM The above publication is the result of a project conducted under the West Kitikmeot / Slave Study. I have reviewed the report and advise that it has fulfilled the requirements of the approved proposal and can be subjected to independent expert review and be considered for release to the public. Study Director Date INDEPENDENT EXPERT REVIEW FORM I have reviewed this publication for scientific content and scientific practices and find the report is acceptable given the specific purposes of this project and subject to the field conditions encountered. Reviewer Date BOARD RELEASE FORM The Study Board is satisfied that this final report has been reviewed for scientific content and approves it for release to the public. Chair West Kitikmeot/Slave Society Date Box 2572, Yellowknife, NT, X1A 2P9 Ph (867) 669-6235 Fax (867) 920-4346 e-mail: [email protected] Home Page: http://www.wkss.nt.ca Box 2572, Yellowknife, NT, X1A 2P9 Ph (867) 669-6235 Fax (867) 920-4346 e-mail: [email protected] Home Page: http://www.wkss.nt.ca DOGRIB KNOWLEDGE ON PLACENAMES, CARIBOU AND HABITAT FINAL REPORT Submitted by Whaèhdôö Nàowoò Kö Dogrib Treaty 11 Council to the West Kitikmeot Slave Study Society Yellowknife, NT July 2002 DOGRIB KNOWLEDGE ON PLACENAMES, CARIBOU AND HABITAT FINAL REPORT Submitted by Whaèhdôö Nàowoò Kö Dogrib Treaty 11 Council to the West Kitikmeot Slave Study Society Yellowknife, NWT July 2002 Project Team: Leslie Saxon, Principal Investigator Sally Anne Zoe, Researcher and GIS Entry Georgina Chocolate, Verification Allice Legat, Project Director DEDICATION This report is dedicated to Madeleine Drybones who passed away on July 10, 2002.
    [Show full text]
  • Teaching Through Toponymy: Using Indigenous Place-Names in Outdoor Science Camps
    Teaching Through Toponymy: Using Indigenous Place-Names In Outdoor Science Camps Karen Ann Heikkila B.A., University of British Columbia, 1994 B.Ed., University of British Columbia, 1995 Thesis Submitted in Partial Fulfilment of The Requirements for the Degree of Master of Arts in Natural Resources and Environmental Studies (Geography) The University of Northern British Columbia January 2007 ©Karen Ann Heikkila, 2007 For All who teach and make known the Dakelh language and culture Abstract The naming of places, be they landforms, villages or cities, is a cultural phenomenon dating back to the earliest of times. Naming to identify and differentiate places seems to be as basic a need as assigning names to the persons and objects that make up one’s world. In the Tl’azt’en culture, where oral transmission was the means of passing down knowledge, people developed particular strategies for recalling information. Routes to hunting grounds or fishing holes, for instance, were memorized with the aid of place-names and through the narratives that illumined the named places. This study examines the potential of Dakelh place-names as a tool for educating Tl’azt’en children and youth about the Tl’azt’en ancestral past, the Dakelh language and places on the land that have sustained Tl’azt’enne for generations. The processes of colonization, resistance and cultural reclamation as observed in the naming and re-naming of places provides a theoretical framework from which to explore the potential of indigenous place-names to address issues of cultural revitalization and identity-strengthening. Such theory enables understanding of the importance of indigenous language and places on the land in sustaining cultural identity and forming the basis for appreciating oral tradition.
    [Show full text]
  • Cultural Landscapes Management in the Northwest Territories) Canada
    Cultural Landscapes Management in the Northwest Territories) Canada THOMAS D. ANDREWS To the Indian people our land is really our life. and live them, if we take the sign set on the Without our land we ... could no longer land for us as our symbol, we will never have exist as people. (Richard Nerysoo, Fort any trouble surviving as a nation. (Stanley McPherson, 1976-from Berger 1977:94). Isiah, as told to George Blondin-from Dene Nation 1981 :ii) On April 1, 1999, following nearly fifteen years of land We kept on traveling, and grandfather ... kept claims negotiations, the map of northern Canada on talking to me.... That was how the changed dramatically with the creation ofthe new terri­ grandfathers taught the children (George Blondin, Deline, 1990-from Blondin 1990: tory of Nunavut. Nunavut-the homeland of Canada's 204) Inuit-represents the transformation of a cultural land­ 1 scape into a geopolitical landscape, where political self­ For the Dene, Metis, and Inuvialuit of the Northwest sufficiency is now in the control of the Inuit them­ Territories (Fig. 97) the land is indeed a special thing. selves. In reality, two new territories were created: the More thanjust a space, it is a blanketwoven from strands new Nunavut, and a smaller NorthwestTerritories (NWTI, of stories centuries old-a landscape imbued with riv­ largely forgotten in the glow of media interest in the ers of meaning. It is a cultural landscape where physi­ creation of its newer sibling. If Nunavut represents the cal features are used as mnemonic devices to order transformation of a cultural landscape into a geopoliti­ and help preserve oral narratives, which themselves cal one, what is the status of NWT cultural landscapes? encode knowledge relative to identity, history, cul­ Cultural landscapes, still important from the perspec­ ture, and subsistence.
    [Show full text]
  • The Office of the Northwest Territories Languages Commissioner Annual Report 2001-2002 Vision and Mission Statement
    The Office of the Northwest Territories Languages Commissioner Annual Report 2001-2002 Vision and Mission Statement Vision As Elder Leo Norwegian so eloquently said, “Like the people before us, we must rise like the water and take our place in the protection of languages and culture for the next generation of people.” Each step we have taken in language revitalization has been taken with Elders and many committed and dedicated persons. Each achievement has been made by working together toward the common vision of strong, healthy NWT offi cial languages. The Offi ce of the Languages Commissioner must follow this cooperative approach, working together with all language communities and NWT citizens in meeting their language needs and aspirations and upholding the Offi cial Languages Act. Mission The Offi ce of the NWT Languages Commissioner meets this Vision by: • Advocating support for NWT offi cial languages development; • Monitoring and research activities; • Receiving and resolving inquiries and complaints regarding the Act; • Consulting with an Advisory Board; • Making reports and recommendations to the government and Legislative Assembly; and • Communicating with the public. Annual Report 2001-2002 Table of Contents Language Commissioner’s Message 2001-2002 ............................................................................ 1 Organization ....................................................................................................................................... 3 Advisory Board Members................................................................................................................
    [Show full text]
  • Traditions: National Gatherings on Indigenous Knowledge - Final Report
    Traditions: National Gatherings on Indigenous Knowledge - Final Report ISBN: CH4-116/2008E-PDF 978-0-662-44152-6 Disclaimer: The contents of this report are a reflection of the discussions that took place throughout Traditions: National Gatherings on Indigenous Knowledge during May and June 2005. The opinions expressed herein are not intended to and nor do they necessarily reflect the views of the Department of Canadian Heritage or the Government of Canada. TABLE OF CONTENTS 1 In Memoriam 2 Canadian Heritage and the National Gatherings 4 Indigenous Knowledge: Place, People and Protocol 7 Setting the Stage for the National Gatherings 9 The National Gatherings 1. Rankin Inlet, Nunavut . 9 2. Edmonton, Alberta . 11 3. Penticton, British Columbia . 12 4. Saskatoon, Saskatchewan . 14 5. Yellowknife, Northwest Territories . 15 6. Wendake, Quebec . 16 7. Eskasoni, Nova Scotia . 17 8. Six Nations, Ontario . 19 21 What Was Said Indigenous Knowledge and Languages and Cultures . 21 Indigenous Knowledge and Intellectual and Cultural Properties . 30 Indigenous Knowledge and Artistic Expression . 39 46 Advisory Group’s Closing Remarks T R Conclusion O 47 P E R L A N I F i APPENDICES Appendix A: Schedule . 48 Appendix B: Proportional Representation at the Gatherings . 49 Appendix C: Breakdown of Participation at the Gatherings . 52 S N O I T I D A R T ii IN MEMORIAM Since the conclusion of Traditions: National Gatherings on Indigenous Knowledge in June 2005, we received the sad news that two delegates have passed away. Elder Peter Katorkra, who attended the Gathering in Rankin Inlet, Nunavut, and Grand Chief Archie Jack, who attended the Gathering in Penticton, British Columbia, provided valuable insights into the complexity of Indigenous Knowledge.
    [Show full text]
  • Considerations for Creating New Words in Tāłtān
    Tahltan Word Formation: Considerations for Creating New Words in Tāłtān By Odelia Dennis B.Sc., University of British Columbia, 2002. A Project Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF EDUCATION in Indigenous Language Revitalization © Odelia Dennis, 2020 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. We acknowledge with respect the Lekwungen peoples on whose traditional territory the university stands and the Songhees, Esquimalt and WSÁNEĆ peoples whose historical relationships with the land continue to this day. i Tahltan Word Formation: Considerations for Creating New Words in Tāłtān By Odelia B. Dennis B.Sc N., University of British Columbia, 2002. Supervisor Dr. Leslie Saxon, Department of Linguistics Committee Member Dr. Megan Lukaniec, Department of Linguistics ii Abstract The Tāłtān language is a language at risk of becoming a sleeping language. Although language revitalization efforts are helping to reclaim this language, more could be done to create speakers. As languages evolve to contemporary life, developing new words would allow the language to be spoken uninterrupted by the dominant language and would spark the interest of younger generations to learning and speaking their language. This research focusses on the ways in which Tāłtān and other Dene languages have created new words in the past and more recently with consideration to how worldview is expressed in the language. There are steps that need to be taken when carrying out the task of creating new words in the Tāłtān language.
    [Show full text]